Hang many different ties around the room. They should have different shapes, patterns, and textures. Each student needs to grab a tie that they like and take it to their desk. Once they have the ties, ask each student why they chose the tie they did. What are some of the elements that make the tie interesting?
Step 1: Explain that lines, patterns/shapes and textures can grab attention in different ways. They can also help create a mood.
Step 2: Ask the students what moods different lines could create. These could be listed on the board or just discussed. There is a handout attached that could be given to the students after the discussion to help them with the breakdown. Some examples would be: • Straight-masculine, strong, stubborn • Curved-feminine, soft, comfort • Jagged-evil, chaos
Step 3: Looking at the ties, what kind of mood could the person wearing it be in? Go over how moods could be affected by using different shapes or patterns on the stage. It would be good to have additional samples of shapes and patterns. Wallpaper samples and scrapbook paper are great. Some examples would be: • Bigger-splashy/attention • Smaller-conservative/calm • Floral/Circles/Hearts-feminine • Plaids/Checks/Stripes-masculine
Step 4: Ask the students what textures their ties have. Discuss the way textures could affect mood as well. It would help if you had additional fabrics and textures to display in the room as examples. Some examples would be: • Heavy-oppressive/masculine • Light-free/feminine • Sheen-attention/wealth • Matte-blends/middle-lower class
Step 5: Ask the students what lines, textures and patterns should be used in their chosen scenes to create the appropriate mood? As they are deciding, put pattern/shape, and texture samples on a table in the front of the class.
Step 6: Once the partnerships have decided on the moods for their scenes, pass out the “Aesthetic Considerations” handout as well as the “Design Sampler” handout.
Step 7: Explain that the students need to choose pattern and texture samples from those on the front table. After selecting those they believe would create the appropriate mood, they should take them back to their desks and complete the “Design Sampler” handout. If students cannot find the patterns and textures they are looking for on the table, they can do their own “finding” outside of class.