Lesson Plan

Resources → Subject Notes → Art and Design → Notes
Lesson Plan
Grade: Date: 18/01/2026
Subject: Art and Design
Lesson Topic: recognise importance of social and cultural factors in making, exhibiting and viewing work
Learning Objective/s:
  • Describe how social factors such as gender, class, and religion shape textile design.
  • Explain the impact of cultural influences like heritage, globalization, and sustainability on making, exhibiting and viewing.
  • Analyse a case study to identify factor influences across a work’s lifecycle.
  • Apply this understanding to create a design concept and exhibition plan that addresses a contemporary issue.
Materials Needed:
  • Projector and screen
  • Printed case‑study handouts
  • Mood‑board templates (paper or digital)
  • Sketchbooks or design journals
  • Fabric swatches (optional)
  • Sticky notes and markers
 Introduction:
Begin with a quick visual montage of diverse textiles—from Japanese kimono to punk jackets—asking students what stories the garments might be telling. Recall previous lessons on visual elements and how context can alter meaning. Explain that today they will explore how social and cultural factors shape the making, exhibition and viewing of textile work, and that success will be shown by identifying these factors in a case study and applying them to their own design brief.
Lesson Structure:
  1. Do‑now (5'): Students view images of three garments and note initial impressions of social meaning. (Check understanding)
  2. Mini‑lecture (10'): Overview of key social and cultural factors with examples (projector). (Guided notes)
  3. Case‑study analysis (15'): In pairs, examine a handout (e.g., kimono, Kente, punk) and fill a table linking factor → making, exhibiting, viewing. (Discussion)
  4. Design task briefing (5'): Introduce mood‑board and garment design brief linked to a current issue. (Clarify criteria)
  5. Independent work (20'): Students create mood‑boards and sketch concepts, referencing at least three factors. (Teacher circulates)
  6. Exhibition planning (10'): Groups outline a mini‑exhibition layout and information panels for their design. (Peer feedback)
  7. Reflection journal (5'): Write a short entry on how their own cultural background influences choices. (Collect)
Conclusion:
Summarise how social and cultural contexts act as lenses that shape design decisions, presentation strategies, and audience interpretation. Students submit an exit ticket listing the three most influential factors for their project. For homework, they will refine their design and prepare a brief written justification linking each factor to their choices.