Curriculum subjects: Religious and Moral and Education / Art and design
Responsibility of all: Literacy
Curriculum level: Third level
For centuries humankind has sought to answer ultimate questions such as the nature and purpose of life and humankind’s place within the universe. In trying to address these questions people have often expressed their ideas by marking the landscape with signs, symbols and buildings to show their relationship with the physical world and the divine. The artist Charles Jencks uses ideas about humankind's relationship with the physical environment in his landscape work to bring to our notice some of the key ultimate questions of life.
This design challenge is constructed to enable pupils to develop their knowledge of faith and belief systems throughout the world and the ways in which people have sought to answer key ultimate questions.
Learners may be more quickly engaged if the design brief is presented through a real life context. In this instance, the learner has three contexts to select from: a reflective space within a hospital, an airport or a school. However there may be other contexts that would allow the learner to stretch their imagination and provide creative solutions.
The design brief
You have entered in to a national competition to design a reflective space. Working as part of team design a space where people may be inspired to reflect upon the ultimate questions of life. This space could be sited in either:
- A hospital
- A school
- An outdoor area
- An airport
Consider the impact this space will have on the human senses, how it will allow individuals to reflect and have a moment of silence in what is otherwise a hectic, and often noisy, world.
Download the complete design challenge
The Design challenge document contains the design brief for pupils and further support material for teachers with suggested activities and links to experiences and outcomes.
Word file: Design challenge - Design a space for reflection (247 KB)PDF file: design challenge: Design a space for reflection (147 KB)
Learners may also find it useful to use the 'Design process template' to help them develop their ideas.
Resources
- Japanese Zen Gardens
Wikipedia article about Japanese Zen Gardens.
- Nazca Lines
A Wikipedia article about Nazca Lines.
- Reflective Spaces
A list of free spaces in and around Edinburgh that offer undisturbed rest and relaxation.
- Religious Buildings
An article looking at different types of religious buildings.
Related experiences and outcomes
Expressive arts > Art and design > EXA 3-06a
While working through a design process in response to a design brief, I can develop and communicate imaginative design solutions.
Languages > Literacy and English > Writing > Creating texts > LIT 3-28a
I can convey information, describe events, explain processes or concepts, and combine ideas in different ways.
Religious and moral education > Religious and moral education > Christianity > Beliefs > 01r3 > RME 3-01c
I can explain a range of beliefs which Christians hold about 'ultimate questions' and participate in debates about these.
Religious and moral education > Religious and moral education > World religions selected for study > Beliefs > 04r3 > RME 3-04c
I can explain a range of beliefs which followers of world religions hold about 'ultimate questions' and participate in debates about these.
Expressive arts > Art and design > EXA 3-03a
I can use and combine the visual elements and concepts to convey ideas, thoughts and feelings in expressive and design work.
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