Lee Sappingfield

Lessons are the heart of a program. Without a strong lesson, the program has no face in which to show off the theory. The following are overviews of a collection of lessons that have been taught in the Environmental Design program at the high school level, grades 9-12. The lessons are listed in chronological order from the beginning of the year to the end. These lessons are taken from our introductory classes and our advanced studio course. These activities are team taught by certified Art and

Design is such an integral part of our everyday life, considering our entire built environment is designed. So often we take for granted everyday structures and products, not giving a second thought to the fact that someone had designed them. The importance of understanding the consumer and their needs cannot be underestimated in any design field. Until a product fails the consumer, the design process is usually not even considered. The built environment encompasses a broad spectrum of jobs an

In order to implement and maintain a fundamental Environmental Design program, it must be marketed to the school district first, establishing a rationale for the implementation of the program. After the program has been adopted by the school district, it must be marketed to the public, professionals and higher education to gain support and make connections vital to the survival and success of the program. A major component of establishing and marketing an ENVD program is documentation of develo

Technology Education (aka.- Industrial Technology, Industrial Arts, Technical Education, or TE) is a very dynamic discipline, in the sense that is constantly changing and evolving. Much like the technology, TE has struggled for so long with semantics and educators passionate to keep certain trades they are skilled and prepared to teach. Many of the soft skills they teach are needed, but there are innovative techniques that incorporate modern careers better. The best way to describe TE fairly i