The starting point for this project might be a road safety campaign, cycling proficiency
lessons or a class outing where visibility might be a safety issue.

• When is it important to be seen in order to be safe? What are the possible
  dangers if we cannot be seen?

[Make a collection of clothing and accessories designed to keep us safe by making us
visible. Items might include a reflective jacket, a luminous sash, trainers with light up
soles, a bag with a reflective trim, a reflector that fixes to the spokes of a bicycle wheel
or even a light-up collar for dogs. Other items that increase our visibility, but have not
been designed for safety purposes might be included, e.g. a brightly coloured T-shirt.]

Consider each item:

• Who might use it? When?
• How would they use it? e.g. wear it, carry it, fix it on their bike
• How would it help to make them more visible?
• What materials have been used? What colours have been used? Why?
• How could we test the items to compare them?

[One method of testing would be to limit the amount of light in the room by closing the blinds/curtains and switching off the
lights. Have torches available to test reflectivity. The children could try out some of the items and compare how visible they
are with someone who is not using them. Another method would be to conduct a survey to find out which items people
would prefer to use and why.]

• How has visibility been increased? Is it through colour, pattern, use of reflective materials, movement?
• What are the advantages and disadvantages of the different items?
  

[Discuss with the children the context for their work. The children will probably be designing for someone they know,
e.g. themselves, a friend, a younger child in the school. Encourage them to think carefully about how they could make their
design reflect the needs and preferences of the person who will be wearing the Top. Show the children the Tops, Day-glo
paints, water-based markers and reflective materials. Ask them to discuss different ways of applying colour and pattern to
the Top to create a Top that will help the wearer to be seen and be safe.]

• Who is the Top for? When will it be used?
• How will your design help the wearer to be seen?
• How will you make your design appealing to the wearer?
  

[When the children have finished their Tops they should test them out in the classroom to see if any improvements can be
made before the wearers use them for their intended purpose.]

Note: Remember that water-based paints may run if the Top is used in the rain.

Meeting curriculum requirements:

Children will be developing their awareness of how they can keep safe by being seen. They will be learning to consider
the needs and preferences of users when generating ideas for their designs. They will be learning how to investigate
and evaluate products as a source of ideas and as a way of thinking through what they need to consider when designing.
They will be developing their awareness of how colour and pattern can be used to achieve desired effects.

Tips for Painting:

Experiment on a test piece of paper or Koloron^TM before beginning on the Top
Encourage the children to consider the order of painting allowing time for the Tops to dry if they are adding finer detail
to a background
Tops must be kept flat when they are being painted and not worn until they are dry
Paint can be applied to large areas with a small sponge and/or brushes
Have different size brushes available and encourage the children to find out what marks each brush will make.
Encourage the children to paint boldly
If things go wrong, wipe out with a damp cloth
Water-based markers can be used in addition to paint
Pieces of reflective material can be fixed using water-based glue

Useful Reference:

Road safety material - booklets and posters. Community Police Officer may well be willing to talk about safety and
to discuss the final products.

What you will need:

collection of products designed to enhance visibility, torch, test pieces of paper or Koloron^TM, Tops, paint,
water jugs, paper towels, brushes, sponges, small trays or plates, scissors, reflective materials, water-based glue,
water-based markers.

Activity 0007 Hide and seek