sv_lesson+plan

GRAPHIC DESIGN STUDIO
 GRADES 11-12

Lesson Plan: //Logo Development//
**Introduction:** Just prior to spring break, students began a project on logo design for a client with a real-world product. During this lesson students will revisit the group interview that was held with our client. Students will pull together the information and ideas they gathered during the interview to identify a clear direction for and function of the logo. Only after that will they begin their individual design work in Illustrator.

1. **Aim** Students will work collaboratively to identify the goal, direction and purpose of the logo for SizzleStone®, as well as various visual strategies for achieving those goals.

2. **Rationale** In this unit students are working on a real-world project for a client with whom they can communicate. This is as much about the process as it is about the end product. The 45-minute interview took place about 2 weeks ago, but 1 of the 7 students was absent. This will be an opportunity for students to pull from their memory and their notes to share what they took from the client interview. Students will most likely have remembered different elements from the interview, and the sharing of observations and recollections will be key in talking about individual perception of an event. The collaborative piece will assist students in identifying the goals, direction and purpose of their design work. Some students are more comfortable with spoken language, while others are more comfortable using text. Along those lines, the client was very talkative during the interview. Some students were involved verbally, while others were active listeners. Hopefully the online collaboration will function to bring these two groups together.

3. **Goals and objectives**: This lesson will serve as the gathering point for ideas that will be used in logo development. Students must identify the specific image qualities that will be conveyed by the logo and eventually the packaging. Students will be able to 
 * identify the image communicated by existing packaging in its use of color, shape, texture, font, contrast, and other elements and principles of design.
 * identify the goal of the image of SizzleStone®
 * identify the assets to be used in the logo and packaging
 * identify specific uses of olor, shape, texture, font, contrast, and other elements and principles of design that will help them achieve the goals of the brand.

ISBE 25.A Understand the sensory elements, organizational principles and expressive qualities of the arts //5 a. analyze and evaluate students’ and professionals’ works for how aesthetic qualities are used to convey intent, expressive ideas, and/or meaning//

ISBE 26.A Understand the processes, traditional tools, and modern technologies used in the arts //4 a. analyze and evaluate how tools/technologies and processes combine to convey meaning 5 a. analyze and evaluate how the choice of media, tools, technologies and processes support and influence the communication of ideas//

ISBE 27.B Understand how the arts shape and reflect history, society and everyday life. //5 a. analyze how the arts shape and reflect ideas, issues or themes in a particular culture or historical period.//

NETS 1 Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. //a. apply existing knowledge to generate new ideas, products, or processes b. create original works as a means of personal or group expression//

NETS 2 Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. //a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. d. contribute to project teams to produce original works or solve problems.//

NETS 6 Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. //a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies.//

 4. **Audience** and **pre-requisites** This is part of the Graphic Design Studio course, which is the third level of graphic design instruction for students in grades 11-12. Students use Adobe® Illustrator, InDesign and Photoshop to create visuals.

5. **Description** of **subject-matter** Logo design for a product that will be sold at retail and on the web; logo will be used on packaging and related printed materials such as the instructional DVD, cookbook and web site.

6. **Instructional plan**: describes the activities the learners are going to engage in, and the sequence of those activities. Also describes what the TEACHER is to do in order to facilitate those activities.  7. **Materials** The students will require individual computers with Internet access. The class meets in the computer lab, and this is part of our normal access. Students will use our existing Edmodo.com blog at the beginning of class as usual, where they will link to the [|GoogleDoc]. Students may have notes from the client interview for reference.
 * 1) Students will log in to the class blog at edmodo.com, for instructions and access to the GoogleDoc link. (3 minutes)
 * 2) Once all students are on the [|GoogleDoc], the teacher will lead an informal discussion on how to work simultaneously on a single doc (visual cues, etiquette, saving, where to start, etc.). (5 minutes)
 * 3) Students will begin by doing research on similar products available on the Web, and adding information to the GoogleDoc. (10 minutes)
 * 4) Students should work off of their peers' comments as they go, to continue building the brainstorm. Students should be able to explain their connections/associations that they list for each of the graphic strategies, colors, qualities. Students may work from notes or their recollection. Students are expected to post at least 1 contribution to each column (approximately 10 minutes)
 * 5) Students will review the posts in each of the columns, and add their first initial (bold and in color) to the end of the text in the entries that they believe are key components of the logo development. (2 minutes)
 * 6) Teacher will lead a group discussion for each of the areas on the GoogleDoc, beginning with the competitors in the market. As a group, we will come to a consensus on the key components that should be considered throughout logo development and packaging design. (15 minutes)
 * 7) Discussion should include the value of this activity in brainstorming. Students will begin individual brainstorming with logo design sketches as homework.

8. **Plans** for **Assessment** and **Evaluation**: Assessment for this lesson will be informal, visually checking that each student has made a contribution in each column. Students will use this type of structure to complete evaluations of the logos they will create for this project. Feedback on the GoogleDoc will be gathered during the discussion at the end of the lesson.