Class: Foundations of Graphic Design CTE [Grades 9-12]

Big Idea:

Designers can use modern design principles to create a sticker pack that conveys a sense of personal, social, or political responsibility.

What responsibilities do designers have to create work that disrupts and contributes to public dialogue in public and social spaces?

Responding to art: Students can describe, analyze, interpret and evaluate stickers from a variety of sources. Students can look and find artwork that has meaning and connect that to their work.
Developing works of art: Students can use elements and principles of design to create a unified sticker pack.
Relating art to context: Students can create work that adds to public and social discourse. Students can think about the audience and where stickers will go for maximum impact.

Creating: Experiment, plan and make works of art and design that explore a personally meaningful theme, idea, or concept. (Creating VA:Cr2.1.lla)
Creating: Consolidate production processes to demonstrate deliberate choices in organizing and integrating content and stylistic conventions in media arts production, demonstrating an understanding of associated principles, such as continuity and juxtaposition. (MA:Cr3.1.II)
Presenting: I will join with diverse people to plan and carry out collective action against exclusion, prejudice, and discrimination, and we will be thoughtful and creative in our actions in order to achieve our goals. (AC.9-12.20)
Responding: Analyze the intent, meanings, and impacts of diverse media artworks, considering complex factors of context and bias. (MA:Re8.1.III)
Connecting: Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art and design. (Connecting VA:Cn10.1.llla)

Readiness- What formal design strategies can graphic designers use to create unity? Working in small groups, card sort images to create unity: repetition, continuity, and continuation. Are they familiar with strategies of creating unity?

Interest- Where do we see injustice? Who has power? What do you want to say? What do you love? What are you afraid of? What do you think can make the world better?
Learning profile- What do you want from this class? What is your distance learning situation? What do you like about learning at home? Do you prefer learning activities that are done individually or in a group? Is there anyone in class you want to work with? Anyone you don’t?

Cultural exemplars- I will spotlight different designers in Padlet to capture students’ thinking as they describe, analyze, interpret, and evaluate in warm-up.
Brainstorming activities- Scavenger hunt for stickers. Sort by themes. What was the sticker’s intent? What is it trying to say? Who was the sticker made for? Does where it was placed change the original meaning of the sticker?
Ideation- Moodboard. Initial and sketch iteration, bringing in strategies of unity: unity: color, line quality, repetition, and continuation.
Cultural/ historical context- Free write about experiences where you’ve seen injustice and what you think can make the world better.

Criteria for Making :

Students will create a sticker pack using Gravit or Adobe Illustrator.
Choose a personal, social or political cause that matters to you.
Use elements and principles of design to create a unified sticker pack. Strategies for unity: repetition, continuity, and continuation for color, line, shape, texture, type, etc.

Criteria for Explaining:

What responsibilities do designers have to create work that disrupts and contributes to public dialogue in public and social spaces?
Write a designer statement: description of your theme. What’s your message? Who are you saying it to? Where do you see your sticker going?
Strategies to make it a pack. What did you do to create unity?

Differentiation options:

Students can use all digital or mixed media/traditional techniques to make their stickers.
Students may write a designer statement or submit an oral video where they are answering these same questions.

What do you hope to learn from your assessment plan and how is it designed to provide you with the data you need?

The pre-assessment will help me learn what students already know about creating unity. The scavenger hunt and moodboard will show me what they are interested in. This will help me direct students toward creating a sticker pack that is important to them.
The formative assessment information (designer spotlights, moodboards, etc) will help me gauge student learning throughout the unit. I can use this information to adjust my instruction.
The summative assessment will help me gauge how well my students applied the learning. It is important to me that students are invested in the iterative process of design, can implement strategies of unity, and are also connecting the work to themselves and presenting.

How does your assessment plan align with the unit learning targets?

Responding to art: Students can describe, analyze, interpret and evaluate work in the designer spotlight. Assessment: The formative assessment discussions, scavenger hunt, moodboard and the summative assessment designer statement both capture students’ ability to respond to stickers.
Students can describe, analyze, interpret and evaluate stickers from a variety of sources. Students can look and find artwork that has meaning and connect that to their work.
Developing works of art: Students can use design principles to create a unified sticker pack that transforms, disrupts, or calls attention to a message they believe in. Assessment: The summative assessment is to create a sticker pack that disrupts and contributes to public dialogue in public and social spaces. I will review strategies students took to create a unified pack.
Relating art to context: Students can create work that adds to public and social discourse, Students can think about the audience and where stickers will go for maximum impact. Assessment: Students can write or orally present a designer statement: Description of their sticker theme. Describe what the stickers are communicating. Who are they saying it to? Where do they see their stickers going? Students can self-reflect on the process: how successful were they at creating a series? What elements of design did they use? How happy were they with the results? What would they do differently?