Level 2: ART 309 Unit Expansion & edTPA Student Teaching

Deconstructed Identity
Central Focus Grade Level Class Size Time Class Demographics Personal Logos 8th 25 4 weeks

National Visual Arts Standards Va:CR1-8a, VA:Cr2-8b, VA:Cr3-8a, VA:Cn11-8a Common Core State Standards Addressed

UNIT OVERVIEW Students will complete a zentangle to learn about line. They will learn how to use the pen tool in Adobe Illustrator, and explore gestalt principles to make a logo design. Forms Frames Conceptual Framework 2D Cultural Artwork 3D Subjective Artist Structural Audience 4D Postmodern World

Student Prior Knowledge and Conceptions Geometric verses organic shape, basic color principles, recognizing and utilizing line, pattern, and compositional strategies. Common Errors or Misunderstandings It is easy to make errors using the pen tool. May students may not be as aware of the imperfections that dragging an anchor point to far creates. - To solve this error, I will make sure student use resources like YouTube. There are never ending videos on this site that teach people how to use adobe programs. Students will watch a video and write notes about what they learned. Students may not understand the duplicity of some Gestalt principles. -I have created a handout, and a video to further demonstrate each principle. Interdisciplinary Connections Communications: visual communication mixed with verbal communication, being able to sell a logo to a customer. English: Reading and interpreting artist handouts, writing and proof reading artist statements UNIT LEARNING OBJECTIVES As a result of this lesson, students will be able to: 1. Document any and all stages of digital art making processes completed in Adobe Illustrator. 2. Create one unique personal logo design I Adobe Illustrator that shows an awareness of artistic ethics (appropriation, fair us e, copyrightetc) 3. Complete an in-progress self critique, listing at least one revision you would make to your 10 sketches. 4. Write an artist statement that includes: a definition of the word chosen and why it was chosen; strengths and weaknesses; two ways the logo can be used in society; an explanation of all color choices. Why are the learning tasks for this lesson appropriate for your students? (Cite specific, theoretical principles and/or research-based best practices in your answer.) How will you structure opportunities for THEORETICAL PRINCIPLES AND/OR RESEARCH-BASED BEST PRACTICES Max Wertheimer: -Gestalt Principles: The human mind views images as a whole, not in pieces. This lesson

STUDENT INTERACTIONS Think Pair share for Gestalt Principles. Jigsaw for logo information, artists

Level 2: ART 309 Unit Expansion & edTPA Student Teaching

students to work with partners or in groups? What criteria will you use when forming groups?

Drawing names on popsicle sticks.

4x4 white card stock Adobe Illustrator Scanner

TEACHER MATERIALS Student progress checklist

Remember to include all technology tools, photocopies, posters, images, etc.

4x4 white card stock Adobe Illustrator Scanner

STUDENT MATERIALS Filippo Marinetti logo, Carolyn Davidson, and gestalt principles worksheets

Key Artists Key Artworks Key Critical Questions

ARTISTS IN CONTEXT List at least 6 diverse artists Artist, Artwork Title, Year (list at least 2) 1. How does the placement of the words in Zang Zumb Zumb make you feel? How do you read it? 2. What influence has Filippo Marinettis work had on other designers? 3. What other meanings do we attach to a Swoosh (check mark) symbol? 4. How has the meaning of the symbol changed in different context? VOCABULARY AND LANGUAGE ACQUISITION Gestalt Principles: rules of the organization of visual imagery Line: a narrow mark, or band Logo: a symbol or other design adopted by an organization to identify its products, uniform, vehicles, etc. Branding: the promotion of a particular product or company by means of advertising and distinctive design. Graphic design: the art or skill of communication by means of combining text and pictures to create advertisements, magazines, or books. Italian Futurism: a movement in art, music, and literature begun in Italy about 1909 and marked especially by an effort to give formal (elements and principles) expression to the dynamic energy and movement of mechanical processes Zentangle: A form of drawing created from the use of structured patterns Graphic designers: visual communicators who create advertisements for companies. analyze, critique, describe, interpret, Reading Writing Listening Speaking Syntax Discourse 1. Write an artist statement, peer proof reading (syntax) 2. In progress critique in pairs/small groups (discourse) 1. Artist informational sheets on Filippo Marinetti, Carolyn Davidson, and the gestalt principles. 2. Worksheet: includes famous logos, students will describe and interpret meaning, and analyze and critique the artists use of gestalt principles.

Vocabulary

Language Functions Language Modes Language Demands Language Tasks and Activities Language Supports

SPECIAL PRE-INSTRUCTION PREPARATIONS What special preparations need to be made by the teacher before beginning this unit? Schedule a field trip? Schedule a guest speaker? Have students compile/collect special supplies? Have specific equipment on hand? Etc. ACCOMODATIONS FOR SPECIFIC DIVERSE LEARNERS Students with Written instruction for each student, as well as for the classroom, will be provided. IEPs or 504s Students can scan in their sketches and trace them with the pen tool if they need more guidance. Adaptations and Accommodations Written instruction for each student, as well as for the classroom, will be provided. Students can scan in their sketches and trace them with the pen tool if they need more guidance. [rather than creating them from scratch.] Enrichment and Extensions Create a business card Activity for Early Finishers Work in sketchbook, two pages should be sketched in per week.

Level 2: ART 309 Unit Expansion & edTPA Student Teaching

Help clean up OBJECTIVE-DRIVEN ASSESSMENTS Describe the tools/procedures that will be used in this unit to monitor students learning of the lesson objectives. Attach/paste a copy of the assessment and evaluation criteria/rubric at the end of the lesson where the assessment will take place. Lesson Objective Informal Description of Modifications to Accommodate Evaluation Criteria: What evidence of # (s) # (s) or Assessment All Students student learning related to the learning Formal? objectives and central focus does this assessment provide? 1 3 informal Create a five patterns, Require less patterns to be Students will be able to create and complete a Zentangle used patterns using lines. Students can relay their line work in their final logo. Use a wider tipped pen/marker 1 3 formal Fill in the blank: Brand Allow more time Students can recognize brands in their name challenge everyday lives. Work in teams 3 2 informal Process book/ Students can verbally relate Create a unique personal logo that research task what their influences/resources shows awareness of artistic ethics by are. recording resources in process diary. 4+ 1 informal Document work Allow students to create a hard Students will have a digital copy of their copy version. process to later comment on in their artist statements. 4+ 4 formal Checklist for written Students can hand write or type Students will complete an artist artist statement, statement that follows a checklist. Student will be provided with students will peer individual checklist, and a Artist statement will be grammatically proof read checklist for the classroom. correct. REFERENCES "The Gestalt Principles." The Gestalt Principles. N.p., n.d. Web. 2 Apr. 2014. <http://graphicdesign.spokanefalls.edu/tutorials/process/gestaltprinciples/gestaltprinc.htm>. "The Gestalt School of Learning Web.mp4." YouTube. YouTube, 7 Feb. 2011. Web. 2 Apr. 2014. <https://www.youtube.com/watch?v=7QfcVGrar9E>. "Heritage: Origin of the Swoosh." NikeBiz. N.p., n.d. Web. 10 Apr. 2014. <http://web.archive.org/web/20071023034940/http://www.nike.com/nikebiz/nikebiz.jhtml?page=5&item=origin>. Honigman, Brian. "The Psychology of Color in Logo Design (INFOGRAPHIC)." The Huffington Post. TheHuffingtonPost.com, 24 Jan. 2013. Web. 10 Apr. 2014. <http://www.huffingtonpost.com/brian-honigman/psychology-color-design-infographic_b_2516608.html>. Marinetti, Filippo . "Zang Tumb Tumb Filippo Tommaso Marinetti." YouTube. YouTube, 2 June 2011. Web. 10 Apr. 2014. <https://www.youtube.com/watch?v=u1Yld7wGWEI>. "Nike Swoosh Designer Discusses Her Iconic Creation." NPR. NPR, n.d. Web. 10 Apr. 2014. <http://www.npr.org/2011/06/23/137376121/nikeswoosh-designer-discusses-her-iconic-creation>. "What is Zentangle?." Zentangle. Zentangle Inc., Web. 10 Apr. 2014. <http://www.zentangle.com/index.php?option=com_content&view=article&id=7&Itemid=111>. * Developed and written by Emily Schranz, Art Education, Illinois State University, 2014 *

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 1

Launch Instruction Methods Brand Name Challenge: In small groups, students will correctly label logos with company Bell Ringer Worksheet name. Instruction Instruction Methods Teacher will ask students about lines: what are they, what do they look like, how are they Questioning used in a design? Teacher will ask how line was used in the brand logos from launch. Structured Practice and Application How will you give students the Students will first create 5 patterns to reference from before creating Zentangle. opportunity to practice so you Teacher will check that the patterns have correct repetition. can provide feedback? How will students apply what Students will incorporate the patterns they created into a 4x4 Zentangle. they have learned? Students will

Level 2: ART 309 Unit Expansion & edTPA Student Teaching

How will you determine if Checklist: Students will finish a Zentangle including 5 different patterns. students are meeting your intended learning objectives? Closure Instruction Methods Extended brand name challenge: In small groups, students will draw as many logos they can think of on a blank sheet of paper

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 2

Launch Instruction Methods Color in Logo Design Question - How do certain colors make you feel when you look at them? Instruction Instruction Methods Teacher will introduce Filippo Marinetti, Carolyn Davidson, Logos (importance of color Jigsaw decisions), and Gestalt Principles Students will answer frames questions about Marinetti and Davidson Small groups Students will locate a word in the dictionary to create logo from. Students will record the word, its definition, and why they chose it in their process diary. Structured Practice and Application How will you give students the Process Diary: Students will write answers to frames questions. opportunity to practice so you Student will choose several words to describe them and define them in process diary. can provide feedback? Teacher will makes comments on word choices, about the positive representation of self. How will students apply what Students will choose a final word they have learned? How will you determine if Students will have research task in process diary. students are meeting your intended learning objectives? Closure Instruction Methods 4. Questioning: Can you interpret meaning in Watch Filippo Marinetti sound poem, YouTube: Zang Tumb Tumb Filippo Tommaso Marinettis sound poem? How does the Marinetti placement of the words in Zang Zumb Zumb make you feel? How do you read it?

INSTRUCTIONAL STRATEGIES AND LEARNING TASKS DAY / LESSON 3

Launch Instruction Methods YouTube: The Gestalt School of Learning Group Instruction Instruction Instruction Methods Gestalt worksheet: fill in the blank Group Instruction Students will create 10 sketches incorporating gestalt principles. Structured Practice and Application How will you give students the Students will use chosen word to create 10 sketches incorporating gestalt principles. opportunity to practice so you In-progress critique: teacher will offer guidance to better use principles can provide feedback? How will students apply what Students will fix, create more sketches they have learned? How will you determine if Rubric: Students must successfully incorporate gestalt principles. students are meeting your intended learning objectives? Closure Instruction Methods Exit Ticket: Name one Gestalt Principle, and how its recognized. Exit Ticket

Level 2: ART 309 Unit Expansion & edTPA Student Teaching

Artist Statement Checklist

Name:_______________________________

Level 2: ART 309 Unit Expansion & edTPA Student Teaching

Name:_______________________________