Unit 1: Creativity and Problem Solving

Unit 2: Design Foundations

Unit 3: Introduction to Adobe Illustrator
Unit 4: Palettes, Menu Options, and Intermediate Adobe Illustrator Skills
Unit 5: Typography
Unit 6: Logos, Symbols, and Pictograms
Unit 7: Packaging

Unit 1: Creativity and Problem Solving

Stage 1 – Desired Results

Established goal(s):
● Show the students how the 4 components of graphic design solutions work to make
a successful composition
● Learn how to create multiple solutions to a graphic design problem
● Learn about thumbnail sketches and how graphic designers create their designs
through sources of inspiration

Visual Arts Core Curriculum Content Standards:

1.1.12.D.1​ Common themes exist in artwork from a variety of cultures across time and are
communicated through metaphor, symbolism, and allegory.
1.1.12.D.2​ Stimuli for the creation of artworks can come from many places, including other art
disciplines.
1.3.12.D.4​ Artists interpret/render themes using traditional art media and methodologies as well
as new art media and methodologies.
1.3.12.D.5​ Two-and three-dimensional artworks can be rendered culturally specific by using the
tools, techniques, styles, materials, and methodologies that are germane to a particular cultural
style.
1.4.12.A.3​ Artistic styles, trends, movements, and historical responses to various genres of art
evolve over time.

CCSSI Lit:
W7: ​Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
W8: ​Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
 SL5: ​Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
RH/RST7:​ Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
WHST 9: ​Draw evidence from informational texts to support analysis, reflection, and research.
CCSSI Math:

Understanding(s): Essential Question(s):

Students will understand that: ● What are the four components of a
● The first solution to a problem in graphic design solution?
graphic design may not always be ● What are references that graphic
the best one designers use as inspiration for ideas?
● Experimenting with a concept is a ● What is concept generation and what are
key component in a successful the ways ideas are thought out?
graphic design ● What are thumbnail sketches?
● It is very common for graphic
designers to edit and rework
their designs until a creative
solution is reached and is
successful
● Resources and collected
materials can be used as
inspiration to help activate
ideation in problem solving.
Students will know… Students will be able to…
● Several different types of ● Understand the four components of a
brainstorming techniques. graphic design solution: strategy,
● The four components of graphic concept, design and execution
design solution: strategy, ● Recognize the critical nature and role of
concept, design, and execution. concept generation (visual research,
● The three ways concepts are brainstorming and thumbnail sketching)
generated (visual research, ● Demonstrate the use of the design
brainstorming and thumbnail process and phrases of designing
sketches) through the creation of an original work
● Use resources and collected materials as
references and inspiration to help
activate ideation in problem solving

Stage 2 - Assessment Evidence

Performance tasks: Other evidence:
● Create a visual metaphor or ● Make a “source book” or “inspiration
simile for a concept. For files” which are collection of art
example, represent roughness, reproductions, illustrations,
which may stand for a rough photographs, advertisements, graphics,
beard in a razor advertisement graphic design solutions, printed paper
with an unrelated image like a samples-any imagery they find
cactus. Or, represent a cool stimulating and exciting. This can be
sensation, which might stand for added to throughout the year to use as
 a peppermint candy, with then references and inspiration for their
North Pole. design solutions
● Given a single word or concept, ● Critique of a student’s work with the
students should brainstorm class
multiple ways to convey the ● Unit Test or Quiz
concept visually. Students should
make several thumbnail sketches
of their ideas and share them
with the class. Encourage
students to think of original ideas
that they believe no one else in
the class would have thought of.
● Students are given multiple
shapes on a page. Students are to
create identifiable images using
these shapes as the “focal point.”
Students are not allowed to
change the shape. They must
maintain the integrity of the
given mark. Students use only
black and white UNLESS the
concept dictates otherwise.

Stage 3 – Learning Plan

Learning activities: (Suggested activities)
● Through demonstration and presentation by the teacher (visual, audio, hands-
on)students will be introduced to the different problem solving techniques. Mini
brainstorming exercises will be used to get the students used to the techniques.
● They may try individual brainstorming in the form of Mind Mapping (associative
diagrams) or lists and group brainstorming or interviewing.
● Given a design problem, students will conduct their own research and
brainstorming, develop several thumbnail sketches, explain why the “best” one is
chosen, and fully execute a final design. (Long-term learning: these skills should be
utilized throughout the semester.)

Unit 2: Design Foundations

Stage 1 – Desired Results

Established goal(s):
● Learn about the elements and principles of design
 ● Learn about color schemes and the psychology of color
● Show how the elements of design, when used successfully, encompass the goals of
the principles of design in an unified artwork

Visual Arts Core Curriculum Content Standards:

1.1.12.D.1​ Common themes exist in artwork from a variety of cultures across time and are
communicated through metaphor, symbolism, and allegory.
1.1.12.D.2​ Stimuli for the creation of artworks can come from many places, including other art
disciplines.
1.3.12.D.2​ How individuals manipulate the elements and principles of design results in original
portfolios that reflect choice and personal stylistic nuance.
1.3.12.D.4 Artists interpret/render themes using traditional art media and methodologies as well as
new art media and methodologies.
1.3.12.D.5​ Two-and three-dimensional artworks can be rendered culturally specific by using the
tools, techniques, styles, materials, and methodologies that are germane to a particular cultural
style.
1.4.12.A.3​ Artistic styles, trends, movements, and historical responses to various genres of art
evolve over time.
1.4.12.B.2​ The cohesiveness of a work of art and its ability to communicate a theme or narrative
can be directly affected by the artist’s technical proficiency as well as by the manner and physical
context in which it is performed or shown.

CCSSI Lit:
W7: ​Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
W8: ​Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
SL5: ​Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
RH/RST7:​ Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
WHST 9: ​Draw evidence from informational texts to support analysis, reflection, and research.
CCSSI Math:

Understanding(s): Essential Question(s):

Students will understand that: ● What is a line?
● The elements of design are the ● What are the three types of shapes?
basic ingredients of a strong ● What is positive space-FIGURE?
composition ● What is negative space-GROUND?
● The principles of design are ● What the two types of texture?
concepts used to organize or ● What is format?
arrange the structural elements ● How do you define space?
of design. ● What is a composition?
● Expressive content of work is ● What are the three types of balance?
affected by how the artist applies ● How does one create emphasis in a
these principles of design composition?
● What makes a composition have
movement?
 ● What are the main differences between
variety and unity?
● What are warm colors? What are the
cool colors?
● What are some common color schemes
and how can you determine the colors
within them?
● What are the primary colors? Secondary
colors? Tertiary/intermediate colors?

Students will know… Students will be able to…

● The elements of design ● Identify the elements of design (line,
● The principles of design shape, value, color, texture, space and
● The order of the color wheel and format) and understand how they are
how the colors relate to each utilized
other on it. ● Identify the principals of design (balance,
● The difference between actual emphasis, movement/rhythm, variety
and visual texture and unity) and understand the ways they
● What constitutes the figure and can manipulate the elements of design
ground and affect composition
● A focal point is the main focus ● Describe the differences between
point in a composition positive and negative shapes/space
● The difference between ● Identify different color schemes and
symmetrical, asymmetrical and produce designs utilizing any of these
radial balance schemes
● How to use the Elements and ● Recognize the expressive qualities of the
Principles of Design to better elements of design that graphic
organize, compose and analyze designers use to create meaning
their designs.

Stage 2 - Assessment Evidence

Performance tasks: Other evidence:
● Choose a logo that already has a ● Find ten examples of color usage in
color palette associate with it. graphic design applications, such as
Select hues to create the same logos, labels and packages. Analyze the
logo in new color schemes. use of color in these examples in terms of
Analyze the way the color appropriateness for the subject matter,
changes affect the ideas that are the audience and the feelings and ideas
being expressed. expressed or communicated.
● Using one or more letter, create a ● Peer critique of a work a student created.
figure/ground design. The letters ● Unit test on elements and principles of
may touch each other, be cropped design.
off the page, overlap and/or ● Students successfully recognize and
touch the edge of the page. Pay explain each of the elements and
close attention to the positive and principles of design.
negative shapes that are created.
 ● In Adobe Illustrator, create a
symmetrical design using 9
shapes that have similar qualities
(for example, curving or angular)
but varying sizes, color, texture,
and fills. Consider the other
elements and principles of design
to create a pleasing composition.
Next, copy your image, and create
a balanced asymmetrical
composition, changing nothing
about the shapes but their
positions.
Stage 3 – Learning Plan
Learning activities:

• Through demonstration and presentation by the teacher (visual, audio, hands-on)

students will be introduced to the elements and principles of design and color schemes and
color theory.

• Through class discussion and critique, students will analyze several examples of the
elements and principles within graphic design.

Unit 3: Introduction to Adobe Illustrator

Stage 1 – Desired Results

Established goal(s):
● Learn about the basic tools and functions of the Adobe Illustrator program
● Learn how to save, save as and save for web and devices
● Learn how to properly create a file to organize their work
● Learn how to properly set up print settings in the print menu box
● Learn how anchor points and bevels work when drawing with the pen tool or
rectangle tool(s).

Visual Arts Core Curriculum Content Standards:

1.3​– P
​ erformance: Each art medium has its own materials process, skills, and technical
application methods.
1.3.12.D.3​ The artist’s understanding of the relationships among art media, methodology,
and visual statement allows the artist to use expressionism, abstractionism (non-objective
art), realism/naturalism, impressionism, and other genre styles to convey ideas to an
audience.

CCSSI Lit:
 SL5: ​Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
RH/RST7:​ Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSSI Math:

Understanding(s): Essential Question(s):

Students will understand that: ● How do you start a new document, open
● Each tool in the tool palette in an existing one, and properly save your
Adobe Illustrator has a certain work?
function ● Which tool is most appropriate for each
● There are different document situation? Free form drawing? Creating
setup and print options in shapes? Correcting and adjusting paths?
Illustrator Adding color? Adding text?
● The difference between “save”, ● What are the different file formats used
“save as” and “save for web and for?
devices” ● How do you print your project?
● The difference between “.ai”,
“.jpg”, and “.pdf”.

Students will know… Students will be able to…

● The locations of the various tools, ● Build a proficiency with the software that
hidden tools, palettes, and will enable them to complete subsequent
functions within the Illustrator course illustration projects
workspace. ● Demonstrate knowledge of proper saving
● Where to locate the ‘save for web’ techniques, formatting and distribution
feature of Adobe Illustrator to of files etc…
create JPGs and PDFs ● Use the tool palettes and basic functions
● How to create a folder where of the illustration software to include:
they will save their work on the using the pen tool to draw paths and
desktop points, selection tools to manipulate
● How to set up a document in paths and anchor points, create
portrait or landscape orientation lines/curves and shapes, add and delete
● How to print anchor points, cutting and joining paths,
applying color, gradients, fills and
strokes, use the scale, mirror and rotate
tool, the text tool, transparency feature
and work with layers
● save a project as a JPG via ‘save for web’
feature
● save a project as a PDF

Stage 2 - Assessment Evidence

Performance tasks: Other evidence:
● Students will work on a simple ● Quiz/test
line and shape project, which will ● Students are able to successfully
make students utilize the various demonstrate and complete basic
 tools in Adobe Illustrator. This drawings using the Illustrator software
assignment will call upon the and properly save their files in the
students to use the selection and correct locations and file types, and print
direct selection tools to scale assignments.
shapes, the rectangle tools (and
it’s hidden tools) and pen tools to
draw shapes (which will use the
fill and stroke options), and
finally to join paths.

Stage 3 – Learning Plan

Learning activities: (Suggested Activities)
● Through demonstration and presentations made by the teacher (visual, audio,
hands-on) students will model the basic drawing functions using the tools in Adobe
Illustrator. Begin with basic circles, squares and the move on to more complex
shapes such as cylinders and cubes. Students apply tint and then full color. Move on
to amorphous shapes, utilizing several curves. Mastering the drawing technique
using paths and anchor points is a challenging but vital task in computer drawing.
● Through demonstration and presentations made by the teacher (visual, audio,
hands-on) students will edit and join paths in Adobe Illustrator
● Recreate a handout in Adobe Illustrator
● Complete a series of illustration projects that increase in difficulty level to build
skills in the basic tools and functions of the software.

Unit 4: Palettes, Menu Options and

Intermediate Adobe Illustrator Skills

Stage 1 – Desired Results

Established goal(s):
● Learn the function of different palette menus and menu options and know how to
use them
● Learn how to create custom color gradients
● Learn the functions in the layer menu options in the layer palette
● Learn the options under the action of CONTROL and CLICKING
● Learn how the layer palette works, such as creating a new layer, deleting a layer,
linking a layer etc…

Visual Arts Core Curriculum Content Standards:

1.3.P.D.1​ Demonstrate the safe and appropriate use and care of art materials and tools.
1.3.12.D.3​ The artist’s understanding of the relationships among art media, methodology, and
visual statement allows the artist to use expressionism, abstractionism (non-objective art),
realism/naturalism, impressionism, and other genre styles to convey ideas to an audience.

CCSSI Lit:
 SL5: ​Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
RH/RST7:​ Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
CCSSI Math:

Understanding(s): Essential Question(s):

Students will understand that: ● How can you organize and arrange your
● The layers palette allows you to objects?
separate, organize, stack, and ● How does the layer palette work?
lock your objects within a ● What is a gradient and how can you
document. adjust it?
● Keyboard shortcuts can save you ● How do you place a drawing in
time when creating your artwork. Illustrator?
● Gradients are used to create ● What are some effects you can create in
“shadow” type detail and make the effect and filters menu options?
an image more three-dimensional ● What are some useful keyboard
on a 2-D page shortcuts in Illustrator?
● Using filters can create variety in
their drawings
● Order and arrangement can be
crucial when creating a complex
drawing and there are several
ways to help arrange your
shapes.

Students will know… Students will be able to…

● How to work with the layers ● Use the options in the layer palette to
palette and layer menu options rearrange layers, link layers, create new
● Using control key and clicking to layers, view layers, delete layers,
get to the transform and arrange duplicate layers, merge layers and flatten
dialogue box to be able to artwork
arrange the order of shapes in ● Group and ungroup shapes and lines
one layer to make complex together to create unified drawings or
drawings and to alter the edit drawings
appearance of their drawings ● Use shift, option, control, and command
● The function of Command G and buttons to access shortcuts within
Shift Command G Illustrator for things like duplicating and
● How to create a gradient style keeping proportion.
● How to apply an effect on a ● Create custom color gradients using the
drawing gradient palette and color picker
● How to use command C and V to ● Use the filters and effect menu options to
copy and paste as well as option alter drawings and text.
dragging ● Place a drawing or clip art in Illustrator
● How to keep drawings or shapes and how to lock it to trace.
in line by holding the shift key
● How to correctly place a picture
in Illustrator to trace
 Stage 2 - Assessment Evidence
Performance tasks: Other evidence:
● Tracing of logo designs starting ● Quiz/test
with a simple line and shape logo ● Students create a drawing solely using
and gradually trace more the pen tool (over 90%) with very little
complex designs with text use of pre-drawn shapes (such as an
● Trace an illustration that utilizes ellipse)
multi layers, arranging, ● Self critique on their work
duplicating etc…

Stage 3 – Learning Plan

Learning activities: (Suggested Activities)
● Through demonstration and presentations made by the teacher (visual, audio,
hands-on) students will learn the function of the layers palette, including the layer
menu options, locking, viewing, deleting, creating new layers and applying effects.
● Follow along with teacher demonstrated tutorial lessons that model the basic
manipulation functions.
● Complete a series of mini projects that increase in difficulty level to build skill level
in these functions within the software.
● Draw several shapes and have them overlap. They will use the control key
to practice placing the shapes in front of and behind each one
● Place a drawing on the art board
● Select and scale a drawing down properly, keeping it in proportion
● Group a series of shapes and use the copy and pasting options to duplicate.
Use shift to keep drawing lined up.
● Create a radial and linear gradient and fill the gradient with color
● Create a drop shadow on text
● Merge a drawing in layers palette

Unit 5: Typography

Stage 1 – Desired Results

Established goal(s):
● Learn about type face families and how to use them
● Learn about the character palette and paragraph palette options
● Understand how the choices of font, size etc… effect the legibility of a project with
type in it
● Understand that type is not only used for communication, it can be used as a design
element

Visual Arts Core Curriculum Content Standards:

1.1.12.D.2​ Stimuli for the creation of artworks can come from many places, including other
art disciplines.
1.3.12.D.4​ Artists interpret/render themes using traditional art media and methodologies
as well as new art media and methodologies.
1.3.12.D.1 ​How individuals manipulate the ​elements of art​ and ​principles of design​ results
in original portfolios that reflect choice and personal stylistic nuance.
1.4.12.B.2 ​The cohesiveness of a work of art and its ability to communicate a theme or
narrative can be directly affected by the artist’s technical proficiency as well as by the
manner and physical context in which it is performed or shown.

CCSSI Lit:
W7: ​Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
W8: ​Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
SL5: ​Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
RH/RST7:​ Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
WHST 9: ​Draw evidence from informational texts to support analysis, reflection, and research.
CCSSI Math:

Understanding(s): Essential Question(s):

Students will understand that: ● What is font?
● Typography plays a crucial role ● What is a typeface?
in graphic design ● What is a type family?
● Legibility is effected by type style, ● What is the difference between leading,
typeface and size selected tracking and kerning?
● Tracking, Kerning and Leading ● What are the classifications of type, and
are play important parts in the what are their characteristics?
legibility of type
● Font should support the text
itself/and or the message the
graphic designer is sending
● Letters can be viewed as shapes
which can be experimented with
in a design
● Type is not only used to express a
thought, information etc…, it can
also be used in a design or used
to create a composition

Students will know… Students will be able to…

● ​How to use the type tool in ● Define font, typeface and type family
Adobe Illustrator ● Identify and categorize type into its
● How to use the hidden tools different classifications: serif, sans-serif,
under the type tool: type on a script, symbol, and display fonts, and
path, vertical type, area type, determine which is appropriate in
vertical area type tool and different design situations.
 vertical type on a path tool ● Define and gain a working knowledge of
● To create anchor points around the character and paragraph palettes
typed letters using ● Consider the relationship of type and
TYPE>CREATE OUTLINES to other visuals within a layout
alter the appearance of text ● Recognize the expressive qualities of
● How the character and paragraph type that graphic designers use to create
palettes work meaning.
● To differentiate between serif, ● Modify fonts to create a custom design
sans-serif, script, symbol and graphic
display fonts
Stage 2 - Assessment Evidence
Performance tasks: Other evidence:
● Use 1 font style and it’s typeface ● Quiz/test
families to create a unique ● Students identify and manipulate the
composition only using 1 letter different characteristics of text in order
either in grayscale and/or using a to create successful original designs
color scheme studied in class and/or layouts.
● Design typographic solutions that ● Complete a self critique of one of their
directly illustrate or support the designs created in the Typography unit
meaning of a selected word, a
solution that denies or
contradicts a word meaning or
one that twists or complicates the
word meaning.
Stage 3 – Learning Plan
Learning activities:
● Take notes as well as sketch examples from teacher lead demonstration (visual,
audio or hands-on) and follow along with teacher demonstrated tutorial lessons that
model the functions of the type tool and hidden type tools.
● Complete a series of projects that increase in difficulty level to build skill level
in these functions within the software.
● Use the Adobe Illustrator software to create typographic designs.
Unit 6: Logos/Symbols/Pictograms

Stage 1 – Desired Results

Established goal(s):
● Create a logo, letter mark (logotype), symbol mark and combination mark
● Communicate ideas through a symbol, pictogram and logo
● Differentiate between a abstract and literal graphic representation
● Understand how logos are used by businesses

Visual Arts Core Curriculum Content Standards:

1.1.12.D.1​ Common themes exist in artwork from a variety of cultures across time and are
communicated through metaphor, symbolism, and allegory.
1.1.12.D.2​ Stimuli for the creation of artworks can come from many places, including other
art disciplines.
1.2.12.A.1​ Cultural and historical events impact art-making as well as how audiences
respond to works of art.
1.3.12.D.2​ How individuals manipulate the elements and principles of design results in
original portfolios that reflect choice and personal stylistic nuance.
1.3.12.D.3​The artist’s understanding of the relationships among art media, methodology,
and visual statement allows the artist to use expressionism, abstractionism
(non-objective art), realism/naturalism, impressionism, and other genre styles to convey
ideas to an audience.
1.4.12.A2 ​Contextual clues within artworks often reveal artistic intent, enabling the viewer
to hypothesize the artist’s concept.
1.4.12.B2 ​The cohesiveness of a work of art and its ability to communicate a theme or
narrative can be directly affected by the artist’s technical proficiency as well as by the
manner and physical context in which it is performed or shown.
1.4.12.B3 ​Art and art-making reflect and affect the role of technology in a global society.

CCSSI Lit:​ RH 7, RST 3,4,7; WHST 2b, 2d, 6

CCSS Math:
Understanding(s): Essential Question(s):
Students will understand that: ● What is a logo?
● The logo is a keystone of a visual ● What are the types of logos?
identity, which addresses the ● What is signage?
personality and goals of the ● What is a symbol?
brand, group, or social cause. ● What is a pictogram?
● The practical applications and ● What is the difference between abstract
considerations of a logo – and literal graphic representations?
stationary, signage, and other
marketing materials.
● There is a difference between
symbols, pictograms, and logos.
Students will know… Students will be able to…
● The various forms and ● Define the various forms of a logo,
combinations that logos take on: symbols, and pictogram.
wordmark, lettermark, symbol ● Design logos with relevance to brand
mark (abstract, image and audience in mind.
nonrepresentational, or ● Understand the use of a logo in business
pictorial), and combination mark. stationary, signage and other marketing
● A pictogram is a simple picture materials for various media.
denoting an object, activity,
person, place, or person; it is
purely non-verbal
communication.
● Symbols are an essential visual
that represents something else –
an idea, concept, or any other
thing – by association. It carries
 great meaning and
communicated immediately.
Stage 2 - Assessment Evidence
Performance tasks: Other evidence:
● Design new symbol concepts for ● Infuse vocabulary when discussing their
road signs keeping in mind the work and the work of others in the form
need for immediate of self-evaluation and critique.
communication and simplicity. ● Quiz/test
● Design four pictograms in
circular, square or rectangular
shapes to represent the four
seasons (or four activities like
biking, skiing, hiking and boating)
for use on a travel website on the
internet. Explore different ways
of developing shapes and images.
The four symbols should share a
commonality of shapes, lines or
textures. Produce several
thumbnail sketches before
choosing your final solutions.
● Given an existing company’s
name, personality and goals,
students will design new logos in
the following configurations:
wordmark, lettermark, symbol
mark and combination mark. The
logos should be self-contained.
They must produce several
thumbnail sketches for each
configuration before choosing the
final four solutions to be
completed using Adobe
Illustrator.
Stage 3 – Learning Plan
Learning activities:
• Through demonstration and presentation by the teacher (visual, audio, hands-on)
students will be introduced to symbols, pictograms, and logos.
• Through class discussion and critique, students will analyze several examples of
commonly seen symbols, pictograms, and logos. Discussion will include purpose,
how they work, why they work, and possible meanings.
● Complete a series of thumbnail sketches for the various types of logo designs
● Discuss ideas in a group setting as to how ideas were brainstormed, edited and then
chosen
● Complete project(s) that develop each of the types of logo design
 Unit 7: Packaging

Stage 1 – Desired Results

Established goal(s): By the end of this unit, students will understand the functions of
packaging as a blending of promotional design, information design, and practicality and
learn the necessary components involved in its completion.

Visual Arts Core Curriculum Content Standards:

1.1.12.D.1​ Common themes exist in artwork from a variety of cultures across time and are
communicated through metaphor, symbolism, and allegory.
1.1.12.D.2​ Stimuli for the creation of artworks can come from many places, including other
art disciplines.
1.2.12.A.1​ Cultural and historical events impact art-making as well as how audiences
respond to works of art.
1.3.12.D.2​ How individuals manipulate the elements and principles of design results in
original portfolios that reflect choice and personal stylistic nuance.
1.3.12.D.3​ The artist’s understanding of the relationships among art media, methodology,
and visual statement allows the artist to use expressionism, abstractionism (non-objective
art), realism/naturalism, impressionism, and other genre styles to convey ideas to an
audience.
1.4.12.A2 ​Contextual clues within artworks often reveal artistic intent, enabling the viewer
to hypothesize the artist’s concept.
1.4.12.B2 ​The cohesiveness of a work of art and its ability to communicate a theme or
narrative can be directly affected by the artist’s technical proficiency as well as by the
manner and physical context in which it is performed or shown.
1.4.12.B3 ​Art and art-making reflect and affect the role of technology in a global society.

CCSSI Lit:
W7: ​Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
W8: ​Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
SL5: ​Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
RH/RST7:​ Integrate and evaluate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
WHST 9: ​Draw evidence from informational texts to support analysis, reflection, and research.
CCSS Math:

Understanding(s): Essential Question(s):

Students will understand that: ● What is a template?
● Packaging is most often ● What is a barcode or UPC Symbol?
integrated into a part of a larger ● What is the difference between primary
and secondary packaging?
 marketing strategy and media ● What is necessary for packaging to
planning. properly function and promote the
● Packaging encloses, informs, brand?
persuades, and represents the ● What is the essential information needed
desired brand image. for product packaging?
● There are two different types of
packaging: primary and
secondary.
Students will know… Students will be able to…
● The purpose of packaging design • Gain an audience’s attention.
and realize the form and function • Fully integrate the concept with the visual
requirements, and the 2D elements (text and imagery).
template needed for the 3D • Include all pertinent information.
design. • Establish a clear hierarchy of information
● The essential information and establish unity.
required for packaging design. • Design appropriately for the subject and
audience by defining the target market for
the product and determining design
elements that will attract certain groups of
people.
Stage 2 - Assessment Evidence
Performance tasks: Other evidence:
● Given a brand of beverages, ● Infuse vocabulary when discussing their
decide what target market you work and the work of others in the form
are trying to sell to. Design a of self-evaluation and critique.
logo, primary (can or bottle) and ● Quiz/test
secondary (multipack box or
carrier) packaging. Create the
actual template for the secondary
package’s form and cut and fold
to make a mock 3-D package.
(This can be changed to
cologne/perfume, wrapped
candy, or any item that would
require a primary and secondary
package.)
Stage 3 – Learning Plan
Learning activities:
• Through demonstration and presentation by the teacher (visual, audio, hands-on)
students will be introduced to packaging.
• Through class discussion and critique, students will analyze several examples of
packaging.
● Complete a series of thumbnail sketches for the various types of package templates
and designs.
● Discuss ideas in a group setting as to how ideas were brainstormed, edited and then
chosen
● Complete project(s) that develop a primary and secondary package design.

Interdisciplinary Activities:
A minimum of two (2) interdisciplinary lesson activities should be included in the
curriculum.

Definition: ​Interdisciplinary curriculum is defined in the ​Dictionary of Education a​ s

“a curriculum organization, which cuts across subject-matter lines to focus upon
comprehensive life problems or broad based areas of study that brings together the
various segments of the curriculum into meaningful association.” (Good 1973)

Suggested activities would include:

1. Create a logo for the Marketing, International Business Practice Firm or Intro to
Business courses. Students will be partnered up with students from one of these
classes and the graphic design student will work on thumbnail sketches based on
the information provided by the business student. Together they will edit the
design and discuss color options. The graphic design student will then execute a
final logo design in Adobe Illustrator. (Business Education)

2. Design a logo design or wordmark to represent a school organization. Based on

the information provided by the club or activity, the graphic design students would
develop thumbnail sketches for review. Students will then complete their best
design in Adobe Illustrator. A chosen design can be used for a t-shirt pertaining to a
specific event for that activity, or as a representation of the current year’s spirit.
(School Activities)

3. Design a set of pictograms that could accompany a foreign language and identify
important areas of the building or a classroom. The pictograms should be
illustrative and communicate as a way-finding system. The students can work
together with the world language department to identify words and objects that
would need to be learned and illustrated. The pictograms would have a common
look or style and be finalized using Adobe Illustrator. (World Languages)
 Infusion of Technology:
A minimum of two (2) lesson activities where technology could be infused into the
lesson.

The challenge today in implementing educational technology is no longer one of

acquiring equipment, but rather one of improved adoption, diffusion, and use of
computers. Effective implementation requires effective planning and action to
ensure equity of access to resources, coordination of resources, and developing
infrastructures for information sharing.

Technology will be relied on as the driving force of this art course. The
infusion of technology can be found throughout the required units of this
curriculum.

Adobe Illustrator is a full-featured drawing program for Windows and Macintosh

from Adobe. It provides sophisticated tracing and text manipulation capabilities as
well as color separations. Illustrator was originally developed for the Mac in 1987
and, up until Version 7.0, which was introduced in 1997, the Mac version included
more features. The Macintosh version is the most widely used drawing and
composition program for the Mac platform.
UNITS 2-7 call upon use of the MAC platform and Adobe Illustrator program to
complete projects assigned by the teachers.
(http://www.pcmag.com/encyclopedia_term/0,1237,t=Adobe+Illustrator&i=37547,00.asp)
 Sample Rubric
CATEGORY EXCELLENT (A) GOOD (B) AVERAGE (C) FAIR (D)

Design/Composition Student applies design Student applies design Student tries to apply The student does not
principles (such as unity, principles (such as unity, design principles (such as appear to be able to apply
contrast, balance, contrast, balance, unity, contrast, balance, most design principles to
movement, direction, movement, direction, movement, direction, his/her own work.
emphasis, and center of emphasis, and center of emphasis, and center of
interest) with great skill. interest) with fair skill. interest) but the overall
result is not pleasing.

Planning and Student can describe in Student can somewhat Student can describe how Student has thought very
Explanation detail at any point during describe how s/he s/he envisions the final little about the project. Is
the process how s/he envisions the final product product but finds it difficult present but is not invested
envisions the final product and can describe some of to describe how s/he will in the product.
and how they intend to the steps s/he will use to reach that goal. Has set a
reach their goal. Very reach the goal. Focused goal, but let’s things evolve
focused and with some planning. in somewhat random
goal-oriented. manner.

Creativity Student has taken the Student has taken the Student has copied some of Student has not made
technique being studied technique being studied the artwork from the source much attempt to meet the
and applied it in a way and has used source material. There is little requirements of the
that is totally his/her own. material as a starting place. evidence of creativity, but assignment.
The student’s The student’s personality the student has done the
personality/voice comes comes through in parts of assignment.
through. the artwork.

Craftsmanship / Skill The artwork was With a little more effort, the The artwork was of average The project was below
beautifully and patiently work could have been craftsmanship; adequate, average in craftsmanship,
done; it was as good as outstanding; lacks the but not as good as it could showed lack of pride in
hard work could make it finishing touches have been, a bit careless finished project.

Time/Effort The project was continued S/he worked hard to S/he finished the project, S/he completed the project
until it was as complete as complete the project, but but it could have been with minimum effort.
the student could make it, with a little more effort it improved with more effort;
S/he gave effort far might have been S/he knew how to do the
beyond that required, S/he outstanding. project but didn’t finish; or
took pride in going well chose an easy project and
beyond the requirement. worked carelessly

Use of Student typically keeps Student typically Student adequately cleans Student deliberately
Materials/Computer materials and area clean adequately cleans materials and takes care of materials misuses materials AND/OR
and protected without and work area at the end of if reminded. Occasional does not adequately clean
reminders. The student the session without spills and messy work area materials or area when
shows great respect for reminder, but the area may may be seen. Shows some reminded. Shows little
the materials/computer be messy during the work respect for respect for
and his fellow students. session. Student shows materials/computer and materials/computer or
respect for fellow students. fellow students.
materials/computer and
fellow students.

Attitude & Behavior The student followed all The student usually follows The student usually follows The student DID NOT
classroom rules and all classroom rules and very some of the classroom follow classroom rules or
willingly participated in rarely causes a classroom rules and occasionally participate in classroom
class discussions disturbance and causes a disturbance and discussions. S/he usually
participates in class. sometimes participates in causes a classroom
class discussions. disturbance.
 Resources
Valuable book resources:

Boylston, Scott. ​Creative Solutions for Unusual Projects.​ Ohio: HOW Design Books,
2001.

Brommer, Gerald F. & Joseph A. Gatto. ​Careers in Art: An Illustrated Guide, 2nd
Edition.​ Massachusetts: Davis Publications, Inc., 1999.

Carter, David E. ​The Big Book of Color in Design.​ New York: Collins Design, 2005.

Carter, David E. ​The Big Book of Design Ideas​. New York: Collins Design, 2005.

Carter, David E. ​The Big Book of Logos.​ New York: Harper Collins Publishers, 1999.

Green, Chuck. ​Design-It-Yourself Graphic Workshop: A Step-by-Step Guide.

Massachusetts: Rockport Publishers, Inc., 2004

Fraser, Tom & Adam Banks. ​Designer’s Color Manual: The Complete Guide to Color
Theory and Application. ​California: Chronicle Books, 2004.

Landa, Robin & Rose Gonnella. ​Visual Workout Creativity Workbook. New York:
OnWord Press Thomson Learning, 2001.

Landa, Robin.​ Graphic Design Solutions: Third Edition. ​New York: Thomson Delmar
Learning, 2006.

Peterson, Bryan L. ​Design Basics for Creative Results: Second Edition.​ Ohio: How
Design Books, 2003.
 Course Proficiencies
Upon completion of this course, the student will:

1. Recognize and demonstrate that all visual art is the organization of one of more
of the elements of design (line, shape, form, space, value, color and texture). The
student will identify each in a work of art and utilize each in the production of a
project.

2. List the principles of design (unity, variety, dominance/emphasis, proportion,

movement/rhythm and balance) and understand how each is used in graphic
design.

3. Spell and define the vocabulary words and symbols presented in the course,
including media, techniques and tools to promote communication.

4. Learn what graphic design is, understand it’s theory, terminology and technical
aspects, and be able to define its multifaceted functions and as they apply to society.

5. Increase general computer proficiency and organizational skills.

6. Obtain a working knowledge of the Adobe Illustrator software, thus being able to
create and draw vector based graphics, and design for various proposes at a
professional level.

7. Know how and when to save files in the universal formats such as JPG and PDF.

8. Gain experience with meeting project deadlines, and the critique, feedback and
revising process.

9. Understand and gain working knowledge of the design process.

10. Develop their conceptual skills and creativity.

11. Create several real-world design projects for symbol and pictograms, brand
identity, typography, and packaging that may be used in a student portfolio.

12. Demonstrate an awareness of the career opportunities available in graphic

design.

Evaluation
Grades will be determined by class participation, hands-on activities and projects,
peer critique, quizzes, and tests (including a final examination)