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The Art of Ads: Becoming a Graphic Designer with Style
Nicole Kelly
Mahomet-Seymour Junior High School
Summer 2013
NYC : Federal Art Project, [between 1936 and 1938]
Work Projects Administration Poster Collection (Library of Congress)
LC-USZC2-5392 DLC (color film copy slide)
This lesson plan is part of a thematic curriculum that focuses on various careers in the field of Art. With this project, students will explore the roles of graphic designers and examine past and present technologies, tools and processes associated with print design. After examining and analyzing WPA posters in the graphic design style of Art Deco, students will choose a graphic design style to research and select primary source posters in their chosen style using the Library of Congress website. Finally, students will create their own poster for an art celebration or school event that reflects their chosen style.
Overview/Materials/Resources/Standards/Procedures/Evaluation/Rubric/Handouts/Extension
|Overview Back to Navigation Bar |
|Objectives |Students will: |
| |analyze Art Deco posters using a poster analysis worksheet |
| |be introduced to posters created from 1936-1945 in WPA Posters in American Memory |
| |select the topic Art & Culture and navigate through the Photographs, Prints & Posters |
| |section of the Library of Congress website to search and retrieve posters created in |
| |different graphic design styles |
| |search the Posters: Artist Posters section of the website to find poster examples |
| |correctly cite a primary source |
| |make connections and inferences among posters created in different graphic design |
| |styles and the student created posters |
| |choose one of the following graphic design styles and design an advertising poster for|
| |an arts celebration or school event in that style using Adobe Photoshop: Art Nouveau, |
| |Russian Constructivism, Art Deco, Bauhaus, International Typographic Style, or |
| |Psychedelic Style |
|Recommended time frame |10 (30 minute) class sessions |
|Grade level |7th-8th |
|Curriculum fit |Art, Language Arts, & Social Studies |
|Materials |Computers w/ Adobe Photoshop |
| |Promethean board or Smart board |
| |Scanners |
| |Digital Cameras |
| |Careers in Art poster set (I use the set created by Crystal Productions and sold |
| |through DickBlick Art Supplies online at: ) |
| |Resource table |
| |Intro/Exit slips |
| |Project handout for students |
| |Poster analysis worksheet |
| |Self-Critique form |
| |Studio Feedback form |
| |Construction paper, watercolor paper, scissors, glue, markers, pastels, color pencils,|
| |& watercolor paint |
| |Rubric for original poster |
|Illinois Learning Standards/Common Core Back to Navigation Bar |
| |Visual Arts: |
| |GOAL 25: Know the language of the arts. |
| |25. A Understand the sensory elements, organizational principles and expressive |
| |qualities of the arts. |
| |25.A.3d Identify and describe the elements of value, perspective and color schemes; |
| |the principles of contrast, emphasis and unity; and the expressive qualities of |
| |thematic developmental and sequence. |
| |25.A.3e Analyze how the elements and principles can be organized to convey meaning |
| |through a variety of media and technology. |
| | |
| |CCSS.ELA-Literacy |
| |Reading Literature |
| |RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a|
| |historical account of the same period as a means of understanding how authors of |
| |fiction use to alter history. |
| |RL.8.4 Determine the meaning of words and phrases as they are used in a text, |
| |including figurative and connotative meanings; analyze the impact of specific word |
| |choices on meaning and tone, including analogies or allusions to other texts. |
| | |
| |Reading History |
| |RH.6.8 Determine the central ideas or information of a primary or secondary source; |
| |provide an accurate summary of the source distinct from prior knowledge or opinions. |
| |RH.6.8 Integrate visual information with other information in print and digital texts.|
| |RH.6.8 Analyze the relationship between a primary and secondary source on the same |
| |topic |
| |RH.6.8. Describe how a text presents information (e.g., sequentially, comparatively, |
| |causally). |
|Procedures Back to Navigation Bar |
| |Day One: |
| |Students will complete Intro Slip activity to assess their background knowledge about|
| |project objectives |
| |Teacher will lead a class discussion on the career of graphic design with the aid of |
| |Careers in Art poster set. |
| |Teacher will use the Promethean Board to show students the four different primary |
| |source WPA poster designs created in the style of Art Deco. |
| |In small groups, students will discuss what the style of Art Deco is and reflect on |
| |how the design elements are used in each poster to convey a given message. |
| |Each group will share their thoughts to create a class list on the Promethean Board. |
| |Each group will choose a spokesperson to write comments and circle parts of the |
| |posters discussed on the Promethean Board. |
| |Day Two: |
| |Using the computers in the classroom, students will be introduced to posters created |
| |from 1936-1945 in WPA Posters in American Memory |
| |Students will work as a class to analyze one poster in this section using the poster |
| |analysis worksheet. This worksheet will be displayed on the Promethean Board for the |
| |entire class to see. |
| |Day Three: |
| |Using the computers in the classroom, students will return to WPA Posters in American |
| |Memory and learn how to search by keyword to find posters created in one of the |
| |following graphic design styles: Art Nouveau, Russian Constructivism, Art Deco, |
| |Bauhaus, International Typographic Style, or Psychedelic Style |
| |Students will also select the topic Art & Culture and navigate through the |
| |Photographs, Prints & Posters section of the Library of Congress website to search and|
| |retrieve posters created in different graphic design worksheet for their chosen poster|
| |and styles |
| |Students will also search the Posters: Artist Posters section of the website to find |
| |poster examples |
| |Students will learn how to correctly cite a primary source. |
| |Students will select one poster s/he would like to analyze, copy it into a word |
| |document, and refer to the citation sheet to provide the correct citation. |
| |Students will complete a poster analysis add it to their word document. |
| |Day Four: |
| |Students will share their selected posters with the class. |
| |The class will informally discuss if and how their chosen posters effectively |
| |communicate a message. |
| |Students will review the student handout for the poster project. |
| |Students will select a graphic design style from the handout and create a poster for a|
| |chosen art celebration or school event. |
| |Students will use class time to create a sketch for their poster design. |
| |Students will be encouraged to use a variety of art materials to create their final |
| |poster designs. |
| |Day Five: |
| |Teachers will give students a tutorial on how to use Adobe Photoshop to create their |
| |poster designs |
| |Students will use class time practice using the tools in Adobe Photoshop. |
| |Students will complete their sketches for their finished posters. |
| |Day Six: |
| |Students will use class time to work on their final poster designs. |
| |Time and materials will be provided to complete a poster. |
| |Students will complete a studio feedback form to ensure that they effectively use |
| |class time to complete their project. |
| |Day Seven: |
| |Students will use class time to work on their final poster designs. |
| |Time and materials will be provided to complete a poster. |
| |Students will complete a studio feedback form to ensure that they effectively use |
| |class time to complete their project. |
| |Day Eight: |
| |Students will use class time to work on their final poster designs. |
| |Time and materials will be provided to complete a poster. |
| |Students will complete a studio feedback form to ensure that they effectively use |
| |class time to complete their project. |
| |Day Nine: |
| |Students will use class time to work on their final poster designs. |
| |Time and materials will be provided to complete a poster. |
| |Students will complete a studio feedback form to ensure that they effectively use |
| |class time to complete their project. |
| |Day Ten: |
| |Students will complete Exit Slip Activity. |
| |Students will present their posters to the class. |
| |Students will complete Self-Critique Form. |
| |Posters will be collected for evaluation and be displayed in the classroom. |
|Evaluation Back to Navigation Bar |
| |Poster Analysis worksheet for WPA poster will be checked |
| |Self-critique handout for student poster poster will be checked for completion. |
| |Microsoft document and citation of primary source will be checked for completion and |
| |accuracy. |
| |Intro & Exit slips will serve as formative assessment to determine if each student |
| |understands the content of the lesson plan. |
| |Student posters will be evaluated using the rubric |
| |The Art of Ads: Becoming a Graphic Designer with Style |
|Extension Back to Navigation Bar |
| |Students will create a second, informational poster that explains and illustrates the |
| |key elements of their chosen graphic design style. |
| |Students will select the topic Art & Culture and navigate through the Photographs, |
| |Prints & Posters section of the Library of Congress website to find poster examples |
| |that illustrate their chosen graphic design style. |
| |These posters will be displayed in the classroom and they will be references for |
| |future projects. |
Primary Resources from the Library of Congress
Back to Navigation Bar
|Image |Description |Citation |URL |
| |Indian art of the United States : |Library of Congress, Prints and |
| |Prehistoric art living tradition - |Photographs Division, WPA Poster |em/wpapos:@field(NUMBER+@band(cph+3a41296|
| |Indian art for modern living : |Collection, Reproduction number: |)) |
| |Museum of Modern Art / Pistchal. |LC-USZC2-936 DLC | |
| | | | |
| | | | |
| |Exhibition : Illinois Federal Art |Library of Congress, Prints and |
| |Project Works Progress |Photographs Division, WPA Poster |em/wpapos:@field(NUMBER+@band(cph+3f05392|
| |Administration / B.S. |Collection, Reproduction number: |)) |
| | |LC-USZC2-5392 DLC | |
| |Regional exhibition : Work by New |Library of Congress, Prints and |
| |York State and New Jersey artists :|Photographs Division, WPA Poster |em/wpapos:@field(NUMBER+@band(cph+3f05343|
| |Aug. 16 to Sept. 8, 1938 Federal |Collection, Reproduction number: |)) |
| |Art Gallery : Federal Art Project |LC-USZC2-5343 DLC | |
| |Works Progress Administration. | | |
| |Indian art of the United States : |Library of Congress, Prints and |
| |Prehistoric art living traditions -|Photographs Division, WPA Poster |em/wpapos:@field(NUMBER+@band(cph+3b48826|
| |Indian art for modern living : |Collection, |)) |
| |Museum of Modern Art. |Reproduction number: LC-USZC2-926 | |
| | |DLC | |
| | | | |
Rubric
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The Art of Ads: Becoming a Graphic Designer with Style
Teacher Name: Mrs. Kelly
Student Name: ________________________________________
|CATEGORY |4 |3 |2 |1 |
|Graphics - Relevance |All graphics are related |All graphics are related |All graphics relate to |Graphics do not relate to |
| |to the topic and make it |to the topic and most |the topic. Most borrowed |the topic OR several |
| |easier to understand. All |make it easier to |graphics have a source |borrowed graphics do not |
| |borrowed graphics have a |understand. All borrowed |citation. |have a source citation. |
| |source citation. |graphics have a source | | |
| | |citation. | | |
|Graphics - Originality |Several of the graphics |One or two of the |The graphics are made by |No graphics made by the |
| |used on the poster reflect|graphics used on the |the student, but are |student are included. |
| |a exceptional degree of |poster reflect student |based on the designs or | |
| |student creativity in |creativity in their |ideas of others. | |
| |their creation and/or |creation and/or display. | | |
| |display. | | | |
|Graphics -Clarity |Graphics are all in focus |Most graphics are in |Most graphics are in |Many graphics are not |
| |and the content easily |focus and the content |focus and the content is |clear or are too small. |
| |viewed and identified from|easily viewed and |easily viewed and | |
| |6 ft. away. |identified from 6 ft. |identified from 4 ft. | |
| | |away. |away. | |
|Attractiveness |The poster is |The poster is attractive |The poster is acceptably |The poster is |
| |exceptionally attractive |in terms of design, |attractive though it may |distractingly messy or |
| |in terms of design, |layout and neatness. |be a bit messy. |very poorly designed. It |
| |layout, and neatness. | | |is not attractive. |
|Required Elements |The poster includes all |All required elements are|All but 1 of the required|Several required elements |
| |required elements as well |included on the poster. |elements are included on |were missing. |
| |as additional information.| |the poster. | |
|Grammar |There are no grammatical |There is 1 grammatical |There are 2 grammatical |There are more than 2 |
| |mistakes on the poster. |mistake on the poster. |mistakes on the poster. |grammatical mistakes on |
| | | | |the poster. |
|Use of Class Time |Used time well during each|Used time well during |Used some of the time |Did not use class time to |
| |class period. Focused on |each class period. |well during each class |focus on the project OR |
| |getting the project done. |Usually focused on |period. There was some |often distracted others. |
| |Never distracted others. |getting the project done |focus on getting the | |
| | |and never distracted |project done but | |
| | |others. |occasionally distracted | |
| | | |others. | |
Date Created: Jun 08, 2013 12:32 pm (CDT)
Handouts
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The Art of Ads: Becoming a Graphic Designer with Style
Student Handout
Name: ______________________________________________ HR#: _____________
What are graphic designers? Graphic designers are art professionals who work in the field of graphic design, working with images and lettering styles to capture attention and communicate ideas.
_______________________________________________________________________
_______________________________________________________________________Objective: Create a poster to advertise an arts celebration or school event using Adobe Photoshop. Your poster design should reflect one of the following graphic design styles: Art Nouveau, Russian Constructivism, Art Deco, Bauhaus, International Typographic Style, or Psychedelic Style ______________________________________________________________________ Step 1: Decide what kind of event or celebration you will advertise. Research fine-art events such as art exhibits, music concerts, or theater productions at school. Step 2: Gather the information you need to properly advertise the event. This includes the name of the event, date, time, place, and any other essential facts. Step 3: Explore poster designs using the Library of Congress website. Also explore online art museums to search for images that relate to the mood and idea of the invitation information for your poster design. Save images you want to use in your class folder. Be sure to save the credit information for any images that you plan to use in your poster design. Step 4: Create a sketch of your poster design in your chosen graphic design style for your chosen event. Step 5: Use Adobe Photoshop to create your final poster design. You may also use color pencils, markers, watercolor paints, or pastels in conjunction with the digital software. Step 6: Save, print, and display your final poster by: _____________________________
Citing Primary Sources from the Library of Congress
The purpose of citing a primary source is to acknowledge the source of information and give as much detail as possible to find that primary source at a later date. The Library of Congress uses a variety of ways to cite primary source material.
Sometimes a credit line is available.
First:
• Find the bibliographic page that contains your primary source
• Look under the Notes area
• Look for the words Cite as:
• Copy the credit line
• Paste it into your document
Second:
• Find the bibliographic page that contains your primary source
• Look at the line above the thumbnail of your primary source
• Click on “Rights and Reproductions”
• Scroll down to CREDIT LINE:
• Copy the credit line
• Paste it into your document
Third:
• Find the bibliographic page that contains your primary source
• Click on the Collection link at the top of the bibliographic page
• Scroll to the bottom of the Collection page
• Click on the Copyright and Other Restriction link
• Copy the credit line
• Paste it into your document
If credit line is not available:
• Follow the directions for citing sources using the MLA style
• Go to:
• Scroll to the type of primary source you are using
• Identify the information needed (ex. Author, title, date, etc.)
• Copy the example line into your document
• Fill in the information from the bibliographic page
Name: __________________________________________________________ Hr#: ___________
Poster Analysis Worksheet
1. What are the main colors used in the poster?
2. What symbols (if any) are used in the poster?
3. If a symbol is used, is it
a. clear (easy to interpret)?
b. memorable?
c. dramatic?
4. Are the messages in the poster primarily visual, verbal, or both?
5. Who do you think is the intended audience for the poster?
6. What does the graphic designer hope the audience will do?
7. What purpose(s) is served by the poster?
8. The most effective posters use symbols that are unusual, simple, and direct. Is this an effective poster?
Designed and developed by the Education Staff, National Archives and Records Administration,Washington, DC 20408
Name: _______________________________________________________________________ HR#: __________
Self-Critique Form
I. Describe
What event or celebration is the subject of your advertisement?
Where are the images and letters located in your poster?
II. Analyze
How is balance used in your poster?
What message is conveyed in your poster?
III. Interpret
How does the composition and digital manipulation emphasize the event's mood and idea?
IV. Judge
Does the poster design capture other students' interest?
How could you improve your poster design?
Name: _______________________________________________________________________ HR#: __________
Project Intro/Exit Slip
The Art of Ads: Becoming a Graphic Designer with Style
Q1: What is a graphic designer?
Q2: What is one characteristic of posters created in the graphic design style Art Deco?
Q3: What is one effective way to use symbols in a poster design?
Q4: What is one way to emphasize important information in a poster design?
Q5: How do you properly cite a primary source document?
Name: _______________________________________________________________________ HR#: __________
Studio Feedback Form
Date: _______________
Briefly explain how you used your studio time today in class.
What project steps did you complete today in class?
What project steps do you still need to work on in class?
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