Educator Resources

Presenting information clearly and in a way that conveys a message is one of the tasks of a graphic designer. In the exhibition, you will have seen examples of book covers, posters, magazines, and a subway map.

Arts and Communication
Standard 1. Understands the principles, processes, and products associated with arts and communication media
Level IV (Grades 9-12)
Knows skills and techniques used in the commercial arts (e.g., basic drawings, basic design, lettering, typography, layout and design, mechanics, printmaking, illustration, interior decorating, fashion design and display, photography, sign painting, portfolio, graphic design, technical drawing, screen printing, commercial photography)
Standard 2. Knows and applies appropriate criteria to arts and communication products
Knows and applies criteria to evaluate industrial arts products (e.g., design craftsmanship, function, and aesthetic qualities)
Uses criteria and judgment to determine the differences between the artist’s intent and public interpretation
Standard 3. Uses critical and creative thinking in various arts and communication settings
Level IV (Grades 9-12)
Understands the role of criticism and revision in the arts and communication

Create a graphic design that demonstrates:

• integration of text and image
• vivid use of color, line, and shape
• clarity of message
• a variety of fonts as a design element
• application of the principles of design (balance, contrast, emphasis, unity, rhythm, pattern, and movement)
• awareness of intended audience

http://www.cooperhewitt.org/EXHIBITIONS/Design-USA/

Related objects in the exhibition, Design USA:

• Dylan poster by Milton Glaser
• Book jacket, Dry, designed by Chip Kidd
• Book jacket, Father’s Day, designed by Chip Kidd
• Good Magazine, Design Director, Scott Stowell
• Art Grandeur Nature. "Trying To Look Good Limits My Life", Stephen Sagmeister

• blank business cards in various sizes, colors and materials
• index card (4 x 6) one per student
• colored pencils
• pens
• pencils
• rulers
• scissors (several at each table)
• colorful paper
• stickers

• graphic design: the practice or profession of creating or developing  print or electronic forms of visual information for areas such as publications, advertisement, packaging or websites.
• client: a purchaser of a service or product; a client looks for a designer to act as the translator between their voice/idea and their audience.
• logo: an identifying symbol (as seen in media formats such as print, television, business cards, etc.)

• Establish the Design Challenge: Design a business card that represents information about themselves in a clear and engaging way.
• Prompt Discussion:   Thinking back to the examples of graphic design in the exhibit, answer these questions and sketch out your ideas on blank sheet of paper.
• What are the advantages and disadvantages to having a card that is the same size / color / font as someone else’s card?
• What types of information should you include or leave out on our card?
• How will you present the information – will it have a handmade or automated look?
• Is a business card still relevant in our technology driven world? Who would you give it to? How can you make connections from the physical piece of paper back to web based platforms?
• Which is more important to you – legibility or visual interest? Can you have both?
• Activity: Students are given a given or can select from blank business card templates. Students will need to think about layout, lettering, color, and materials in designing their business card. Working with the materials given, students are designing a prototype business card.

Before they begin, students should think about three adjectives that best describe themselves and that they will try to convey with their business card design. On their index card, they should write their three adjectives down and fold this paper in half. Keep those adjectives a secret! Before the workshop time is finished ask each student to put their business card down on a blank sheet of paper at their table. Ask students to get up and walk around to the other tables. On the sheet of paper with each business card, students should write down adjectives that occur to them as they examine each business card (happy, professional, organized, creative, playful, etc.).  When students return to their tables, ask if anyone successfully conveyed any of their original adjectives from their index card.  Were any of the adjectives from their classmates a surprise?