Me And My Logo
By Daarina Abdus-Samad, September 2, 2007
- Elementary School
- Graphic Design
- Language Arts
- Social Studies
- Establish expectations and permission for critical thinking in class(Design Process)
- Get to know individual student backgrounds and needs
- Assess & practice student writing & communication skills
- Introduce design thinking
- Introduce the elements of art
- Teach students that one thing can represent another thing (Critical, Abstract & Higher level thinking)
- Introduce graphing—learn how to enlarge a design
1. Prewriting: Uses prewriting strategies to plan written work (e.g., discusses ideas with peers, draws pictures to generate ideas, writes key thoughts and questions, rehearses ideas, records reactions and observations)
2. Drafting and Revising: Uses strategies to draft and revise written work (e.g., rereads; rearranges words, sentences, and paragraphs to improve or clarify meaning; varies sentence type; adds descriptive words and details; deletes extraneous information; incorporates suggestions from peers and teachers; sharpens the focus)
3. Editing and Publishing: Uses strategies to edit and publish written work (e.g., proofreads using a dictionary and other resources; edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level; incorporates illustrations or photos; uses available, appropriate technology to publish work; use legible handwriting, shares finished product)
- computers for Internet research of logo designs
- design magazines
- tape recorder or CD player to listen to The T-Shirt Song and book by Claude Berlinger
- colored markers
- 8 1/2 by 11 white construction paper with 4 blank T-shirt silhouette outlines
- 1/2" or 1"grid paper
- large cut-outs of T-shirt shape on white construction paper
- multi-colored flesh tone ovals & rectangle construction paper
- colored yarn
- Have students bring to class three-five three-dimensional items that express something about who they are. Push them to think in abstract form. For example, "This seashell represents me because I love going to the beach."
- Take 20 minutes each day for a week to allow four students at a time to explain how and why each item represents them (time allotments may vary).
- Have students pick one or two of their favorite items and draw several images of the pieces on small t-shirt silhouette shapes.
- Explain that they are ready to become designers of unique "Never Before Seen" Logos!
- As a class, create a Criteria List of "Don't Want, & Needs." Use the list as a lesson guide to connect curriculum and as a rubric to direct learning. The students will be engaged because they helped to create the criteria.
- Students should now transfer the abstract design choice to 1/3 inch math graph paper, and then enlarge it to the big T-Shirt cutout using 1 inch square grid paper guides.
- Have students write about, discuss, & explain why they made their choice selections.
- Students should discuss the logic of their choices in color, shape, line, etc. to symbolize who they are.
- Flesh tone oval & rectangle shapes will be added along with yarn to further characterize the pieces.
- Then display each student’s pieces, along with the progression of the design and their writing.
- The criteria list created with the students can serve as a rubric. Students should refer to it while working on the project to make sure they met the challenge of the design objectives.
- Observe and encourage the use of the vocabulary words in context and monitor discussions to determine if students understand abstract ideas. Higher level thinking skills are apparent if the students transfer the knowledge gained in new but different situations as the school year progresses.
- The idea of "Never Before Seen" allows all students to participate at their own level. Since there are no right or wrong answers students should become inventive.
- Differentiated instruction is fostered as the teacher and students work to support each others new ideas according to the Criteria guidelines.
- Example of the Criteria List: NEEDS • Designs that express you and your interests • Plan several designs & drawings • Pick favorite design • Design actual t-Shirt to match design pattern • Use graph paper to enlarge design • Reproduce T-Shirt design to larger template • Discuss design vocabulary DON'T WANT • Designs which are usual. (Seen before)
Enrichment Extension Activities
- Upon the introduction of this lesson, several unsure students with little artistic abilities felt threatened, however when the "Never Before Seen" element was added to the criteria, a variety of products became acceptable as long they met the criteria. The students were then much freer with their ideas. Everyone was successful.
- Students will need to continually develop writing skills and strategies according to grade level expectations. The challenge was engaging and the students wrote much more than on previous occasions. They were connected to an authentic experience that gave purpose to their writing.
- This lesson can be adapted and changed according to time allowances and grade level. I would like to investigate other ways of transferring and enlarging the logo to the larger T-shirt.
- It seems possible to address additional math and science standards during designing if the lessons were geared to include skill development. (ex. silk screening or batik the designs to cloth.)
- As usual, time is always short and some of the lesson time had to be shortened. I would condense some of the sharing time during the initial class wide object sharing.
- This lesson was successful because every student had a chance to share something unique and personal about his or herself. They were excited about learning and involved with the process which made it hands-on fun. Students took pride in their very own logos.