The Best Rock Logo Lesson Plan

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Communication Technology
  Course Title: Communication Technology 2
  Course Number: 8601020
  Career Cluster: Engineering & Technology Education
  CIP Number: 0821010600
  Course Type: High School Technical Educational Programs
  CTE Standard Benchmarks:

  CTE-TECED.912.8601020.21: Employ research and development processes to assess the functional, economic, and ethical viability of a product or prototype.

  CTE-TECED.912.8601020.3.5: Select an appropriate brainstorming process (e.g., concept mapping, graphic organizers and explain its role in the design process.

  Grade Levels: 11 and 12

• Unit Outline

  
  

  This lesson is designed to be used with the case study,The Best Rock Logo See CPALMS resource ID# 215773.

  Students will be introduced to the whole design process thumbnail, rough draft, comprehensive layout, and mechanical layout. They will identify, describe, and illustrate a theme for a design scenario. Students will engage in problem-solving skills and engage in teamwork as they complete their logos.

• Career Connection

  
  

  The exercise will prepare students to exhibit the knowledge and brainstorming process that graphic designers and art directors utilize in creating industry standard content.

• Learning Objectives

  
  

  Students will be able to:

  • Identify and utilize design vocabulary.
  • Explain what the different design elements are and how they are use design elements to map the groups place in the community.
  • Create a design using a theme and design elements.

• Prior Knowledge

  
  

  The students will have:

  • Basic knowledge of the elements of graphic design.
  • Been trained in the use of graphic software from adobe industries.
  • Ability to apply elements of graphic design.

• Guiding Questions

  
  

  What is the process of working with clients as a graphic designer to brainstorm and come up with good quality design?

• Procedure

  
  
  1. Begin with a brief discussion of the Guiding Question.
  2. Distribute copies of the case study "The Best Rock Logo," See CPALMS resource ID# 215773.
  3. Pre teach any vocabulary terms that students may find difficult. Provide the definitions and allow time for students to write the definitions in the margins before they begin reading.
  4. While students are reading, they should highlight or underline textual evidence to support their answers to the following questions:
     • What ideas regarding a logo do each of the band members have and how are they each different?
     • What elements of the band members' design ideas does Raphael need to request more information for?
     • What mistakes did Raphael make while working with the band members on this project?
     • If you were Raphael how would you have handled this project?
  5. Provide time for students to read and annotate the case study.
  6. Once students have completed the reading and text marking, provide time for a class discussion so students can share their answers and give insight into how they would have handled the situation.
  7. Next, discuss the following question: What is the difference between a thumbnail, rough draft, and comprehensive layout? What is a mechanical digital draft?
  8. Show students examples of each and provide instructions on what to look for when drawing thumbnails and rough drafts. These examples should illustrate what logo thumbnails should look like.
  9. Students will get into groups of three where they will design a logo in two phases A. thumbnail B. rough draft
  10. During the activity, participants will give one word adjectives describing, the thumbnail drawings.
  11. From the suggestions the students will produce a rough draft of the logo on paper.
  12. Students will then give each other feedback on the rough drafts of their designs.
  13. If there is time, student groups can share their logos with another group or the logos can be displayed.
  14. End the lesson by revisiting the guiding question and discuss it as a class.

• Teacher Notes

  
  

  The teacher will walk around the classroom and give comments. Tell students to keep comments brief.

  The teacher will keep students on a tight time schedule leaving enough time for each part in the lesson. (10 to 12 minutes each activity)

  In introduction of logo students will be give a logo website that includes most major logo's in the industry.

  If desired, create and provide a rubric or checklist designed to keep students on track during the group assignment.

  Consider alternative logo ideas if the rock band logo doesn't fit with your course or curriculum.