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 * Project One: Brands: ****// How they link to identity //**
 * Grade Level:** Middle School (7th-8th grade)

Students will select three “brands” that they feel best represents their identity and complete a survey on their choices. Students will then critically assess and answer questions regarding the brands’ origins, advertisements, slogans, imagery, text, and audio associated with their selected brands. Following the research, students will write a reflective summary about any misconceptions, or remarkable findings, and how (if at all) it has affected their view on the brands. Students will then select one of the three brands they chose and create a 3-dimensional sculpture. The sculpture will be based on their research and personal views on the brand they selected. Artists that will be referenced are Marc Arroyo for his piece “[|Marc’s flag]” (a.k.a. “The One flag) as seen on [|Adbusters] and the [|Guerrilla Girls] to familiarize students with various ways that branding and stereotyping can be received or employed by an artist.
 * Introduction** – //Media// can present itself in various forms and have serious impacts on the ways in which we think. In this lesson, students will narrow their focus down to the impact of “brands” (apparel, electronics, dining establishments, etc.). Students will be tasked with deconstructing the “brands”, how the effects their interaction with others and how it alters their views of themselves as well as others.

Student:
 * Sunshine Standards**:
 * V.A.A.1.3.4 creates two-and three-dimensional works of art that reflect competency and craftsmanship.
 * V.A.B.1.3.1 knows how different subjects, themes, and symbols (through context, value, and aesthetics) convey intended meanings or ideas in works of art.
 * V.A.B.1.3.4 knows and uses the interrelated elements of art and the principles of design to improve the communication of ideas.
 * V.A.E.1.4.1 understands how knowledge, skills and attitudes gained from the visual arts can enhance and deepen understanding of life.

Student will: (1) Design a 3-dimensional piece of art that conveys their personal views on a selected “brand”. (2) Utilize elements of principle and design to compose imagery, colors, and materials for sculpture. (3) Compare and contrast various tactics used to promote “brands” in an attempt to persuade how consumers think.
 * Project Objectives**:


 * Tools, Materials and Resources**: Projector screen with computer hook-up, Internet access, various magazines, “Brands” worksheet (provided by instructor), mixed media (see attached list), digital camera, and instructor’s sample.

//1. Worksheet assignment://
 * Process:**

a) Have class complete a worksheet on what "brands" they feel are part of their identity. (list of brands and their slogans provided, Student must pick a maximum of three, add-ons welcome)

b) Have students collect images from web, magazines, photos, etc that portray the branding they identify with and link to wikispace assigned. b) Have student list reasons why he or she identifies with those brands. What do brands represent to them? Examples:Starbucks: status symbol, trendy, celebrities, makes me feel popular;Kia Soul: Its a new way to roll, unique, personality, non-cookie-cutter, sets me apart from the rest;Polo: Prep, middle-to-upper class, white-collar, financially secure, attractive, recognition;Others: Southpole, Hollister, I-Phone, Victoria's Secret,Coach, BabyPhat, etc).

c) Teacher will show a selection of videos, print advertisements and audio regarding brands (Adbusters, Guerrilla Girls and Adland websites) and introduce two quotes by Marshall McLuhan for discussion. The quotes will be placed in highly-visible space within classroom for easy reference.

d) On worksheet, students will be asked to deconstruct brand, imagery and/or stereotypes associated with the brands they chose. In addition, student will research development of product: who makes it, where, cost associated, global impact, etc. Student will be asked to debunk, if possible, their original views on the brands they chose using a set of teacher prepared questions. (Example: How does the slogan prepared for the product truly fit it?)

e): Reflection: Student will be asked to look at their discoveries in Steps 1-4 and reflect in writing what impact, if any, the exercise has made on them (one page summary added to student’s wikispace).

2. Activity: Referencing images and information collected on the assigned wikispace and through the worksheet assignment, students will create a sculpture based on __one__ of the three brands they chose. The sculpture will be about the student's research and personal views about the brand. (mixed media) Photo of completed project will be uploaded to student’s wikispace.

3. Critique: Students will be provided a critique worksheet to aid them in the critique process. Students will refer to the wikispace uploads, reflective writings, and photos of 3-dimensional artworks for each student and make their assessments. Students will gather into critique session and can reference their critique forms in discussion about each piece.


 * Adaptations:**

Student with Intellectual Disability (formerly Mental Retardation):
 * Student will be given independent instruction in addition to group instruction.
 * Student will be tasked with completing only one step of the research process at a time.
 * Student will be given additional time, if necessary, to complete assignment.
 * Student will be coupled with a fellow student(s) for assistance with all computer related research and wikispace postings.

Emotionally disturbed student:
 * Student will be given independent instruction in addition to group instruction.
 * Student will be tasked with completing only one step of the research process at a time.
 * Student will be given additional time, if necessary, to complete assignment.

Visually impaired student:
 * Depending on the severity of the impairment student can solely resource “audio” advertisements online to answer worksheet prompts and develop concept.
 * Student will be coupled with a fellow student for assistance with all computer related research and wikispace postings.
 * Student will be given additional time, if necessary, to complete assignment.

Students will also be assessed based on their wikispace contributions, participation in critique and final project.
 * Assessment**: Students will be asked: “Explain to me why you think marketing companies employ such elaborate promotions of “brands”? What affect do you think this lesson will have on your future interactions with advertisements and “brands”? If we are to consider how “branding” is delivered to us what other areas of media might we need to be vigilant of? What types of visual aids are marketing companies using to appeal to us and please provide examples? Do you think that “brands” truly reflect the individual? Based on your research, what sources of media do you think are most powerful at reaching its targeted audience (i.e. audio, print, video)? If you were to attempt to explain to a younger sibling what you have learned from this lesson, what would you say? What are your reactions to the Guerrilla Girls and Marc Arroyo’s art and their statements?"


 * Artists:**

Students will be shown artwork created by Marc Arroyo and the Guerrilla Girls. These artists manipulate media to alter branding, stereotypes, etc. The works created by these artists are good visual depictions of how students might choose to express themselves when addressing “brands” as a 3-dimensional project.


 * References**:

Adbusters, []. This site is almost exclusively geared towards the opposition of current media and advertisement. There is some very powerful imagery, blogs, videos, etc that could be shared with students to promote discussions about media's effect on youth and society.

Adland, []. This site houses a collection of archived commercial, print and, audio advertisements. Students can resource this site for a more comprehensive reflection of the advertising campaigns launched to promote their selected brands.

Guerrilla Girls. []. Website comprised of a group of women artists, writers, performers, and film makers who have dubbed themselves "the conscience  of culture." This website really tackles stereotypes as it relates to feminist issues.

Marc’s Flag. []. This is the personal website of Marc Arroyo, winner of “The One flag” competition hosted by Adbusters.

The Martin Agency, []. The Martin Agency handles accounts such as Geico, Free Credit Report, The American Cancer Society, Alltel, etc. I think this resource will illustrate to students how one company creates identities for some very different clientele.

= = McLuhan, Marshall. [] “All media exist to invest our lives with artificial perceptions and arbitrary values” = = McLuhan, Marshal. [] "Today the tyrant rules not by club or fist, but disquised as a market researcher, he shepherds his flocks in the ways of utility and comfort."

Wikispaces [|www.wikispaces.com]. Provides wikis to users to post text, images, urls, etc, and to communicate (assigned URL for this project still to be determined.)


 * Project Two: Product Packaging **
 * Grade Level:** Middle School (6th-8th grade)

Artists referenced will be Neal Ashby, Matthew Curry and Patrick Donahue of Ashby design as well as a host of artists showcased on The Die Line website. Through this lesson, students will get the opportunity to experience how art can be applied to “real world” employment opportunities such as digital design for advertising and product packaging. Student:
 * Introduction** – Product Packaging is a huge factor in our role as the consumer. In order to to be a smart consumer, a student must be able to recognize the elements employed that attract consumers, like themselves, to certain products. In this lesson, students will learn firsthand the creative process and considerations required to develop an effective package design. Students will utilize wikispaces, to collaborate with an outside Economics classroom to transfer ideas in the creative process. Students will be paired up with a fellow student in the classroom and assigned a student from the Economics class. The student from the Economics class will request product packaging/advertisement for a product of their choice. The student pair will be responsible for gathering necessary facts about the product: size, use, demographics, targeted audience, etc. in order to create a successful package design. This research will be capable through correspondence using the wikispaces. The student pair will be expected to design a package and digital advertisement to compliment the product. Students will adhere to Economic student’s benchmarks and deadline. This lesson will educate the student on how to use media as a means of effective communication, the difference between the layout and design of a 2-D versus 3-D concept, and how the students’ choices on design, color, etc. can positively or negatively impact a consumer’s impression of a product and ultimately its success overall.
 * Sunshine Standards**:
 * V.A.A.1.3.4 creates two-and three-dimensional works of art that reflect competency and craftsmanship.
 * V.A.B.1.3.1 knows how different subjects, themes, and symbols (through context, value, and aesthetics) convey intended meanings or ideas in works of art.
 * V.A.B.1.3.4 knows and uses the interrelated elements of art and the principles of design to improve the communication of ideas.
 * V.A.E.1.4.2 understands the skills artists use in various careers and how they can be developed in art school or college or through internships.

Student will: (1) Design a 3-dimensional package that incorporates the products’ specifications as provided by the Economics students while also exhibiting personal style (2) Utilize elements of principle and design to compose imagery, colors, and materials for sculpture. (3) Design a 2-dimesional advertisement for the product assigned using Photoshop/Illustrator that creatively exhibits the attributes of the product assigned.(4) Identify various elements used in product packaging that affect their consumer choices.
 * Project Objectives**:


 * Tools, Materials and Resources**: Projector screen with computer hook-up, photo quality scanner, Internet access, geometric cut-outs worksheet (provided by instructor), mixed media (see attached list), digital camera, Photoshop/Illustrator and/or Paint.net, instructor’s sample.

1. Students will be shown various types of packaging. (toothpaste, gum, CD covers, etc.) Discussion on what makes the packaging appealing or not. Discussion on how the creator used certain design elements and if they are effective. 2. Instructor will discuss who creates package design and show examples from various webpages.. (I.e.Advertising agencies, etc.) 3. Instructor will provide a brief description on how some Economics classes will sometimes assign students with the task of creating a fictitious product in order to improve the student’s comprehension of Economics. 4. Activity: Introduce collaboration assignment to students and pair them up. 5. Pass out handout with expectations of 2-D and 3-D pieces (not to exclude audio when necessary). 6. Overview: A tutorial on how to use Paint.net or Photoshop/Illustrator will be provided, along with handouts. 7. Overview: A tutorial on Wikispaces will be provided. Students will be given the name of their Economics partner and asked to contact them via their wikispaces and make an introduction. 8. Student will adhere to Economic students’ directive on specifications, benchmarks and deadline. 9. Photo of completed product packaging will be uploaded to student pair’s wikispace as well as the digital advertisement. 10. Critique: Students will be provided a critique worksheet to aid them in the critique process. Students will refer to the wikispace correspondences, photos of product packaging and digital advertisements posted for each student pair to make their assessments. Students will gather into critique session and can reference their critique forms in discussion about each piece.
 * Process:**


 * Adaptations:**

Student with Intellectual Disability (formerly Mental Retardation):
 * Student will be given independent instruction in addition to group instruction.
 * Student will be tasked with completing only one step of the research process at a time.
 * Student will be coupled with a fellow student(s) for assistance with all computer related research and wikispace postings.
 * Student will be paired with another student in the classroom for all aspects of this assignment.

Emotionally disturbed student:
 * Student will be given independent instruction in addition to group instruction.
 * Student will be tasked with completing only one step of the research process at a time.
 * Student will be paired with another student in the classroom.

Visually impaired student:
 * In lieu of Photoshop/Illustrator advertisement student can create an audio for the product assigned using Garageband, which would require a catch-phrase, selection of music, etc to push product favorability.
 * Student will be coupled with a fellow student for assistance with all computer related research and wikispace postings.
 * Student will be coupled with another student pair to assist with packaging design.

Students will also be assessed based on adherence to specifications provided by Economics student, adherence to benchmarks/deadline, participation in critique and final projects.
 * Assessment**: Students will be asked: What package shapes do you find yourself most attracted to and why? What do colors convey to you? Do you think the use of shape and colors change consumer behavior? Does the text on a product or advertisement deter or attract you? How do you think marketers determine the appropriate choices for colors, shapes, text and/or imagery as it relates to a product? When you select a product from the shelf do you consider other products too, and if so, why do you make the choice that you make? Is it based on the packaging…or text on the packaging? How has this lesson impacted your awareness of product packaging and consumer behavior?

Students will be shown works by Neal Ashby, Matthew Curry and Patrick Donahue of Ashby design, up-and-coming designers as well as renowned package designers showcased on The Die Line website. These works will provide examples of various package designs (2-D and 3-D) that students may want to resource for their assignment. They will also be shown an image created by Steve Peters that showcases a Dr. Pepper digital design that really suits the lesson assigned.
 * Artists:**


 * References**:

Ashby design. []. Packaging company that creates eco-friendly CD packaging.  Cut-outs, Nets. []. Resource for basic geometric shapes that can be cut and folded into 3-D objects. Helpful templates for creating packages. The Die Line. []. Package design website.

Heinz Ketchup Creativity Contest 2009. [] This website showcases the winners from a contest to create a package design for the ketchup packets distributed in schools.

Sen Teacher //free special needs teaching resources//. []. Resource for basic geometric shapes that can be cut and folded into 3-D objects =Steve Peters. []. Digital artist. =


 * Art Magazine **


 * Grade Level:** Middle School (8th grade)


 * Introduction** – Some artists borrow ideas and techniques from popular media. In this lesson, students will research and consider various formats for designing and laying out a magazine comprised of their own artistic voice, artistic influences, future endeavors, etc and embellished with their own personal style. This will be an end of year lesson that will tie together all students’ accomplishments in one magazine and provide each student with one page exclusively designed by them. The magazine will be designed in digital format and in printed version. Students will be responsible for considering and applying knowledge learned through the “brands” and “product packaging” lessons that will attract viewers and creatively present the student as an artist. Steve Peters, a digital artist, and a host of online magazine designers (via Issu.com) will be referenced to educate the student on a variety of styles and methods used to create a successful magazine.

Student:
 * Sunshine Standards**:
 * V.A.A.1.3.3 understands what makes various organizational elements and principles of design effective and ineffective in the communication of ideas.
 * V.A.B.1.3.2 knows how the qualities and characteristics of art media, techniques, and processes can be used to enhance communication of experiences and ideas.
 * V.A.D.1.3.2.uses research and contextual information to identify responses to works of art.
 * V.A.E.1.4.2 understands the skills artists use in various careers and how they can be developed in art school or college or through internships.

Student will: (1) Identify various techniques used by digital artists to create a successful online/printed magazine (2) Utilize elements of principle and design to compose imagery, colors, and layout for magazine page that represents student as an artist (3) Design an online and printed magazine using Issu and Photoshop/Illustrator or Paint.net.
 * Project Objectives**:


 * Tools, Materials and Resources**: Projector screen with computer hook-up, Internet access, instructor’s sample, Photoshop/Illlustrator and/or Paint.net. Scissors/X-acto knife, spray adhesive, ruler, digital camera, phot quality scanner.

1. Students will be introduced to various magazines sold in grocery stores. Students will engage in discussion about the success or non-success of the layouts and designs used. They will discuss typography and color choice as well. 2. Instructor will review lesson and provide a “Process” worksheet to aid students in their choices for layout, design, content, imagery, etc for their independent page in the magazine. 3. Students will research via Issu.com various online magazines created and the tactics used by designers. 4. Students will create a rough draft layout of their page and submit for feedback.(hardcopy) 5. Student will make changes to layout as deemed necessary and begin compiling an online draft using Photshop/Illustrator or Paint.net. 6. After completion, student will export the files into compatible format for upload to Issu.com. but also preserve the Photoshop format for printing capabilities. 7. Students will then be tasked with creating a cover page for the magazine. Only one selection will be chosen and it will be voted on by student peers. The cover design with the most votes will take the front cover and the second runner up will take the back cover. 8. The inside front and back covers will be reserved as instructor’s space. 9. Students will place all files on a memory stick and the instructor will assign times for each student to upload to Issu.com. 10. Instructor will coordinate with outside printer for printing and binding of magazine. (Possible field trip to printer location with students to experience inner-workings of plant and binding process). 11. Critique: Students will be provided a critique worksheet to aid them in the critique process. Students will refer to the online and/or printed publication to assess student design. Students will gather into critique session and can reference their critique forms in discussion about each piece.
 * Process:**


 * Adaptations:**

Student with Intellectual Disability (formerly Mental Retardation):
 * Student will be given independent instruction in addition to group instruction.
 * Student will be tasked with completing only one step of the research process at a time.
 * Student will be coupled with a fellow student(s) for assistance with all computer related research and Issu uploads.
 * Student will be paired with another student in the classroom as needed.

Emotionally disturbed student:
 * Student will be given independent instruction in addition to group instruction.
 * Student will be tasked with completing only one step of the research process at a time.
 * Student will be paired with another student in the classroom as needed.

Visually impaired student:  Students will also be assessed on the independent research and layout for their independent page, submission piece for front/back cover pages, and participation in critique.  **Artists:** Students will be shown work by digital artist, Steve Peters, and various artists and magazine designers via Issu website. Students will be shown a variety of methods that they can employ for the creation of their independent page design.
 * Student will be coupled with a fellow student for assistance with all computer related research and Issu uploads.
 * Student will be paired with a fellow student to assist in layout design.
 * Student will be coupled with another student pair to assist with packaging design.
 * Assessment**: Students will be asked: What design elements are used in the design and layout of a magazine? How is color useful in the design of certain magazines? How important is imagery within a magazine? Do you feel that text or imagery is more responsible for attracting a viewer to a certain magazine? How does the cover of the magazine influence your purchase? How does the text on the cover of a magazine influence your opinion of the material enclosed? What are some considerations you should make when laying out a magazine?


 * References**:

Issu. []. Free online source for creating an online magazine.

Paint.net. []. Free software site for manipulating digital images.

Steve Peters. []. Digital artist that students can reference when considering their images for the magazine and their individual page.