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High [9th-12th] Lesson Plan

Presidential Campaign Designs

Created on October 16, 2016 by KatieMorris



Students learn how designers communicate and how to "read" images in our visual culture. Students create a logo and poster for a (not real) presidential candidate that communicates the values they would look for in a candidate either with satire or sincerity.


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THE PLAN
10 sessions; 45 minutes per session

1. The students will discuss a variety of campaign posters from the past & present.
2. The students will evaluate the effectiveness of campaign package designs- logos, posters, and websites.
3. The students will brainstorm qualities they would want in an ideal presidential candidate and the opposites.
4. The students will create a campaign package including a logo and poster that communicates the qualities they would want in a president.
5. The students will participate in peer critiques about their work.
6. The students will write an artist statement explaining their idea and purposes for their design choices.
7. Optional: The students will work in groups to plan, direct, act in, and edit a campaign ad for a made up presidential candidate.

1. Projector
2. Student computers equipped with Photoshop, GIMP, or equivalent program.
3. Paper and pencils for sketching
4. Digital camera

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1. Introduction
-Remind students that though we're looking at political campaign images, we're focusing on the designs not whether or not we agree with the politician
-Look at and discuss campaign logos, posters, websites
2. Brainstorm qualities you'd want in a president and opposite of those qualities
3. Explain assignment
-Create a design package for someone who is NOT actually running for president
-Communicating a message about what you'd want in your ideal presidential candidate using sincerity or satire
-Design package should include both a logo and a poster
4. Plan
-Brainstorm and fill out planning sheet
-Get idea approved by teacher
-Sketch
5. Create logo and poster (resolution 300 ppi, size depending on the size of your printer)
6. Peer critique (about day 7)
-Students pull up work on computer
-Class walks around and each student explains their idea
-Peers and teacher give feedback
-Are they communicating intended message? If not, how could the design be improved?
7. Reflection
-When finished, fill out self-assessment rubric and write artist statement

The students will self assess using a rubric. Their scores will be combined with the teacher’s scores for the final grade.


THE STANDARDS

Visual Arts Standard 1:
Understanding and applying media, techniques, and processes


[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

Visual Arts Standard 2:
Using knowledge of structures and functions


[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures


[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others


[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

THE FEATURES
Emphasis

Digital

History/Social Studies