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Elementary [1st-5th] Lesson Plan

There's An App for That (App Logo Design)

Created on January 15, 2013 by Tiedemania



5th Grade App Logo Design Lesson Plan featuring student work, worksheets, rubric, links to student videos, links to my blog articles regarding this lesson and links to my students artwork in our online Artsonia art gallery.


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THE PLAN
7 sessions; 40 minutes per session

1. Students will be able to invent ideas for apps that will either make life easier and/or more enjoyable for people and will design logos to represent their apps.

2. Students will be able to incorporate the elements and principles of design into their logo designs.

3. Students will be able to create a description for their apps inspired by the apps sold in the iTunes Store.

4. Students will be able to present their ideas and artwork to their peers and will have work on display in our district art gallery as well as online in personal Artsonia galleries.

1. Paper
2. Pencils
3. Erasers
4. Markers

Need these materials? Visit Blick!

1. Begin conversations about apps, asking essential questions: What is an app? Why do so many people buy them? If you were an app inventor, what app do you think you could invent that would fill a need, solve problems, assist or entertain people? What would you call it? How would you describe the features of your app. How much you would sell it for and why?

2. Use the “Boss Box” so that students can choose numbers that will decide who their teammates will be. After numbers are drawn from the box, announce that numbers 1,2,3 will be one group 2,3,4 will be another, and so on.

3.Explain that teammates are going to pretend to be a company of employees who are app developers. Each team must develop a series together and then work on individual apps within the series as well. For example, the group's series might be "iVet", while the individual apps would be created by each artist to fit this theme.

4. Distribute worksheets to each group (see attached). Group work and planning will be presented in writing on the work sheets.

5. Students will first decide whether their app will solve a problem, fill a need in the world, help others, provide entertainment, etc. They must decide on the app series name and individual app names as well.


6.Students will brainstorm possibilities for their icons/logos (first creating thumbnail sketches of ideas).


7.Students will consider elements and principles of design with the emphasis being on the simplicity of a logo design.

7.Once students have their ideas in place, allow for art studio in which students will work independently on their logo designs.


9.Students will present their apps to their classmates and classmates will provide feedback.


10. Some students will have the opportunity to connect with a real app developer named James Alliban in a Skype Video Conference. James Alliban invented these apps: Konstruct, Composite, Fracture and more. We used some of his apps last year to create digital art. James has agreed to video chat with us so that students can ask him what it is like to be an app developer, what it takes to make an idea into a reality, and more. See our Skype chat here http://vimeo.com/32999264

11. App icons will be displayed as a large iPad at our district art gallery. Icons will be uploaded to Artsonia galleries and app descriptions will be posted underneath the icons so that viewers will be able to learn all about the purpose of the apps.


Read about this lesson and see our video Skype chat with app developer, James Alliban in our B.A. Art Blog by clicking on the following three links:

http://bit.ly/rsi4bu

http://bit.ly/nDV1Nr

http://bit.ly/utiUW2

Students will be assessed based on the attached rubric.

1. iTunes

I have attached a copy of this lesson plan that I created using the Art Teacher Toolkit software along with the rubric for this lesson and student worksheet. Feel free to print and use these resources with your students.

Feel free to contact me at Suzanne.Tiedemann@gmail.com with questions.

THE STANDARDS

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


[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

Visual Arts Standard 2:
Using knowledge of structures and functions


[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas


[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

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


[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

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


[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
[5-8] Students compare multiple purposes for creating works of art
[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry

Visual Arts Standard 6:
Making connections between visual arts and other disciplines


[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts

THE FEATURES
Abstract Art, Contemporary Art, Pop Art, Realism, Symbolism

Balance, Color/Value, Emphasis, Line, Proportion/Size, Shape, Unity/Harmony

Digital, Drawing, Marker, Pencil

English/Language Arts, Science, Technology

ATTACHMENTS