10+ sessions; 45 minutes per session

1. SWBAT research about the AdCouncil and the history of PSA to obtain knowledge about the AdCouncil and ads that affect their peers.

2. SWBAT brainstorm ideas to create their own PSA using a combination of artwork (photograph or drawn imagery), text, and page design/layout.

3. SWBAT create a PSA work of art digitally using a computer and Adobe Photoshop/Illustrator. Students will work 13x19" at 300dpi. They will edit and alter photographs, and combine artwork and text to create a cohesive image.

4. SWBAT reflect on their work by writing a reflection in their sketchbook, participate in a verbal critique with their peers, and go back to their work to analyze and rework any areas that need improvement.

1. Computer with Adobe Photoshop and Adobe Illustrator
2. Digital Camera
3. Printer with capabilities of printing large-format (13"x19")
4. Sketchbook for brainstorming and reflection.
5. Access to the internet for research.

Need these materials? Visit Blick!

1. Review the elements and principles of art, history of graphic design/PSAs/AdCouncil, and other relevant artists/movements. (1 session)
2. Research ideas for PSAs relating to your peers on the internet. Make a list in your sketchbook of possible ideas and fill out the PSA research worksheet. (1 session)
3. Brainstorm ideas for your PSA. It must relate to your peers, be 13x19", and include an image and text. Research font choices. (1 session)
4. Draw 5 thumbnail sketches in your sketchbook to show your plan for your PSA. Review your brainstorming with your teacher to get approval to move on to the Create phase. (1 session)
5. Photograph your image (1 session)
6. Edit your photograph (2 sessions)
7. Export image into Illustrator to add text. Add fonts if needed. Add text to image and edit text to fit the image and create a cohesive final image. (2 sessions)
8. Quiz over Adcouncil and PSAs and other vocabulary. (1 session)
9. Print and mat your artwork on 13x19" photo paper with a 3" mat. (2 sessions)
10. Participate in a verbal critique with peers (1 session)
11. Write your reflection/self-critique in your sketchbook (minimum of 1 page) (1 session)
12. Go back and re-work your image after feedback from your peers and the teacher and your self-relection. (own time)

Student work will be assessed on a point-based rubric along with participation grades for participating in the critique, self-reflection, and brainstorming in their sketchbook.

1. www.adcouncil.org
2. www.artlex.com for vocabulary

This project was for level 1 students enrolled in digital imaging (graphic design).

[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 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 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

[9-12 Advanced] Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

Banksy, Henri Toulouse-Lautrec, Andy Warhol

Photography, Realism, Street Art, Symbolism

Balance, Color/Value, Emphasis, Proportion/Size, Space, Unity/Harmony, Variety

Digital, Photography

English/Language Arts, Multicultural Studies, Technology