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

Need these materials? Visit Blick!

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.

Lesson plan: https://docs.google.com/document/d/1X8kArK5QRJTgue7-_8Xwvhthg0I9on7UL5TweeYK_8s/edit?usp=sharing

Slides presentation: https://docs.google.com/a/jhcobras.net/presentation/d/1rMcUfA-kQ2CdwIUujROXUIpRGGk54G0WGyZoVcV4zv4/edit?usp=sharing

Planning sheet: https://docs.google.com/document/d/1bbzplsxWl1ee-FwR6FNgR7chSepbi14Nc4DWD_n7V7U/edit?usp=sharing

Rubric: https://docs.google.com/document/d/1kBLdS_g41l77XIPkdkUNiyxgDiuNbTAwSWBr3EtLL4c/edit?usp=sharing

[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

[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

[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

[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

Emphasis

Digital

History/Social Studies