3 sessions; 45 minutes per session

1. Given a comprehensive dialog, students will discuss the concept of creating logo designs as
well as discuss various logos taken from popular culture.
2. Given knowledge of text, students will discuss the concept of typography through looking at a
Powerpoint based on artsy text.
3. Using a pencil, students will create their own text logo design which incorporates the concept
of typography mixed with imagery.
4. Using markers, students will apply color to their text logo design in a neat manner.

Drawing Paper, Pencils, Erasers, Rulers, Colored Pencils or Markers

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1. The students will discuss the importance of commercial logo design and advertising with text in conjunction with looking at logos and text taken from visual culture.
2. The students will critique the effectiveness as well as the popularity of the logos they bought in from popular visual culture.
3. The students will sketch out three ideas for their own artist logo design that includes imagery within the text, or as the text itself.
4. The students will draw out their own artist logo design that includes imagery and text based on an approved sketch.
5. The students will effectively color their finished drawing using markers or colored pencils.

Typography Logo Rubric (See attached Lesson Plan for a copy of the rubric)

* Handout: Observing and Thinking Creatively with Text
* Powerpoint: Various Examples of Logos Taken from Visual Culture
* Powerpoint: Various Examples of Typography
* Images: Logos Brought in by Students as Homework
* Handout: Observing and Thinking Creatively with Text
* Books: Various Examples of Typography

[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

[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 employ organizational structures and analyze what makes them effective or not effective in the communication of 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 select and use the qualities of structures and functions of art to improve communication of their ideas

[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

[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 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

[5-8] Students describe and place a variety of art objects in historical and cultural contexts

[5-8] Students know and compare the characteristics of artworks in various eras and cultures

[5-8] Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry

[5-8] Students compare multiple purposes for creating works of art

[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

[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

Pop Art

Balance, Contrast, Emphasis, Space, Unity/Harmony

Colored Pencil, Drawing, Marker

Typography Logos Lesson Plan.doc
Logos Powerpoint.ppt
Advertisting Chart.doc
Advertisting Chart1.doc