Intro to Graphic Design with Skateboards

This is a sample lesson plan needed for my Education Technology class. This a unit set of four lesson plans, you will only see an example of the last lesson plan which implemented the use of technology; which is needed for my Educational Technology class.

The theme of this lesson set is “WORK,” primarily producing goods and services. In this lesson unit the students will walk through the history and development of designing a skateboard. Students will learn the physics needed to propel the skateboarder as well as the history of skateboarding and the career opportunities as a graphic artist behind this amazing extreme sport.

Lesson One, Day 1 (Part 2: Before Reading Activity)

The students will learn how a skateboard is created, mass produced, and marketed by watching a YouTube video “How it’s Made Skateboards” and shown with the overhead projector parts of the book “Skateboarding: Learn to Skate Like a Pro”. After, the students will be introduced to 15 vocabulary words. Vocabulary words will be written on the board. They will then have the opportunity to design their very own skateboard deck, starting from ten rectangles.

Lesson Two, Day 2 (Part 3: Vocabulary Activity)

Today’s lesson focuses on learning the history and physics behind skateboarding. Students will be shown the website “In the beginning, skateboarding was simple. “. We will go over each page of the website as it explains the physics behind skateboarding along with different parts of the skateboard. The students will then be given 15m in order to complete an assessment on the vocabulary words and parts of a skateboard.

Lesson Three, Day 3 (Part 4: During Reading Activity)

With this lesson students will be given the opportunity to then choose three of their best rectangles from the ten rectangle sheet and develop them into skateboard designs on their own. Students must come to the teacher for approval for which skateboard design will be their final design used to create an actual skateboard deck. Once students have met approval, they will be given a wood skateboard deck in order to create their very own skateboard deck.

Half way through the period students will be able to take a break and learn the history of skateboard art by showing them visuals from the overhead projector from the book “Disposable: A History of you of Skateboard”. They will then be shown only visuals from the book “Art, Skateboarding, and Life, “and shown visuals from the website AAwards. We will than go through several visuals from famous graphic artists who specialize in skateboard graphics and they will have the opportunity to see what is needed to be a graphic designer for the skateboard industry.

Students will then be asked to write one paragraph explaining why they choose the three designs to develop further. The paragraph must include two vocabulary words and they must be able to justify why they chose the designs they chose.

Lesson Four, Day 4 (Part 5: After Reading Activity)

Today’s lesson will start with a discussion on everything that we have already learned in the previous lessons. After the discussion students will be asked to work individually on their final artwork. At this point students should be finished their three rectangles and have already been approved to begin work on their final design.

Once students have met approval, they will be given a wood skateboard deck in order to create their very own skateboard deck. When each student has finished their design they will be allowed to take an iPad from the computer cart. The student will then take a picture of their skateboard and create a puzzle using PuzzleMaker.

Objectives

-Students will be able to discuss why there is a need for graphic designers in the extreme sport of skateboarding

-Students will be able to use the elements of art and principles of design to create a visually appealing unique skateboard deck design.

-Students will be able to create a puzzle from a picture taken of their skateboard deck and email the puzzle link to the teacher.

Standards

New Jersey Core Curriculum Standards Addressed:

8.1.12 A. Basic Computer Skills and Tools: Produce a multimedia project using text, graphics, moving images, and sound.

8.1.12 B. Application of Productivity Tools: Compose, send, and organize e-mail messages with and without attachments.

1.1.8. D.1: The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in visual art. D.1: Describe the intellectual and emotional significance conveyed by the application of the elements of art and principles of design in different historical eras and cultures.

1.1.8. D.2: The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in visual art. D.2: Compare and contrast various masterworks of art from diverse cultures, and identify elements of the works that relate to specific cultural heritages.

1.3.8. D.2 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. D.2: Apply various art media, art mediums, technologies, and processes in the creation of allegorical, theme-based, two- and three-dimensional works of art, using tools and technologies that are appropriate to the theme and goals.

1.4.8.A.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. A.4: Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values.

1.4.8.B.3 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. B.3: Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays.

Steps for Teaching the Activity

Grouping

The class will be grouped by tables of 4-5 students each. All students regardless of their learning abilities will be seated at their original tables of 4-5 students. Gifted and Learning disabled students are grouped together so all students have the opportunity to help each other when needed.

Special Needs Modifications: ESL, LD, ED Mods

Demonstration is the key to understanding the assignment. ESL students will utilize an interpreter or other students who speak both English and ___. Work one on one until the student fully understands their expectations. Frequently observe their progress and provide additional assistance when needed. Depending on the students’ IEP, reduction of the parameter or requirements might be needed. Pair one on one with other students. (GT student with empathetic nature)

GT modifications

Ask then to help with other students in the class utilizing a peer-tutor resource as appropriate.

Steps for Teachings the Activity

As students enter the classroom, several skateboards will be around the room for the students to view and hold. The lesson’s objectives will be posted on the board, along with the parameters.

A brief motivational activity will start our lesson today; the discussion will begin by asking the following questions:

“Can someone tell me what a skateboard is?”

“Can anyone tell me why I thought it was important to watch how skateboards are made?”

“Why do you think we did this lesson in Art class instead of a Science class?”

“Do you think you could be a skateboard graphic designer?

After the discussion students will be asked to work individually on their final artwork. At this point students should be finished their three rectangles and have already been approved to begin work on their final design. The rest of the class will be utilized to work individually on their final skate deck design.

When each student has finished their design they will be allowed to take an iPad from the computer cart. The student will then take a picture of their skateboard and create a puzzle using PuzzleMaker. In order to get credit for the puzzle students must share the puzzle as a link to my work email.

Additionally:

Names and addresses of various skateboard companies will be provided. Students will be encouraged to contact the companies independently and inquire about selling their design or entering contests that are offered.

Activity

Students will be working on finalizing their wooden skateboard deck. After, students must take an iPad from the computer cart and take a picture of their finalized artwork of the deck board, and create a puzzle from it. The puzzle must be shared in a link to my email.

Resources

Skateboard Assessments & Activitiesctivities – Includes Final Rubric

Skateboard Vocab

Accessible Text

Skateboard Companies

Check these websites for contact info:

PuzzleMaker

Jigsaw Puzzle Maker – Create and Play your own Jigsaw puzzles. By Puzzle World Games Inc.
https://itunes.apple.com/us/app/jigsaw-puzzle-maker-create/id576999219?mt=8

Assessment

A complete rubric will be used to assess and keep track of all assessments and activities. This rubric will be used for the final grade.

0

Your Cart