Unit Two: Concepts and Skills

UNIT TWO
Concepts and Skills
MON TUE WED THURS FRI
Logos
Presentation
-
Discuss Visual Sharing completed
Pair and Share
Discuss Identity Information in work and artist

Planning Day
- 
and Personal Logos
statements
Workshop Day
Brand
-
-
-
Review Illustrator Group critique
Sketch Logo
Design
Comic book
Introduce Comic design
Individual Present
Project
-
Meetings with Completed Work

-
Review Illustrator
Planning Day Students

in Virtual Gallery
Discuss Personal - 
-
-
Narratives
Workshop Day
Workshop Day Group Critique
Unit Two Rationale:
By the second unit, students will have a stronger grasp on the visual culture that
contributes to the formation of their identity and will be able to critically assess it.
Students will then start reflecting on their own lives, culture, and personal contexts
to create projects that encompass their inner identity. Students will be working
remotely to create a logo that represents their personal brand and a comic strip
that tells a personal narrative. Each of these projects will begin by discussing
various aspects of visual culture and their meaning. Through these projects,
students will be able to explore how their personal visual culture has formed their
inner identity, and express this identity through art. By the end of the projects,
students will have pushed these concepts even further by choosing how they are
represented. By understanding these influences and their inner identity, students
will also be able to recognize these influences in the future, and be able to take
ownership of the person they become.
Unit 2, Lesson 1: Day 1 of 4 Name: Laura Murphy
DAILY PLAN
Lesson Title: Personal Logo Grade Level: 10th
Lesson S & S Concept Statements:

Society: Visual culture is a representation of society that forms our identity.
Culture: Individual and cultural identities are constructed and embodied through visual culture.
Reflective Practice: Critical thinking about art is necessary for understanding our visual culture
and how it impacts us.
Daily Formal Qualities (Elements & Principles of Design):
Line, Shape, Composition, Space, Balance
Overall Lesson Objective:

Given a PowerPoint presentation on logos and brands, a review on Illustrator, and a
discussion on representing personal identity, students will skillfully design a logo that
will represent their identity in a “personal brand” logo and clearly articulate how their
personal brand logo represents their identity in both a verbal discussion and a written
artist statement.
Daily Objectives:
Given a PowerPoint discussion on logos and brands, a review of Illustrator, and a
discussion on representing personal identity, students will sketch their logo design
ideas.
Assessment Criteria:
Incorporating discussion and presentation into completed logo design.
Teaching Resources Needed to Support the Lesson:
Adobe Illustrator, PowerPoint presentation
Art Materials Necessary for the Lesson:
Process Journals, drawing utensils

Teacher Directed Activities Student Directed Activities
Introduction: (30 minutes)
Begin logo and brands presentation. Ask Watch the presentation about brands
guided questions, such as and logos.
1) What do these logos represent? Answer guiding questions, make
2) How can a logo encompass meaning or connections between logos and identity.
an identity?
3) How will you incorporate your identity
into your personal brand logo? Think and offer ideas about how I might
I will continue a class discussion about how represent my personal identity in a logo.
logos are meant to represent the identity of
a brand or company, prompting students to
understand how they might achieve this for
themselves.
Development: (30 minutes)
I will ask students to watch the screen as I Watch demonstration review of Adobe
review Adobe Illustrator, as they will be Illustrator. Guide the teacher through
using this for their logo design. I will ask the steps of using the program.
them to guide me through the process.
Read assignment outline.

I will show students the assignment outline,
and ask them to finish class by doing a
sketch of their personal logo design that we Begin and complete sketch of personal
will begin next class. identity logo sketch, considering
imagery that represents identity.
Conclusion: (15 minutes)
Closing question:
What design elements can be used to Consider the elements and principles of
emphasize elements of your identity? design, and how you might use them to
represent aspects of identity.
Critical Comments and Reflections:

(Problems, successes, and what to think about for next lesson)
DAILY PLAN


artist statement.
Daily Objectives:
Given a review of the assignment handout, sketches of personal identity logo, and
Adobe Illustrator, students will begin their personal identity logo design.
Integration of sketched design into Adobe Illustrator.
Assignment handout, Adobe Illustrator

Adobe Illustrator, process journals
Begin reviewing assignment. Review handout, and look at peer
Ask a few students to share their sketch sketches.
designs with the group and explain their
thoughts. Consider how peers have chosen to
represent their logos and if any of these
Personal brand examples will be shown. techniques might apply to your work.
Tell students to begin working on Illustrator

designs. Students are to incorporate their Begin working on logo design by using
sketch ideas into their designs. sketched logo as basis for design.
Consider how you might represent your

identity with various imagery, and what
your logo will represent about your
brand identity.
Check in with students, questioning the A s k q u e s t i o n s f o r c l a r i f i c a t i o n

chosen visuals in design. throughout working.
Students will be asked to pair and share Pair and share designs with partner,
their designs for feedback. asking partner questions about their
designs and offering feedback and
ideas about the design.

DAILY PLAN


artist statement.
Daily Objectives:
Given sketches of personal identity logo and Adobe Illustrator students will complete
their personal identity logo design.
Completed logo design.
Assignment handout, Adobe Illustrator
Adobe Illustrator, process journals

Begin by reviewing the rubric and criteria Review the rubric, and compare to
for the completed project. Remind students personal logo. Assess if personal work
that it is the last day to work on their logo is on track.
designs.
Guiding questions: Ponder the questions about the logo
1) Does this logo represent your personal being representative about identity.
identity?
2) How?
3) When someone looks at it, what would
they see that would give them the
impression of you?
Direct students to continue working and Continue working on design considering

complete their designs with those questions partner feedback from the previous day
and the rubric in mind. and the logo examples shown in class.
About halfway through class, I will send

students to breakout rooms with a partner Work with a partner for last minute
for a pair and share and any last minute feedback, offering ideas to finish up the
feedback before they finish up. project.
Closing Question:
When someone looks at your logo, what
would their interpretation be? Consider what your logo is projecting
through its visuals and design elements
I will direct students to save their work and and share with the class.
be prepared to write an artist statement in
class tomorrow, as well as share their work
with the class.

(Problems, successes, and what to think about for next lesson
DAILY PLAN


artist statement.
Daily Objectives:
Given completed logo designs, students will write an artist statement articulating their
logo identity.
Given their completed logo design, students will present their work to the class
explaining the meaning and artistic choices.
Description of work in artist statement.
Explanation of design in presentation of work.
PowerPoint, Adobe Illustrator
Adobe Illustrator
Begin class by instructing students to write Write artist statement about work,
their artist statements. They should be considering my identity and artistic
considering: choices that were made to represent it.
1) How does this personal logo represent
my identity?
2) What visuals have I used to represent
that?
3) What artistic choices have I made, and
why

Once artist statements are written, students
will take turns presenting their work to the Share work with the class, offering
class, sharing the visuals used, the insights to what the logo is projecting
meaning, and the design choices made to about personal identity.
represent that.
Each student will explain the logo,

incorporating any thoughts from their artist
statement as well. Listen to others present and ask
questions to further grasp what their
personal identity is and how they are
projecting this.
Peers will make comments.

Answer poll, considering if the personal
Before students leave class, I will post a brand identity is connected to the ideas
virtual poll asking if they feel they were able of unit one where inner and cultivated
to represent their personal identity identity are discussed.
accurately and openly with this project?

Personal Brand Logos
Rubric
Assignment:
• You will reflect on previous unit identity research to design a logo that reflects your personal
identity, or “personal brand”
• You will do a sketch of this logo and implement this design into illustrator
See rubric below
Logo Design
Technical: Design a logo in Illustrator.
1 Final design significantly lacks skill; needs overall

improvement Does not reach a standard expected
from the student.
2 Final design demonstrates minimal understanding

of Illustrator. Missing use of design principles.
3 Final design adequately demonstrates an

understanding of demonstrated design techniques
and shows some understanding of Illustrator.
4 Final design displays acceptable level of

understanding of Illustrator, shows knowledge of
design principles and composition.
5 Final design displays a strong understanding of

design techniques. Strong manipulation of media.
Unique and intentional representation.
Conceptual: Research self to implement visuals that represent personal brand identity.
1 Final design reflects little to no research on

personal identity.
2 Final design demonstrates minimal

communication of personal identity reflected
through visual information.
3 Final design reflects some reflection of research of

personal identity.
4 Final design acceptably reflects research on

personal identity.
5 Final work clearly communicates research on

personal identity and the visuals are clearly
communicated.
DAILY PLAN
Lesson Title: Personal Narrative Comic Strip Grade Level: 10th

Popular Culture: Popular Culture is an element of visual culture that contains many art forms
and informs identity.

Form, Composition, Scale, Shape

Given a PowerPoint presentation on personal narrative and comic strips, a review on
Adobe Illustrator, sketches in the process journal, and a discussion on telling a personal
narrative, students will thoughtfully represent a personal narrative in a five-part comic
strip.
Daily Objectives:
Given a PowerPoint presentation on personal narrative and comic strips and a review
on Adobe Illustrator, students will begin sketching their comic strip design.
Completed comic book sketch using information from class presentation and
discussion.
PowerPoint presentation, assignment handout, Adobe Illustrator
process journal, writing utensil

Begin PowerPoint on personal narrative
and comic strips. Ask guided questions: Watch presentation and consider the
1) How can you represent a personal idea of personal narrative.
narrative in a comic strip? Consider what narrative I would tell, and
2) If you’re only using five blocks or how it represents my identity.
scenes, what is the best way to tell that
story?
3) How is this story going to reflect you and
your identity?
Students are going to be directed to reflect Think about the narrative that
on personal narratives that have shaped represents me and begin sketching
them or reflect their identity- including their ideas. Consider the best way to tell this
culture, visuals culture/popular culture, story in only 5 parts.
interests, etc.
Once they consider which personal

narrative they would like to represent, they
will begin sketching the comic book design. Complete a sketch to be used next
class that emphasizes the five major
points of a narrative.
I will review the assignment and ask if they Review assignment, save sketch for
have any questions, as they will begin in next class.
Illustrator next class.
Closing question:
How can telling a personal narrative help Consider how our identity is tied to our
us better understand our identity? personal narratives and contexts.
Save sketch for next class.

DAILY PLAN



strip.
Daily Objectives:
Given a review of the assignment handout and completed comic strip sketches,
students will incorporate sketch designs into Adobe Illustrator with a comic
strip template.
Incorporation of sketch into Illustrator.
Assignment handout, Illustrator
process journals, Illustrator

Review the assignment handout and
Begin class by reviewing the assignment. I the comic strip examples for reference.
will direct students to a shared drive where
I have created a comic strip template for
them to use in order to save them time in
the creation of their narratives.
Op e n c o m i c s tr i p te m p l a te i n to
Share comic strip examples. Illustrator.

Consider how to implement personal
I will ask students if they have any n a r r a t i v e i n t o t e m p l a t e w h i l e
questions about Illustrator before they considering techniques from shown
begin incorporating their designs. examples.
I will answer any questions, then direct

them to begin designing the comic strips. Begin working on design, using sketch
in process journal for basis.
Closing Question: Consider how you are designing your

What design techniques can you use to comic strip and the best way to design
emphasize parts of the narrative in your the narrative.
comic strip?
Share the work, offer feedback and
Students will be directed to save their work, comments.
and two students will be asked to share
their comic strips with the class. Save work.

DAILY PLAN



strip.
Daily Objectives:
Given a review of the assignment handout and rubric and completed comic strip
sketches, students will complete their comic strip designs.
Completed comic strip of personal narrative.
Assignment handout/rubric, Illustrator
Illustrator
Begin class by sharing the rubric for Review rubric and assess if comic strip
c l a r i f i c a t i o n o n t h e a s s i g n m e n t is on the right track. Ask any questions
expectations. Encourage students to finish for clarification.
their work today, but let them know there
will be some work time at the beginning of
class tomorrow for final touches before
presenting.
I will meet with each student throughout the Meet with the teacher, share plans for
class to offer feedback, asking about the the rest of the comic strip.
plans to finish comic strip designs.
Apply the feedback to the rest of the

comic strip, considering how the
Students will be directed to apply feedback narrative will be read by the viewer.
to the finishing of their comic strip.
Students will be instructed to finish comic

strips, or leave them in a place to be
finished at the beginning of the next class. Leave comic strips in a place to be
finished at the beginning of next class.
Before students leave class I will conduct Participate in class polls.

two virtual polls:
1) Who needs more time to work tomorrow
before presenting? Save work.
2) Do you believe your personal narrative
comic strip reflects your identity?

DAILY PLAN



narrative, students will thoughtfully design a personal narrative in a five-part comic strip.
Daily Objectives:
Given completed personal narrative comic strip designs, students will thoughtfully
articulate their personal narrative in the virtual class comic strip gallery show.
Description of personal narrative.

Virtual gallery

Students will be directed to spend the first Take the time to complete design if
20 minutes of class finishing their comic necessary and then upload work to the
strips as necessary. Once completed, they virtual gallery.
are to upload them to the virtual gallery
show where they will be presenting them.
Once all student work is entered, students E n t e r t h e v i r t u a l g a l l e r y f o r

will all enter the virtual gallery. Each presentations.
student will take turns presenting their work
and explaining their personal narrative. Present work, sharing personal
narrative how it reflects personal
Other students are free to make comments identity, and how this is reflected with
as well, verbally or written in the comments. chosen design and visuals.
Make comments on work other students

work, asking questions about visuals
and narrative.
We will debrief about the project.

1) Has anyone made a comic strip before Consider how personal narrative comic
this? strip connects to visual literacy, and
2) Do you feel like yours represented you? how aspects of identity are represented.
3) What would you do differently next time?
4) How did this project connect to visual
literacy?
5) How did this connect to cultivated vs.
inner identity?

Personal Narrative Comic Strip
Rubric
Assignment:
• You will design a comic strip that illustrates a personal narrative connecting to the concepts of
visual literacy and inner identity.
• You will implement this comic strip into Illustrator using the template provided.
• You will present the work in a virtual gallery space.
See rubric below
Personal Narrative Comic Strip
Technical: Design a five-part comic strip in Illustrator.
1 Final design significantly lacks skill; needs overall

improvement. One or more segments of the comic
strips may be missing.
2 Final design demonstrates minimal understanding

of Illustrator. Missing use of design principles.
3 Final design adequately demonstrates an

understanding of demonstrated design techniques
and shows some understanding of Illustrator.
4 Final design displays acceptable level of

understanding of Illustrator, shows knowledge of
design principles and composition.
5 Final design displays a strong understanding of

design techniques. Strong manipulation of media.
Unique and intentional representation.
Conceptual: Use reflective practice to tell a personal narrative in a comic strip.
1 Final design reflects little to no eﬀort in revealing a

personal narrative, story is unclear.
2 Final design demonstrates minimal

communication of personal narrative reflected
through visual information.
3 Final design reflects some reflective practice to

reveal a personal narrative, more work is needed
to complete the narrative.
4 Final design acceptably reflects a personal

narrative, a story is communicated through visual
information.
5 Final work clearly communicates a personal

narrative, the story is clear and well executed
through reflective practice.

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UNIT TWO

Concepts and Skills

MON TUE WED THURS FRI

Discuss Identity Information in work and artist

Meetings with Completed Work

Planning Day Students

Workshop Day Group Critique

Unit Two Rationale:

Lesson S & S Concept Statements:

Daily Formal Qualities (Elements & Principles of Design):

Line, Shape, Composition, Space, Balance

Overall Lesson Objective:

Incorporating discussion and presentation into completed logo design.

Teaching Resources Needed to Support the Lesson:

Adobe Illustrator, PowerPoint presentation

Art Materials Necessary for the Lesson:

Process Journals, drawing utensils

Development: (30 minutes)

Read assignment outline.

Critical Comments and Reflections:

Lesson S & S Concept Statements:

Daily Formal Qualities (Elements & Principles of Design):

Line, Shape, Composition, Space, Balance

Overall Lesson Objective:

Teaching Resources Needed to Support the Lesson:

Assignment handout, Adobe Illustrator

Art Materials Necessary for the Lesson:

Development: (40 minutes)

Tell students to begin working on Illustrator

Consider how you might represent your

Check in with students, questioning the A s k q u e s t i o n s f o r c l a r i f i c a t i o n

Conclusion: (15 minutes)

Critical Comments and Reflections:

Lesson S & S Concept Statements:

Daily Formal Qualities (Elements & Principles of Design):

Line, Shape, Composition, Space, Balance

Overall Lesson Objective:

Teaching Resources Needed to Support the Lesson:

Assignment handout, Adobe Illustrator

Art Materials Necessary for the Lesson:

Adobe Illustrator, process journals

Development: (40 minutes)

Direct students to continue working and Continue working on design considering

About halfway through class, I will send

Conclusion: (15 minutes)

Critical Comments and Reflections:

Lesson S & S Concept Statements:

Daily Formal Qualities (Elements & Principles of Design):

Line, Shape, Composition, Space, Balance

Overall Lesson Objective:

Explanation of design in presentation of work.

Teaching Resources Needed to Support the Lesson:

PowerPoint, Adobe Illustrator

Art Materials Necessary for the Lesson:

Development: (45 minutes)

Each student will explain the logo,

Conclusion: (15 minutes)