Illustrator Lesson Plan Example

Title of lesson: Personal Logo Design

Intended audience Art, Grades 10, Approx. 8-12 Students, Computer Classroom

Estimated time frame: 1 week of shop class.

Materials 

-computers with Internet access and the Illustrator program
-paper for sketches
-pencils
-handout providing the rubric for the assignment, as well as descriptions of each element of design and how and when to use it

Readiness: Students should know how to work a computer and how to research images online for inspiration. They should know the school policy on internet usage and where to save their work on the school server.

Curriculum frameworks 

1. explore and understand prospective content for works of art, by researching different types of logos before sketching out their own.
2. create art by selecting and using appropriate subject matter, symbols, and ideas to communicate meaning, carefully choosing what to use for their personal logo.
3. use subjects, themes, and symbols that communicate and express intended meaning in their artwork, by choosing a design that immediately tells the viewer who the designer is.
4. consider and compare the sources for subject matter, symbols, and ideas in their own and others’ work, by evaluating each other’s designs for the final.
5. reflect on how artworks differ visually, spatially, and functionally, learned during the initial lecture on what works and doesn’t work for different design needs

Objectives: By the end of this lesson, all students will understand what makes a logo effective and how to use the elements of design to create their own unique, effective logos. They will display knowledge of the elements of design in a group critique that will be used as a final.”

Assessment

Knowledge – Student expresses an understanding of design standards discussed at the beginning of the lesson by thoughtfully critiquing others' work using those standards.

Skill – Student produces an effective logo designed to the standards discussed in class. A rubric will be provided in advance so students can see how they will be graded.

Sponge activity: Have students design a business card (letterhead and envelope are alternatives) using the logo.

Alternate plan: Have students choose their favorite brand (e.g., Apple, Reebok, Gucci) and redesign their logos.

Modifications for diverse learners: Logos must be created in Illustrator so they can be used universally and look the same at any size. The assignment's end goal is a logo in Illustrator. If a student struggles with identity or can’t come up with something for themselves, all students will be allowed to choose to create a logo for someone else or an existing company they know of. This alleviates the struggles associated with the content while still creating the intended end product. Any accommodations for disabilities will be provided, and a new rubric will be created if needed to account for changes to the process. Most students will be able to complete the intended project with the right supports and accommodations. If a student needs further assistance, I will either spend extra time with them or have another more advanced student work with them. If a student finishes early, they can produce one or more of the sponge activity items.

Teaching

• Step/Activity 1

Anticipatory set. As the students walk in the door, I will have them grab a handout provided at the entrance of the room. I will then have them sit around our meeting table and ask the students, “What makes an effective logo?” to get them thinking about logos they have seen in the past that they liked or disliked. While they are thinking, I will give a brief presentation on what makes an effective logo, focusing on design elements such as shape and color. I will also explain the different types of logos (logos that are just an image, some that are just words, and some that incorporate both).

• Step/Activity 2

Introduction I will ask the students to pull out their sketch paper and pencil, if they don’t have any I will provide it and have them draw their initial sketches at the table. We could then have a brief discussion of the ideas generated and the design elements they must use to make their designs effective. The students will make suggestions to one another about which ones they think work best for each other.

• Step/Activity 3

Once the students have decided on the sketch they like best, they will scan it into the computer to use as a template. I will then have them open Illustrator, create a new document, and load their sketch template to start working.

• Next to last Step/Activity

Guided practice: The students will be given the remainder of the week to work on their logos. The first half of the third day will be used for a group critique to see if everyone is on the right track, if anyone should try a different approach, or start over. I will work with each student during class to discuss the right color combinations for their designs and ask questions to see whether they are following the rules of design or just “winging” it.

• Final Step/Activity

Homework/Independent practice/Assessment: Students will have 5 days to complete this assignment. At the end of the 5th class, we will have a final group critique. I will ask each student to describe their logo, how it represents them, and how they think they achieved an effective design. The other students will then either give compliments or constructive criticism so that next time each student can create an even better design. Their actual design and how they describe it will be the basis for my assessment, along with class participation/critique.

Post-teaching

Reflection after the actual lesson presentation: More time might be needed for some students who have a hard time choosing a design that they feel really represents them. Some students might equally need more time on the computers to create their design. Others might not want to do a personal design, and so there would be criteria and assessments for those who want to do a business logo or a logo for someone else.