Package Design for HS Business Students
A Collaborative Project between JMU art education practicum students and a local high school Business class
October 2011
This project was presented at the JMU student teaching conference (October 2011) by the high school Business teacher (Ms. K), high school guidance counselor (Mr. C) and myself at a presentation entitled, Art Across the Curriculum.
JMU participants:
Stephanie Danker, art education instructor ([email protected]); JMU students: Alex A.; Natasha B.; Katie C.; PJ N.; Lauren P.
HS faculty participants:
Lawrence C., guidance counselor; Jackie K., Business teacher; Rachel W., career coach
Lesson Theme: Understanding the design process from beginning to end
Grade level: High School Design, Multimedia, and Web Technologies class (mixed class, including grades 9-12)
Time: 90 minute classes, including one half-day fieldtrip to Carded Graphics
Lesson Overview:
Students will begin to understand how a company utilizes graphic design skills for creation of product material, in this case product packaging. They will think about brands they are loyal to, prior to visiting Carded Graphics, a local graphics printing / packaging business in Staunton. On the fieldtrip, they will tour the facilities and interact with a graphic designer and structure designer, who will expose students to the design process from start to finish. The designers at Carded Graphics will introduce their design challenge. Upon returning to school, students will work in small groups (each with a JMU art education mentor) to begin their designs through sketching and PhotoShop. They will complete their designs in the days following, receiving feedback from JMU mentors prior to final designs being sent to Carded Graphics to print. Their 2-dimensional designs will become 3-dimensional product packaging. A representative from Carded Graphics will visit RE Lee to bring the printed boxes, discuss designs with students, and announce a winning design.
Visual Culture Component/RELEVANCE:
Teenagers make up a huge target audience for marketers. In this project, students will reflect on brands in everyday life that they are loyal to and why they think they are loyal to those brands over others. They will start to think critically about tactics that mass media and marketers use to attract teenaged consumers. They will take that knowledge and understanding to create a packaging design that would be attractive to their peers.
Virginia Standards of Learning:
Design, Multimedia, and Web Technologies competencies addressed:
Applying Principles of Layout and Design
Art I standards addressed:
Visual communication and production:
· AI.5 The student will demonstrate the use of technology and electronic media as artistic tools
· AI.8 The student will create works of art that represent originality, personal expression, and craftsmanship.
Cultural context and art history:
· AI.11 The student will describe and discuss various art-related careers.
· AI.12 The student will describe connections among media, elements of art, principles of design, themes, and concepts found in historical and contemporary art.
· AI.16 The student will describe the role of mass media in influencing preference, perception, and communication.
Judgment and criticism:
· AI.20 The student will critique works of art with reference to the elements of art and the principles of design.
· AI.23 The student will use established criteria to participate in critiques.
Aesthetics
· AI.26 The student will discuss how aesthetics are reflected in everyday life.
School counseling standards addressed:
Career Development:
· HC1. Understand the value of ethical standards and behaviors in education and the workplace.
· HC3. Understand how work and leisure interests can help to achieve personal success and satisfaction.
· HC7. Demonstrate employability skills such as individual initiative, teamwork, problem solving, organization, and communication.
Lesson Objectives:
The student will:
Vocabulary Words for Visual Analysis:
Historical/Cultural information:
Packaging is used for several purposes:
· Contain products, defining the amount the consumer will purchase
· Protects products from contamination, from environmental damage and theft
· Facilitate transportation and storing of products
· Carry information and colorful designs that make attractive displays
"Packaging is a brand identity design at the sharp end - the art of promising and being believed. It represents the virtues and appeal of a product, according to the well-researched tastes and aspiration of the consumer. Shape, material, and mechanics become one with graphics to compete for attention, identify the product, and sell its qualities." -Pentagram
Pentagram is a design studio tha twas founded in 1972 by Alan Fletcher, Theo Crosby, Colin Forbes, Kenneth Grange and Mervyn Kurlansky in Needham Road, West London, UK. They now have offices in New York, San Francisco, Austin and Berlin. Pentagram does work in graphic design, identity, architecture, interiors and products. They have designed for well known companies such as Tiffany & Co, Dell, Netgear, Nike, and Timex.
Contemporary Artist Connection Information: Laurie Hogin, current painting professor at University of Illinois-Urbana Champaign http://www.art.illinois.edu/people/hogin/
MFA, School of the Art Institute, Chicago, Illinois, 1989
BFA, Cornell University, Ithaca, New York, 1985
From Laurie Hogin’s artist statement about Monkey Portraits:
Since 1995, images of monkeys have figured prominently in my work. These paintings comment on the phenomenon of social identities as constructed by consumerism in the 21st century economy, with it’s proliferation of products and services that seek the loyalty if not the very sense of identity of their consumers through various “branding” strategies: logo, color, slogan, sound, naming, and association with “lifestyle”.
The images, including the fact of their being paintings, the painterly style, as well as the composition, color, and narrative, are meant to simultaneously evoke visual strategies from the history of European portraiture, Dutch still life, and contemporary advertising. They are all sets; variations on a theme that vary in color, pattern, accessories, emotional states, or the orientation of the monkey. This is a reiteration of the current marketing trend to present the consumer with a taxonomy of product, suited to the specific moods or minutely differing preferences of the brand-loyal consumer. For example, Dawn dishwashing liquid comes in five colors, each with a different title, fragrance, and attendant mythology, such as “Fresh Rain” or “Spring Blossoms.” Other brands that engage this same strategy are too numerous to name, including Lysol, Dial soap, Bounce fabric softener, and my own “branded” products.
Image Descriptions:
Twenty-Four Brands my Family Uses in a Typical Summer Day (2006).
Oil paint on panel
24 panels, each 11 x 14 inches
(selected images from series)
I can’t believe it’s not butter
Colgate Cinnamint toothpaste
Secret Violet Dazzle deodorant
Starbucks fair-trade organic coffee
Questioning Strategies:
Lesson Procedures:
Friday, October 7, 2011
Extension Activity:
Ask students to choose a favorite ad (choose: magazine ad or tv commercial) for a product they are loyal to and write a brief analysis or description. Use these questions for analysis:
Evaluation:
For this project, there will be a rubric which includes self-assessment and peer assessment, designed by Ms. K, consistent with other class evaluations. There will be informal critiquing within small groups, and a more formal class critique, led by Lauren at the end of the work session on Oct. 11. Is it possible to display the final products in a school display case at the conclusion of the project??
Student Name:__________________ Reviewer Name:__________________ Date__________
Project: Design Project for Carded Graphics
RESPONSIBILITIES
Appearance
I balanced design aspects with content.
I used my fonts in a consistent manner.
The text areas and graphic areas appear balanced.
The graphics are easy to see.
Graphics are clear and not pixellated.
Preparation
I planned my time wisely to assure access to needed materials.
I made an outline or storyboard to organize my thoughts and ideas.
I decided on a topic and several subtopics.
I brainstormed questions that needed to be answered about the topic.
I brainstormed details that would help support my ideas.
I used feedback from others to refine my topic and questions.
Organization
I used an outline or storyboard to organize my ideas, information and thoughts.
I organized my ideas in a meaningful and logical way.
Resources
I used material in accordance with copyright.
I used resources ethically and appropriately.
Art Use
I used original art
Materials and Preparation:
Resources:
Laurie Hogin (2006). Monkey portraits: Allegories of brand loyalty
http://lauriehogin.com/monkey_portraits.htm
Branded and On Display exhibit checklist from Krannert Art Museum:
http://www.kam.uiuc.edu/pr/branded/checklist.cfm.html
YouTube video about Laurie Hogin’s work, which includes a short section about the Monkey portraits related to brand loyalty:
http://www.youtube.com/watch?v=1amA_BWiBM0
YouTube video of Laurie Hogin speaking about her work to an audience in a gallery space:
http://www.youtube.com/watch?v=6tUVA1SgAMs&feature=related
VA Design, Multimedia, and Web Technologies (36 weeks) curriculum:
http://www.cteresource.org/verso2/framework/tasklist/business_and_information_technology/design_multimedia_and_web_technologies_663036wks_663218wks/2011/6630
VA Art I standards of learning (SOLs):
http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/visual_arts/stds_visualarts1_artfoundations.doc
Additional information related to understanding marketing to teens:
PBS (2011). Frontline: The Merchants of Cool
http://www.pbs.org/wgbh/pages/frontline/shows/cool/
The Merchants of Cool Teacher Guide:
http://www.pbs.org/wgbh/pages/frontline/teach/cool/
edis.ifas.ufl.edu/pdffiles/AE/AE20600.pdf
http://pentagram.com/en/portfolio/packaging/
Special populations: There are special needs identified within the class. Ms. K and Mr. C will create a “tips for student success” for JMU mentors related to special needs within individual small groups. Due to confidentiality, these tips will be verbally communicated to the JMU mentors on the day of the trip.
Extra Materials:
PPT files
Handouts for students:
Job assignments for JMU mentors:
Brand Loyalty Survey
(with student responses, created by JMU student for HS students; responses were analyzed and presented back to HS students)
Friday, October 7, 2011
1. What are some of your favorite brands?
a. puma, DC, Sperry, Motorola, LG
b. nike
c. addidas, apple
d. sony, Microsoft
e. new balance, Nintendo, konami
f. nike, Jordan, levi, Ralph lauren polo, Louis vuitton, Gucci, Hidden Valley Ranch
g. polo, American eagle, hurley
h. apple, sony, nike, American eagle, holister, best buy, raybands
2. What is it about these brands that you like?
a. style
b. feel good on the feet.
c. way they fit, the way the technology works
d. playstation 3 only works with sony, prefers Microsoft (not Mac)
e. new balance fits well, Nintendo good games….konami has cool controllers
f. style, consistency, new trends
g. the look of the clothes
h. they are stylish, cheap for me and places I like to shop.
3. What brands do you purchase the most frequently?
a. puma, sperry
b. nike or other shoe brands and some aeropostale clothing
c. apple and shop at amazon.com
d. sony Microsoft
e. Nintendo
f. hidden valley ranch
g. American eagle and hurley
h. nike, American eagle, holister, shopping at best buy
4. Why do you continue to use/purchase the same brands?
a. love the style and comfort
b. they feel good and look pretty
c. I like the quality for these brands---and the clothes and technology work for me
d. generally because I have to to use the product I already purchased.
e. they are good to me lately
f. good taste and nice styles
g. they fit well and they look nice
h. because I like to shop and use these products. They have a good maker. I have always bought these products.
5. Say you were given a choice between a brand you are more familiar with, but it costs more money than the cheaper alternative, which brand would you be more likely to purchase? Why?
a. possibly buy the cheaper new brand or I would save up the money to get the best brand
b. it depends
c. I would buy the name brand because it is the real thing and has a better output than the alternative
d. stick to my brand…the technology is really better with the better brands
e. they would go with the one they like…always stick with the same brand
f. the brand name—the original brand like converse all stars
g. I would save up some money to get the more expensive and because it holds it value better.
h. I would purchase apple because I love apple products and am loyal to apple. I personally hate applesoft. My dad is a computer engineer and he likes apple better than Microsoft. We all have apples, ipods, ipad2 and iMac.
Things to consider in Design
(From JMU student designed handout for HS students)
Demographics
· Who are you trying to sell to?
· How old are they?
· What does your demographic know about technology?
· Do your customers know how to use MP3 players?
Typography
· How does your type help your design?
· Comics Sans is not professional.
· Arial is sometimes used for books and small type.
· Gills Sans seems out of place.
· This isn’t even legible!!!
· There is no need for BOLD AND ITALICS AND UNDERLINED. It’s overkill.
· Find the right balance between your design and your type.
Color
· Most designs have 2-3 colors. Packages tend to have color families that unite the design to the package. Using all the colors of the rainbow make the design look tacky, unless you’re selling rainbows.
Logo Design
· Look at the icons on your computer. Most icons and logos are SIMPLE.
· Microsoft word is just a W in bubble font and some interesting highlights.
Slogans/Taglines
· These are the sentences or phrases you remember with the name of your company. “Just do it” or “Like a good neighbor…” Note that these aren’t long colorful sentences; they contain a tone that makes a connection to the purpose of the company. For example, Nike is a leader manufacturer of sports equipment; athletes are very driven and motivated people. The phrase “Just do it,” contains the tone translating that nothing is standing in your way so “just do it.”
Additional help:
• http://sbinfocanada.about.com/od/marketing/a/brandingks.htm
• http://logodesignerblog.com/bad-ugly-worst-logo-designs/
• http://kuler.adobe.com/
Critique
(JMU student designed critique for HS students)
1. Begin the critique by having students hang up/display their product designs.
2. Give students a minute to look over their classmates’ designs.
3. Each group will then pull a question from a hat/bag. Questions will be numbered to distinguish the order that the questions go in.
4. The instructor will ask groups to work together in answering the question (Also informing students that this should be an open discussion, yet all criticisms should be constructive, not hurtful). The instructor will choose a package for the group to answer their question to.
5. During this time the instructor can give feedback to the students’ remarks and allow for other groups to speak up if they would like to.
6. After each group has answered the questions they pulled the instructor will finish with final remarks.
Questions:
1. What is most appealing to you about this package design? How does it catch your attention?
2. Describe the typography (lettering style). What does it say about the company (use at least two words that come to mind about this company because of their design)?
3. Do you believe the design works for the targeted audience (teenagers)? Why?
4. What are some similarities between all of the package designs?
5. What are some major differences between all of the package designs?
If there were more time then 10 minutes, I would probably have the students work in groups and fill out all these questions on a paper for another group. Adding in the question "If there was one element that could be enhanced to better attract a consumer, what would it be and why?" Then after everything was filled out we could come together as a group for a critique and share responses on each other's work. However will time constraints I'd rather the critique be a discussion.
3-2-1 Exit Pass
Prior to leaving the classroom, please completely fill out this evaluation of the day:
October 2011
This project was presented at the JMU student teaching conference (October 2011) by the high school Business teacher (Ms. K), high school guidance counselor (Mr. C) and myself at a presentation entitled, Art Across the Curriculum.
JMU participants:
Stephanie Danker, art education instructor ([email protected]); JMU students: Alex A.; Natasha B.; Katie C.; PJ N.; Lauren P.
HS faculty participants:
Lawrence C., guidance counselor; Jackie K., Business teacher; Rachel W., career coach
Lesson Theme: Understanding the design process from beginning to end
Grade level: High School Design, Multimedia, and Web Technologies class (mixed class, including grades 9-12)
Time: 90 minute classes, including one half-day fieldtrip to Carded Graphics
Lesson Overview:
Students will begin to understand how a company utilizes graphic design skills for creation of product material, in this case product packaging. They will think about brands they are loyal to, prior to visiting Carded Graphics, a local graphics printing / packaging business in Staunton. On the fieldtrip, they will tour the facilities and interact with a graphic designer and structure designer, who will expose students to the design process from start to finish. The designers at Carded Graphics will introduce their design challenge. Upon returning to school, students will work in small groups (each with a JMU art education mentor) to begin their designs through sketching and PhotoShop. They will complete their designs in the days following, receiving feedback from JMU mentors prior to final designs being sent to Carded Graphics to print. Their 2-dimensional designs will become 3-dimensional product packaging. A representative from Carded Graphics will visit RE Lee to bring the printed boxes, discuss designs with students, and announce a winning design.
Visual Culture Component/RELEVANCE:
Teenagers make up a huge target audience for marketers. In this project, students will reflect on brands in everyday life that they are loyal to and why they think they are loyal to those brands over others. They will start to think critically about tactics that mass media and marketers use to attract teenaged consumers. They will take that knowledge and understanding to create a packaging design that would be attractive to their peers.
Virginia Standards of Learning:
Design, Multimedia, and Web Technologies competencies addressed:
Applying Principles of Layout and Design
- 039 Identify project-management components.
- 040 Plan an effective design for a project.
- 041 Apply principles of design, layout, and typography appropriate for a project.
- 042 Enhance appearance of a project.
Art I standards addressed:
Visual communication and production:
· AI.5 The student will demonstrate the use of technology and electronic media as artistic tools
· AI.8 The student will create works of art that represent originality, personal expression, and craftsmanship.
Cultural context and art history:
· AI.11 The student will describe and discuss various art-related careers.
· AI.12 The student will describe connections among media, elements of art, principles of design, themes, and concepts found in historical and contemporary art.
· AI.16 The student will describe the role of mass media in influencing preference, perception, and communication.
Judgment and criticism:
· AI.20 The student will critique works of art with reference to the elements of art and the principles of design.
· AI.23 The student will use established criteria to participate in critiques.
Aesthetics
· AI.26 The student will discuss how aesthetics are reflected in everyday life.
School counseling standards addressed:
Career Development:
· HC1. Understand the value of ethical standards and behaviors in education and the workplace.
· HC3. Understand how work and leisure interests can help to achieve personal success and satisfaction.
· HC7. Demonstrate employability skills such as individual initiative, teamwork, problem solving, organization, and communication.
Lesson Objectives:
The student will:
- Identify the audience and purpose of the design being created.
- Prepare a sketch of a box design (for a MP3 player targeted for a teenager audience) to visually communicate ideas to your group.
- Understand when it is appropriate to set up a document for CMYK versus RGB.
- Make appropriate choices in the group’s design, regarding such elements as font selection, font size, font style and effects, white space, and placement of graphics and text.
- Use such elements as lines, colors, logos, and other graphics to establish focal points and directional flow in the group’s design.
- Critique work of your small group using design language, as well as offer feedback and suggestions for other groups’ designs.
- Revise the group’s design, based on feedback from JMU mentor and class.
Vocabulary Words for Visual Analysis:
- Brand – socially constructed truth about an organization or product that is widely perceived
- Brand loyalty – a feeling of commitment toward a particular brand
- Logo – a graphic mark or emblem commonly used by commercial enterprises, organizations and even individuals to aid and promote instant public recognition. Logos are either purely graphic (symbols/icons) or are composed of the name of the organization.
- Font – frequently used synonymous with the term typeface, although they had clearly understood different meanings before the advent of digital typography and desktop publishing.
- Serif – semi-structural details on the ends of some of the strokes that make up letters and symbols; serif fonts are widely used in traditional printed material such as books and newspapers.
- San serif – typeface that does not have the small projecting features called “serifs” at the end of strokes. The term comes from the French word sans, meaning “without.” In print, sans-serif fonts are more typically used for headlines than for body text.
- CMYK – The CMYK color model (process color, four color) is a subtractive color model, used in color printing, and is also used to describe the printing process itself. CMYK refers to the four inks used in some color printing: cyan, magenta, yellow, and key (black). Though it varies by print house, press operator, press manufacturer and press run, ink is typically applied in the order of the abbreviation.
- RGB – The RGB color model is an additive color model in which red, green, and blue light is added together in various ways to reproduce a broad array of colors. The name of the model comes from the initials of the three additive primary colors, red, green, and blue. The main purpose of the RGB color model is for the sensing, representation, and display of images in electronic systems, such as televisions and computers.
- Elements of art – the basic elements used to create visual art, including: line, shape, form, color, value, texture, space
- Principles of design – standards artists use to create good composition, including: unity (harmony), variety, emphasis (focal point), balance, movement, rhythm, proportion
Historical/Cultural information:
Packaging is used for several purposes:
· Contain products, defining the amount the consumer will purchase
· Protects products from contamination, from environmental damage and theft
· Facilitate transportation and storing of products
· Carry information and colorful designs that make attractive displays
"Packaging is a brand identity design at the sharp end - the art of promising and being believed. It represents the virtues and appeal of a product, according to the well-researched tastes and aspiration of the consumer. Shape, material, and mechanics become one with graphics to compete for attention, identify the product, and sell its qualities." -Pentagram
Pentagram is a design studio tha twas founded in 1972 by Alan Fletcher, Theo Crosby, Colin Forbes, Kenneth Grange and Mervyn Kurlansky in Needham Road, West London, UK. They now have offices in New York, San Francisco, Austin and Berlin. Pentagram does work in graphic design, identity, architecture, interiors and products. They have designed for well known companies such as Tiffany & Co, Dell, Netgear, Nike, and Timex.
Contemporary Artist Connection Information: Laurie Hogin, current painting professor at University of Illinois-Urbana Champaign http://www.art.illinois.edu/people/hogin/
MFA, School of the Art Institute, Chicago, Illinois, 1989
BFA, Cornell University, Ithaca, New York, 1985
From Laurie Hogin’s artist statement about Monkey Portraits:
Since 1995, images of monkeys have figured prominently in my work. These paintings comment on the phenomenon of social identities as constructed by consumerism in the 21st century economy, with it’s proliferation of products and services that seek the loyalty if not the very sense of identity of their consumers through various “branding” strategies: logo, color, slogan, sound, naming, and association with “lifestyle”.
The images, including the fact of their being paintings, the painterly style, as well as the composition, color, and narrative, are meant to simultaneously evoke visual strategies from the history of European portraiture, Dutch still life, and contemporary advertising. They are all sets; variations on a theme that vary in color, pattern, accessories, emotional states, or the orientation of the monkey. This is a reiteration of the current marketing trend to present the consumer with a taxonomy of product, suited to the specific moods or minutely differing preferences of the brand-loyal consumer. For example, Dawn dishwashing liquid comes in five colors, each with a different title, fragrance, and attendant mythology, such as “Fresh Rain” or “Spring Blossoms.” Other brands that engage this same strategy are too numerous to name, including Lysol, Dial soap, Bounce fabric softener, and my own “branded” products.
Image Descriptions:
Twenty-Four Brands my Family Uses in a Typical Summer Day (2006).
Oil paint on panel
24 panels, each 11 x 14 inches
(selected images from series)
I can’t believe it’s not butter
Colgate Cinnamint toothpaste
Secret Violet Dazzle deodorant
Starbucks fair-trade organic coffee
Questioning Strategies:
- What is it that makes you choose a brand?
- What do the brands that you choose say about you?
- Why do you stay loyal to the brands that you choose?
- How do marketers and advertisers persuade you as a consumer to maintain loyalty to a brand?
- Is marketing to teens different from marketing to adults?
- Examine Laurie Hogin’s Twenty-Four Brands my Family Uses in a Typical Summer Day (2006).
- Can you identify the brands without seeing the titles of the paintings?
- What is the point of the monkeys in these images? Do they appear like portraits?
- What are five brands that you use in a typical day?
- Laurie Hogin chose the monkey to represent the brand loyal consumer because throughout the history of portraiture, monkeys are known as imitators. Brand loyal consumers are desirous, passionate, as well as imitative.
Lesson Procedures:
Friday, October 7, 2011
- Complete student survey on brand loyalty
- Mr. Chiles and Ms. Kurtz compiled responses of student survey for Katie to analyze to present back to class on Tuesday (see student survey responses in appendix)
- Start on designs for MP3 packaging (sketching in template with pencil and black pen)
- Scan in designs and save in appropriate folder to access on Tuesday
- 8:00 a.m. – 8:15 a.m.: Ms. Kurtz preparation for students
- 8:15 a.m.: JMU mentors arrive at school, check in at main office, then go up to Ms. Kurtz’s room to meet students
- Showcase JMU mentors’ graphic design work (digital) using school laptop and projector
- Welcome to bring print work to show an example of a graphic design portfolio
- 8:35 a.m.: get in groups (students with JMU mentor)
- 8:40 a.m.: leave Ms. Kurtz’s room for bus (if there)
- 8:45 / 8:50 a.m.: leave for Carded Graphics on bus
- 9:00 a.m.: arrive at Carded Graphics
- 9:00 – 9:30 am: Carded Graphics business overview
- 9:30 – 10:30 am: Carded Graphics facility tour
- 10:30 am – 11:15 am: Student Q & A/Project introduction/Wrap-up
- 11:30 a.m. – 12:30 p.m. (estimated): CiCi’s Pizza for lunch (paid for by Staunton Economic Office—Amanda Glover, representative, will be joining us)
- 12:45 p.m. (estimated): arrive back at RE Lee HS, proceed to Ms. Kurtz’s lab
- Refocus / transition, then:
- Katie: present results of student surveys from Friday
- Natasha: brand presentation / design
- Stephanie: contemporary art connection: Laurie Hogin Twenty-Four Brands my Family Uses in a Typical Summer Day (2006)
- PJ: Things to consider in design
- Alex: typography
- Connecting information to your task, and starting your design: explaining objectives and goals to be met by the end of the day
- 1:10 p.m.: Dylan and Selena (high school participants from last year) introducing their exemplars created last year
- 1:15 p.m. – 2:25 p.m.: small group production time
- JMU mentors should facilitate conversation and work session but avoid doing the design work on the computer. Instead, direct and assist students verbally. It is appropriate to model for students when they do not understand or not familiar, but make sure the students are doing the work.
- JMU mentors: keep track of problems / issues that arise for students. If most groups are having similar issues, it should be discussed as a class or modeled on the screen for the class.
- JMU mentors: keep conversation focused on design and brand loyalty. Continue to use informal assessment as the time progresses, and check for understanding. Prepare your group for discussing their design with the class. Make it clear that the students will be the ones discussing the work, rather than the JMU mentors (can jump in with opinions after students have participated).
- 2:25 p.m.: print group design as it is and be ready to discuss it with class; break
- 2:30 – 2:40 p.m.: whole class critique – Lauren will facilitate
- Refer to appendix for questions and format.
- 2:40 p.m.: Wrap it all up / closure / where to go from here…
- 3-2-1 ticket filled out in order to leave—HS students will hand in to Ms. Kurtz; JMU students / faculty will hand in to Stephanie
- 2:50 p.m.: Dismissal bell
Extension Activity:
Ask students to choose a favorite ad (choose: magazine ad or tv commercial) for a product they are loyal to and write a brief analysis or description. Use these questions for analysis:
- What are the messages? Are the messages the same as the product(s)?
- What techniques are used to convey the messages?
- Who is the target audience and how do you know?
Evaluation:
For this project, there will be a rubric which includes self-assessment and peer assessment, designed by Ms. K, consistent with other class evaluations. There will be informal critiquing within small groups, and a more formal class critique, led by Lauren at the end of the work session on Oct. 11. Is it possible to display the final products in a school display case at the conclusion of the project??
Student Name:__________________ Reviewer Name:__________________ Date__________
Project: Design Project for Carded Graphics
RESPONSIBILITIES
Appearance
I balanced design aspects with content.
I used my fonts in a consistent manner.
The text areas and graphic areas appear balanced.
The graphics are easy to see.
Graphics are clear and not pixellated.
Preparation
I planned my time wisely to assure access to needed materials.
I made an outline or storyboard to organize my thoughts and ideas.
I decided on a topic and several subtopics.
I brainstormed questions that needed to be answered about the topic.
I brainstormed details that would help support my ideas.
I used feedback from others to refine my topic and questions.
Organization
I used an outline or storyboard to organize my ideas, information and thoughts.
I organized my ideas in a meaningful and logical way.
Resources
I used material in accordance with copyright.
I used resources ethically and appropriately.
Art Use
I used original art
Materials and Preparation:
- Handout of empty box design for students to sketch ideas into
- Black pens to outline designs prior to scanning
- Computers with Adobe Elements 9 installed
- Computer and projector for presentation
- Scanner
- Printer
- Thumb drive(s) or external hard drive
Resources:
Laurie Hogin (2006). Monkey portraits: Allegories of brand loyalty
http://lauriehogin.com/monkey_portraits.htm
Branded and On Display exhibit checklist from Krannert Art Museum:
http://www.kam.uiuc.edu/pr/branded/checklist.cfm.html
YouTube video about Laurie Hogin’s work, which includes a short section about the Monkey portraits related to brand loyalty:
http://www.youtube.com/watch?v=1amA_BWiBM0
YouTube video of Laurie Hogin speaking about her work to an audience in a gallery space:
http://www.youtube.com/watch?v=6tUVA1SgAMs&feature=related
VA Design, Multimedia, and Web Technologies (36 weeks) curriculum:
http://www.cteresource.org/verso2/framework/tasklist/business_and_information_technology/design_multimedia_and_web_technologies_663036wks_663218wks/2011/6630
VA Art I standards of learning (SOLs):
http://www.doe.virginia.gov/testing/sol/standards_docs/fine_arts/visual_arts/stds_visualarts1_artfoundations.doc
Additional information related to understanding marketing to teens:
PBS (2011). Frontline: The Merchants of Cool
http://www.pbs.org/wgbh/pages/frontline/shows/cool/
The Merchants of Cool Teacher Guide:
http://www.pbs.org/wgbh/pages/frontline/teach/cool/
edis.ifas.ufl.edu/pdffiles/AE/AE20600.pdf
http://pentagram.com/en/portfolio/packaging/
Special populations: There are special needs identified within the class. Ms. K and Mr. C will create a “tips for student success” for JMU mentors related to special needs within individual small groups. Due to confidentiality, these tips will be verbally communicated to the JMU mentors on the day of the trip.
Extra Materials:
PPT files
Handouts for students:
- Elements / principles of design (from Art Teacher’s Book of Lists)
- Critique questions / strategies
- Handout on typography – connecting fonts with audience / design intent
- Tools / Steps for success (procedure)
- 3-2-1 evaluation of the day
Job assignments for JMU mentors:
- All mentors: come with examples of your own graphic design work to show students (digital or printed material). This sharing time will take place prior to leaving on the fieldtrip. Quickly show representative work, and perhaps share one example—the graphic problem to solve and how you went about solving the problem—just a couple minutes (we’ll have approximately 20 minutes for all five of you to share)… you can share more details in your small groups after the fieldtrip.
- Alex: Creation of handout on typography – how to choose a font or text style for the MP3 box to connect with a particular audience (teenagers)—or some possible choices visually that might work and examples of ones that wouldn’t work—with some background info / questions to consider when choosing a font. This job would also entail briefly describing it to the class. (SD can make copies on Monday, between 9-5)
- Lauren: Facilitator of class critique (10 min.) at end of class – coming up with critique questions, method of engaging all students in conversation / giving of feedback, helping students to consider design choices (keep in mind most of these students probably are not used to giving / receiving critical feedback, so be sensitive, but still encourage it—perhaps explain benefits of critical feedback prior to starting, and give guidelines for acceptable responses)
- PJ: Creation of a handout (geared for non-experienced in GD teens) to guide students through considerations for creating packaging for their MP3 player – perhaps this could be questions the small groups could consider in planning—what colors will you use? Will you include a tagline? Include graphic design “rules” that would be helpful, and tools that can help achieve particular effects… Try to make the style / format of the handout attractive to teenagers. This job would also entail briefly describing it to the class. (SD can make copies on Monday, between 9-5)
- Natasha: Presenter about brand loyalty (15 min. PPT presentation which will occur right when we return to school after lunch, in collaboration with Stephanie, who will present very briefly about Laurie Hogin’s brand loyalty paintings, making a contemporary art connection). A few things the PPT presentation should include: a quick brand recognition activity (might be good to be done first to get students’ attention—showing logos, partial logos or “mascots” associated with particular brands), a few facts or statistics about brand loyalty / consumerism, ways that marketers lure teenagers through design tactics, perhaps a short visual analysis of a packaging design geared towards teenagers?
- Katie: Someone to assist with creation of student survey (5-6 questions, to be created Wed, Stephanie will email to Ms. Kurtz late Wed p.m.), analyze the student survey information (Stephanie will pick up surveys on Friday night) and JMU mentor will provide results to students in an interesting way (e.g.—tag cloud, wordle), then briefly discuss results / implications with students on Tuesday (probably will occur upon return to school after lunch, but could happen prior to trip if extra time).
Brand Loyalty Survey
(with student responses, created by JMU student for HS students; responses were analyzed and presented back to HS students)
Friday, October 7, 2011
1. What are some of your favorite brands?
a. puma, DC, Sperry, Motorola, LG
b. nike
c. addidas, apple
d. sony, Microsoft
e. new balance, Nintendo, konami
f. nike, Jordan, levi, Ralph lauren polo, Louis vuitton, Gucci, Hidden Valley Ranch
g. polo, American eagle, hurley
h. apple, sony, nike, American eagle, holister, best buy, raybands
2. What is it about these brands that you like?
a. style
b. feel good on the feet.
c. way they fit, the way the technology works
d. playstation 3 only works with sony, prefers Microsoft (not Mac)
e. new balance fits well, Nintendo good games….konami has cool controllers
f. style, consistency, new trends
g. the look of the clothes
h. they are stylish, cheap for me and places I like to shop.
3. What brands do you purchase the most frequently?
a. puma, sperry
b. nike or other shoe brands and some aeropostale clothing
c. apple and shop at amazon.com
d. sony Microsoft
e. Nintendo
f. hidden valley ranch
g. American eagle and hurley
h. nike, American eagle, holister, shopping at best buy
4. Why do you continue to use/purchase the same brands?
a. love the style and comfort
b. they feel good and look pretty
c. I like the quality for these brands---and the clothes and technology work for me
d. generally because I have to to use the product I already purchased.
e. they are good to me lately
f. good taste and nice styles
g. they fit well and they look nice
h. because I like to shop and use these products. They have a good maker. I have always bought these products.
5. Say you were given a choice between a brand you are more familiar with, but it costs more money than the cheaper alternative, which brand would you be more likely to purchase? Why?
a. possibly buy the cheaper new brand or I would save up the money to get the best brand
b. it depends
c. I would buy the name brand because it is the real thing and has a better output than the alternative
d. stick to my brand…the technology is really better with the better brands
e. they would go with the one they like…always stick with the same brand
f. the brand name—the original brand like converse all stars
g. I would save up some money to get the more expensive and because it holds it value better.
h. I would purchase apple because I love apple products and am loyal to apple. I personally hate applesoft. My dad is a computer engineer and he likes apple better than Microsoft. We all have apples, ipods, ipad2 and iMac.
Things to consider in Design
(From JMU student designed handout for HS students)
Demographics
· Who are you trying to sell to?
· How old are they?
· What does your demographic know about technology?
· Do your customers know how to use MP3 players?
Typography
· How does your type help your design?
· Comics Sans is not professional.
· Arial is sometimes used for books and small type.
· Gills Sans seems out of place.
· This isn’t even legible!!!
· There is no need for BOLD AND ITALICS AND UNDERLINED. It’s overkill.
· Find the right balance between your design and your type.
Color
· Most designs have 2-3 colors. Packages tend to have color families that unite the design to the package. Using all the colors of the rainbow make the design look tacky, unless you’re selling rainbows.
Logo Design
· Look at the icons on your computer. Most icons and logos are SIMPLE.
· Microsoft word is just a W in bubble font and some interesting highlights.
Slogans/Taglines
· These are the sentences or phrases you remember with the name of your company. “Just do it” or “Like a good neighbor…” Note that these aren’t long colorful sentences; they contain a tone that makes a connection to the purpose of the company. For example, Nike is a leader manufacturer of sports equipment; athletes are very driven and motivated people. The phrase “Just do it,” contains the tone translating that nothing is standing in your way so “just do it.”
Additional help:
• http://sbinfocanada.about.com/od/marketing/a/brandingks.htm
• http://logodesignerblog.com/bad-ugly-worst-logo-designs/
• http://kuler.adobe.com/
Critique
(JMU student designed critique for HS students)
1. Begin the critique by having students hang up/display their product designs.
2. Give students a minute to look over their classmates’ designs.
3. Each group will then pull a question from a hat/bag. Questions will be numbered to distinguish the order that the questions go in.
4. The instructor will ask groups to work together in answering the question (Also informing students that this should be an open discussion, yet all criticisms should be constructive, not hurtful). The instructor will choose a package for the group to answer their question to.
5. During this time the instructor can give feedback to the students’ remarks and allow for other groups to speak up if they would like to.
6. After each group has answered the questions they pulled the instructor will finish with final remarks.
Questions:
1. What is most appealing to you about this package design? How does it catch your attention?
2. Describe the typography (lettering style). What does it say about the company (use at least two words that come to mind about this company because of their design)?
3. Do you believe the design works for the targeted audience (teenagers)? Why?
4. What are some similarities between all of the package designs?
5. What are some major differences between all of the package designs?
If there were more time then 10 minutes, I would probably have the students work in groups and fill out all these questions on a paper for another group. Adding in the question "If there was one element that could be enhanced to better attract a consumer, what would it be and why?" Then after everything was filled out we could come together as a group for a critique and share responses on each other's work. However will time constraints I'd rather the critique be a discussion.
3-2-1 Exit Pass
Prior to leaving the classroom, please completely fill out this evaluation of the day:
- Three things you learned during the day:
- Two things you want to know more about:
- One question you still have: