Lesson Plan. Preparation. Advanced Graphic Design and Illustration Birth of Graphics: Cave Walls to Alphabets Arts, AV and Technology Communication

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1 Advanced Graphic Design and Illustration Birth of Graphics: Cave Walls to Alphabets Arts, AV and Technology Communication Performance Objective Upon completion of this lesson, the student will develop an understanding of the early history of visual representation (everything from cave walls to alphabets!) and the impact it has today. Specific Objective Students will be able to discuss the early history of visual representation. Students will understand the role that visual representation has had on civilization in general. Students will be able to apply a timeline to major developments due to visual representation. Terms Visual representation Mesopotamia Ideagraphs Infographics Pictographs Petrographs Codexes Substrate Papyrus Scroll Scribe Alphabet Cuneiform Calligraphy Greek alphabet Lesson Plan Time When taught as written, this lesson should take approximately 3-4 days to teach. Preparation 1

2 TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed (c) Knowledge and skills. (1) The student applies academic knowledge and skills in art and design projects. The student is expected to: (A) apply English language arts knowledge and skills by demonstrating use of content, technical concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit documents; and composing and editing copy for a variety of written documents such as brochures, programs, posters, flyers, and magazine covers; and (B) apply mathematics knowledge and skills by identifying whole numbers, decimals, and fractions applied to measurement and scale; demonstrating knowledge of arithmetic operations; using conversion methods such as fractions to decimals and inches to points; and applying measurement to solve a problem. (5) The student applies knowledge of design systems. The student is expected to analyze and summarize the history and evolution of related fields. (8) The student applies ethical decision making and complies with laws regarding use of technology in art and design. The student is expected to: (B) apply copyright laws; (11) The student develops an advanced understanding of graphic design and illustration. The student is expected to: (A) interpret, evaluate, and justify design decisions; (B) participate in oral or written critiques of designs by: (i) applying a critical method of evaluation; and (ii) communicating an oral or written defense; (C) apply art elements and principles to designs and illustrations; and (D) employ a creative design process to create original two- or three-dimensional projects by: (i) creating designs for defined applications; (ii) applying elements of design; (iii) applying design principles and typography; Interdisciplinary Correlations: English-English I (b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing (b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and concisely Occupational Correlation (O*Net Job Title: Graphic Designer 2

3 O*Net Number: Reported Job Titles: Graphic Designer, Graphic Artist, Designer, Design Director, Creative Manager, Desktop Publisher, Graphic Designer/Production Tasks: Create designs, concepts, and sample layouts based on knowledge of layout principles and esthetic design concepts. Determine size and arrangement of illustrative material and copy, and select style and size of type. Review final layouts and suggest improvements as needed. Prepare illustrations or rough sketches of material, discussing them with clients or supervisors and making necessary changes. Use computer software to generate new images. Key information into computer equipment to create layouts for client or supervisor. Soft Skills: Critical Thinking, Judgment and Decision Making, Reading Comprehension Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation Review and familiarize yourself with the terminology, website links, and information in general. Download or have available sample projects of timelines that show different construction approaches. Have materials and websites ready to go prior to the start of the lesson. References Megg, Philip B. (2006). Meggs history of graphic design. (4th ed.). Hoboken, NJ: John Wiley & Sons. Instructional Aids Lesson: Birth of Graphics Cave Walls to Alphabet Slide Presentation: Birth of Graphics Cave Walls to Alphabet Project Handout: Birth of Graphics Cave Walls to Alphabet Examples of Timelines - Handout Instructor computer or projection unit Online websites (teacher directed) Birth of Graphics Cave Walls to Alphabet Vocabulary Assessment and Key Birth of Graphics Cave Walls to Alphabet Timeline Project Grading Rubric Introduction 3

4 Ask two students to go to whiteboard ready to write. Pose this question to students: What would not exist today if we had no graphics (visual representation) or alphabets? Have the two students write down responses as the class calls out words/phrases. To further prompt the students, ask what kinds of things they do in their spare time, i.e. watch television, play video games, etc. Have students consider whether these activities would even exist without graphics and alphabets. Take them further into discussion for things like music or cooking which seem to be independent of visual representation until you think about mass production and music sheets, constructing guitars, manufacturing and product labels. While it is true, small communities did originally exist without the benefit of graphics or alphabets, life as we know it today would not be here without both of these! Outline MI Outline Instructor Notes Introduce lesson by doing the following: Discuss what is written on the board which students believe would not exist today if not for visual representation. Discuss how visual representation is vitally important to our lives today. Go through the slide presentation with students. Discuss the following: I. What are Graphics? II. Where Did Visual Representation Begin? III. Cave Walls for an Artboard. IV. Next were Petroglyphs V. Civilization Begins VI. Needs Arise and are Met. VII. Let s Count and Write. VIII. Record Keeping IX. Populations Grow & Alphabets Emerge X. We have an Alphabet, Now What? XI. The Arts! XII. Summary Multiple Intelligences Guide Note: If students get stuck, further enhance the discussion by adding such topics as history, law, statistics, art of any kind, instructions, directions, maps, inventories, libraries, schools, money, etc. The world today would not look the same, feel the same, or be the same if not for visual representation (graphic art and alphabets). 4

5 Existenti alist Interpers onal Intrapers onal Kinesthe tic/ Bodily Logical/ Mathema tical Musical/Rhyt hmic Natura list Verbal/Ling uistic Visual/Sp atial Application Guided Practice Go through the slide presentation together and discuss concepts. Discuss timelines and show examples of different timeline constructions (See attached handout). Discuss different ways that timelines can be represented. Search online for examples of timelines.. Reteach or assist as needed. Independent Practice Go over the Project Handout Discuss elements that are required and those that can be student selected. Have students choose a total of 10 significant events in graphic development making sure to include cave wall drawings as the first and alphabets as the last with eight in between. Instruct students to design a timeline poster visually representing their events and to present them in a creative way using good design principles. Have students utilize good design principles. Have students upload their completed projects for the instructor to view. Hold a debriefing and ask students to explain the process they used to complete the assignment. Ask students to share any issues or problems they ran into while completing the assignment. Some major events to consider for the timelines are Hammurabi s Code of Law, the Rosetta stone, the Sumerians, Hieroglyphics, funerary texts, and scrolls. Summary Review concepts and teaching points and key terms from slide presentation. Have students assess and critique their own work and the class projects as a whole. Evaluation 5

6 Informal Assessment Any and all of the following may be used as informal assessments : Instructor Observation Q & A session with class Instructor will discuss and reteach where needed. Formal Assessment Student timeline project will be assessed using the attached rubric. Students may also be formally assessed through the Birth of Graphics : Cave Walls to Alphabets Vocabulary Assessment using the Birth of Graphics : Cave Walls to Alphabets Vocabulary Assessment Answer Key. Enrichment Extension Have students select a favorite past-time and relate what timeline events made them possible. Encourage students to look at the history of graphics during other time periods, such as the 1800 s or during the Industrial Age. As reflection the students can write a summary of why visual representation is significant today. Ask students to create their own alphabet and numbering system. 6

7 Name: Name of Project & Summary: Birth of Graphics: Cave Walls to Alphabets This is a project to make a poster depicting major events that occurred since the first visual representations were drawn on a cave wall until the time the alphabets developed. It is to be in some timeline form. Be creative with structure of the timeline. Steps/Requirements Size Directions Notes: Needs to be poster size. (possibly 16 x 20 ) Can be creative using any design software. Research major events between the cave wall discoveries to the alphabets. Select at least 8 and in addition include the cave wall drawings where it all began and alphabets (where we ended our lesson.) This should give at least 10 events. Place them in a creative timeline on your poster. Be sure and label the event and put the date or approximate date. Include the title the project Birth of Graphics: Cave Walls to Alphabets. Other considerations: Students may include a picture of themselves in the poster but it must be part of the overall design. Use good design principles! 7

8 Examples of Timelines 8

9 Name Birth of Graphics: Cave Walls to Alphabets Assessment Quiz 1. What is visual representation? A. Alphabets B. Graphics C. Drawings, sketches, etchings of a person, place or thing. D. All of the above. E. None of the above. 2. Mesopotamia stands for land between rivers. Which of the following are true about Mesopotamia. Select all that apply. Is in Africa Is often referred to as the cradle of civilization. Was one of the first established societies. Had no impact on visual representation. Is modern day Iraq, Kuwait and part of Syria. 3. Match the following terms with their correct definition: 1. Ideagraph 2. Infograph 3. Pictograph 4. Petrograph A. Basic pictures or sketches to represent the things depicted. B. Carved or scratched signs or symbols or simple figures on a rock. C. Symbols or sketches to represent ideas or concepts. D. Visual representations of data or information, i.e. pie chart. 4. True or False Writing is the visual counterpart of speech. Sumerian people in Mesopotamia left archeological evidence of writing. The invention of writing by Sumerian people had little impact on the future. 5. Match the following terms with their correct definition: 1. Codexes 2. Substrates 3. Papyrus 4. Scroll 5. Scribe A. Early parchment that rolled out and rolled up. 9

10 B. Writing surface. C. Early writers and record keepers. D. Leaves of plant flattened, dried and woven into substrate. E. Parchment that was gathered, stitched and combined book-like. 6. Match the type of alphabets with the picture. 1. Cuneiform 2. Greek 3. Hieroglyphics 4. Chinese A. Very similar to our modern day alphabet. B. Uses calligraphy to depict words, objects and emotions. C. Made with wedge like strokes to form letters. D. Uses pictures to represent words and objects. 10

11 Name Birth of Graphics: Cave Walls to Alphabets Assessment Quiz Key 1. What is visual representation? F. Alphabets G. Graphics H. Drawings, sketches, etchings of a person, place or thing. I. All of the above. J. None of the above. 2. Mesopotamia stands for land between rivers. Which of the following are true about Mesopotamia. Select all that apply. _x Is in Africa _x Is often referred to as the cradle of civilization. _x Was one of the first established societies. Had no impact on visual representation. _x Is modern day Iraq, Kuwait and part of Syria. 3. Match the following terms with their correct definition: 1. Ideagraph _C 2. Infograph D 3. Pictograph A 4. Petrograph B A. Basic pictures or sketches to represent the things depicted. B. Carved or scratched signs or symbols or simple figures on a rock. C. Symbols or sketches to represent ideas or concepts. D. Visual representations of data or information, i.e. pie chart. 4. True or False _T Writing is the visual counterpart of speech. _T Sumerian people in Mesopotamia left archeological evidence of writing. _F The invention of writing by Sumerian people had little impact on the future. 5. Match the following terms with their correct definition: 1. Codexes E 2. Substrates B 3. Papyrus D 4. Scroll A 5. Scribe C A. Early parchment that rolled out and rolled up. 11

12 B. Writing surface. C. Early writers and record keepers. D. Leaves of plant flattened, dried and woven into substrate. E. Parchment that was gathered, stitched and combined book-like. 6. Match the type of alphabets with the picture. 1. C Cuneiform 2. A Greek 3. D Hieroglyphics 4. B Chinese A. Very similar to our modern day alphabet. B. Uses calligraphy to depict words, objects and emotions. C. Made with wedge like strokes to form letters. D. Uses pictures to represent words and objects. 12

13 Birth of Graphics Grading Rubric Criteria Exceptional Above Average Below Average Unacceptable Points 9-10 points 5-8 points 1-4 points 0 points Completeness (10 pts) Work is complete and presents a unified whole. Work is complete, but lacks unity. Work is incomplete. Little or no attempt was made to produce the document points points 1-14 points 0 points Basic (30 points) Knowledge of the history of visual representation is present. Timeline is easy to follow and understand. Some knowledge of history of visual representation is evident. The timeline is mostly easy to follow and understand. Limited knowledge of history of visual representation is evident. The timeline is somewhat confusing to follow and understand. No knowledge of history of visual representation is evident. Either timeline does not exist or cannot be followed or understood. Understanding (20 pts) points 9-16 points 1-8 points 0 points The student chose events that clearly mark the progression of visual representation significance. The student correctly illustrated the history of visual representation in a timeline. The student mostly illustrated the history of visual representation in a timeline. The student made little or no attempt to illustrate the history of visual representation in a timeline points points 1-14 points 0 points Creativity (30 points) Timeline is original in creativity, in thought, and executed well. Timeline is somewhat creative, original, and creative. Timeline has limited evidence of creativity and originality in thought. No evidence of creativity or originality in thought or execution of Timeline project. Design (10 pts) Comments: 9-10 points 5-8 points 1-4 points 0 points Timeline project Timeline project mostly uses Project has limited Timeline project uses principles of principles of use of principles of does not use design, is somewhat principles of design, is easy to design, is difficult to follow design, is difficult follow and somewhat easy to and understand, to follow and understand and is follow and and is only understand, it is pleasing to the understand and is somewhat pleasing not pleasing to the eye. pleasing to the to the eye. eye. eye. TOTAL POINTS: 13