Digital Imaging Color Theory Digital Imaging Class Workdays: 10 Points Possible: 700 Color Theory Project Techniques: Color Theory, Layers, Print Media, Electronic Media, Public Presentation Programs: Photoshop, Internet, Power Point Name Size Resolution Format Background Design 7.5 Inches by 10 Inches 300 .psd Object (from internet) Varies Varies .psd Color Theory 7.5 Inches by 10 Inches 300 .psd Nine Grid 7.5 Inches by 10 Inches 300 .psd Reading: “Graphic Design Basics” pp. 175-185 “Design Basics” pp. 235-270 “Launching the Imagination” pp. 52-74 Description: Students will create a background design, choose an object, develop color theory schemes, produce a printable nine grid and create a color theory power point along with a classroom presentation. The background design should meet the following criteria: outlined with a thin black pencil tool, a geometric design or pseudo geometric design that draws attention to the page, 7.5 by 10 inches, 300 resolution, and created in Photoshop. The object from the Internet should be appropriate for school, sized to fit onto the page, chosen to integrate with the background design, it can not be someone else’s design, and display some personal significance. The color theory page should meet the following criteria: nine different color schemes on nine different layers, each layer box and color scheme should be labeled with the correct color scheme name, the correct colors should appear on each layer for each of the
Transcript
Digital Imaging Color Theory
Digital Imaging Class Workdays: 10 Points Possible: 700
Color Theory ProjectTechniques: Color Theory, Layers, Print Media, Electronic Media, Public Presentation
Programs: Photoshop, Internet, Power Point
Name Size Resolution FormatBackground Design 7.5 Inches by 10 Inches 300 .psdObject (from internet) Varies Varies .psdColor Theory 7.5 Inches by 10 Inches 300 .psdNine Grid 7.5 Inches by 10 Inches 300 .psd
Reading: “Graphic Design Basics” pp. 175-185“Design Basics” pp. 235-270“Launching the Imagination” pp. 52-74
Description: Students will create a background design, choose an object, develop color theory schemes, produce a printable nine grid and create a color theory power point along with a classroom presentation. The background design should meet the following criteria: outlined with a thin black pencil tool, a geometric design or pseudo geometric design that draws attention to the page, 7.5 by 10 inches, 300 resolution, and created in Photoshop. The object from the Internet should be appropriate for school, sized to fit onto the page, chosen to integrate with the background design, it can not be someone else’s design, and display some personal significance. The color theory page should meet the following criteria: nine different color schemes on nine different layers, each layer box and color scheme should be labeled with the correct color scheme name, the correct colors should appear on each layer for each of the color schemes, the object from the Internet should be integrated into each color scheme layer by altering the color in the adjust menu, and use the nine color schemes listed in the vocabulary section. The nine grid should meet the following criteria: nine different color schemes should appear on one page, each color scheme size should be 2.5 inches by 3.3 inches with a 300 resolution, the order or placement of the different color schemes is up to the student, the layers should be merged together once all color schemes are present, the nine grid should be printed, the student should put his/her name on page, and complete a grading rubric for the page. The power point presentation should meet the following standards: have a title page, define the vocabulary from this lesson on individual slides (The vocabulary words that have a * next to them must appear.), use visual aids when appropriate, show all color schemes created by the student, correctly label and define all color schemes, show and explain the background design and the object choice, and present the nine grid on a slide. The classroom presentation should meet the following criteria: the student should present their project with a clear voice and an appropriate pace, appropriate volume to fill the space, use proper grammar and pronunciation, and have a working knowledge of the material
presented. Complete a student rubric for the color scheme design and the presentation. Take the color theory vocabulary quiz.
Objectives: Students will demonstrate the ability to:- Understand the operations of the programs Adobe Photoshop, Power Point, Internet Image Search- Use Multi-Level formatting (Layers)- Use Color theory design elements- Create a final project for presentation- Present information to an audience of peers- Self-critique/evaluate per the student rubric and the Table Critique process
Assessment: 1. There will be a quiz on understanding color theory as a design element and the studio habit for this project. No notes, books, or computers can be used for this quiz. The quiz will be given at the end of the color theory project. 160 point Quiz
2. Students will participate in Table Critiques. 25 points each Critique. (4 for this lesson)
3. Students will present their work on a power point in class and explain their color theory solutions. (170 point rubric for presentation)
4. Students will be graded on their printed nine-grid project. (170 point rubric for nine grid)
5. Effort points will be given to students for completion of the Color Theory project. Once the student has completed all aspects of this project they will get an opportunity for 100 points towards effort.
Outline of Project Steps1. Read selected portions from design books and complete vocabulary page.2. View the Vocabulary Power Point.3. Create Background Design.4. Internet image search for object.5. Size image of object to fit within size requirement. (Incorporate into Background Design) 6. Table Critique of the background design and the object on the computer screen.7. Create multiple layers of the background design and the object. (9 )8. Visually represent the color schemes in the different layers.9. Label each color scheme.10. Table Critique of the color schemes on the computer screen.11. Make the nine grid.12. Table Critique the nine grid on the computer screen.13. Print the nine grid.14. Make the power point.
15. Table Critique the presentation on the computer screen.16. Present your project to the class.17. Complete rubrics. (Project and Presentation)18. Take vocabulary quiz.Studio HabitsDevelop Artistic Craft
1. Technique:
2. Studio Practice:
COLOR THEORY VOCABULARY
Define the following words.1. *Color Theory:
2. Hue:
3. Color Intensity:
4. Tint:
5. Shade:
6. Additive Colors:
7. Subtractive Colors:
8. Value:
9. RGB:
10. CMYK:
11. Warm Colors:
12. Cool Colors:
13. Psychological Effect:
14.Depth:
15.Space:
16. Simultaneous Contrast:
17. Color Dominance:
18. Vibrating Colors:
19 Color Harmony:
20. Intensity:
21. Tone:
Fill in each color wheel with the correct information.
Light Color Wheel *
Pigment Color Wheel *
Twelve 12 Step Color Wheel Pigment *
Color SchemesName Definition ColorsPrimary Colors Light*
Secondary Colors Light*
Primary Colors Pigment*
Secondary Colors Pigment*
Complementary Colors Pigment*
Split Complementary Colors Pigment*
Analogous Colors Pigment*
Monochromatic Colors Pigment*
Neutral Colors Pigment*
COLOR THEORY RUBRICName: __________________________________ Date: ________________ Period: _______Circle the number on the student line that best represents the score that you feel you have earned. Use the reference chart below to help determine your score.1 2 3 4 5 6 7 8 9 10Five or more Errors Three to Four Errors One or Two Errors Perfect No Errors
Concept Scale TotalThe nine different color schemes have the correct hues in place. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The object from the internet is integrated into the design and the colors are altered to fit the color scheme.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The object from the internet is appropriate for school, not a copied design, and it holds personal significance for the student.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
Each color scheme is resized to 2.5 by 3.3 inches with a 300 resolution. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The color schemes fit into one printable page. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The background design is outlined with a thin black line and a geometric design that attracts attention.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
Each color scheme is labeled correctly.1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
TOTAL: 1. Explain the personal significance that the object from the Internet has in your life. Elaborate on how you came to choose that object. Give a statement of support about the need or relevance of that object in human life. (10 points)
2. What color scheme do you like the most? Why? Give evidence as to how you came to find yourself choosing that color scheme. What are the qualities of the color scheme that draw you to it? (10 points)
3. Based on what you know about the term ‘theory” give an opinion on what color scheme you find to be most true. Support your opinion with facts, assumptions, and beliefs. (10 points)
PRESENTATION RUBRICName: __________________________________ Date: ________________ Period: _______Circle the number on the student line that best represents the score that you feel you have earned. Use the reference chart below to help determine your score.1 2 3 4 5 6 7 8 9 10Five or more Errors Three to Four Errors One or Two Errors Perfect No Errors
Concept Scale TotalThe power point presentation has a title page with all information. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The related vocabulary is correctly labeled and defined. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
All color schemes created by the student were presented with correct definitions labels.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The background design, the object and the nine grid design were presented with design rationale.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The student presented with a clear voice, an appropriate pace, and sufficient volume to fill the space.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The student presented with proper grammar and pronunciation. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The student spoke with confidence and authority on the subject presented. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
TOTAL: 1. What were some positive aspects of your presentation? Give evidence to support your opinion.(15 points)
2. What were some aspects of your presentation that could have been done better? List some areas of improvement and how you plan on changing for future presentations. (15 points)
Color Theory Due Dates Chart
Name: __________________________________
Project Steps Due DateReading
Vocabulary Power PointBackground Design
Internet Image SearchTable Critique #1
Visually Represent Color SchemesLabel Color SchemesTable Critique #2
Nine Grid
Table Critique #3
Print Nine Grid
Make Power Point
Table Critique #4
Present Power PointComplete Rubrics
Vocabulary Quiz
Color Theory Due Dates Chart
Name: __________________________________
Project Steps Due DateReading
Vocabulary Power PointBackground Design
Internet Image SearchTable Critique #1
Visually Represent Color SchemesLabel Color SchemesTable Critique #2
Nine Grid
Table Critique #3
Print Nine Grid
Make Power Point
Table Critique #4
Present Power PointComplete Rubrics
Vocabulary Quiz
Color SchemesDigital Imaging
1. Light Color Wheel
2. Pigment Color Wheel
3. Primary Colors
4. Secondary Colors
5. Monochromatic
6. Analogous
7. Complementary
8. Split Complementary
9. Earth Colors (Chromatic Gray)
10. Color Dominance
11. Vibrating Colors
12. Psychological Effect
Digital Imaging Rubric Background Designs
Name: ______________________________________________ Date: __________________ Period ______
Self Evaluation Questions1. Based on the class discussion that we had to create the requirements for the lesson how successful were you at accomplishing the requirements for the lesson? Why? Site specific examples from your project that can support your claim.
2. Based on a one to ten scale what score do you feel that you earned based on the work that you created? Support that claim with specific examples from your work that show your work.
3. How did the plan that you created for this lesson work out? Did you follow it exactly or did you have to change your plan? Why?
4. When you revised your work after receiving peer feedback did you feel that the project became better? Why or why not?
5. Based on a one to ten scale rate your creativity, originality, and effort. Site specific examples from your work that back up your claims.
Color Theory Project Table Critique
Artist Name: _______________________________________ Date: _________________ Period: ________
Group Members’ Names: __________________________________________________________________Background Design and Internet Object Table Critique (25 points)1. Describe the visual elements in the background design. Record your findings below. (Group Members)
2. Justify your design solution for the background based on the criteria from the lesson page. (Artist)
3. What aspect of the background design needs revision based on the criteria from the lesson page. Give evidence to support your answer. (Group Members)
4. What steps will you take to revise your background design? (Artist)
Labeled Color Schemes Table Critique (25 points)1. Describe the visual elements in the color schemes. Record your findings below. (Group Members)
2. Justify your design solution for the color schemes based on criteria from the lesson page. (Artist)
3. What aspect of the color schemes needs revision based on the criteria from the lesson page. Give evidence to support your answer (Group Members)
4. What steps will you take to revise your color schemes? (Artist)
Nine Grid Table Critique (25 points)1. Describe the visual elements in the nine grid. Record your findings below. (Group Members)
2. Justify your design solution for the nine grid based on criteria from the lesson page. (Artist)
3. What aspect of the nine grid needs revision based on the criteria from the lesson page. Give evidence to support your answer (Group Members)
4. What steps will you take to revise your nine grid? (Artist)
Color Theory Power Point Presentation Table Critique (25 points)1. Describe what is present in the color theory power point presentation. Record your findings below. (Group Members)
2. Justify the content in your power point presentation based on criteria from the lesson page. (Artist)
3. What aspect of the color theory power point presentation needs revision based on the criteria from the lesson page. Give evidence to support your answer (Group Members)
4. What steps will you take to revise your color theory power point presentation? (Artist)
Correctly label the following color wheels. (NO Abbreviations)
15. Light (10 points) 16. Pigment (10 points)
17. Twelve Spot Color Wheel: Pigment (NO Abbreviations) (10 points)
Define the following words or phrases. (10 points each)
18. Develop Artistic Craft:
19. Technique:
20. Studio Practice:
Answer the following questions with complete sentence(s).21. How can color directly influence a design? Give evidence. (15 points)
22. How has your studio practice become better since the start of the class? Give an example and explain your answer. (15 points)
Digital Imaging Class Workdays: 5 Points Possible: 300
Multiple Me ProjectTechniques: Pop Art, Layers, Filters, Print Media, Printer Calibration, Image Transfers
Programs: Photoshop, Photo Booth,
Name Size Resolution FormatMultiple Me (Your Name) 22 Inches by 32 Inches 300 .psd
CAUTION: The file size on this lesson is very large. Only run photoshop when creating this project! Do not use the Type tool on this lesson.
Description: Students will create an original self-portrait Multiple Me project. The Multiple Me project should meet the following criteria: use three different bust self-portrait images, the images should have a common theme, the images should have the background edited out and a more interesting background created, the project should be created in photoshop, correctly use the filter tools to alter the original images, integrate the theme and the filter use, the size shall be 22 by 32 inches, 300 resolution, and created in Photoshop. The portrait images and the alterations with filters should be appropriate for school, sized correctly to fit onto the page, have a common visual theme developed, and use of a color scheme. The images can range in size as long as they fit into the space of the printed page. Each image should have its own layer. Layers should be merged together when you are certain they are how you want them in the final printed page. Save your project often. Do not use to many tools at once. The printed Multiple Me project should meet the following criteria: at least three different bust self-portrait poses must appear, the size should be 22 inches by 32 inches with a 300 resolution, the order, placement, rotation, size of each self-portrait image is up to the student, the student should put his/her name on the printed Multiple Me page, and complete a grading rubric for the printed page. Mr. Miller will demonstrate the group Critique. Students should pay close attention on how to participate in the group critique. Group Critiques should meet the following standards: Students must all participate in the critique to receive points. Students will be graded on volume, clear and understandable language, content cohesion, ability to explain design rational. Student will also be graded on their involvement in other critiques within your group.
Objectives: Students will demonstrate the ability to:- Understand the operations of the programs Adobe Photoshop, Photo Booth, - Use Multi-Level formatting (Layers)- Use Theme Development- Create a final project for printing- Write an artist statement about their work.- Present their work in a group critique.- Self-critique/evaluate per the student rubric
Assessment: 1. There will be a quiz on understanding Photoshop. No notes, books, or computers can be used for this quiz. The quiz will be given at the end of the Multiple Me project. 100 point Quiz
2. Effort points will be given to students for completion of the Multiple Me project. 100 points
3. Students will present their work in a group critique in class and explain their Multiple Me solutions threw a written artist statement. 100 points possible for participation in the group critique and 100 points possible for artist statement.
4. Students will be graded on their printed Multiple Me project. 100 points
Outline of Project Steps1. Observe the information on Andy Warhol and Pop Art.2. Take photographs with the Photo Booth program on your computer.3. Edit down the photos to three images.4. Transfer them into Photoshop and make any initial edits or alterations.5. Create your Multiple Me project.6. Write an artist statement. See section below.7. Calibrate your project for printing.8. Transfer project for printing.9. Print the project.10. Participate in a group critique.11. Complete the rubric for the group critique.12. Complete the rubric for the printed project. 13. Take vocabulary quiz.
VocabularyPop Art:
Andy Warhol:
JPEG:
TIFF:
PSD:
Filters:
ARTIST STATEMENTAn artist statement is an introductory text that provides a contextual background for your artwork. There is no formula for an artist statement, but it might include information about how the work developed (its source and direction), the underlying idea and structure, the conceptual aspects, your philosophies, and/or possible influences. In some cases, the statement may address the use of particular materials and processes.The artist statement is extremely important because it provides insight into the work by helping to clarify the focus or concept.
An artist statement is what, how, and why you do what you do, from your perspective.
This means that an artist statement is personal, as personal as your art. It is also honest, in the very same way that your art reflects a true expression of your being. Because an artist statement speaks to the relationship between you and your work, it needs to be as authentic as your work. When done well, the statement and your art support each other.
The secret lies in how an artist statement builds another bridge between the artist and the audience. An effective statement creates a personal connection to the artwork and stimulates our human thirst for "story". This, in turn, triggers longer memory storage about the artist by immersing the viewer in two languages: visual and linguistic.
QUESTIONS TO CONSIDERWhat are the basic themes of your work?
Why did you create this work?
What drives you as an artist to make the work you do?
What are some of your sources or influences?
How does this work differ from your previous work?
Are there artists you can think of who are working in a similar way or with similar themes?
Where do you believe your work fits with current contemporary art?
How does your work relate to other art?
MULTIPLE ME RUBRICName: __________________________________ Date: ________________ Period: _______Circle the number on the student line that best represents the score that you feel you have earned. Use the reference chart below to help determine your score.1 2 3 4 5 6 7 8 9 10Five or more Errors Three to Four Errors One or Two Errors Perfect No Errors
Concept Scale TotalThe printed multiple me project has at least three different portrait images of the student. The images range in size yet they still fit on to one page.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
There is a common theme developed within the imagery. The theme is obvious based on visual imagery.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The background is edited out from the original images. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The poster size is 22 by 32 inches with a 300 resolution. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
There is effective use of the filters and color adjustments. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The student has developed movement or rhythm within the poster size project. Upon looking at the image your eyes are engaged.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
There is not wasted background space in the finished project. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
TOTAL: 1. Explain the personal significance that the theme of your work has in your life. Elaborate on how you came to choose that theme. Give a statement of support about the need or relevance of that theme in human life. (20 points)
2. What color scheme did you choose for your multiple me project? Why? Give evidence as to how you came to find yourself choosing that color scheme. What are the qualities of the color scheme that draw you to it? (20 points)
3. How is your personality present in the finished project? Give evidence to support your findings. (20 points)
Define by explaining the functions of the following tools. (5 pts) Draw the tool symbol image. (5 pts)
1. Move Tool:
2. Marquee Selection Tool:
3. Paint Bucket:
4. Pencil Tool:
5. Erase Tool:
Explain how to resolve the following “problems” when using Photoshop.
6. You want to alter the colors in an image. But for some reason the colors will not adjust when you use the tool that allows you to change colors. (10 pts)
7. Explain how to alter the color(s) of an image without using any of the tools on the tool bar. (10 pts)
8. Explain three different ways to access or create a new color. (10 pts)
9. Describe how to take an image from Photoshop and transfer it to another program such as Power Point. (10 pts)
10. Describe and explain the tool that you feel to be the most important tool in Photoshop. (10 pts)
Group Critique QuestionsGroup Members:
Artist Name: Date: Period:
Group Response1. What do you see in this piece? List items or things.
2. What theme or content do you think is represented in the imagery?
Artist Response3. What is your image about? Talk about what your theme is and why you chose it.
4. What imagery is present that supports your theme?
Group ResponseDoes the group agree that the imagery present supports the artist intent? Why or Why not?
Group ResponseWhat color scheme(s) are present?
Did they help with the theme development or distract from it? Give evidence to support your answer.
Artist ResponseHow has working on this project improved your artistic development? Give specific example(s).
What aspects of your project do you like? Why?
What aspect of your project do you not like? What could you improved on your project? Why?
Group ResponseIf you had to grade the project on a one to ten scale what number would you give it and why?
Vocabulary Quiz Multiple Me Narrative ProjectName: __________________________________ Date: _______________ Period: _______Define the Following words. Each word is worth 10 points.
1. Envision:
2. Express:
3. Stretch and Explore:
4. Artist Statement:
5. Theme:
6. Move Tool:
7. Layers:
8. Gestalt Theory
9. Similarity:
10. Proximity:
11. Continuation:
12. Closure:
13. Negative Space:
14. Positive Space:
15. Composition:
16. Rhythm:
17. Balance;
18. Imbalance:
19. Value:
20. Visual Texture:
Fill in the Four Basic Purposes of telling a story. (5 points each)
1.
2.
3.
4.
MULTIPLE ME NARRATIVE RUBRICName: __________________________________ Date: ________________ Period: _______Circle the number on the student line that best represents the score that you feel you have earned. Use the reference chart below to help determine your score.1 2 3 4 5 6 7 8 9 10Five or more Errors Three to Four Errors One or Two Errors Perfect No Errors
Concept Scale TotalThe printed multiple me project has at least three different portrait images of the student. The images range in size yet they still fit on to one page.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
There is a common narrative theme developed within the imagery. The story is obvious based on visual imagery.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The background is edited out from the original images. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The poster size is 22 by 34 inches with a 300 resolution. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
There is effective use of the filters and color adjustments. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The student has developed movement or rhythm within the poster size project. Upon looking at the image your eyes are engaged.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
There is not wasted background space in the finished project. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
TOTAL: 1. Explain the personal significance that the narrative has in your life. Elaborate on how you came to choose that story. Give a statement of support about the need or relevance of that theme of your story has in human life. (20 points)
2. What color scheme did you choose for your multiple me narrative project? Why? Give evidence as to how you came to find yourself choosing that color scheme. What are the qualities of the color scheme that help support your story? (20 points)
3. How is your personality present in the finished project? Give evidence to support your findings. (20 points)
Multiple Me Narrative Project Table Critique
Artist Name: _______________________________________ Date: _________________ Period: ________
Group Members’ Names: __________________________________________________________________Storyline Table Critique (25 points)
1. The artist should tell the other people in the group their story. Use your brainstorm page.
2. As the story is being told listen for parts of the story that do not make sense. Write the aspects of the story that do not make sense below. (Group Members)
3. What can be done to clarify the story? (Artist)
Images for the Story Table Critique (25 points)
1. The artist should show all visual elements that will make up the story to their group. The artist should then explain the parts to the group.
2. What visual elements make sense. (list them) (Group)
3. What visual elements do not make sense. (list them) (Group)
4. As an artist what can you do to correct any aspects that do not make sense? (Artist)
Final Multiple Me Narrative Table Critique (25 points)
1. View the Multiple Me Narrative Poster on the computer.
2. Describe the story that you see. (Group)
3. What visual elements do you need to change to make your Multiple Me Narrative Project to align it with the story line that you were intending? (Artist)
Artist Statement Table Critique (25 points)
1. Read the Artist Statement out loud. Listen for grammatical mistakes and other errors. (Group)List the mistakes.
2. What can be done to improve upon those mistakes listed above? (artist)
3. What aspects of the artist statement need revision? (Artist)
Multiple Me Narrative Project Due Date Chart
What Due DateAndy Warhol, Pop Art, Frida Kahlo, Student ExamplesReading, Vocabulary PacketPower Point on VocabularyBrainstorm Narrative Idea, Web, OutlineParagraph Describing StoryTable Critique #1PhotographsEdit Photographs to ones that you will use for the story.Transfer Photos to Photoshop Edit away the original background from photos.Alter the Photos to meet the Pop Art Style.Table Critique #2Composition ActivityCreate the Multiple Me Narrative ProjectTable Critique #3Pre-Lesson writing the Artist StatementWrite the Artist statementTable Critique #4Revise the Artist statementPrint final Copy of Artist StatementPrint Multiple Me Narrative ProjectGroup Critique Multiple Me ProjectRubric Multiple Me Narrative ProjectVocabulary Quiz
Digital Imaging Class Workdays: 14 Points Possible: 1020
Multiple Me Narrative Project
Techniques: Pop Art, Narrative Visual Art, Layers, Filters, Print Media, Printer Calibration, Image Transfers, Digital Camera,
Programs: Photoshop, Photo Booth, Digital Camera, Word
Name Size Resolution FormatMultiple Me Narrative (Your Name) 22 Inches by 34 Inches 300 .psd
Reading: “Graphic Design Basics” pp. 80 - 85“Design Basics” pp. 81 - 103“Launching the Imagination” pp. 322 - 345
CAUTION: The file size on this lesson is very large. Only run Photoshop when creating this project! Do Not use the Type Tool on this lesson.Objectives: Students will demonstrate the ability to:
- Operate of the programs Adobe Photoshop, Photo Booth, and use a Digital Camera- Use Visual Thinking Strategies to understand Visual Art - Use Multi-Level formatting (Layers)- Use Theme Development- Narrative Development- Create a final project for printing- Write an artist statement about their work.- Present their work in a group critique.- Self-critique/evaluate per the student rubric
Assessment: 1. There will be a quiz on understanding Photoshop and the Vocabulary from this Project. No notes, books, or computers can be used for this quiz. The quiz will be given at the end of the Multiple Me Narrative Project. (220 point Quiz)
2. Effort points will be given to students for completion of the Multiple Me Narrative Project. The points awarded for effort will be based on the teacher’s perception of student using work time efficiently. (200 points)
3. Students will present their work in a group critique in class and explain their Multiple Me Narrative solutions in a written artist statement. -100 points possible for participation in the group critique -100 points possible for artist statement
4. Students will be graded on their printed Multiple Me project. See Multiple Me Narrative Project Rubric. 200 points
5. Table Critique Packet 100 points
6. Composition Activity 100 pointsDescription: Students will create an original self-portrait Multiple Me Narrative Project. This lesson is a dense lesson. Please take your time and be thoughtful about the journey that this project can allow you to have. Also, please be respectful of other students’ stories.
The Multiple Me Narrative Project should meet the following criteria: use at least three different self-portrait images (The self-portraits should include a bust, half length, and full length images.) the images should have a common theme, the images should tell a story, the images should have the background edited out and a more interesting background created, the project should be created in Photoshop, correctly use the filter tools to alter the original images, integrate the theme/story line and the filter use, the size shall be 22 by 34 inches, 300 resolution, and created in Photoshop.
The final image as a whole should tell a story. There should be visual evidence of a story. Try to refrain from making it a graphic novel. Be creative and thoughtful in the process of making your narrative project. Be bold in your selection of storyline. Show who you are and where you come from in this story. Be introspective in a story that needs telling. Do not be shy about who you are and how you show that in your story. The story should be true. The story should be about you. Think of a literal story or you can capture the mental journey that you have taken in your life thus far.
The portrait images and the alterations with filters should be appropriate for school, sized correctly to fit onto the page, have a common visual theme developed, and use of a color scheme. The images can range in size as long as they fit into the space of the printed page. Each image should have its own layer. Layers should be merged together when you are certain they are how you want them in the final printed page.
Save your project often. Do not use too many tools at once. The printed Multiple Me Narrative Project should meet the following criteria: at least
three different self-portrait poses must appear, the final poster size should be 22 inches by 34 inches with a 300 resolution, the order, placement, rotation, size of each self-portrait image is up to the student, the student should put his/her name on the printed Multiple Me Narrative page, and complete a grading rubric for the printed page.
Mr. Miller will demonstrate the group Critique. Students should pay close attention on how to participate in the group critique. Group Critiques should meet the following standards: Students must all participate in the critique to receive points. Students will be graded on volume, clear and understandable language, content cohesion, ability to explain design rational. Student will also be graded on their involvement in other critiques within your group.
Outline of Project Steps1. Observe the information on Andy Warhol and Pop Art.2. Participate in the Visual Thinking Strategies on Frida Kahlo.3. Read selected portions from design books and complete vocabulary page.4. Observe the Power Point review of the vocabulary for this project.5. Brainstorm ideas for your Narrative. 6. Write a short paragraph and create a storyline describing your narrative.7. Determine the portion(s) of the narrative that you want to visually represent.8. Brainstorm ideas for the visual portion of your narrative.9. Share your ideas with a peer in the class. Table Critique #110. Take photographs with the Photo Booth program on your computer.11. Take photographs with the digital cameras. Transfer them to your computer.12. Edit down the photographs to support your narrative.13. Transfer them into Photoshop and make any initial edits or alterations.14. Share your images with a peer. Table Critique #2.15. Participate in the Composition Activity.16. Take more photographs as needed. Transfer and edit as needed.17. Create your Multiple Me Narrative project. Large Scale18. Share your image with a peer. Table Critique #3.19. Participate in the Pre-Lesson on writing an artist statement.20. Write an artist statement. See Artist Statement section of lesson packet.21. Share your Artist Statement with a peer. Table Critique #4.22. Revise your Artist Statement as needed.23. Print your Artist Statement.24. Calibrate your Multiple Me Narrative Project for printing.25. Transfer Multiple Me Narrative Project for printing.26. Print the Multiple Me Narrative Project.27. Participate in a group critique of your Multiple Me Narrative Project.28. Complete the rubric for the group critique.29. Complete the rubric for the printed project. 30. Take vocabulary quiz.
ARTIST STATEMENTAn artist statement is an introductory text that provides a contextual background for your artwork. There is no formula for an artist statement, but it might include information about how the work developed (its source and direction), the underlying idea and structure, the conceptual aspects, your philosophies, and/or possible influences. In some cases, the statement may address the use of particular materials and processes.The artist statement is extremely important because it provides insight into the work by helping to clarify the focus or concept.
An artist statement is what, how, and why you do what you do, from your perspective.
This means that an artist statement is personal, as personal as your art. It is also honest, in the very same way that your art reflects a true expression of your being. Because an artist statement speaks to the relationship between you and your work, it needs to be as authentic as your work. When done well, the statement and your art support each other.
The secret lies in how an artist statement builds another bridge between the artist and the audience. An effective statement creates a personal connection to the artwork and stimulates our human thirst for "story". This, in turn, triggers longer memory storage about the artist by immersing the viewer in two languages: visual and linguistic.
QUESTIONS TO CONSIDERWhat are the basic themes of your work?Why did you create this work?What drives you as an artist to make the work you do?What are some of your sources or influences?How does this work differ from your previous work?Are there artists you can think of who are working in a similar way or with similar themes?Where do you believe your work fits with current contemporary art?How does your work relate to other art?
Example #1 explaining all of her bodies of work
Kathleen BitettiArtist Statement & Explanation of Bodies of work
Since the early 1990s, my work has involved the creation of conceptually based sociopolitical objects and installations. In 1992 I began stenciling text by hand onto objects. Hand stenciled text/language has now become a very prominent feature in my work and I continue to use the same stencil and medium (graphite) that I used in 1992. In my work, I deconstruct the American dream, fairy tales, nursery rhymes, and lullabies that are part of our childhood and adult culture. My work also addresses gender roles/gender assignment, the fragility of family dynamics, domestic violence and the underlying threads of violence and danger that underpin American society. Often times these themes are combined into installations that feature mundane domestic objects, painted pure white and are often embellished with stenciled text. The color white establishes a dream-like surreal quality, suggests notions of purity and safety, and formally unifies the disparate objects in each installation. The texts provide clues to content and interpretation. My "conceptual sculpture weds minimal form with maximal content" (Shawn Hill, "BayWindows" Nov. 14 96 p27).
I usually work on several bodies of work concurrently. I also create site specific temporary installations for indoor sites (I have in the past created temporary outdoor site specific work as well). I often rework a site specific installation into a self contained format that will enable the piece to be shown in a non site specific installation format/ environment. And often times elements from my sculptures, installations, and non site specific work are utilized in my site specific installations. In other words, the various bodies of work inform or cross pollinate each other.
The six specific bodies of work that I am working on concurrently:
"Weary Heads"- a series of ten life size beds. I began the series in late 1994. These beds are beautiful objects, but they are also very dangerous. Both stenciled text/language and pillows with text are prominent elements in the series. These works transform an object, that usually provides comfort, into one that has nightmare qualities.
"Forever Hold Your Peace" In 1992, I began this series of 11 large sculptural components that attempt to reveal the life of a person who is in a battering/ abusive environment. The majority of contemporary art work addressing domestic violence does not show the whole picture of what it is like to live with such violence on a daily basis, nor does it demonstrate the long time line of domestic violence. It is the goal of my work to more fully represent the long nightmare of domestic violence and to show the underlying thread of violence/danger that underlies such relationships.
Lullabies & Fairy Tales are other areas that I am investigating. Several of my works focus on deconstructing these forms of "childhood" entertainment (these themes also make appearances in the other bodies of work).
Pillows Talk- In 1993, I began working with pillows and stenciling text on them. I have created four major pieces that use only pillows (pillows are also an important element in the Weary Heads series).
Site Specific Installation Work- Birds is the most recent example of this work, but Lullaby/Rock A Bye Baby and one version of Who's Afraid of the Big Bad Wolf are also examples.
Works on Paper- My works on paper tend to differ from my 3-D/ installation work. These works are very personal pieces that have been inspired by and made for particular people in my life. Nor are these works minimal in form, color, or content. I often incorporate appropriated images and text into my works on paper and I usually sew these pieces by hand and/or by machine. Like in my 3D/installation works, the text is hand stenciled onto the piece. My works on paper are usually celebratory and often times meant to be humorous.
________________________________________Example #2 explaining her work in general and specific pieces- notice the similar introductory paragraph!
Kathleen BitettiArtist Statement
Since the early 1990s, my work has involved the creation of conceptually based sociopolitical objects and installations. In my work, I deconstruct the American dream, fairy tales, nursery rhymes, and lullabies that are part of our childhood and adult culture. My work also addresses gender roles/gender assignment, the fragility of family dynamics, domestic violence and the underlying threads of violence and danger that underpin American society. These themes are often combined with the metaphors commonly used by those in battering relationships into installations that feature mundane domestic objects, painted pure white and embellished with stenciled text. The color white establishes a dream-like surreal quality, suggests notions of purity and safety, and formally unifies the disparate objects in each installation. The texts provide clues to content and interpretation. My "conceptual sculpture weds minimal form with maximal content". (Shawn Hill, "BayWindows" Nov. 14 96 p27).
The two works, both Untitled 1991, are examples of my earlier work that addressed the overlooked issues of class in American society. Those who are in the lower classes are usually the ones who are "watched like goldfish" and must depend on others for their very survival. The monopoly game pieces are also very important clues to understanding the various facets of our so called classless society.
The piece entitled, Porter Crib 1997, is from a series of 10 beds entitled, "Weary Heads". I began the series in late 1994. These life size beds are beautiful objects, but they are also very dangerous. These works transform an object, that usually provides comfort, into one that has nightmare qualities and is incapable of providing comfort. Stenciled text/language is a prominent element in my "Weary Heads" bed series. The Porter Crib text is taken from a "Christianized" Celtic/Pagan childhood prayer. The prayer is stenciled on tracing paper, thus making it impossible for any infant to lie in the crib with out falling through on to the floor. Children are also at the mercy of others. Presently, I am working on completing two more of the beds in the series. I hope to show all 10 beds in a gallery setting in the future.
________________________________Example #3 explaining one piece
Kathleen BitettiArtist Statement
BirdsThese plaster birds were cast from two ceramic birds my mother had in our family home. Interestingly, the two original ceramic birds are exactly the same in every detail, except that one was painted blue indicating a Blue Jay, while the other was painted red indicating a cardinal. I chose to keep my birds white. These birds, in my mindscape, symbolize safety, good luck and purity. All the birds in the museum have been cast specifically for this show and I have placed them all in their specific sites within the museum.
I first made these white plaster birds to be elements in a 1996 site specific installation entitled, Lullaby/Rock A Bye Baby. The installation examined the duality of the lullaby: it is an extremely violent song that is considered a cherished "lullaby" that one sings to soothe children to sleep.
Ironically, while working on these birds for this show, I found out that many people believe that having any birds in their house, living or in any depiction, is a harbinger/cause of bad luck. Thus these birds, like the majority of my work, have conflicting meanings
Your Artist Statement: Explaining the UnexplainableQ: Why do I have to write an artist statement? It's stupid. If I wanted to write to express myself I would have been a writer. The whole idea of my art is to say things visually. Why can't people just look at my art and take away whatever experiences they will?A: Artist statements are not stupid; they're more like essential. And you don't have to be a writer to write one. And people already look at your art and take away whatever experiences they will. Your artist statement is about facts, a basic introduction to your art;
it's not instructions on what to experience, what to think, how to feel, how to act, or where to stand, and if it is, you'd better do a rewrite.
Group Critique Questions Multiple Me Narrative ProjectGroup Members:
Artist Name: Date: Period:
Group Response1. What do you see in this piece? List items or things.
2. What theme or story do you think is represented in the imagery?
Artist Response3. What is your image about? Talk about what your theme is and why you chose it.
4. What imagery is present that supports your theme?
Group ResponseDoes the group agree that the imagery present supports the artist intent? Why or Why not?
Group ResponseWhat color scheme(s) are present?
Did they help with the theme development or distract from it? Give evidence to support your answer.
Artist ResponseHow has working on this project improved your artistic development? Give specific example(s).
What aspects of your project do you like? Why?
What aspect of your project do you not like? What could you improve on your project? Why?
Group ResponseIf you had to grade the project on a one to ten scale what number would you give it and why?
Rubric Self Portrait Poster
Categories 3 2 1Composition A specific
composition style was used correctly and the theme matches your composition choices.
Color Scheme The color scheme(s) enhances the concept and the visual appeal of the art work.
Creativity/Originality No clichés or generic imagery appear. All visual elements are
unique.Neatness The finished
product looks professional, polished, and well organized.
Concept/Theme Development
The concept is clearly visually represented by the visual elements in the finished art.
Emotion Development
The emotions that are show match the visual elements that are in the image.
Artistic Technique Successful
use of Photoshop program to create an original work of art.
Digital Imaging ONE Class Workdays: 3-4 Points Possible: 1000 TotalBusiness Suite Project Techniques: Thematic Design, Page Layout Programs: Photoshop
Save As: Size: Resolution Format Color Type:Q1(First Name)Logo Based on Design 300 .psd RGB OriginalQ1(First Name)Letterhead 7.5 Inches by 10 Inches 300 .psd RGB OriginalQ1(First Name)BusinessEn 9.5 Inches by 4 Inches 300 .psd RGB OriginalQ1(First Name)Stationary 5.2 Inches by 3.7 Inches 300 .psd RGB OriginalQ1(First Name)StationaryEn 5.5 Inches by 4.2 Inches 300 .psd RGB OriginalQ1(First Name)BusinessCard 3.5 Inches by 2 Inches 300 .psd RGB OriginalQ1(First Name)PostIt 5 Inches by 4.2 Inches 300 .psd RGB OriginalQ1(First Name)PoloShirt Based on Design 300 .psd RGB Original
Reading: “Graphic Design Basics” pp. 80-139“Design Basics” pp. n/a“Launching the Imagination” pp. 116-164
Description: Students will create 8 original designs for a business suite. The images should be originals that are created by the student. The subject matter is open as long as it is appropriate for school. The business should be fictional. Create a paper plan before you start your work on the computer. The plan should include business conceptualization, design sketches, color scheme, typography selection, paper selection, design style, rationale notes and estimated cost. This plan should have a theme. Check your plan with the instructor before you start working with the computer. Create the original designs in the computer. Use the theme that you developed in the paper plan in the computer design. Periodically check your designs with other students in the room. See what opinion they have about your designs. Reflect upon their feedback and respond accordingly. Once each design is complete, save a copy of each original in a TIFF format. Store these TIFF files in separate folder. Print all TIFF files. Combine pages so paper is not wasted. Create a presentation board as if it was for a client presentation.
Objectives: Students will demonstrate the ability to: -Understand what is involved in making a business suite-Create original works of art within a theme-Create a final project for presentation
Assessment: 1. There will be a quiz on understanding Theme Design, Gestalt Theory, Text Type, Page Layout and Critical thinking. No notes, books, or computers can be used for this quiz. Graded by the instructor. A 100 point quiz.
2.Points will be given for completion of eight (8) original works of art. Graded by instructor at screen. 50 points each for a total of 400 points.
3. Students will present their work on a Presentation Board in class and explain their themed design business suite. Graded by instructor during presentation. 400 point presentation.
4. Points will be given for correctly formatted, labeled, stored, saved, and number of projects. Graded by instructor at screen. 100 Points.
Business Suite Design Guidelines
Business Logo: A well-executed logo embodies the spirit and character of a company. A logo is a picture or stylized words that give the company identity. There are three basic design types. The first is a typographic or decorative treatment of a person’s or company’s name or initials. The second is a graphic logo that uses a symbol or shape to represent the person or company. The third type of logo combines both these types in one design.
Business Card: Business Cards must have the following information: -Company Name-Company Employee’s Name and Title-Company Logo-Company Address-Company Phone and Fax Number-Company Email and Web Site address
Letterhead:Letterheads must have the following information:-Company Name-Company Employee’s Name and Title-Company Logo-Company Address-Company Phone and Fax Numbers-Company Email and Web site address
Business Envelope:Envelopes must have the following information: -Company Name-Company Logo-Company Address
Business Stationery:Stationary in a business setting should be simple. - business logo, company name on front - web address on back- thicker paper stock with more tooth used- intentionally left blank on the inside
Stationery Envelope:The envelope should have the company logo on it. The logo faded should be placed in a manner that does not interrupt the elegance of the stationery. The color and quality of the paper should be consistent with the stationery. Check all postage requirements for size of envelope.
Post-It:Logo, company name, web address should appear on the post-it. The logo should be faded to give the appearance of falling into the background, while the company name and web address should be at normal strength. The name and web address should not over power the post-it.
Polo Shirt:The logo and company name should appear on the polo shirt. The logo and name should be located on the left side of the shirt as the person is wearing it.
Digital Imaging ONE Class Workdays: 3-4 Points Possible: 1000 TotalBusiness Suite Project Techniques: Thematic Design, Page Layout Programs: Photoshop
Save As: Size: Resolution Format Color Type:Q1(First Name)Logo Based on Design 300 .psd RGB OriginalQ1(First Name)Letterhead 7.5 Inches by 10 Inches 300 .psd RGB OriginalQ1(First Name)BusinessEn 9.5 Inches by 4 Inches 300 .psd RGB OriginalQ1(First Name)Stationary 5.2 Inches by 3.7 Inches 300 .psd RGB OriginalQ1(First Name)StationaryEn 5.5 Inches by 4.2 Inches 300 .psd RGB OriginalQ1(First Name)BusinessCard 3.5 Inches by 2 Inches 300 .psd RGB OriginalQ1(First Name)PostIt 5 Inches by 4.2 Inches 300 .psd RGB OriginalQ1(First Name)PoloShirt Based on Design 300 .psd RGB Original
Reading: “Graphic Design Basics” pp. 80-139“Design Basics” pp. n/a“Launching the Imagination” pp. 116-164
Description: Students will create 8 original designs for a business suite. The images should be originals that are created by the student. The subject matter is open as long as it is appropriate for school. The business should be fictional. Create a paper plan before you start your work on the computer. The plan should include business conceptualization, design sketches, color scheme, typography selection, paper selection, design style, rationale notes and estimated cost. This plan should have a theme. Check your plan with the instructor before you start working with the computer. Create the original designs in the computer. Use the theme that you developed in the paper plan in the computer design. Periodically check your designs with other students in the room. See what opinion they have about your designs. Reflect upon their feedback and respond accordingly. Once each design is complete, save a copy of each original in a TIFF format. Store these TIFF files in separate folder. Print all TIFF files. Combine pages so paper is not wasted. Create a presentation board as if it was for a client presentation.
Objectives: Students will demonstrate the ability to: -Understand what is involved in making a business suite-Create original works of art within a theme-Create a final project for presentation
Assessment: 1. There will be a quiz on understanding Theme Design, Gestalt Theory, Text Type, Page Layout and Critical thinking. No notes, books, or computers can be used for this quiz. Graded by the instructor. A 100 point quiz.
2.Points will be given for completion of eight (8) original works of art. Graded by instructor at screen. 50 points each for a total of 400 points.
3. Students will present their work on a Presentation Board in class and explain their themed design business suite. Graded by instructor during presentation. 400 point presentation.
4. Points will be given for correctly formatted, labeled, stored, saved, and number of projects. Graded by instructor at screen. 100 Points.
Business Suite Design Guidelines
Business Logo: A well-executed logo embodies the spirit and character of a company. A logo is a picture or stylized words that give the company identity. There are three basic design types. The first is a typographic or decorative treatment of a person’s or company’s name or initials. The second is a graphic logo that uses a symbol or shape to represent the person or company. The third type of logo combines both these types in one design.
Business Card: Business Cards must have the following information: -Company Name-Company Employee’s Name and Title-Company Logo-Company Address-Company Phone and Fax Number-Company Email and Web Site address
Letterhead:Letterheads must have the following information:-Company Name-Company Employee’s Name and Title-Company Logo-Company Address-Company Phone and Fax Numbers-Company Email and Web site address
Business Envelope:Envelopes must have the following information: -Company Name-Company Logo-Company Address
Business Stationery:Stationary in a business setting should be simple. - business logo, company name on front - web address on back- thicker paper stock with more tooth used- intentionally left blank on the inside
Stationery Envelope:The envelope should have the company logo on it. The logo faded should be placed in a manner that does not interrupt the elegance of the stationery. The color and quality of the paper should be consistent with the stationery. Check all postage requirements for size of envelope.
Post-It:Logo, company name, web address should appear on the post-it. The logo should be faded to give the appearance of falling into the background, while the company name and web address should be at normal strength. The name and web address should not over power the post-it.
Polo Shirt:The logo and company name should appear on the polo shirt. The logo and name should be located on the left side of the shirt as the person is wearing it.
BUSINESS SUITE RUBRICName: __________________________________ Date: ________________ Period: _______Circle the number on the student line that best represents the score that you feel you have earned. Use the reference chart below to help determine your score.1 2 3 4 5 6 7 8 9 10Five or more Errors Three to Four Errors One or Two Errors Perfect No Errors
Concept Scale TotalThe logo design embodies the spirit and character of the company. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
All eight designs are present with correct sizes. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
There is a defined theme that is present in all designs. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The logo design is creative. The visual elements in the logo represent the business type.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The logo uses one of the following logo design styles. typographic or decorative treatment of a person’s or company’s name or initials. graphic logo that uses a symbol or shape to represent the person or company. combines both these types in one design.
1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
The logo design is integrated into the other business suite elements. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
There is effective use of color in the logo and the other designs. 1 2 3 4 5 6 7 8 9 10 Student
1 2 3 4 5 6 7 8 9 10 Teacher
TOTAL: 1. Describe your logo design. Talk about how you came to choose the visual elements to create your logo design. (10 points)
2. What is the most important visual element in your logo design? Why? (10 points)
3. How does the logo embody the spirit and character of the company that you created? Give evidence to support your answer(10 points)
4. What improvements could you have made to you logo? Support your answer with an explanation. (10 points)
