Title III Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

The student will determine the functions in packaging and design. The student will design a 3 dimensional package utilizing the computer and various software programs. During the time period of 2 1/2 weeks (30 hours), the student will problem solve, utilize computers, software programs and peripheral devices to develop their own package design. Students will be introduced to package design through a real life environment by using a guest speaker as well as several package examples. Students will vocally address strengths and weaknesses in example packages and critique each others’ designs through verbalizing and expressing their opinions. Students will also verbally present their final package design to their "consumer". Student will submit a cost estimate sheet of production of package and will need to integrate this information along with their oral presentation.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

CONNECTIONS TO NYS LEARNING STANDARDS

(List Standard # and Key Idea #: Write out related Performance Indicators or Benchmarks.)

ELA

• Speaking and Writing

Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion judgement is based.

Students:

• Present orally and in written well-developed analyses of issues, ideas and texts, explaining the rationale for their positions and analyzing their positions from a variety of perspectives in such forms as formal speeches, debates, thesis/support papers, literary critiques and issues analyses

• Make effective use of details, evidence, and arguments and of presentational strategies to influence an audience to adopt their position

Learning Standards for the Arts

Standard 2: Visual Arts

Knowing and Using Arts Materials and Resources

Students will be knowledgeable about and make use of the materials and resources available for participation in the arts in various roles.

Students:

2. Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community and use appropriate materials. Students will be aware of vocational options available in the visual arts.

• Select and use mediums and processes that communicate intended meaning in their artworks, and exhibit competence in at least two mediums.

• Use the computer and electronic media to express their visual ideas and demonstrate a variety of approaches to artistic creation.

Standard 3: Responding to and analyzing works of art:

Visual Arts

Students:

Will reflect upon, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural built environment and explain the social, cultural, psychological and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes and concepts are expressed through the visual arts with the ways they are expressed in other disciplines.

Using the language of art criticism, describe the visual and functional characteristics of works of art and interpret the relationships of works of art one to another, to describe the impact of the work on the viewer.

MST Standard 3

Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

Operations:

2. Students use mathematical operations and relationships among them to understand mathematics
   Students:
   Use addition, subtraction, multiplication, division and exponentiation with real numbers and algebraic expressions.

CDOS: Standard 3b:

Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

Basic Business Understanding:

Demonstrate an understanding of business, marketing, and multinational economic concepts, perform business-related mathematical computations, and analyze/interpret business related numerical information.

INITIATING ACTIVITY

3 days before project starts: using a digital camera teacher will take photos of real life packages. These will be shown during class using an LCD projector and projected over a white marker board. These will be critiqued by class, allowing for students and instructor to mark up likes/dislikes of packages. After doing several examples together, students will be given examples of weaker packages. We will use the strategy of the familiar place* and place key pieces of information on specific parts of the familiar packages. The students will break into groups and problem solve how to strengthen the weaker package. Student will express their opinions in written paragraph form and state to the class their written paragraph. The class will listen and then respond respectively to the group’s opinion.

Students will then be given a 2 day homework assignment using the Human Treasure Hunt*. Since this is a homework assignment and have 2 days, each student will find 1 example. Each student will write a paragraph of their findings and report this back verbally to the class. Students will each be given 1 description of the "treasure" they need to locate (examples: see attached). (Some students will be given the same description in order to emphasize this area more than another).

2 days before the project starts: students will have a guest speaker from a local advertising agency. The person will bring in live work of packages done for businesses (such as Lysol can). The speaker will show rough layouts, idea concepts, explanation of process (programs used) and final completed package. This launch activity will get the attention of the student. This will also link prior knowledge (by seeing rough sketches and reviewing idea concepts). This gives the student a "real life" connection integrated into a demonstration.

One day before the project starts: we will review the Human Treasure Hunt findings. Each student will verbally state their written paragraph findings to the class. The class has the opportunity to ask questions or comment on each others findings at the end of each verbal reading. *

LEARNING EXPERIENCES

(In chronological order including acquisition experiences and extending/refining

experiences for all stated declarative and procedural knowledge.)

Declarative:

• Through a lesson, I will discuss the strengths and weaknesses in a package. I will also discuss package size, how a product is contained, how the product is identified in the package, product appeal and cost efficiency. I will show actual packages, and as a group we will look at the strengths and weaknesses on what makes a good package. (This will be done 3 days prior to the start of the project).

• Throughout the lesson, the 3 minute pause strategy* will be used. This strategy will help students assess what they are learning. We summarize what they learned, identify interesting aspects and identify confusion that needs to be cleared up.

• To reiterate their learning of package design, I will assign them an article obtained from a magazine on package design to read. The students will do this during classtime. They will have the rest of class to start reading this information and then write an article review on their findings. This will be collected at the end of class. (The students can take home what they did not finish and return their article review the next day).

• Students will be assigned to read a chapter that pertains to marketing and promotional advertisement in their marketing and advertising book. This can be started in class and finished as homework if needed.

• Upon completion of their reading they will develop a graphic organizer* of the keypoints they found.

• A rubric of grading and instructions for package design and cost estimating will be handed out and reviewed.

Procedural:

• (3 days before the actual project starts:)

• Students will view example packagesfor strengths and weaknesses. We will use the think aloud constructing model*. I will verbalize my thoughts as the process is demonstrated. As a group effort, students will problem solve and conclude how to strengthen a weaker package design. The students will look for errors or pitfalls* in the skill or process. Opinion will be written in a paragraph format.

• Students will first develop rough sketches, where they will problem-solve their product features. The students will analyze the initial model of the process as they work with it. The rough sketches should take no more than 2 class periods.

• Students will write information for their product that will communicate with the consumer needs and information. Students can work on their own or within a group effort. Students may use examples as guides in their writing. They are alloted 1 day for this. (Students may take the above and this home for homework if they cannot finish during class time).

• During the time period of this project, student will keep a daily time log (when they started, when they finished for each day). This will be utilized in their cost estimate projections.

• Students will use a computer and multiple programs to design their package. They will combine art skills along with past computer knowledge to develop an appealing package. This will be started by the sixth day. Student will have approximately 3 class days to work on this part. Towards the end of the third day, we will critique their work and help the student problem solve in a group effort.

After critiquing, students will have 2 more days to finish up package design. The final product piece will be printed out and constructed as a 3-d model. The student will also have a color computerized 3-d drawing of the package on hand to hand out to consumer.

• Students will give an oral presentation to an "audience" at the end of this project. The student will demonstrate effective communication skills as they verbally "sell" their product to an "audience". The student will develop a strategy that will gain attention to their package design and promote their package. A review of the grading rubric on oral presentation is given at the beginning of the assignment to help them prepare for their presentation. The student will also present a cost estimate to the audience. Both the above are review for the students. They have done these in past assignments. This is due on the last day of the project. (Depending on the student’s pace, the student can use class time if they finish their package design early to accomplish this task, or do it as homework, if needed).

Extending & Refining Process: Error Analysis:

Student will examine and analyze for errors* the strengths and weaknesses of example packages. Students will problem solve in a group effort how to strengthen a weaker package design. Conclusions will be written in a paragraph expressing opinion with evidence. Students will verbally state their opinion,*.

CULMINATING PERFORMANCE

(Include rubrics, checklists, etc.)

Meaningful Use Tasks

Student will design a small package for cologne or perfume. (There is an example perfume or cologne bottle students can choose from to design their package for). Using the Invention Task*, the student will invent a package that will best fit the actual product sample.

PRE-REQUISITE SKILLS

To successfully achieve this project to completion, students must have prior knowledge and experience with design aspects such as: balance, symmetry, rough sketches, analyzing, problem solving, critiquing. Students will be able to utilize computers, peripheral devices, working over a network system and software programs (Adobe Illustrator, Simple Text, Quark XPress, and in some cases, Adobe Photoshop, are utilized for this project). Student will have practice in oral presentations and cost estimating.

MODIFICATIONS/ADAPTIONS

For viewing work, students with visionary or hearing imparities can sit closer to the presentation. For critiquing purposes, each of the students work will show up on the student’s individual computer screen. Those with learning disabilities, a 1:1 aide can be used. Modifications can be made to computers for those with handicaps. Slower (IEP) students will be alloted extra time to finish project (see notes under unit/schedule plan)

UNIT SCHEDULE/TIME PLAN

The students will have 2.5 hours per day for a 2 ½ week period before they present their package to their audience. This will total approximately 30 hours. Prior to the start of the project, the student will be familiarized with package design through a lesson and examples. Students will have a guest speaker who will make a real life connection in package design. Students will read and summarize an article on package design as well as read chapters from a book and develop a graphic organizer of key information . Students will work on rough sketch layouts of package, a computer generated 3-d package and a template package that will be constructed to an actual model package. The student will be given a checklist to help them look for what should be in a package design such as balance, aesthetics, beauty, color, etc.. The checklist will be used for critiquing sample packages as well as a guide when designing their own. All equipment and materials will be supplied by the instructor.

** During this 30 hour period, the student will have to work up written guidelines for their oral presentation to their audience selling their package. The students will also have to fill out their time sheet and do a cost estimate sheet which will be included in their oral presentation*.

(** For slower students, homework can be done in certain areas (roughs, reading) to give more classtime for computer design of their project)

TECHNOLOGY USE

Students will be using computer technology. To do this assignment, both, the student and instructor must be proficient in the computer area as well as the software that will be used to construct the packages.

Students will use computers and software programs to design package. To complete this project students will use the following software: text editor program; (simple text) draw program; (Adobe Illustrator) page layout program (Quark XPress). Students may also incorporate Adobe Photoshop into their project. Students may use peripheral devices such as keyboard, mouse, scanner, digital camera, printer and drawing tablet to create their package. Student will view work on computer screen. Students will hold a critique of each others work while viewing work over a network system on computer monitors. Student will print their work over a network system. Student will save their work on an extended hard drive and disk for future projects. Artwork will be exported into a gif as well as a PDF file for future projects.

REFERENCES:

*

• *= Activities, information and rubrics were obtained from the Acquiring/Integrating Knowledge. A Guide to Constructing Learning Units binder.

• *=Activities, information and rubrics that pertained to English, speaking, oral presentation were obtained from the Effective Communicator Instructional Packets grades 9-12 booklet, from New Hartford Central School.

Activities without rubrics referred to were addressed, but not assessed.

ATTACHMENTS PROVIDED BY VISUAL COMMUNICATIONS

CHECKLIST for Package Design:

• How is the overall aesthetics of the package design?

• Does the package contain the product well? (Size, fit, etc..)

• How are the colors of the package utilized? (warms, cools, complimentary…)

• Are the colors that were chosen fit the product (ex: fire hot sauce is in a red bottle with a orange and black label – hot sauce, warm colors used).

• Is the information on the package easily accessible and readable (oz., warnings..)

TREASURE HUNT QUESTIONS:

Find someone who:

• Recently purchased a product they never brought before

• Purchased a product due to the advertisement

• Purchased cereal this week

• Purchased cologne

• Designs packages

• Is a photographer who can provide example job cost, process and time sheet

• Is an art director who can provided example job cost, process and time sheet

COST ESTIMATE AND PRODUCTION ESTIMATE RUBRIC

4=consistantly exceeds standards

3=accuratley meets standards

2=not completely accurate

1=innaccurate

• Student kept accurate time sheets daily to be used for their estimate

• Student figured out hourly wage by hours

• Student subtracted hourly wage from actual job paid

• Student decided if they profited or lost money on that job

• Student worked up the correct math for an estimate of materials to the customer showing or explaining math breakdown