Designing Skateboard Deck Graphics
Objectives:
- Students will be able to generate ten ideas using no
more than seven lines to convey action or motion
- Students will be able to further develop three of their
ten ideas into skateboard design themes according to the parameters (see
parameters)
- Students will be able to use the elements of art and
principles of design to create a visually appealing unique skateboard deck
design.
Materials:
- Worksheets
for 8
line designs and 3
skateboard idea designs
- Beveled edged markers
- Gessoed
Tag Board
Motivation/Focus
Activity:
As students enter the classroom, the lesson’s objectives
will be posted on the board. Students will be given a worksheet
with 10 rectangles. They will be told to quickly draw a different design on
each using 7 lines that show motion and action (fat, thin, wavy, straight,
dotted, angular, organic, etc.). This will be graded.
Instruction/Activities/Technology:
- Present
motivation activity
- Brief
look at the line worksheet
- Present
the skateboard
worksheet
- Instruct
students to take the best 3 of their 10 and develop them into skateboard
designs
- Designs
can include:
- Added
shapes
- Added
color
- Added
lines
- Discuss
the bold, high contrast, action graphics of professional boards
- Present
closing activity
- Present
parameters:
- Using
the provided gessoed tag board, choose the best of your three designs to
develop into your finished product
- Draw
your design on the prepared surface
- Using
acrylic paints, with/without Acrylic gloss medium
An assortment of exemplars of professionally produced skateboard designs will be available. The students will be look through the exemplars provided. Project parameters will be presented.
[Since the production phase of this lesson will span
approximately five class periods, a brief ‘closing’ activity for each class
after the first should include a review of the material learned thus far in the
lesson (adding in points that were made during that days’ lesson), an
explanation of what will be expected of them for the next class, and praise the
work completed thus far pointing out strengths and making suggestions for how
to improve various aspects as the project progresses.]
Day 5:
- When
all have completed their work, display in classroom “gallery”
- Have
students volunteer to discuss their own work
- Was
it successful?
- Why
or why not?
- What
could they improve?
ESE Modifications:
ESL, LD, ED Modifications:
Demonstration is key to their understanding the parameters of the assignment
Utilize interpreter – other students who speak both and English and _____
Work one-on-one if necessary once the other students have begun to assure they understand what is expected of them
Frequently observe their progress and provide additional assistance/guidance as needed
Physical proximity is imperative during the art production phase of the lesson
Depending upon the students’ IEP, reduce the requirements of their work of art
Depending upon the students’ IEP, allow the students to present their oral critique in partnership with one of the other students (GT student with compassionate nature) or help the student as they present by instructor providing prompt questions or cues for the student
Demonstration is key to their understanding the parameters of the assignment
Utilize interpreter – other students who speak both and English and _____
Work one-on-one if necessary once the other students have begun to assure they understand what is expected of them
Frequently observe their progress and provide additional assistance/guidance as needed
Physical proximity is imperative during the art production phase of the lesson
Depending upon the students’ IEP, reduce the requirements of their work of art
Depending upon the students’ IEP, allow the students to present their oral critique in partnership with one of the other students (GT student with compassionate nature) or help the student as they present by instructor providing prompt questions or cues for the student
