Submitted by: Conni Murray while student teaching at Cherokee High School in Evesham Township, NJ.
Lesson plan in Madeline Hunter format Lesson: Project Introduction for Designing a Skateboard Deck Graphic Grade: 9-12 Visual Arts
Integrated Curriculum: Math, Technology Education
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.
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.
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.]
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?
Names and addresses of various skateboard companies will be provided. Students will be encouraged to contact the companies independently and inquire about selling their design or entering contests that are offered.
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Special Needs 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.
Work one-on-one if necessary once the other students have begun to provide suggestions on higher-level artistic components they could include.
Frequently observe their progress and provide additional suggestions/guidance as needed.
Ask them to help guide other students in the class utilizing them as a peer-tutor as appropriate.
If the students do not complete their work in a timely fashion, they will be required to work on it after school (in the art lab) or at home.
Additional HW assignment (see attached)
10 pts for 10 rectangle worksheet – 1 pt for each correctly produced rectangle.
90 pts for the 3 skateboard idea designs – 30 pts for each correctly produced design.
New Jersey Core Curriculum Standards for Visual and Performing Arts Addressed:
1.1.A, 1.1.B, 1.1.D. 1.2.D, 1.3.D, 1.4.A, 1.4.B
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