Advanced Graphic Design and Illustration
Birth of Graphics: Cave Walls to Alphabets
Arts, AV and Technology Communication
Lesson Plan
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
Time
When taught as written, this lesson should take approximately 3-4 days to teach.
Preparation
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Agency, 2014. All rights reserved.
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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.
130.88. (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
 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
 110.53(b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and
concisely
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Graphic Designer
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O*Net Number: 27-1024.00
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
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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.
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.
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
The world today would not
“look” the same, feel the same,
or be the same if not for visual
representation (graphic art and
alphabets).
Multiple Intelligences Guide
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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
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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.
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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!
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Examples of Timelines
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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.
B.
C.
D.
Basic pictures or sketches to represent the things depicted.
Carved or scratched signs or symbols or simple figures on a rock.
Symbols or sketches to represent ideas or concepts.
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.
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B.
C.
D.
E.
Writing surface.
Early writers and record keepers.
Leaves of plant flattened, dried and woven into substrate.
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.
B.
C.
D.
Very similar to our modern day alphabet.
Uses calligraphy to depict words, objects and emotions.
Made with wedge like strokes to form letters.
Uses pictures to represent words and objects.
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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.
B.
C.
D.
Basic pictures or sketches to represent the things depicted.
Carved or scratched signs or symbols or simple figures on a rock.
Symbols or sketches to represent ideas or concepts.
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.
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B.
C.
D.
E.
Writing surface.
Early writers and record keepers.
Leaves of plant flattened, dried and woven into substrate.
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.
B.
C.
D.
Very similar to our modern day alphabet.
Uses calligraphy to depict words, objects and emotions.
Made with wedge like strokes to form letters.
Uses pictures to represent words and objects.
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Birth of Graphics Grading Rubric
Criteria
Completeness
(10 pts)
Basic
(30 points)
Understanding
(20 pts)
Creativity
(30 points)
Exceptional
Above Average
Below Average
Unacceptable
9-10 points
5-8 points
1-4 points
0 points
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.
27-30 points
15-26 points
1-14 points
0 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.
17-20 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.
27-30 points
15-26 points
1-14 points
0 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.
9-10 points
Design (10 pts)
Timeline project
uses principles of
design, is easy to
follow and
understand and is
pleasing to the
eye.
5-8 points
Timeline project
mostly uses
principles of
design, is
somewhat easy to
follow and
understand and is
pleasing to the
eye.
No knowledge of
history of visual
representation is
evident. Either
timeline does not
exist or cannot be
followed or
understood.
1-4 points
0 points
Project has limited
use of principles of
design, is somewhat
difficult to follow
and understand,
and is only
somewhat pleasing
to the eye.
Timeline project
does not use
principles of
design, is difficult
to follow and
understand, it is
not pleasing to the
eye.
TOTAL
POINTS:
Comments:
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Points