Lesson Plan
Course Title: Graphic Design & Illustration
Session Title: Concept to Concrete or “Who are you
calling an idiom?”
Lesson Duration: Approximately 1 week
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will be able to create a visual representation of
a common phrase or idiom, thus taking a word concept to a visual concrete drawing.
Specific Objectives:
Upon completion of this lesson, the learner will be able to:
 Define terms associated with the lesson.
 Identify idioms.
 Illustrate idioms.
 Render illustrations.
 Evaluate renderings.
Preparation
TEKS Correlations:
130.88 ( c) (1) (A)
The student applies academic knowledge and skills in art and design projects. The student is
expected to: apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; …and composing and editing copy for a variety of written
documents such as brochures, programs, posters, flyers, and magazine covers;
130.88 ( c) (2) (A)
The student understands professional communications strategies. The student is expected to:
adapt language for audience, purpose, situation, and intent such as structure and style;
130.88 ( c) (8) (E)
The student applies ethical decision making and understands and complies with laws regarding
use of technology in graphic design and illustration. The student is expected to: analyze the
impact of the advertising and visual communication design industry on society, including
concepts related to persuasiveness, marketing and point of view.
130.88 ( c) (11) (C)
The student develops an increasing understanding of graphic design and illustration. The
student is expected to: interpret, evaluate, and justify design decisions;
130.88 ( c) (11) (F)
The student develops an increasing understanding of graphic design and illustration. The
student is expected to: employ a creative design process to create original two- and threedimensional projects by;
130.88 ( c) (11) (F) (i)
creating designs for defined applications;
130.88 ( c) (11) (F) (vi)
demonstrating drawing in one-point, two-point, and multi-point perspective;
AAVTC: Graphic Design & Illustration: Concepts to Concrete
Copyright © Texas Education Agency, 2012. All rights reserved.
1
Instructor/Trainer
References:
http://a4esl.org/q/h/idioms.html
Search online sites for idioms
Instructional Aids:
 Concept-to-Concrete Slide Presentation
 Idiom Worksheet
 Rendering Rubric
 Internet sites
 Dictionary/Thesaurus
 Student examples/photo books for visual references
Materials Needed:
 Pencils
 Paper
 Rulers
 T-squares
 Pen
 Ink
 Markers
 Erasers
 Drawing Board
Learner
Computer basics
Introduction
MI
Introduction (LSI Quadrant I):





Ask what the word “idiom” could possible mean.
Discuss what idioms are, how they are used, and how they can confuse.
List idioms the class has noted, or have the class locate them on the internet.
Discuss the ones you have chosen.
Have each student select at least five idioms and create visual images that “tell
the story.”
 Idioms are usually visual and present a great opportunity for student success.
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Define terms associated with lesson
A. Define the term “idiom”.
1. A phrase or use of words in a particular
dialect or language.
2. Words that may also create a visual image.
3. Words that may confuse someone not
familiar with that particular use or phrase.
AAVTC: Graphic Design & Illustration: Concepts to Concrete
Copyright © Texas Education Agency, 2012. All rights reserved.
2
B. Discuss the power of idioms.
1. Words have power.
2. Words create images.
3. Words can be used to create powerful
images!
II. Identify idioms
A. Dark Horse - One who was previously unknown
and is now prominent.
B. Time Flies
C. Kick the bucket – To die.
D. Under the weather – Not feeling well.
E. Hold the world in your hands
F. When pigs fly – Something that will never ever
happen.
G. X marks the spot - A phrase that is said when
someone finds something he/she has been
looking for.
H. Hold life in your hand
NOTE: Make this a fun part
of the lesson.
III. Illustrate Idioms
A. Select 5 idioms to illustrate
B. Create thumbnail sketches to illustrate selected
idioms.
C. Critique illustrations.
D. Select most effective illustration to render.
E. Render idiom illustration in pen & ink on 8” x
10” drawing board.
TIP: Show previous
student examples of quality
work so students have
some idea of what you are
looking for. Illustrations
can take many forms. Try
to show various styles of
illustration to get students
thinking.
Suggestions:
1. Have students guess the
idiom and then
reveal/provide the correct
answer.
2. Create a game by
rewarding the first student
to come up with the correct
answer.
3. You can also break
students into teams and
have them work together to
come up with the correct
idiom. The first team to
answer can be challenged
by the opposing team.
4. Have students create
new idioms for fun.
Application
MI
Guided Practice (LSI Quadrant III):




MI
The teacher will provide idioms and explain their meanings.
The teacher will aid in the selection of more idioms.
The teacher will guide them as students create concepts.
The teacher will encourage and offer suggestions.
Independent Practice (LSI Quadrant III):
AAVTC: Graphic Design & Illustration: Concepts to Concrete
Copyright © Texas Education Agency, 2012. All rights reserved.
3






Idiom selection by student
Student will illustrate 5 idioms
Student will select the most effective illustration
The student will render the best one in ink on 8 x 10” drawing board.
The student will clean the work.
The student will turn it in for evaluation and class critique.
Summary
MI
Review (LSI Quadrants I and IV):
 Review the use of idioms.
 Discuss how the concepts can be turned into visual concrete designs.
 Discuss clean artwork and the importance of removing pencil marks and
smudges.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
The teacher monitors individual progress as students work on activities, and
provides individual help/redirection as needed.
1. Ongoing evaluation by the instructor (the instructor may wish to develop a rubric
on this)
2. Classroom critique
3. Information repeated, restated as needed
4. Extension of time allowed as needed
MI
Formal Assessment (LSI Quadrant III, IV):
Evaluate the activity with a rubric.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
 The instructor can be aware of idiom use in the classroom and take time to
review meanings with students.
 The students may be allowed to capture more idioms for extra credit.
AAVTC: Graphic Design & Illustration: Concepts to Concrete
Copyright © Texas Education Agency, 2012. All rights reserved.
4
Idioms Worksheet
1.____________________________
____________________________
2.____________________________
____________________________
3.____________________________
____________________________
4.____________________________
____________________________
5.____________________________
____________________________
AAVTC: Graphic Design & Illustration: Concepts to Concrete
Copyright © Texas Education Agency, 2012. All rights reserved.
5
AAVTC: Graphic Design & Illustration: Concepts to Concrete
Copyright © Texas Education Agency, 2012. All rights reserved.
6