Lesson Plan
Course Title:
Graphic Design & Illustration
Session Title:
Basic Package Design
Lesson Duration:
Approximately 1-2 weeks
[Lesson length is subjective and will vary from instructor to instructor.]
Performance Objective:
Upon completion of this assignment, the student will be able to apply the elements of design
principles to create simple, original, and eye-catching designs for basic packaging.
Specific Objectives:
 Identify and apply the elements of design to the design of the packaging in thumbnail
ideas.
 Evaluate thumbnail ideas and select most original design.
 Refine a thumbnail idea into a working drawing of the package design, and create a
dummy (mock version) of the design to scale in 3-D.
 Create sketches of the package design in perspective, referencing the dummy (mock
version).
 Present final projects for review and discussion.
Preparation
TEKS Correlations:
130.88 ( c) (1) (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
130.88 ( c) (1) (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.
130.88 ( c) (3)
The student understands and examines problem solving methods. The student is expected to
employ critical-thinking and interpersonal skills independently and in teams to solve problems.
130.88 ( c) (11) (E)
The student develops an increasing understanding of graphic design and illustration. The
student is expected to: analyze and apply art elements and principles; applying elements of
design;
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:
(i) creating designs for defined applications;
(ii) applying elements of design;
Interdisciplinary Correlations:
AAVTC: Graphic Design & Illustration: Basic Package Design
Copyright © Texas Education Agency, 2011. All rights reserved.
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ART: 117.52 (C)(1) – Perception. The student develops and organizes ideas from the
environment.
(B) compare and contrast the use of art elements (color, texture, form, line, space, value) and
art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and
those of others, using vocabulary accurately.
Instructor/Trainer
References:
-Gatta, K., Lange, G., Lyons, M. (1996). Foundations of graphic design. Worcester,
Massachusetts: Davis Publications, Inc.
-Landa, Robin (2001). Graphic design solutions (2nd Edition). Canada: OnWord Press,
Thompson Learning Division.
-http://www.packaginggraphics.net/visual-package-design.htm
Instructional Aids:
1. “Basic Package Design” Slide Presentation
2. Talking Points
3. Vocabulary Handout
4. Vocabulary Quiz and Key
5. Reflection Activity
6. Project Grading Rubric
Materials Needed:
1. Basic paper and pencil for initial sketches, ruler, varied heavy-coated paper stock, and
varied media.
2. Technology applied versions of digital design, layout, and imaging software
3. Packaging samples (a basic box, for example for students to disassemble, examine, and
revise, to create a new version).
4. Upscale magazine advertisements showing and promoting products in packaging.
5. Communication Arts Annuals.
6. Print Magazine Annuals.
Equipment Needed:
1. Scanner
2. Computer
3. Digital design, layout, and imaging software
4. Printer with heavyweight paper capabilities or print service.
Equipment Needed for both hands-on and technology versions:
1. Projection system for slide presentation
2. Industry-standard software loaded onto student computers for individual
instruction/reference.
Learner
 Students will examine packaging examples; 3-D samples, magazine advertising samples,
and Print Magazine and Communication Arts Annuals for visual research into quality
packaging material.
 The student will take notes on requirements for quality packaging from the slide
presentation.
Introduction
AAVTC: Graphic Design & Illustration: Basic Package Design
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MI
Introduction (LSI Quadrant I):
SAY: Almost all products come in some form of container, and the field of
packaging design is enormous! Each country in the international community,
including America, has its own styles, designs, and designers creating
packaging suitable to the preferences of its audiences. It is a great idea to
observe what others, especially artists at the top of their field, are doing. This
research will provide you with a benchmark to set your goals for creating
package designs.
ASK: Did you realize that you create a package design each day?
SAY: Depending on your personal taste, what you choose to wear, or how you
“package” yourself in can range from choosing a certain color to a style, and
either will identify you with a certain group or as a unique individual. Similarly,
the product inside the package or box is identified on the outside by the
package design.
ASK: What are some advantages of packaging you have discovered as a
consumer?
SAY: Packaging is important to protect and preserve the contents (product), to be
appealing in design and color, and to be suitable in size and shape to the
consumer for retail display, handling, or portability.
AAVTC: Graphic Design & Illustration: Basic Package Design
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Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I.
Note: Instructors may refer to
slide presentation, or create
Data Sheets in combination
with the following outline.
Design Elements
A. Line (quality, direction)
B. Shape (outline)
C. Color (hue, value, intensity)
D. Value (high or low contrast)
E. Texture (tactile or visual)
F. Format (2-D, 3-D)
II. Brainstorming and creating thumbnail ideas for
package design
A. Make sure you understand the assignment
goal.
B. Conduct research.
C. Doodle or sketch when thinking of ideas.
D. Make many sketches, and choose your best
to add design elements to.
E. Make the sketch look like the real item in a
refined drawing.
Guide students through an
abbreviated
brainstorming/sketch session
as needed.
Demonstrate proper sketch
techniques and show
examples of sketches versus
final, refined drawings.
III. Creating a template for a mock version of a
package.
A. Observe a disassembled box and note the
pattern of construction.
B. Measure your product with a ruler and create
a basic box for it.
C. Alter the measurements of the disassembled
box pattern by re-measuring with the ruler,
and adjusting the box’s measurements to
best fit your product.
IV. Perspective drawing: sketches of the mock
version
A. Create a one-, two-, or three-point
perspective of the package design from the
mock version’s top, front, side, and end.
B. Shade the drawing to make it look as real as
possible.
Application
MI
Guided Practice (LSI Quadrant III):
 The instructor will demonstrate to the students, by definition and simple example
(visual), how to identify the elements of design: line, color, size, shape,
texture/quality, and content/format.
 The instructor will explain and show students how to create thumbnail ideas.
 The instructor will lead a class discussion on how the design elements can be
AAVTC: Graphic Design & Illustration: Basic Package Design
Copyright © Texas Education Agency, 2011. All rights reserved.
4
applied to product package design.
 Provide packaging examples to the students, emphasizing each of the design
elements.
 Show an example of a basic box “dummy” (mock version) of a package design.
 The instructor will show examples of the perspective drawings of the basic box
“dummy” (mock version) from the top, one of the sides, and one end.
MI
Independent Practice (LSI Quadrant III):
1. The student will locate a product that can be purchased for a dollar or less, and
use that for his or her package design subject.
2. Using thumbnail sketch techniques, the student will identify and apply the
elements of design to the design of the item’s packaging.
3. The student will choose their best, most original design from the thumbnail ideas.
4. The student will refine the best thumbnail idea into a 3-D working drawing of the
package design and create a “dummy” (mock version) of the design to scale.
5. The student will make 3 sketches in perspective of the package design,
referencing the “dummy” (mock version) from the top, one of the sides, and one
of the ends.
Summary
MI
Review (LSI Quadrants I and IV):
Check for understanding (see the evaluation questions under the informal
assessment section) by reviewing the results of questions with the students.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Monitor student progress during independent practice and provide re-teach or
redirection as needed.
Individual packaging presentations by students to be followed by self/class critique
questions. (See form at the bottom of this lesson—Student Reflection Activity)
MI
Formal Assessment (LSI Quadrant III, IV):
Students will complete the Vocabulary Quiz.
Instructor will use the Basic Package Design Rubric for scoring final packaging.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Humor and Packaging: Choose a historical event (Custer’s defeat at Little Big Horn,
Pasteur’s discovery of penicillin, etc.), and design a ticket or an invitation for the
occasion. Along with your ticket, design an appropriate party favor. Apply what you
have discovered in the first packaging project and adhere to all the principles of
design.
AAVTC: Graphic Design & Illustration: Basic Package Design
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Talking Points
 Basic Package Design
 Designing a Basic Package
 Include the use of the Design Elements in the package for visual impact
a. Line (quality, direction)
b. Shape (outline)
c. Color (hue, value, intensity)
d. Value (high or low contrast)
e. Texture (tactile or visual)
f.
Format (2-d, 3-d)
 Brainstorming and creating thumbnail ideas for design
a. Make sure you understand the assignment goal, and do research.
b. Doodle or sketch when thinking of ideas.
c. Make many sketches and choose your best to add design elements to.
d. Make it look like the real item in a final, refined drawing.
 Creating a template for the mock version of the package.
 Observe a disassembled box and note the pattern of construction.
 Measure your product with a ruler and create a basic box for it.
 Using the disassembled box as a pattern, alter the measurements observed from the
disassembled box by re-measuring with the ruler to fit the box measurements to your
product.
 Perspective drawing: sketches of the mock version
 Create a one-, two-, or three-point perspective of the package design.
 Use the mock version as a reference.
 Draw accurate, perspective sketches from the top, front, side, and end.
 Shade each drawing to make it look as real as possible.
AAVTC: Graphic Design & Illustration: Basic Package Design
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Vocabulary Handout
1. HORIZON LINE: Where the earth and sky appear to meet
2. VANISHING POINT: Where parallel lines appear to join at the horizon line.
3. PICTURE PLANE: The small area of the scene that you actually see or draw.
4. GROUND LINE: The base of an object where it meets the ground.
5. STATION POINT: Your reference point; where you are standing to view the object.
6. EYE LEVEL: From the ground to your eyes – varies with the height of the viewer.
7. PERPENDICULAR LINE: A vertical line that intersects the horizon.
8. ONE-POINT PERSPECTIVE: When all vanishing lines appear to go to one place.
9. TWO-POINT PERSPECTIVE: When some vanishing lines appear to go to one vanishing
point, and all other lines go to another vanishing point.
10. THREE-POINT PERSPECTIVE: When vanishing lines appear to go to three different
vanishing points.
11. BIRD’S EYE VIEW: A view from above, looking down on the ground.
12. WORM’S EYE VIEW: A view from below, looking up toward the sky.
13. EYE-LEVEL VIEW: The view seen from where you stand.
AAVTC: Graphic Design & Illustration: Basic Package Design
Copyright © Texas Education Agency, 2011. All rights reserved.
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Vocabulary Quiz
DIRECTIONS: Match the definitions with the correct term in each of the word sets below.
Record your answers in the spaces provided to the left of each term.
Perspective Structure Terminology
1. Eye Level
A. A vertical line that intersects the horizon
2. Ground Line
B. From the ground to your eyes – varies
with the height of the viewer
3. Horizon Line
4. Perpendicular Line
5. Picture Plane
C. The base of an object where it meets the
ground
D. The small area of the scene that you
actually see or draw
6. Station Point
7. Vanishing Point
E. Your reference point; where you are
standing to view the object
F. Where parallel lines appear to join at the
horizon line
G. Where the earth and sky appear to meet
Types of Perspective
8. One-Point Perspective
H. When all vanishing lines appear to go to
one place
9. Two-Point Perspective
10. Three-Point Perspective
I. When some vanishing lines appear to go
to one vanishing point, and all other lines go
to another vanishing point
J. When vanishing lines appear to go to
three difference vanishing points
Viewpoints
11. Bird’s Eye View
K. A view from above, looking down on the
ground
12. Eye-Level View
13. Worm’s Eye View
L. A view from below, looking up toward the
sky
M. The view seen from where you stand
AAVTC: Graphic Design & Illustration: Basic Package Design
Copyright © Texas Education Agency, 2011. All rights reserved.
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Vocabulary Quiz Key
DIRECTIONS: Match the definitions with the correct term in each of the word sets below.
Record your answers in the spaces provided to the left of each term.
Perspective Structure Terminology
B
1. Eye Level
A. A vertical line that intersects the horizon
C
2. Ground Line
B. From the ground to your eyes – varies
with the height of the viewer
G
3. Horizon Line
A
4. Perpendicular Line
D
5. Picture Plane
E
6. Station Point
F
7. Vanishing Point
C. The base of an object where it meets the
ground
D. The small area of the scene that you
actually see or draw
E. Your reference point; where you are
standing to view the object
F. Where parallel lines appear to join at the
horizon line
G. Where the earth and sky appear to meet
Types of Perspective
H
8. One-Point Perspective
I
9. Two-Point Perspective
J
10. Three-Point Perspective
H. When all vanishing lines appear to go to
one place
I. When some vanishing lines appear to go
to one vanishing point, and all other lines go
to another vanishing point
J. When vanishing lines appear to go to
three difference vanishing points
Viewpoints
K
11.
Bird’s Eye View
M
12. Eye-Level View
L
13. Worm’s Eye View
K. A view from above, looking down on the
ground
L. A view from below, looking up toward the
sky
M. The view seen from where you stand
AAVTC: Graphic Design & Illustration: Basic Package Design
Copyright © Texas Education Agency, 2011. All rights reserved.
9
Basic Package Design Project Rubric
(0-50 pts.)
Design
(40-50 pts.)
Use of good design
elements (color,
shape, line, etc.),
original concept,
simple format, quality
work.
(30-40 pts.)
Simplicity in
design, original,
visually adheres
to most design
principles.
(10 pts.)
The design (color,
shape, line, etc.) is
competing for visual
space and not
cohesive. Lacks
originality in format
and/or is
unnecessarily
ornate.
(0-5 pts.)
The package
contents and quality
of the packaging
design are not a
cohesive unit. Little
to no appeal.
(0-15 pts.)
Container
(10-15 pts.)
The size and shape of
the package are
suitable to the product
and enhance design
elements.
(7-10 pts.)
The size and
shape of the
package add
economical
benefit to the
product or justify
the expense.
(5-7 pts.)
The shape and/or
size of the package
detract from the
product, or are
unsuitable to the
contents.
(0-5 pts.)
The container size,
shape, and design
does not support or
protect the product,
and/or detracts from
design or image of
the product.
(0-25 pts.)
Uniqueness
(15-25 pts.)
The original concept
enhances/sells the
product and its image,
using 4-6 of the
design elements well.
(15-20 pts.)
The original
concept
enhances/sells
the product and its
image, using 2-3
of the design
elements well.
(5-10 pts.)
The original
concept is
identifiable, but not
cohesive with the
overall product,
design, or purpose.
(0-5 pts.)
The original concept
has weak design
elements, if any, and
they detract from the
product.
(0-10 pts.)
Purpose
(8-10 pts.)
The package is
suitable for the
contents (nature of
the material and 3D
qualities).
(5-7 pts.)
The package is
almost suitable for
the contents
(nature of the
material can be at
risk).
(0-2 pts.)
The package is
unsuitable for the
contents (nature of
the material/3-d
qualities at risk).
(0 pts.)
The package leaves
the contents with
certain damage and
serves little purpose.
TOTAL SCORE (OUT OF 100):
AAVTC: Graphic Design & Illustration: Basic Package Design
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Name_____________________________
Student Reflection Activity
Was I happy with my final result? Why or why not?
Could I have put more effort into the design? If yes, in what way?
What did I dislike or would have done differently?
What did I learn from this particular project?
AAVTC: Graphic Design & Illustration: Basic Package Design
Copyright © Texas Education Agency, 2011. All rights reserved.
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