Lesson Plan
Course Title:
Graphic Design & Illustration
Session Title:
Selling Fish Food
Lesson Duration: Approximately 7-10 days
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective
Upon completion of this assignment, the student will develop an effective advertising plan for
selling fish food.
Specific Objectives:
1. Conduct product/market research.
2. Conduct a product photo shoot.
3. Enhance photographs digitally.
4. Design packaging and advertising pieces.
5. Present advertising plan.
6. Evaluate projects.
Preparation
TEKS Correlations:
130.88(c)
(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.
(2) The student understands professional communications strategies. The student is expected
to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style; and
(D) present formal and informal presentations.
(8) 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:
(A) exhibit ethical conduct related to interacting with others such as client confidentiality,
privacy of sensitive content, and providing proper credit for ideas;
(C) model respect for intellectual property;
(D) demonstrate proper etiquette and knowledge of acceptable use policies; and
(E) analyze the impact of the advertising and visual communications design industry on
society, including concepts related to persuasiveness, marketing, and point of view.
(11) The student develops an increasing understanding of graphic design and illustration. The
student is expected to:
(C) interpret, evaluate, and justify design decisions;
(F) employ a creative design process to create original two- or three-dimensional
AAVTC: Graphic Design & Illustration: Selling Fish Food
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(G)
projects by:
(i) creating designs for defined applications;
(ii) applying elements of design;
(iii) applying design principles and typography; and
(iv) using good composition.
apply art elements and principles to photographic works.
Instructor/Trainer
References:
 http://pbskids.org/dontbuyit/teachersguide.html
 Lighting Techniques lesson on A/V Production curriculum page
(http://www.cte.unt.edu/arts/curriculum.html)
Instructional Aids:
 Selling Fish Food slide presentation
 Self-Critique Questionnaire
 Selling Fish Food Project Rubric
Materials Needed:
Photo paper or other material to print the final ads on.
Equipment Needed:
 A projection system to display the presentation.
 Digital cameras and studio lighting for student use.
 A color printer to print ads.
 Computer stations with photography standard software package installed.
Learner
Experience with basic design concepts; completion of the Focal Point in Advertising lesson
would be beneficial (http://www.cte.unt.edu/arts/curriculum-graphic.html).
Experience with photograph correction tools in photography software.
Introduction
MI
Introduction (LSI Quadrant I):
SAY:
Advertisers know the right combination of gimmicks for selling products.
SHOW: Several types of ads for pet food. Excellent sources for advertisements
include newspaper, magazine, or fliers.
ASK:
Who do you think the target audience is for each of the ads we just
reviewed? What elements within the ads impact these groups?
SAY:
This lesson will help you learn about the ways companies influence what
people purchase in order to boost their own profits.
SAY:
Today we are going to begin creating an ad campaign for fish food.
Outline
AAVTC: Graphic Design & Illustration: Selling Fish Food
Copyright © Texas Education Agency, 2012. All rights reserved.
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MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Conduct product/market research.
A. Pet store websites
B. Existing ads
C. Existing product packaging
II. Conduct a product photo shoot.
Studio Lighting Considerations:
A. Basic lighting setup
1. Three-point lighting also called formula
or triangle lighting
2. Used in most studio situations
B. Lighting angle
1. Most light strikes subjects from above
2. Mimics the natural world
C. Key light
1. 45 degrees to left or right of
subject/camera
2. Placed on the talent’s “best” side
3. Light 3/4 of the face
4. Higher than the subject
5. Strike subject from above at 45 degree
angle
D. Fill light
1. Placed opposite side of the
subject/camera from the key
NOTE: Content for outline item
#2 is excerpted from the
Lighting Techniques lesson
plan in the AAVTC:
Audio/Video Production
Curriculum.
Refer to that lesson for
additional information and
activity suggestions.
http://www.cte.unt.edu/arts/curriculumavproduction.html
Other Considerations:
A. Planning any location shots for outside of
class
B. Background to be used with the model
(the students may want to experiment with
different colors, textures, and fabrics to
see what effect this has on the look of their
product) or other material needed for the
ad
III. Enhance photographs digitally using various
tools.
A. Cropping
B. Masking
C. Levels and curves
D. Brightness
E. Contrast
NOTE: This should not be the
students’ first experience with
photographic corrections using
industry-standard photo editing
software. The teacher can
quickly review and
demonstrate the path to the
AAVTC: Graphic Design & Illustration: Selling Fish Food
Copyright © Texas Education Agency, 2012. All rights reserved.
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various correction tools.
F. Special effects/filters
ASK: What are some of the
tools we can use to adjust
photographs in our software?
IV. Design packaging and advertising pieces.
A.
B.
C.
D.
E.
Design concept(s) or goal(s) definition
Preliminary concept sketches/thumbnails
Informal review and feedback
Design revision and refinement
Final packaging and advertising products
NOTE: This is a good time to
quickly review design
elements.
ASK: What process do we
typically use for design
projects?
V. Present advertising plan.
A.
B.
C.
D.
Research findings
Design concept(s) or goal(s)
Preliminary concept sketches
Final packaging and advertising products
Distribute and review the
project rubric discussing
criteria and descriptors for
each level of performance.
VI. Evaluate projects.
A.
B.
C.
D.
E.
Completeness
Design Elements
Research Relationship
Creativity
Technical Skill
Application
MI
Guided Practice (LSI Quadrant III):
 The teacher will review websites and the slide presentation with the class.
 Give students a practice photograph to correct as a guided activity.
 The students will begin their individual exercises after the instructor approves
their topics.
MI
Independent Practice (LSI Quadrant III):
Each student will complete the following components of the project individually:
 Product research
 Defining design concepts or goals
 Initial conceptualization/thumbnails
 Design revision and refinement
 Final packaging and advertising product development
Summary
MI
Review (LSI Quadrants I and IV):
When the students have completed their presentations, students will add projects to
AAVTC: Graphic Design & Illustration: Selling Fish Food
Copyright © Texas Education Agency, 2012. All rights reserved.
4
their portfolios and share with their peers.
Have students independently complete the Self-Critique Questionnaire to review
design concepts explored with this project.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
 Work will be examined and evaluated through ongoing teacher assessment and
feedback during the design, development, and production process.
 In order to refine ideas and stay on track for completing the project, students
should participate in informal and impromptu critiques within small
groups/partners or with the instructor.
MI
Formal Assessment (LSI Quadrant III, IV):
Students will participate in a formal critique of the final advertisement. The project
rubric should be used as the basis of the critique comments and should be used to
grade the final products.
OPTION: Inviting guest critics from industry to the review/critique session can add
an air of professionalism to the experience.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Students who have succeeded in learning the techniques may wish to try doing the
following to practice further:
 Visit a pet store and interview the sales manager there. Ask the managers what
they look for in their advertisements and promotional pieces.
 Have the managers look at the students’ ads and provide feedback.
 Have the students look at the store’s ads and give the manager feedback.
 Have the students compile a report on some of the issues that seem to be
important for sales of products.
Students can apply these concepts to future advertising projects to fulfill class
assignment requirements or for clients.
AAVTC: Graphic Design & Illustration: Selling Fish Food
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Self-Critique Questionnaire
DIRECTIONS: Reflecting upon your performance on the most recently completed design
project, respond to each of the statements/questions below. Record your responses in the
space provided.
What prior knowledge or
technique(s) helped you the
most on the project?
Describe with words/sketches
how the assignment was
fulfilled.
Did you stay with your original
idea entirely, or not?
If not, describe the change(s).
List any tools, software,
equipment, or media that was
new to you.
What do you think is the
strongest part of the work?
(Explain)
Compared to past work, are
you satisfied with your
progress and improvement?
(Why or why not?)
Describe a problem, if any,
you encountered while
creating the poster illustration
project.
What is the weakest part of
the work? (Explain)
List the age or group target
audience the project is
designed for.
AAVTC: Graphic Design & Illustration: Selling Fish Food
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Selling Fish Food Project Rubric
Criteria
Completeness
(30 pts)
Design
elements
(10 pts)
Product
Advertisement
(30 pts)
Creativity
(20 pts)
Technical skill
(10 pts)
Exceptional
Above Average
Below Average
Unacceptable
25-30 points
1-15 points
Research
components and
design
concepts/sketches
are complete, but
final
advertisement is
incomplete.
1-4 points
0 points
None of the
parts of the
project are
complete.
9-10 points
16-24 points
Final
advertisement is
complete, but
research
components or
design
concepts/sketches
are incomplete.
5-8 points
All design
elements are
appropriately
applied.
3-4 design
elements are
appropriately
applied.
1-2 design
elements are
appropriately
applied.
No evidence of
application of
design
elements.
25-30 points
16-24 points
1-15 points
0 points
Message is
clear, positive,
and effective.
Message is clear
and positive, but
ineffective.
Message is
effective but
needs some
clarification or is
negative.
Message is
unclear,
negative and
ineffective.
18-20 points
10-17
1-9
Design ideas
are original in
thought and
exceptionally
creative.
Design ideas are
somewhat original
and creative.
Limited evidence
of creativity and
originality in
thought.
9-10 points
5-8 points
1-4 points
All elements
included
(research,
design concept,
3 sketches,
final
advertisement).
Professional
project.
Drawing level is
appropriate and
all products are
neat and
professionally
presented.
Drawing level is
appropriate, but
there are smudges
or rough edges on
the final products.
Drawing level is
inappropriate but
the products are
neat.
Points
0 points
0 points
No evidence of
attempted
creativity or
originality in
thought or
execution of
project.
0 points
Project is
unprofessional.
Drawing level is
inappropriate
and there are
smudges,
stains, creases,
torn edges, etc.
on the final
products.
Total_______________
AAVTC: Graphic Design & Illustration: Selling Fish Food
Copyright © Texas Education Agency, 2012. All rights reserved.
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