History of Graphic Design and Illustration
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will have an understanding of the significance
major art styles in the 20th century had and still have on graphic design and illustration.
Specific Objectives
 Students will explain the impact of art styles on graphic design.
 Students will describe the origination of art movements in the 20th century.
 Students will list the major art styles of influence and give a basic description.
 Students will compare and contrast different types of art influence on graphics today.
This lesson should take three class days to complete; add at least two days for presentations.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes or alterations to the
activities may result in the elimination of any or all of the TEKS listed.
130.90. Practicum in Graphic Design and Illustration
130.90. (c) (2) 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 skills such as: correct 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;
130.90. (c) (4) The student implements advanced problem solving methods. The student is
expected to employ critical thinking and interpersonal skills, including data gathering and
interpretation independently and in teams to solve problems and make decisions.
130.90. (c) (6) The student implements advanced knowledge of design systems. The student is
expected to analyze and summarize the history and evolution of the commercial art and design
field.
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130.90. (c) (9) The student applies ethical decision making and complies with laws regarding the
use of technology. 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;
(B) discuss and apply copyright laws in relation to fair use and acquisition and use of
digital information by citing sources using established methods;
(C) model respect of intellectual property when manipulating, morphing, and editing
graphics, video, text, and sound; and
(D) demonstrate proper etiquette and knowledge of acceptable use policies when using
networks, especially resources on the Internet and intranet.
130.90. (c) (11) The student uses advanced graphic design and illustration methods and skills.
The student is expected to:
(A) interpret, evaluate, and justify design decisions;
(B) conduct verbal or written critiques of design projects;
(C) Identify and apply art elements and principles to designs and illustrations; and added
identify to reinforce understanding.
(D) employ a creative design process to create professional quality two- or threedimensional projects by:
(i) creating designs for defined applications;
(ii) using appropriate elements of design;
(iii) using appropriate design principles and typography;
(iv) using appropriate composition;
(vii) using the most effective color choices in projects; and
(viii) using appropriate printing concepts
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
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Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate effectively
in groups.
(5)(B) Use language clearly and appropriately.
Tasks
 Students use the information from the presentation to fill in the blanks of the Student
Outline Notes.
 Students will create a history timeline of 20th century art styles (up to the present) that
influenced graphic design – they will superimpose their lives into the timeline as well.
(Assignment 1)
 Students will recreate graphic design and illustration work using an art style prevalent in
the 20th century. (Assignment 2)
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 (cte.unt.edu).
Preparation
 Copy the handout sheets for the students.
 Have materials ready to go prior to the start of the lesson.
 Secure a computer lab if one is not readily accessible.
Instructional Aids
 Student outline and handouts
 Student Activity sheets
Materials Needed
 Butcher paper or poster board as an option for the “Timeline of Design” activity
 Students can provide the rest of their materials
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
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Introduction
Learner Preparation
 Ask students if they know when the first visual representation was created. (A cave wall
thousands of years ago)
 Ask students why they think someone painted on a cave wall (to communicate).
 Show students a copy of Andy Warhol’s soup can. Ask if they know what style of art it is
(Pop Art) and who the artist is.
 Ask students how they think technology has impacted graphic design.
 Ask why it is necessary to see where we have been. (So we will know where we are
headed in the future.)
Lesson Introduction
 Use the multimedia presentation to review the history of graphic design as influenced
by art styles throughout the 20th century.
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Outline
MI
OUTLINE
History of Graphic Design
Influence of Art Styles – 20th Century
I. Brief History up to 20th Century
 Began on cave walls
 Art for religion first and then for the sake of
art
 Automation made art available
 20th century art movements and styles had
impact on graphic design.
II. ART NOUVEAU
1880-1914
Decorative, organic and plantlike flow
III.
FUTURISM, Dadaism
1900 -1930
Futurism: Main focus was speed, technology,
youth and violence. DADA: Ridiculed
meaningless; were anti-war, anti-art focused
IV. CUBISM, SURREALISM
1900 -1930
Both use elements of surprise. Cubism breaks
apart and puts back together in an
unconventional way. Surrealism uses
unexpected juxtapositions and illogical
conclusions.
V.
ART DECO
1910-1930
Art Deco is an eclectic artistic design style
VI. TYPOGRAPHY
1930-1990
New typography focus was clarity above
beauty. International typography had less
NOTES TO TEACHER
Notes are provided on the
multimedia presentation for
teacher extension.
Have the Student Outline Notes
ready to hand out at the
beginning of class. Have students
fill in the blanks based on the
presentation.
1. Assignment 1: Create a
Timeline for 20th Century
Art Styles up to the
present and include the
student’s timeline in a
creative way.
2. Have the students
complete the “Peer
Review” that goes with
this assignment.
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concern for readability and more for
artistry.
VII. POP ART
1955-1980
Pop Art isolates the subject or turns them
into icons, such as a soup can. Were mass
produced and considered emotionally
detached
VIII. INFORMATION VISUALIZATION
1970 -Present
Visual representation of data through
graphics
Takes complex information and presents in
a clear, visual manner
IX.
GRAFFITI AND STREET ART
1970-Present
Graffiti is public markings of simple written
words to elaborate wall paintings.
Sometimes vandalism is used to express
social and political messages.
X.
GRAPHIC DESIGN TODAY
Influenced by 20th Century artists
Propelled by technology advancements
and the “instant information” world
XI.
INFLUENTIAL ARTISTS
20th Century
Salvador Dali, Andy Warhol, Alphonse
Mucha etc. Plus many others!
3. Assignment 2: Using one
of the art styles create
your own design using
good principles of design.
4. Use the suggested rubrics
for grading.
Multiple Intelligences Guide
Verbal/Linguistic
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Visual/Spatial
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Application
Guided Practice
The teacher will show the multimedia presentation, explain the changes in art styles
throughout the 20th century and discuss how they have impacted graphic design today.
Students will fill in the blanks on their Student Outline Notes while viewing the presentation.
Point out that one of the biggest changes was when art became automated and more readily
available for the general population. This presentation will be a reference tool for the writing
assignment in this unit.
Independent Practice
 Timeline: Students will organize and develop a timeline for the art styles of the 20 th
century.
 Recreate Art Style: Students will conduct research and investigate a specific art style of
the 20th Century.
Summary
Review
 How have the art styles impacted graphic design over the years?
 How has graphic design become more instrumental in conveying complex information?
 What was the biggest change in the 20th century with regards to graphics? Why?
Application
Informal Assessment
 Daily work on assignments to monitor progress.
Formal Assessment
 Rubrics will be used to assess both activities.
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History of Graphic Design
Influence of Art Styles – 20th Century
Student Outline Notes
I.
Brief History up to 20th Century

Began on __________ walls.

Art for ________________ first and then for sake of art.

____________________ made art available.

20th century art movements and styles had impact on graphic design.
II.
ART NOUVEAU
1880-1914
Decorative, _______________ and ______________ flow.
III.
FUTURISM, Dadaism
1900-1930
Futurism: Main focus was speed, ________________, youth and violence. DADA:
ridiculed the meaningless; were anti-war, ____________focused.
IV.
CUBISM, SURREALISM
1900-1930
Both use elements of__________. Cubism breaks apart and puts it back together
in______________ ways. Surrealism uses unexpected juxtapositions and
___________conclusions.
V.
ART DECO
1910-1930
Art Deco is an__________artistic design style.
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VI.
TYPOGRAPHY
1930-1990
New Typography focus was__________ above beauty. International typography had less
concern for _______________ and more for artistry.
VII.
POP ART
1955-1980
Pop Art ____________subject or turns it into icons such as a soup can. Were mass
produced and considered _______________ detached.
VIII.
INFORMATION VISUALIZATION
1970-Present
___________ representation of data through graphics.
Takes ___________ information and presents in a clear, visual manner.
IX.
GRAFFITI AND STREET ART
1970-Present
Graffiti is__________ markings of simple written words to elaborate wall paintings.
Sometimes _______________ is used to express social and political messages.
X.
GRAPHIC DESIGN TODAY
Influenced by 20th Century artists. Propelled by____________ advancements and the
___________ information” world.
XI.
INFLUENTIAL ARTISTS
20th Century
______________Dali, Andy Warhol, Alphonse _______etc. Plus many others!
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History of Graphic Design
Influence of Art Styles - 20th Century
Student Outline Notes
IX.




Brief History up to 20th Century
Began on cave walls.
Art for religion first and then for sake of art.
Automation made art available.
20th century art movements/styles had impact on graphic design.
X.
ART NOUVEAU
1880-1914
Decorative, organic and plantlike flow.
XI.
FUTURISM, Dadaism
1900-1930
Futurism: Main focus was speed, technology, youth and violence. DADA: ridiculed the
meaningless; were anti-war, anti-art focused.
XII.
CUBISM, SURREALISM
1900-1930
Both use elements of surprise. Cubism breaks apart and puts it back together in
unconventional ways. Surrealism uses unexpected juxtapositions and illogical
conclusions,
XIII.
ART DECO
1910-1930
Art Deco is an eclectic artistic design style
XIV.
TYPOGRAPHY
1930-1990
New Typography focus was clarity above beauty. International typography had less
concern for readability and more for artistry.
VII. POP ART
1955-1980
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Pop Art isolates subject or turns it into icons such as a soup can. Were mass produced
and considered emotionally detached.
VIII. INFORMATION VISUALIZATION
1970-Present
Visual representation of data through graphics.
Takes complex information and presents in a clear, visual manner.
XII.
GRAFFITI AND STREET ART
1970-Present
Graffiti is public markings of simple written words to elaborate wall paintings.
Sometimes vandalism is used to express social and political messages.
XIII.
GRAPHIC DESIGN TODAY
Influenced by 20th Century artists. Propelled by technology advancements and the
“instant information” world.
XIV.
INFLUENTIAL ARTISTS
20th Century
Salvador Dali, Andy Warhol, Alphonse Mucha etc. Plus many others!
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A Historical Timeline
“20th Century Art Styles – Graphic Design and ME!”
OBJECTIVE: Students will organize and develop a timeline for the art styles of the 20th century
and represent events that had an influence on graphic design. They will also include events
from their own personal timeline. he purpose of this activity is to classify and explain key
events that influenced graphics and for students to see where their lives fit in the overall
events.
PROCEDURE: You are to design a graphic design timeline that includes the following
information:
8 art styles that influenced graphic design events
4 artists of the 20th century associated with influential art styles
10 personal milestones in your life
MATERIALS NEEDED:
Poster boards or butcher paper, string or yarn, rope, pictures, computer, printer and paper.
Be as creative as possible! Use pictures to make your timeline more appealing! No markers or
handwritten information may be used. Everything must be typed, cut and pasted. The string,
yarn or rope should be used to make the actual timeline and should be adhered to the poster
board or butcher paper.
TIME ALLOTTED: Five class periods
Be ready to share your timeline with the rest of the class.
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Individual Presentation Rubric
Presentation Title:____________________________________
Name:_____________________
Teacher:_____________________
ID#_______________________
Date of Presentation:___________
Criteria
Organization
Content
Knowledge
Points
0-5
6-10
11-15
16-20
Audience cannot
understand
presentation
because there is
no sequence of
information.
Student does not
have grasp of
information;
student cannot
answer questions
about subject.
Audience has
difficulty following
presentation
because student
jumps around.
Student presents
information in
logical sequence
that audience can
follow.
Student is
uncomfortable
with information
and is only able to
answer
rudimentary
questions.
Student
occasionally used
visuals that rarely
support text and
presentation.
Student is at ease
with content, but
fails to elaborate.
Student presents
information in
logical, interesting
sequence that
audience can
follow.
Student
demonstrates full
knowledge (more
than required)
with explanations
and elaboration.
Visuals related to
text and
presentation.
Student used
visuals to reinforce
screen text and
presentation.
Visuals
Student used no
visuals.
Mechanics
Student's
presentation had
four or more
spelling errors
and/or
grammatical
errors.
Presentation had
three misspellings
and/or
grammatical
errors.
Presentation has
no more than two
misspellings
and/or
grammatical
errors.
Presentation has
no misspellings or
grammatical
errors.
Delivery
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for
students in the
back of class to
hear.
Student incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Student used a
clear voice and
correct, precise
pronunciation of
terms.
Total
Teacher Comments:
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Research and Recreate Art Styles/Artists
OBJECTIVE:
Students will conduct research and investigate a specific art style of the 20th century along with
the most famous artist associated with that style. Students will then make their own
reproduction using that style.
PROCEDURE:
You are to research one or two art styles from the past and one of the most famous artists from
that time period. Think about how you can create a design that uses your choice of a particular
art style modeled after that artist. Create your own version of a famous artist or artistic style –
either hand drawn or computer generated.
Attach to it a brief essay that includes:



A description of the art style chosen, the general techniques, prominent colors, layout,
etc.
A description of the artist you are modeling your creative design after.
A brief explanation of your design.
Be prepared to share with the class.
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Research and Recreate Art Project Rubric
Research and Recreate Art Style and Artist:____________________________________________
Criteria
Points
4
3
2
1
Design is good
reproduction
Student(s) properly
created a design
that is an excellent
example of art
style/artist.
Student(s) properly
created a design that is
similar to art
style/artist.
Student(s) properly
created a design that is
only somewhat similar
to art style/artist.
Student(s) properly
created a design but
it is not similar to
art style/artist.
Design is
attractive and
shows effort.
Numerous detailed
conclusions are
reached from the
evidence offered.
Several detailed
conclusions are
reached from the
evidence offered.
Some detailed
conclusions are
reached from the
evidence offered.
A conclusion is
made from the
evidence offered.
____
Design shows
originality within
the art style
Student(s) captured
artist’s style but
created an original
and unique design.
Student(s) captured
the style but created a
similar design to the
artist’s work.
Student(s) captured
the style but created a
design very much like
the artist’s work.
Student(s) copied
the exact style and
elements of the
artist’s work with
only slight changes.
____
Brief Essay
Well organized,
demonstrates
logical sequencing
and sentence
structure. Covers
the topics required.
Well organized, but
demonstrates illogical
sequencing or
sentence structure.
Covers the topics
required.
Well organized, but
demonstrates illogical
sequencing and
sentence structure.
Does not cover all the
topics required.
Weakly organized.
Does not address all
the topics required.
____
Punctuation and
capitalization are
correct.
There is one error in
punctuation and/or
capitalization.
There are two or three
errors in punctuation
and/or capitalization.
There are four or
more errors in
punctuation and/or
capitalization.
____
Punctuation,
Capitalization, &
Spelling
Total---->
____
____
Teacher Comments:
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