Leadership
Practicum in Graphic Design and Illustration
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will identify with successful leadership traits and
will determine the characteristics necessary to be
successful leaders.
Specific Objectives
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Students will demonstrate skills necessary for leadership.
Students will explain what people look for in a leader.
Students will evaluate leadership roles.
Students will determine the type of leader they want to be or want to follow.
Students will demonstrate skills necessary for leadership by working in groups to
develop a new programming language.
This lesson should take six to seven class days to complete.
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) (8) The student implements leadership characteristics to student leadership and
professional development activities. The student is expected to:
(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibit problem solving and management traits,
describe effective leadership styles, and participate in civic and community leadership
and teamwork opportunities to enhance skills;
(B) employ teamwork and conflict management skills to achieve collective goals;
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(C) establish and maintain effective working relationships by providing constructive
praise and criticism, demonstrate sensitivity to and value for diversity, and manage
stress and control emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing meeting
goals, objectives, and agendas; prepare for and conduct meetings to achieve objectives
within scheduled time; produce meeting minutes, including decisions and next steps;
and use parliamentary procedure, as needed, to conduct meetings; and
(E) employ mentoring skills to inspire and teach others.
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.
Tasks
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Students will complete all note sheets per the multimedia presentations.
Students will complete assigned activities.
Students will participate in group discussions and class activities.
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
 Secure computer lab if one is not readily available.
 Copy the handout sheets.
 Have materials ready to go prior to the start of the lesson.
 Have incentives ready, if specified in the activity.
 Have a list of leaders handy to refer to during lecture.
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Identify a personality test from the Internet, or another source, for students to take
before completing activities.
Instructional Aids
 Student handouts
 Multimedia presentations
Materials Needed
 Copies of all activities in this unit
 Incentives (individually packaged candies)
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
Introduction
Learner Preparation
 Ask students what they look for in a leader.
 Ask what positive skills and negative skills attract or sway them from others.
 Ask students if they have held leadership positions and if so, which type?
 Hand out Student Notes sheets.
Lesson Introduction
 Have students write a leader’s name that comes to mind on the top of their handout
sheet.
 Present multimedia, “How to be a Team Player” and lead class in discussion. (Take about
15-20 min.)
 Present multimedia, “Leadership Play Book” and have students take notes. (About 15
min.)
 Show “Leaders in the World”
 Go around the room and ask students to share the leader’s name they wrote down and
tell why they chose that person. How many students chose the same person?
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Outline
OUTLINE
NOTES TO TEACHERS
How to be a Team Player
Are you sensitive when your friend has
personal problems?
III.
Are you on time when you are supposed to
meet friends?
IV.
Do you offer support or offer to find
someone who can help?
V.
Do you accept your friends as they are?
VI.
Are you excited for your friends when
something good happens to them?
VII. Do you eagerly lend a helping hand?
VIII. If you answered, “yes” to the questions then
you are on your way to being a great
teammate!
Leadership Play Book
1. Together Everyone Achieves More
a. What makes a good team?
i. Knowledge
1. Every member within the group has important
information or skills to share. Learning is a life long
process. We grow as we learn.
ii. Cooperation
1. All team members must work together in
harmony. Everyone has a job to do to keep the team
operating smoothly.
Iii Flexibility
1. It is important for all team members to be able to
adjust their ideas and to be able to set their opinions
aside in order to achieve the goal the team is pursuing.
Good Leadership in Graphic Design has…
• Knowledge
• Teamwork
• Cooperation
• Integrity
• Dedication
• Planning
• Common Goal
These and more are some of the qualities needed for
graphic designers!
The purpose of this activity is
to demonstrate to students
that compassion is a necessary
quality of a great leader.
Often, students choose their
school or team leaders by how
popular or smart they are,
without considering that
anyone with the qualities in
this presentation would make
a good leader.
MI
I.
II.
This lesson is to give
introspective thought to
students in order to prepare
them for the rest of the
activities in this unit.
This presentation explains
qualities of leaders. Students
should write down the notes
from the slides to keep in their
folders for reference.
Use this portion for the
assignment on Characteristics
of a Good Graphics Design
Leader.
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Multiple Intelligences Guide
Intrapersonal
Interpersonal
Existentialist
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The teacher will present the multimedia presentations and lead the class in discussion during
each one. students will take the personality test and will self-grade to get the results. The
teacher will lead the class in a discussion.
There are numerous activities in this unit. Once this test has been done, the order in which the
activities are completed is up to the discretion of the teacher. It is suggested that they be
broken up so that they are all completed within the time frame. Note: There are a couple of
activities that may be used as sponge activities. It is suggested these forms and the activities be
kept in the students’ folders for testing and used in the event a student should decide to run for
club office.
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Word Search
Who Did It?
Marooned
Take Me to Your Leader
Product in a Bag – Truth in Advertising
Independent Practice
 Influential Leaders Report
Research a leader in graphic design or illustration and write a 500-word paper.
(Alternative: Research any leader for the report.)
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Character Traits of a Good Graphic Artist Leader
With a partner, list the positive and negative character traits of a person who is a leader
in the graphic design field.
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Summary
Review
 There are different personality categories and everyone fits into at least one of them.
 It is helpful to know what type of personality a person has in order for them to work
with others on a team.
 Personality surveys are helpful for use in clubs and other organizations.
 Leaders play a dual role when faced with responsibility.
 Everyone possesses some element of leadership qualities.
Evaluation
Informal Assessment
 Teacher monitors during activities to check for understanding.
Formal Assessment
 Daily grades on class participation, completed activities, presentation, and essay.
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Name____________________________ Date______________________ Class____________
Leadership Word Search
Directions
Find all 15 leadership words by circling words that are either horizontal or vertical.
L
V
I
X
M
C
O
N
T
R
O
L
L
E
A
D
E
R
L
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V
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M
M
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B
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G
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V
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L
L
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F
F
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C
E
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A
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C
H
A
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T
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G
G
D
A
D
V
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B
E
A
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B
C
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Q
C
C
H
O
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W
S
L
C
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F
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Leader
Character
Officer
Advisor
Organizer
Chief
Boss
Guide
Direct
Punctual
Manager
Mentor
Guru
Head
Control
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Name:
DIRECTIONS: Make as many words as you can from the word, “LEADERSHIP” below. You may
use a letter more than once ONLY IF it appears more than once.
LEADERSHIP
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__________________
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IN-CLASS ACTIVITIES
To be used with the Leadership Unit
You may choose to do all or some of the suggested activities below. Since these are just
suggestions, by all means feel free to add your own “spin” to customize the activities for your
students.
Leadership Activity #1
1. “Who Did It?”
a. Make a list of things teenagers may have had the opportunity to do from birth
to their current age. (Answers will vary, but here are a few to get you started:
played a team sport, played an individual sport, travelled to another country,
planted a tree, rode an elephant, rode on a hot air balloon, etc.) The number of
opportunities should match the number of students in your class. Give students
a copy of this list and have them go about the room getting signatures on each
activity as it applies to members of the class. Allow about 10 minutes, and then
see if anyone was able to get all the blanks filled.
b. DISCUSSION: Explain that many people share similar likes and dislikes. This is
how groups are established. Ask if anyone found out something about a
classmate they did not know before taking part in this activity. Also, ask the
group if they had trouble getting their list filled out in 10 minutes. Discuss how
this could be changed if a team effort were to be used when getting signatures.
c. MATERIALS NEEDED: Pre-determined list designed by teacher, paper and pencil.
NOTES:
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2. “Marooned” Intended to be used after the multimedia presentations in the Leadership
unit.
a. Divide the class into teams (by drawing numbers, colors, TV shows, etc.)
b. Students are marooned on a deserted island. Depending on how many
students are on each team, have team members list an item they would bring
with them if they knew there was a chance they would be stranded. They must
then discuss the items and select ONE ITEM per team.
c. Team leaders then write their choices on the board.
d. Have each team leader explain the entire team’s suggestions and how they
arrived at the ONE ITEM.
e. EXTENSION: Have students hypothesize how life would be different with only
the items the entire group brought with them to the island. Point out that the
key to a successful operation is COMMUNICATION! If all groups were allowed to
communicate with each other, the items could have been coordinated in a
more efficient manner.
f. MATERIALS NEEDED: Paper, pencil and whiteboard or poster board and
markers.
NOTES:
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3. “Take Me to Your Leader” This activity helps students to recall, brainstorm and
identify various leaders in business and industry.
a. DIRECTIONS:
i. Form teams.
ii. Instruct the leader of each team to estimate the number of candies their
group will need. (DO NOT disclose the objective of this lesson yet!) The
leaders will need to get the amount they think they will need and take
the candies to their groups. DO NOT LET THEM EAT THE CANDY! When all
teams are ready, decide how much time you want to allow, and then give
them the student directions.
b. MATERIALS NEEDED: Paper and pencil, Internet, assorted candy (miniature bars,
individual packages, etc.)
DIRECTIONS TO STUDENTS: The objective of this lesson is to identify as
many leaders in business and industry as possible. Your team will need to
brainstorm and identify one leader in business or industry for each piece
of candy at your table. You will need to list the company and leader
associated with it. At the end of the allotted time, your team will have to
forfeit any candy that does not correspond to a name on your list!
c. After the time allotted has expired,(suggested: 15-20 min), have each team
share their answers with the class. Discuss. Eat the candy as a reward!
d. ALTERNATIVE INSTRUCTIONS:
i. The business leader MUST be the current leader and he or she must still
be alive. (This makes it a little tougher.)
ii. Divide the requirements into categories such as: retail, sports,
technology, entertainment, food, and transportation. (You may want to
allow more time, but it is your option.)
NOTES:
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4. “Product in a Bag – Truth in Advertising ” This product always allows for an interesting
discussion!
Truth-in-Advertising
All Business Dictionary of Marketing Terms for: Truth-in-Advertising
Requirement by the Federal Trade Commission as well as various state and local
government agencies that advertisements not make misleading, false, or deceptive
claims. An advertisement can be deceptive without being an outright lie depending
upon the perception it creates in the mind of the consumer. For example, a product that
calls itself “light” may be nothing more than a slightly lower calorie version of its regular
formula but will be perceived to be a low-calorie product. Or a beverage called an
“orange juice drink” may contain primarily sugar and water with minuscule juice
content. Deceptive advertising can be accomplished with pictures as well as with words.
In one famous case, a soup manufacturer placed marbles in the bottom of the bowl so
that the contents of the soup rose to the surface in a photograph taken for their
advertisements. An advertisement can also be considered deceptive if it makes a claim
that is true but also leads the consumer to believe falsely that the same claim could not
be made by competitive brands. For example, using “fat free” claims on a bottle of
maple syrup might lead consumers to believe that other syrups contain fat.
a. Divide the class into teams.
b. Team members will work together to build a product from the items in their
paper bag within the allotted time period. (This may take the better part of a
class period but allow time to discuss the results.)
c. You will need to prepare the paper bags with the contents prior to class.
d. Have each team share their product with the class. Display them in the room.
e. Include in the bag an index card folded with the letter G or the letter B for good
or bad leadership skills. Tell the groups to keep this item a secret.
f. MATERIALS NEEDED: 11 x 17 Tabloid size paper (one per team). Paper bags (one
per team). The following items are suggestions but are not limited to: small
paper plates, paper cups, balloons, pipe cleaners, Q-Tips, paper clips, tape,
sequins, cotton balls, scissors, a couple of markers, string or yarn, drinking
straws, construction paper, paper strips, etc.
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DIRECTIONS TO STUDENTS: Your team will take the contents of this
paper bag and will make a product that could be sold to customers.
You will need to use all of the materials in the bag and may not add
anything that is not supplied. You are responsible for naming the
product and determining how it would be used in the marketplace.
g. Have students give their product a name and a slogan and create an
advertisement for it. (Extra Credit: Have the students write a jingle about their
product or personalize the product to your school.)
Directions: Students will demonstrate good leadership qualities not
only by teamwork, but in the way they advertise their product. If they
received a G in their bag, they will be honest and ethical in their
information. If they received a B in their bag, they can exaggerate, make
false claims, and leave out important information.
h. DISCUSSION: Have each team present their “product.” Show the advertisement
and tell the class its purpose and name. (Additional: Students may explain the
steps they took, problems encountered, etc.)
i. Using the truth in advertising definition, the class will determine whether the
group exhibited good leadership skills or whether any exaggeration or
misleading information was used. Also discuss whether the ad considered things
such as demographics or diversity.
j. End the discussion with why it is important to be able to trust advertisements,
and why it may be necessary to question them when they make shocking
claims. Follow this with how good leadership in advertising firms will ensure
truth in advertising, even when it may be difficult.
k. *Note the number of groups who use the bags as part of their product!
NOTES:
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Influential Leaders Report
Of Graphic Design!
ASSIGNMENT: Research a leader in graphic design or illustration that you admire. Type a report
with a minimum of 500 words, and include or consider the following:
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Accomplishments this person has made
Major or well-known artistic works
Influence on society
Contributions he or she has made to society on the local, national or international level
Background
Personal triumphs
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Character Traits of a Good Graphic Arts Leader
DIRECTIONS: Brainstorm with your partner and develop a list of traits, then be ready to share
with the class. Graphic artists can influence entire societies. They can create new norms. This is
accomplished by how they approach or create their designs. Be sure and think about it from the
point of view of a leader in the graphics world. Consider things like ethical or unethical
behavior, use of persuasion or manipulation, exploiting or respecting, and diversity or
stereotyping.
Positive Traits
Negative Traits
What traits did others share that were not on your list?
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Suggested Club Activities
This list is compiled from various teachers across Texas.
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Organize an alumni chapter
Offer creative services for posters and flyers for other organizations
Show movies, films, videos, etc. during lunch
Present awards to students who deserve recognition at an assembly on campus
Be responsible for an entire assembly at school
Set up a student ethics committee
Work for improved school attendance
Hold an Achievement Day
Present a Teacher of the Month award
Recognize teachers on their birthdays
Build a student lounge our of unused space
Improve the school library
Paint the hall
Serve on the principal’s advisory committee
Clean trophy cases and polish trophies
Conduct tours of the school for incoming freshmen
Plan activities for Crime Prevention Week
Host an awards breakfast or luncheon each quarter/semester during the year
Host a birthday breakfast for teachers once a month
Plan an activity to welcome new teachers in the fall
Plan a Yearbook Signing Party
Host a father/daughter or mother/son lunch, tea, brunch, etc.
Senior breakfast
Pizza party
Chili cooking contest
Progressive dinner
Scavenger hunt – include food for a local pantry on the list and donate what is
collected
Sponsor a Career Day
Invite a guest speaker each month to talk about careers during lunch
Sponsor tours of local college campuses
Arrange tours of major businesses in the area
Plant a tree to honor a community leader, veterans, or distinguished citizen
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Participate in a toys for tots campaign
Spend time with children at a shelter or orphanage
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Entertain children while parents vote
Entertain children during open house at your school
Maintain a community bulletin board
Visit senior citizens in their homes or nursing homes
Clean up roadsides and parks
Collect books, magazines, etc. for a senior citizens’ home
Set up a clothing drive for those less fortunate
Plan a food drive at Thanksgiving, Christmas, or Easter
Walk dogs for the animal shelter
Sponsor a baby picture contest at your school. (Great for football or basketball
team.) Have students enter the contest to guess the baby picture “match” up.
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