Skill Set: Promotion
TOPIC OR UNIT OF STUDY
VISUAL MERCHANDISING AS A PROMOTIONAL TOOL
Students will
 characterize the characteristics of visual merchandising.
 recognize the benefits of visual merchandising.
 differentiate between a window and interior display.
 illustrate types of display arrangements.
 determine how visual merchandising contributes to the store’s image.
 examine artistic considerations such as line, rhythm, texture, proportion, lighting, balance, and shape.
 select display fixtures and props.
 produce a display sign.
 select merchandise for a display.
 draw a display.
 search online using a range of technology tools and media to access relevant information needed for problem solving.
 create information for oral, written, and multimedia communications, adhering to copyright laws.
 engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to independently solve problems.
 adapt to new situations by considering multiple perspectives and a commitment to continued learning.
 exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community.
 model legal and ethical behaviors in the use of technology.
 assess global trends in entrepreneurship that are related to their career/technical program.
 determine entrepreneurial opportunities in venture creation related to their career/technical program.
 examine desirable entrepreneurial personality traits.
INTRODUCTION
Students work in small groups to research information on visual merchandising. They discover benefits of visual merchandizing, characteristics of visual merchandising, and are able to differentiate between window and interior displays as well as other types of arrangements. Students culminate the unit by producing a display using fixtures and props, by drawing a visual merchandising display including fixtures and props, and by producing a display sign. They integrate line, rhythm, texture, proportion, lighting, balance, and shaping into their displays and drawings.
Students present their displays and drawing to the class with a formal presentation discussing the projects at the end of the project.
ESSENTIAL QUESTION
What kinds of long-term and short-term benefits can visual merchandising offer to a business and why is it important to a business’s image?
INTEGRATION OF ACADEMICS, TECHNOLOGY, ENTREPRENEURSHIP
The students will master the standards of visual merchandising as a promotional tool in advertising by practicing and using the standards in a business setting as they research and create visual merchandising displays for sample business.
They will select props and fixtures and the merchandise for the display as well as determine the artistic features of the set up including line, shape, lighting, balance, proportion, texture, and rhythm. The students will create a window display and an interior display including the creation of a display sign.
Students will cover several technology standards as well. They will use the internet to research visual merchandising characteristics and benefits. They will research to find the variety of display arrangements.

Students may also make use of hardware and software applications such as word processing software, scanners, digital cameras, video cameras, smart boards, multimedia projectors, presentation software, desktop publishing software, and others depending on the media that they select for creating their displays, their display signs, and their presentations.
Students will abide by copyright laws and will cite resources used in their projects and presentations with appropriate documentation. Students will use technology to solve problems and extract data from sources as needed to master the content of this project.
Students will use entrepreneurship content standards as they role play business positions in their small groups. They will have to think and behave as a business person in designing their displays, display signs and their presentations. In their research, they may encounter personality traits that entrepreneurs are likely to have that work in the visual merchandising career areas. Furthermore, global trends may be discovered in the research surrounding the visual merchandising career areas.
STUDENT INVOLVEMENT IN PLANNING PROCESS
Students will be involved in the planning process of this project by being able to choose their individual roles within their company, by deciding which areas they want to research and how they want to divide the work within the group.
Due dates can be modified if needed by the group. Tasks are assigned to the group as a whole and then divided by the group members and completed individually.
Groups will have meetings with the teacher daily to monitor progress and address issues/problems that may arise. The group may request assistance from the teacher at any time or they may request that the teacher allow them to work independently with a minimum of supervision if all is going well within the group.
TASK(S)

Select group members

Choose business role in each small group (CEO, general manager, attorney, administrative assistant, or director of marketing)

Divide tasks for members within each small group(according to business role)

Preview rubrics for culminating formal presentation and product evaluations

Brainstorm ideas and resources

Set up timeline for completion of tasks

Research information/data collection/record information/note websites/share within small group

Report back to group in small group meeting; evaluate findings individually and as a small group

Research information/data collection/record information/ note websites/share as a small group

Design and develop first display (window or interior); group decides medium of choice for display (i.e. model, software drawing program, full scale model, drawing on poster board/paper, painting); review content standards for all related standards to include
Design and develop second display (window or interior); follow guidelines for first display but choose a different display type for this one

Make display sign to correlate with one of the displays

Finalize displays

Practice the presentation in small groups before the formal presentation; review rubrics used in evaluations; check the displays for last minute changes

Present to the class in a formal presentation your displays and the display sign; elaborate on the elements of visual merchandising characteristics in your presentation

Showcase the final copy when possible in the classroom for everyone to see and enjoy

Review the completed rubrics after presentation for graded evaluation of presentation and project

RESOURCES
Project Based Learning Activity Visual Merchandising
Rubrics for Evaluation-Oral Presentation, Visual Merchandising Rubric, and PBL General rubric
Self evaluation and Peer evaluation
Internet (sites vary with each group)
TECHNOLOGY USE
Laptop/Desktop Computers
Printer
Scanner
Video Camera
Digital Camera
Multimedia Projector
Smart Board (Projection Screen can be substituted if needed)
Internet
File Storage Device (Flash drive or network folder)
Software Needs (varies with presentation selection) i.e. Microsoft Office, Movie Maker, Audacity
EVALUATION
Formative
Teacher observation/walk-arounds
Personal communication
Self evaluation
Peer evaluation
Summative
Rubrics—Oral Presentation, Visual Merchandising Rubric, and PBL General rubric
TIMELINE
90 Minute Class Blocks
Day 1—Introduction to Visual Merchandising; begin project; select groups and begin research
Day 2—Research continues in groups; data collection/group work
Day 3—Research continues in groups; data collection/ group work; (flexibility in scheduling as needed)
Day 4— Create and develop visual merchandising display one (window or interior); self evaluation/peer evaluation
Day 5—Create and develop visual merchandising display two (window or interior); create visual merchandising display sign
Day 6—Practice the presentation in small groups before the formal presentation; review rubrics used in evaluations; prepare displays for final presentation to the class (proofread/edit/make final copy changes)
Day 7—Present to the class in a formal presentation the visual merchandising displays and the visual merchandising sign; leave for the class, where possible, your presentations of displays
CONCLUSION
Students completing the Visual Merchandising as a Promotional Tool PBL project are able to practice and master visual merchandising content standards. They complete research activities to discover how to create visual merchandising displays, and they learn the value of visual merchandising to the business.
Students use an example business and the visual merchandising content standards to create original displays and a sign for a store. The students are given an opportunity to build upon knowledge acquired and see their creations as they become realistic business models in the business classroom.

PROJECT BASED LEARNING ACTIVITY: VISUAL MERCHANDISING AS A PROMOTIONAL TOOL Class ___________
Group members: ________________________________________________________________________
______________________________________________________ Date ________________
ESSENTIAL QUESTION:
What kinds of long-term and short-term benefits can visual merchandising offer to a business and why is it important to a business’s image?
CONTENT STANDARDS AND OBJECTIVES:
Students will:
 Characterize the characteristics of visual merchandising.
 Recognize the benefits of visual merchandising.
 Differentiate between a window and interior display.
 Illustrate types of display arrangements.
 Determine how visual merchandising contributes to the store’s image.
 Examine artistic considerations such as line, rhythm, texture, proportion, lighting, balance, and shape.
 Select display fixtures and props.
 Produce a display sign.
 Select merchandise for a display.
 Draw a display.
 Search online using a range of technology tools and media to access relevant information needed for problem solving.
 Create information for oral, written, and multimedia communications, adhering to copyright laws.
 Engage in problem solving and critical thinking processes to create and evaluate complex strategies in order to independently solve problems.
 Adapt to new situations by considering multiple perspectives and a commitment to continued learning.
 Exhibit ethical behavior and positive leadership while working collaboratively in the school and/or community.
 Model legal and ethical behaviors in the use of technology.
 Assess global trends in entrepreneurship that are related to their career/technical program.
 Determine entrepreneurial opportunities in venture creation related to their career/technical program.
 Examine desirable entrepreneurial personality traits.
You have an exciting business opportunity. Choose your role as one of the following individuals in a retail clothing business: company chief executive officer (CEO), general manager, director of marketing, administrative assistant, or company attorney. Everyone in your group will have a role.
You will be working with visual merchandising information in this project, so you will have to research on the internet to find out the characteristics of visual merchandising, the benefits, the types, artistic considerations in visual merchandising, how to select fixtures and props in a display, and how to make displays.
Your small group will need to create and develop two displays, a window display and an interior display, and a display sign as projects for the PBL activity. In order to know what needs to be included and how to set up the displays, you will need to search for visual merchandising information on the internet. Your group will decide what media and/or software you will use to make the displays.

Day 1—Introduction to Visual Merchandising; begin project; select groups and begin research
Day 2—Research continues in groups; data collection/group work
Day 3—Research continues in groups; data collection/ group work; (flexibility in scheduling as needed)
Day 4— Create and develop visual merchandising display one (window or interior); self evaluation/peer evaluation
Day 5—Create and develop visual merchandising display two (window or interior); create visual merchandising display sign
Day 6—Practice the presentation in small groups before the formal presentation; review rubrics used in evaluations; prepare displays for final presentation to the class (proofread/edit/make final copy changes)
Day 7—Present to the class in a formal presentation the visual merchandising displays and the visual merchandising sign; leave for the class, where possible, your presentations of displays

Select group members

Choose business role in each small group (CEO, general manager, attorney, administrative assistant, or director of marketing)

Divide tasks for members within each small group(according to business role)

Preview rubrics for culminating formal presentation and product evaluations

Brainstorm ideas and resources

Set up timeline for completion of tasks

Research information/data collection/record information/note websites/share within small group

Report back to group in small group meeting; evaluate findings individually and as a small group

Research information/data collection/record information/ note websites/share as a small group

Design and develop first display (window or interior); group decides medium of choice for display (i.e. model, software drawing program, full scale model, drawing on poster board/paper, painting); review content standards for all related standards to include
Design and develop second display (window or interior); follow guidelines for first display but choose a different display type for this one

Make display sign to correlate with one of the displays

Finalize displays

Practice the presentation in small groups before the formal presentation; review rubrics used in evaluations;

 check the displays for last minute changes

Present to the class in a formal presentation your displays and the display sign; elaborate on the elements of visual merchandising characteristics in your presentation
Showcase the final copy when possible in the classroom for everyone to see and enjoy
Review the completed rubrics after presentation for graded evaluation of presentation and project

The audience is your small group when you come together for meetings to discuss your findings, and the larger audience is the class and the instructor and any guests present when you make the formal presentation(s).
Informal assessments will be made by the instructor as you are working within your small groups. The instructor may make personal observations, hold personal conversations with group members, and she may have team meetings with the small group. You will be asked to complete self evaluations and peer evaluations during the project.
At the conclusion of the PBL, formal assessment will be made through use of an Oral Presentation rubric, Visual
Merchandising Rubric, and PBL general rubric to evaluate your small group’s project and presentation. Please make sure you are familiar with the elements of the rubrics. You will have the opportunity to see the completed evaluations and discuss it with the instructor after all the groups have presented their projects.
Laptop/Desktop Computers
Printer and/or Scanner
Video Camera and/or Digital Camera
Multimedia Projector
Smart Board (Projection Screen can be substituted)
Internet
File Storage Device (Flash drive or network folder)
Software Needs (varies with presentation selection) i.e. Microsoft Office, Movie Maker, Audacity

Name ___________________________________
Project __________________________________
Date ________________
Class ________________
Rate yourself for each aspect of working within your group using the following scale:
1 = poor 2 = acceptable 3 = good 4 = excellent
1. Setting realistic goals
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2. Organizing work towards goals
3. Deciding/defining member roles
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4. Member responsibility
5. Listening to other members
6. Supporting other members
7. Little dependence on the teacher
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8. Keeping order within the group
9. Staying focused on goals
10. Reaching goals
11. Quality of finished project
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Summary: On this project, I think I . . .
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Names of Group Members__________________________________________________________
______________________________________________
Project ________________________________________
Date ________________
Class _______________
Rate your gr
oup’s success—as a group, not individually—for each aspect of working together, using the following scale:
1 = poor 2 = acceptable 3 = good 4 = excellent
1. Setting realistic goals
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2. Organizing work towards goals
3. Deciding/defining member roles
4. Member responsibility
5. Listening to other members
6. Supporting other members
7. Little dependence on the teacher
8. Keeping order within the group
9. Staying focused on goals
10. Reaching goals
11. Quality of finished project
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Summary: On this project, I think our group. . .
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Names____________________________________________________
Project __________________________________________
Date __________________
Class ________________________
The task for a PBL is to develop a presentation and a product. Some general ideas are listed below for projects and presentations. Some of these may be adapted to meet the guidelines of the project.
Oral Projects
Debate
Products/Projects
Make a Brochure
Multimedia
Digital Storytelling
Dramatization
Interview with Experts (Role Play)
Newscast
Make a Game
Write a Musical/Song
Make a Poster
PowerPoint Presentation
Storyboard
Video Production
Puppet Show
Story Telling
Talk Show
Make a Newspaper
Develop a Public Awareness
Make a Timeline
Create a portfolio
Build a model
Website Design
Podcast
TV or Radio Commercial
Moviemaker Movie
The following categories will be graded: Use of technology, Preparation, Research, Presentation - Appearance,
Presentation - Delivery
Assess on a scale of 1-20; grade using the following scale:
Below Mastery
Mastery
(1-10 points): Does little to address the criteria.
(10-15 points) Meets the general requirements of the criteria.
Above Mastery (16-18 points): Exceeds the general requirements of the criteria.
Distinguished (19-20 points): Exceptional work—the student goes above and beyond the criteria.
Technology: The students used clip art, used still photographs imported or scanned, used artwork, animations, music or sound effects, used artwork and/or effects. The students used media appropriately and used media to enhance and support gathered research.
Grade ______/20 points
Preparation: The students planned time wisely to assure access to needed materials, organized thoughts and developed details that helped to support ideas and present data to a group. The students collaborated effectively during this process.
Grade ______/20 points
Research: The students used internet sites in gathering information; used resources obtained from search engines and/or used reference books and cited sources. The students used resources appropriately. The students consulted resources that show different perspectives and/or used a variety of sources as appropriate for the unit.
Grade ______/20 points
Presentation/Appearance: The presentation has a logical flow and is sequenced so the content is clearly understandable. The words and visuals on the presentation pages are easy to see. There is not too much or too little content in the presentation. Titles and headings are easy to distinguish from other text. The students spelled everything correctly. The students cited media in the correct format.
Grade ______/20 points.
Presentation/Delivery: The student s maintained eye contact, stayed focused, dressed appropriately and engaged the audience. The students used an appropriate conversational tone.
Grade ______/20 points.

Names____________________________________________________
Project __________________________________________
Date __________________
Class ________________________
4 3 2 1 Score
Display and
Project Content
Content of project exceeded expectations
Content was adequate but not in abundance
Content was lacking
Content was inadequate and unacceptable
Design/Layout
Chose appropriate and effective layout with props and fixtures and gave consideration to line, rhythm, texture, proportion, lighting, balance, and shape; professional quality design
Chose somewhat effective layout with props and fixtures and gave some consideration to line, rhythm, texture, proportion, lighting, balance, and shape; acceptable design
Chose less than appropriate layout with props and fixtures and gave little consideration to line, rhythm, texture, proportion, lighting, balance, and shape; low quality design
Chose inappropriate and ineffective layout with props and fixtures and gave no or littler consideration to line, rhythm, texture, proportion, lighting, balance, and shape; design unacceptable
Creativity of
Design
Was extremely clever and original; a unique approach that truly enhanced the project
Was clever at times;
Added a few original touches to enhance the project but did not incorporate it throughout
Little or no creative energy used during this project;
Grammatical and/or Spelling
Errors in Display
(Sign)
No spelling or grammatical errors
One spelling or grammatical error
Two spelling or grammatical errors
Three or more spelling or grammatical errors
Total Score
Comments/Suggestions: _________________________________________________________________
______________________________________________________________________________________

Student Names: ____________________________________________________ Date: __________________
Audience cannot understand presentation because there is no sequence of information.
Audience has difficulty following presentation because students jump around.
Students present information in logical sequence which audience can follow.
Students present information in logical, interesting sequence which audience can follow.
Students do not have grasp of information; students cannot answer questions about subject.
Students read all of the report with no eye contact.
Students mumble, incorrectly pronounce terms, and speak too quietly for students in the back of the class to hear.
Students are uncomfortable with information and are able to answer only rudimentary questions.
Students are at ease with expected answers to all questions, but fail to elaborate.
Students occasionally use eye contact, but still read most of the report.
Students’ voices are low.
Students incorrectly pronounce terms. Audience members have difficulty hearing presentations.
Students maintain eye contact most of the time but frequently return to notes.
Students’ voices are clear.
Students pronounce most words correctly.
Most audience members can hear presentation.
Students demonstrate full knowledge (more than required) by answering all class questions with explanations and elaboration.
Students maintain eye contact with audience, seldom returning to notes.
Students use a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.