Graphic Tee Design

Designing Graphic Tees with Photoshop and Screen Printing 
Digital Media and Design II + III
Mixed grade levels

Students used Adobe Photoshop and screen printing to create graphic tees that made a statement about something they are passionate about.The statement could be a personal, social, or political issue, as abstract or literal as they want. After creating the design in Photoshop, students digitally print their designs onto contact paper, then cut out the design to make a stencil that was stuck down to their screen. They then screen printed on their shirts.

I. Topic: Fashion and Style  
Content Area  

• Big idea: Fashion and its connection to identity  

Content Statement/Concept Statement

• Students will learn to create wearable artwork that takes a stand on a personal issue.

II. Objectives / Expected Learner Outcomes

• Students will take a stand on a contemporary issue of their choice
• Students will create art that communicates their personal beliefs
• Students will create a design in photoshop
• Students will create a screen stencil by neatly cutting out their design on contact paper
• Students will screen print on fabric
• Students will discuss contemporary issues and their relation to style and identity

III. Standards of Education (Art II)
• Related Virginia Visual Arts Standards of Learning

• AII.2 The student will make critical and reflective choices to create works of art.
• AII.5 The student will use contemporary media, tools, and processes to create works of art
• AII.6 The student will express personal beliefs and values in works of art.
• AII.13 The student will examine and discuss social, political, economic, and cultural factors that influence works of art and design
• AII.19 The student will evaluate the effectiveness of the communication of ideas in personal works of art and design.
• AIII.5 The student will create a series or sequence of related works of art. AIII.6 The student will demonstrate originality, fluency, commitment to tasks, and openness to new ideas in the creation of works of art and design.
• AIII.17 The student will interpret works of art for symbolic and metaphorical meanings
• AIII.18 The student will evaluate the effectiveness of the communication of artistic vision/voice in personal works of art.

Related Virginia Standards of Learning for Computer Technolgy

• C/T 9-12.1 Demonstrate an operational knowledge of various technologies.

• • A. Use various types of technology devices to perform learning tasks…
• C/T 9-12.2 Identify and use available technologies to help complete specific tasks.
  • A. Identify the specific uses for various types of technology and digital resources…
  • B. Use content-specific tools, software, and simulations to approach projects. • Use specialized tools...Use models and simulations to learn complex concepts, solve problems, and make decisions.
• C/T 9-12.3 Demonstrate an understanding of the strengths and weaknesses of various technologies for supporting different tasks...
  • A. Make appropriate choices when determining how to use different technologies for different purposes... Make use of self-help tutorials and manuals to troubleshoot and explore unfamiliar features in various tools.
  • B. Explore career opportunities in technology-related careers, and consider the roles technology will play in future career choices. • Explain how various careers incorporate technology...

IV. Student Group Targeted

• Digital Media and Design II
• Mixed grade levels

Prerequisite skills/knowledge

• Students need some familiarity with photoshop
• Students need fine motor skills required for detailed cutting
• Students should have made conceptual art in the past. This is not essential but will help them to convey their beliefs through art.
• Students should know how to print from their computers.
• Students should have basic color mixing skills

V. Time Required

• 10 90 minute classes

VI. Materials and Resources

• Computers with photoshop
• Access to the internet
• Screen printing mesh
• Screen printing frames
• Staple gun
• Acrylic ink (speedball)
• Fabric ink (speedball)
• Squeegees
• Fabric/shirts - students should provide their own)
• Contact paper
• Exacto blades
• Palette knives
• Access to running water
• Digital printer
• Table cloths/drop cloths

LESSON 1: INTRO + SKETCHING + RESEARCH
V. Time Required

• 2 90 minute class period

VI. Materials and Resources

• Paper
• Writing tools
• Computers with access to internet

VII. Itinerary and Instructional Strategies
• Key terms/vocabulary to be introduced

• Screen printing
• Stencil
• Register
• Fabric design
• Photoshop

• Questioning strategies/discussion

• Discuss how students are going to design their own graphic tees in photoshop then print them on fabric.
• Students will be designing graphic tees that makes a statement, or shirts that convey thier opinions on a current issue. They’ll use Photoshop to design this and can only use 2-3 colors. (Pull up the assignment sheet and talk about it in detail.)
• Show how screen printing works so students have an idea of where they are headed in a couple weeks.

Demonstration/Guided Practice

• Have kids gather around one table
  • Does anyone know how shirts are printed? Does this screen look familiar to anyone?
  • Go over / pass around materials: screen with contact paper stencil, duck tape, ink, squeegee, paper  
  • The design students create will essentially be a stencil that is laid on top of the screen. The screen has tiny holes in it, so the areas that aren’t blocked by a stencil will allow ink to go through and print on the fabric beneath.
  • Students will use contact paper to cut out their stencils and stick it to the screen.
  • When screen printing, you can only print one color at a time because each color needs it’s own stencil and screen.
  • For the demo, show 2 pre-prepped screens and how to register them, meaning how to make sure they line up and the colors print where they are supposed to be.
  • Discuss how in photoshop, colors can be separated for printing by putting each color on a different layer, and printing them individually.
  • To print, lay the screen down on the fabric or paper. Add ink across one edge, and drag a squeegee across the whole screen to get the ink through. Pick up the screen.
• Using pre-prepped screens, students will practice screen printing on paper.
  • Make to check for even ink distribution along the top edge of the screen, the right amount of ink, 2-3 passes with the squeegee, and preserving extra ink by putting it back in the container.

Discussion

• Take any questions about the project

Student independent practice/activity

• Students will spend the remainder of class researching, brainstorming, sketching.
• Students must have their idea discussed with the teacher before beginning to design in photoshop

Checking for understanding

• Class discussion about printing process as well as statement concept

Time flow

• 10 - Intro and discussion
• 30 - screenprinting demo
• 50 - sketching, research, brainstorming

Closure

• Let students know that they will have a critique of their sketches next class

VIII. Evaluation Strategies

PROJECT INTRODUCTION
Time on task (EVERY DAY) 
0 Student does not participate in class or work independently on sketches.
1 Student participates during some parts of class through introduction, demo, test printing and sketching/researching.
2 Student participates during most of  class through introduction, demo, test printing and sketching/researching
3 Student participates consistently during class through introduction, demo, test printing and sketching/researching

Test Print
0 Student did not make a test print
1 Test print is smudgy or not fully printed
2 Test print is mostly neat, with a few small errors
3 Test print is neat, lines are clean, image is fully printed

SKETCH
Statement
0 No sketch turned in
1 Statement is unclear or undetectable based on the drawing.  
2 Statement communicates something that a student likes or dislikes, but does not go more in depth. Student makes a statement but it is unclear what their symbols mean
4 Statement conveys something the student is passionate about

Originality
0 Idea is plagiarized
1 Idea is not original and changed very little
2 Idea is taken from an  other sources and altered slightly
3 Idea is original or taken from other context but explored in a new way, addressing the students opinions.

IX. Suggested Supplemental Activities

• Show videos of artists screen printing
• Show videos of artists who make statement work so students can hear artists talk about it

FABRIC DESIGN ASSIGNMENT SHEET
You will use photoshop to create digital designs that make a statement about something you are passionate about. You will then print the design on fabric using screen printing.

What do I mean by make a statement?
Your design should tell the viewer about something you’re personally invested in. It should showcase an idea you think needs more attention than it’s getting.
The statement can be political, personal, social, environmental, and so on. It can be as serious or as silly as you want. You don’t have to be obvious about it. Be as symbolic, subtle or abstract as you want.  

REQUIREMENTS:
* a statement conveyed through your design
*2 - 3 colors

***PLEASE BRING IN A SHIRT TO PRINT ON***

NEED HELP GETTING STARTED?
When someone says something bad about ___________________, I’m willing to argue with them about it.
I get really excited and feel good when I see other people ______________________.
I wish other people knew how important _________________________ is.
I’d be happy to wear a shirt letting other people know I care about ___________________.

Example:
Creative Process Doodle
Erin Beverly Rahill, graphic designer  

Statement: The creative process is messy and confusing.

LESSON 2: SKETCH CRITIQUE
V. Time Required

• 15 minutes

VI. Materials and Resources

• Sketches done by students
• Scrap paper
• Writing utensils

VII. Instructional Strategies
Key terms + Vocab

• Critique
• Statement
• Translation

Discussion

• Before designing, it is important to talk about how others interpret our work. If the point is for the work to make a statement, let’s see what statement other’s think it is making.

Demonstration / Guided Practice

• Together, the class will work to decipher the statement made by a few graphic tees on a slideshow. They will have an image, the name and the artist. They must attempt to translate the image into a sentence.
  • https://docs.google.com/presentation/d/19c_7ZAzXNvZAEUN8bg91jHRyoNR5Z9csqouYWzW92Rc/edit

Independent Practice

• Students will do the same exercise with their own sketches. On the back of their sketch, students will write in one sentence, what statement their design is making.
• Students will work to interpret each other’s sketches. Each student will leave their sketch and a black piece of paper at their desk. Students will get up and translate 5 sketches into statements, writing on the black sheets left by the artist.
• Students will return to their seats to read what feedback they received.

Checking for Understanding

• Raise hands to survey
  • How many people got a statement nowhere near what they were expecting?  
  • How many people got a statement pretty close to what their statement said?
  • How many people plan to change something about their design after getting this feedback?
  • How many people think there is more than 1 acceptable way to interpret their design?

Time flow

• 15 minutes statements
• 5 minutes survey

Closure

• Anytime you’re unsure if your design is unclear, ask someone. Get feedback as often as you can.

VIII. Evaluation Strategies

SKETCH CRITIQUE
Participation
0 Student did not get up and critique sketches
1 Student critiqued 1-2 sketches
2 Student critiqued 3-4 sketches
3 Student critiqued 5 sketches


LESSON 3: APPROPRIATION VS PLAGIARISM
V. Time Required

• 15 minutes

VI. Materials and Resources

• Projector and computer
  
• Artist images to discuss: Picasso after visiting Africa, Andy Warhol soup cans

VII. Instructional Strategies
Key Terms + Vocab

• Plagiarism - the practice of taking someone else's work or ideas and passing them off as one's own
• Appropriation in art - the act adopting, borrowing, recycling or sampling someone else’s work for your own gain.

Discussion

• Looking at the work of Picasso before and after his trip to the Fang tribes on the west coast of Africa, students will analyze how his work was influenced by African culture, specifically masks. Before, he painted realistically, and afterwards, his work became far more abstract, directly referencing shapes and forms of Fang Masks.
• Some say he stole their art and ideas, some say he was merely inspired. Either way, he borrowed/adopted/recycled their work for his own gain in the European art world.
• Looking at the work of Andy Warhol and his Campbell’s soup cans, students will discuss his use of appropriation in his work. He borrowed the readymade branding imagery, and used it to make a statement about consumerism, commercialism and mass production in industry.
• The act of taking these brand images and putting them in an art gallery changed the meaning of the work

Independent Practice

• Students will look back at their sketches and consider whether or not they have plagiarized their designs. If so, they should work to alter their work in a way that makes it their own.

Checking for Understanding

• Class discussion
• Individual chats with students about their ideas

time flow

• 10 discussion about Picasso and Warhol
• 10 handing back work and discussion with individual students

Closure

• Remind students this is a hazy area, and it’s okay if they are confused.
• If they need additional help with the idea, let me know.

LESSON 3: DESIGN WORK PERIOD
V. Time Required

• 4 90 minute work classes

VI. Materials and Resources

• Computers (1 per student)
• Photoshop
• Drawing and sketching materials

VII. Instructional Strategies
Key terms + Vocab

• Graphic tee
• Typography

Discussion

• Inform students tasks and general timeline for tasks to be completed as they progress through the design process (timeline and tasks written/projected on the board. Flexible and subject to change depending on working rate and class size)
  • After sketch critique, students should look at their sketches, make any alterations to their concept to make the statement more clear to audiences

• Students will transfer their designs into photoshop. They may draw by hand and scan the image in, draw in PS using a tablet, collage separate images, or use any other method they see fit, so long as it uses photoshop.
  • Because this lesson does not go into depth about how to use the Photoshop program, students use Illustrator or another program they are familiar with, knowing they will receive little to no assistance with that program.
• Lesson 5: Exacto Safety
• When students have completed their design, they should test print it on regular copy paper and practice cutting it out. If some details are too small or difficult to cut, they should alter their design and re-test.
• When students are happy with their design, they should practice cutting out basic shapes with an exacto in contact paper. It is a very different texture from copy paper and students should take their time practicing before moving on to their final stencil
• Students should print their designs (1 layer at a time) on contact paper and cut out their stencils

Demonstration / Guided Practice

• The teacher should work on a design that is up on the projector and display tools and techniques as necessary for students

Independent Practice

• Students will work on their graphic tee designs
  • Sketch
  • Critique
  • Re-sketch
  • Transfer to PS
  • Test prints and cuts
  • Print on contact paper and cut stencils

Checking for Understanding

• Check in with students to talk about statement concepts.
• Use a projection of PS to demo specific techniques

Time flow

• Start each class asking if there are any specific concerns students have
• Add mini lessons when and where appropriate.

Closure

• Always discuss what is expected of students next class. Review expected timeline and remind students who are behind that they can come in during free periods, before or after school

VIII. Evaluation Strategies
Time on Task
0 Student is not working or does not make any progress in their design
1 Student is on task and making progress in their design 33% of the time or less
2 Student is on task and making progress in their design 33 - 66% percent of the time
3 Student is continuously on task, making progress on their design. Student is actively working in photoshop, test printing, or printing stencils

LESSON 5: EXACTO SAFETY
V. Time Required
40 minutes
VI. Materials and Resources

• Exacto knives
• Scrap contact paper

VII. Instructional Strategies
Key terms + Vocab

• Exacto knife
• Contact paper

Discussion

• Who has used an exacto blade before?
• Who has already cut themselves with one before?
• What are some safety concerns you have?

Demonstration / Guided Practice

• I will demonstrate how to properly / safely hold and exacto, and a few ways to definitely NOT hold an exacto
  • It should be held like a pencil.
  • In general, you should cut towards you, but NEVER with your hand between you and the blade
  • Cut picking up the blade as little as possible. This is not a tool to sketch or scribble with.
  • Don’t put pressure on either side of the blade. It may snap.
  • Always have something under your blade, such as cardboard to protect the blade and the table  

Independent Practice

• Students will cut basic shapes out of regular computer paper, then again out of contact paper.
  • Circle, square, oval, star, 2 organic shapes

Checking for Understanding

• Quality of cut out shapes
• Walking around and making sure students are holding exactos correctly

Time flow

• 10 - demonstration
• 30 - practice with blades

Closure

• Let students know that safety is incredibly important for this project and they must prove to me that they are capable of safely using knives before they will be allowed to cut out their designs

VIII. Evaluation Strategies

• Students must successfully cut our all shapes safely before moving on to cut out their graphic tee designs:

Safety 

Grip of knife
0 Student grips knife with entire first or holds in any other unsafe way
1 Knife is held like a pencil

Placement of hands
0 Second hand is between the blade and the body
1 Second hand is not placed between the blade and the body

Angle of blade
0 Blade is held straight up and down, upside down, or any other unsafe way
1 Blade is held and moved at an angle, like a kitchen knife would be.

Direction of blade
0 Student cuts away from the body or in any other unsafe direction
1 Student cuts toward the body or on a diagonal


LESSON 4: PREPARING THE SCREEN
V. Time Required

• 15 minutes per group of 2 students
  • Done in small groups in combination with a design workday

VI. Materials and Resources

• Screen mesh
• Staple guns (2)
• Staples  
• Wood frame
• Duck tape

VII. Instructional Strategies
Key terms + Vocab

• Screen
• Screen printing  

Discussion

• Discuss safety with students: while using a staple gun, never point it at someone, make sure your fingers/any other body part are not near where the staple is released, make sure the staple is going into a surface it can penetrate (such as wood, but not something like metal)
• Discuss how before the stencil design the students have cut out can be placed on a screen for printing, we need to prepare the screens by stretching them around a wooden frame
• Discuss the process that students will undertake to prepare their screens for printing
  • Stretching a screen is similar to stretching a canvas. Mesh will be stapled to a wooden frame with as much tension as possible. Avoid wrinkling or bubbling in the screen as much as possible
  • Because mesh is a delicate fabric, staples must go in at alternating angles close to one another - think zig-zag line.
  • Move left to right along size A. Then, move from the center outward on side B, stretching taug while stapling. Then staple the center of side C and side D, again pulling taught. Staple from the center to the edges of sides C and D, alternating every few staples.
  
  
  
  
  
  
  
  
  
  • Have a stapled and labelled screen available for students to reference.

Demonstration / Guided Practice

• Demonstrate stretching a screen
  • Place the wooden frame on a flat surface
  • Lay the screen over it
  • Begin zig zag stapling one side
  • Pull the screen taut and staple down side A
  • Pull the screen taut and staple across the bottom
  • Pull the screen taut and staple up side B
  • Cover each side with duck tape that is long enough to wrap around the side. Tape should cover at least ½ inch into the screen

Independent Practice

• Students who are not stapling should work on cutting out their designs

Checking for Understanding

• Question students on safety before they begin to staple their
• Assist students as they work to stretch screens and ensure there is minimal tearing, bubbling.

Time flow

• 10 - intro and demo
• 15 - work with 2 students at a time to stretch their screens

Closure

• Discuss how the screens are now ready for students to apply their stencils.
• Make sure the stencil is not larger than the opening in the screen left by the duck tape

VIII. Evaluation Strategies
Tautness of screen
0 Student did not stretch screen
1 Screen is excessively loose or bubbled/rippled  
2 Screen is taut and has minimal bubbling or rippling
3 Screen feels flat to the touch

Stapling
0 Student did not staple a screen or used the staple gun for inappropriate/unsafe things
1 Staples are spaced far apart and not in a zig zag pattern
2 Staples are fairly close (1cm apart or less) and in a zig zag pattern
3 Staples are tight together (1 mm apart) and in a neat zigzag pattern

LESSON 5: SCREEN PRINTING
V. Time Required

• 180 minutes

VI. Materials and Resources

• Pre-prepped screens.
  • More than 1 per student if possible. Screens need to be dry to apply contact paper stencils. Having extra dry ones can let students work more efficiently
• Duck tape
• Pre-cut contact paper stencils
• Ink
• Paper for test prints
• Shirts / fabric
• Squeegee
• Access to running water or a large tub of water
  • A rolling cart for the large tub if there is no running water
• Sponges and rags
• Smocks or unimportant clothes
• Drop cloths or table covers

VII. Instructional Strategies
Key Terms / Vocab

• Screen
• Squeegee
• Register

Discussion

• Remind students of the general printing process: Apply a stencil to a screen, use a squeegee to force ink through the stencil onto the fabric or paper beneath.
  • Remind them that each layer is printed separately and they must line up perfectly.
  • Remind them that there is no way to undo a mistake, so they have to get it right the first time. Be patient. Be precise.

Demonstration / Guided Practice: PART 1: APPLYING A STENCIL

• To stick the contact paper stencil to the screen, peel off about 1 inch of the paper backing. Stick that to the edge of the screen. Slowly peel away the rest while smoothing the stencil onto the screen, avoiding air bubbles.
• Any bubbles or ripples can be cut with an exacto and stuck back down with a tiny piece of tape over the seam.. Be careful not to cut the screen in the process.
• Apply more duck tape around the border of the screen

Independent Practice

• Students will work to apply their first stencil to their screen.

Demonstration / Guided Practice: PART 2: TEST PRINTING

• Remind / quiz students of the test printing process they did a few weeks prior. Have them explain and walk the teacher through the process. Explain any misconceptions or fill in any gaps
  • Lay paper or fabric down on a flat surface
  • Lay screen on top of paper or fabric
  • Apply ink to one edge of the screen, over the duck tape, NOT over the mesh. Leave enough room between the wooden frame and the ink for the squeegee to fit.
  • Have a friend hold the screen down in place
  • Apply even pressure to both sides of the squeegee and drag it across the surface 2-3 times. If ink does not cover the whole image in the first pass, apply more before the second pass.
  • Lift the screen away from the paper or fabric.
  • Allow to dry COMPLETELY  before applying a second layer
  • **Show 2 test prints on paper before moving to fabric. ALWAYS test print on paper at least 2 times before moving on to fabric. You cannot fix mistakes in screen printing, so make sure you are very comfortable with what you are doing before you move on to your shirt.
  • WASH SCREEN - Before the ink dries, it needs to be washed out of the screen. Hold under running water and rub a sponge / rag along the side without the stencil. Continue until screen is clear.

Independent / Team practice

• Students will work with one other student to make test prints of their stencils.
• Students will work with one other student to print on their shirts

Demonstration / Guided Practice: STAGE 3: Removing the first stencil and applying a new one

• Remove duck tape, carefully peel off stencil 1.
• Allow screen to dry completely before applying the second stencil. This will most likely take several hours so students should plan - to the best of their abilities - to finish printing 1 screen by end of class so they can apply a new stencil next class on a dry screen. **If there are extra screens, use a dry screen while the first one is drying**
• Follow the same steps for applying the second stencil

Demonstration / Guided Practice: STAGE 4: Registering layers

• Contact paper is clear, making it possible to see the previous layer through the screen.
• Students should take time to line up the screen over the previous print, ensuring the new color will print in line with the previous.
• Print the new layer with the same process as layer 1

Time Flow

• Day 1
  • 10  - demo / guided practice on stage 1 - applying the stencil
  • 20 - independents practice on stage 1 - applying the stencil
  • 10 - demo / guided practice on stage 2 - test printing and printing on fabric
  • 35 - independent practice on stage 2 - test printing and printing on fabric
  • 15 - clean up. It important to wash screens before leaving so they can be clean and dry for next class.
• Day 2
  • 10 - demo / guided practice on stage 3 - next layers and registering
  • 80 - independent practice working on printing layers

Closure

• Remind students daily that screens need to be clean and dry to add another stencil and ask them to budget their time accordingly.

VIII. Assessment
Print quality
0 Print has not been completed.
1 Printed shapes are not fully covered and/or have large smears running off them.
2 Print is neat and shapes appear mostly solid. Ink smears in small amounts in a couple places.
3 Print is neat and shapes appear solid. Ink does not smear in any places. There are no visual defects.

Color quality
0 Print has not been completed
1 Color is not mixed well and shows streaking of multiple colors
2 Color is mixed evenly and shows minimal streaking of multiple colors
3 Color is mixed evenly and shows no streaking of multiple colors

Print registration
0 Student does not print multiple layers
1 Layers do not line up accurately. There are large gaps or areas of overlap where they do not belong
2 Each layer of the print lines up closely, with minor gaps or overlaps where they do not belong
3 Each layer of the print lines up accurately and is consistent with the digital design

Test prints
0 Student does not make test prints
1 Student creates 1 flawed test print and does not make any changes to technique or stencil  
2 Students creates 1 perfect test print for each layer and moves on to the next step
3 Student creates 2+ test prints for each stencil, making changes in technique or stencil were necessary

Stencil cut quality
0 Stencils have not been cut out
1 Stencil is messy with many visible errors. Contact paper has torn or pilled in multiple places. Parts that  are accidentally cut out have not been fixed.
2 Stencil is cut out cleanly with few visible errors. Contact paper has torn or pilled in minimal places. Parts that  are accidentally cut out have been fixed.
3 Stencil is cut out cleanly with no visible errors. Contact paper has not torn or pilled. No parts are accidentally cut out, or if they have they have been fixed.

Stencil application quality
0 Stencil is not applied to screen
1 Stencil is laid on screen crooked and not flat. There are many wrinkles and air bubbles.
2 Stencil is laid on screen mostly flat and straight. Most air bubbles.  have been fixed.
3 Stencil is laid on screen flat and straight. There are few/no air bubbles or wrinkles. Those that exist have been fixed.

Design concept
0 Work does not make a statement
1 Statement is unclear or undetectable based on the design
2 Statement communicates something that a student likes or dislikes, but does not go more in depth.Student makes a statement but it is unclean what their symbols mean
3 Statement conveys something the student is passionate about

Design Originality
0 Idea is plagiarized
1 Idea is not original and changed very little
2 Idea is taken from an  other sources and altered slightly
3 Idea is original or taken from other context but explored in a new way, addressing the students opinions

IX. Suggested Supplemental Activities


LESSON 6: FINAL CRITIQUE
V. Time Required

• 90 minutes

VI. Materials and Resources

• Complete graphic tees

VII. Instructional Strategies
Key Terms / Vocab

• Critique

Key Terms / Vocab

• Critique
• Constructive Criticism

Discussion / Demonstration / Guided Practice

• Critique expectations
  • Both positive and negative comments are helpful. Only saying nice things gives the artist no feedback on what to improve, and only negative things fails to recognize the achievements the artist had made.
  • Don’t say nothing, and don’t dominate the conversation. Allow time for silence for others to think without assuming they have nothing to say.
  • Be respectful of your peers.
• Critique format: I notice, I feel, I wonder
  • Guide students to discuss what they notice about the work. What stands out to them and why?
  • Guide students to discuss what or how the work makes them feel? This is where analysis of the statement comes in.
    • What is the shirt saying? Identify the statement, or what you think the statement is. How does that message make you feel? Positive, negative, neutral, confused?
  • Guide students to discuss what they wonder about the work.
    • Is anything about it unclear? Does that matter?
    • Could changes be made? What effect would that have?

Checking for Understanding

• Rephrase questions as necessary so students better understand what they mean
• “Referee” critique, making sure students have an equal opportunity to talk

Time Flow

• 5 - intro and expectations
• Critique each work for about 5 minutes. Change to fit class size, or roll over extra into the next class

Closure
VIII. Assessment

Participation in critique
0 Student is quiet and visibly not engaged: often looking at a phone or working on other work
1 Student is occasionally engaged, offering a comment or two but mostly not paying attention
2 Student is quiet but visibly engaged. Alternatively, student is overly engaged and dominating the conversation
3 Student is visibly engaged and involved in the conversation, offering constructive criticism and also listening to others

Submission of work for critique
0 Student did not submit work for the class to view and critique
1 Student submitted work that is incomplete - at least 50 % done -  has glitch issues, or is saved in the wrong file format and cannot be played
2 Student submitted work that is incomplete - at least 75% done - has glitch issues, or is saved in the wrong file format and cannot be played
3 Student submitted complete work to be viewed and critiqued

IX. Suggested Supplemental Activities

• Have a guest artist to critique work, preferably an animation artist.