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The
Principles of Design Self Evaluation
Graffiti Tag Name Design
Name
____________________________________________
period _______
1. Was
your design objective (a recognizable subject) or non-objective
(just a design)?
2. Which
kind of balance did you use?
Symmetrical (equal on both sides)
Asymmetrical (informal placement)
Radial (from a center point)
3.
Circle two other principles of design you think
you showed in your tag
Proportion (size)
Emphasis (one part stands out)
Variety (differences)
Rhythm (movement) Pattern
(repeating)
Unity (goes together)
4. Tell/describe
how you used the two principles or how they show in your design:
Principle #1:
________________________________________________________________
____________________________________________________________________________
Principle #2:
__________________________________________________________________
______________________________________________________________________________
How do you feel about the following? (circle one
for #5 and #6)
5. Craftsmanship
– neatly
done average
below average
poorly done
6. Use
of Class Time - worked
every day
average
below average
poor use of time
7. Outcome:
How do you like it? ____________________________________________________
8. Is
there anything you would do differently or change? _______________________________________________________________________________
________________________________________________________________________________
9. Tell
me what your “tag” stands for or the meaning behind your symbol:
________________________________________________________________________________
________________________________________________________________________________
Turn in this form with your project to the basket
Christian Ryan has shared this idea for high school:
High school students are constantly subjected to the cultural
pedagogy of media - movies, music, television, and the internet. Part of
mass media's agenda of targeting the youth market involves branding -
the process of developing a brand identity that the young person would
associate their values with - for instance, the Mountain Dew branding
effort involves "EXTREME!" and Wild! exclamations. Teenagers
are often able to associate brands simply by their corporate logos - the
Nike "Swoosh" or McDonald's golden arches. I would hope to
enable the student's critical media literacy by having the student disassemble
the concept of corporate logos and re-appropriate the idea of
"logo" for themselves. Let them know that THEY have their own
values, and these values and ideas could be re-interpreted as their own
personal logo - empowering the student to critically reflect their own
ideas onto a piece of design. Also, we would examine instances of urban
and artistic re-appropriation of the idea of "logo." For
instance, the urban graffiti culture has developed "tagging" -
a way of indicating the graffiti artist's personal logo in their
graffiti art. Also, we would look at the Hip-Hop group Public Enemy's
logo - a logo which communicates their artistic identity and message,
without having the problematic issues of branding. Additionally, this
project would help the students learn elements of graphic design, using
digital production methods. This project allows the student to see beyond
their own associations of commercial branding (Nike Swoosh, Golden
Arches), see what other artists have done to graphically communicate
their own identity, and then develop that personal graphic symbology for
themselves.
[MIDDLE
SCHOOL LESSONS]
[HIGH
SCHOOL LESSONS]
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