Michigan Arts Education Instructional and Assessment ProgramMichigan Assessment Consortium

VISUAL ARTS AssessmentPerformance Task V.T404

Logo Design for a Team or Club

High SchoolLevel 2

Teacher BookletTeacher DirectionsStudent Directions

Assessment QuestionsTeacher Scoring Rubrics

Student Worksheets

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ACKNOWLEDGEMENTS

USING THE MAEIA ASSESSMENTS TO DEMONSTRATE EDUCATOR EFFECTIVENESS THE“NEW OLD-FASHIONED WAY” (METHOD 3)

This assessment can be used to demonstrate arts educator effectiveness by organizing and presenting standards-based student performance data along with information about the steps the teacher used to instruct, support, and encourage students.

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Michigan Student Learning Standards Assessed

Performance Standard(s) VA.HS.P.1–Apply skills and knowledge to perform in the arts.

Content Standard P1.4–Exhibit, present, and publish quality works of art.

VPAA Guidelines

ART.VA.I.HS.1–Apply acquired knowledge and skills to the creative problem-solving process. ART.VA.II.HS.3–Apply organizational principles and methods to create innovative works of art and design products.ART.VA.III.HS.4–Evaluate the quality and effectiveness of one’s artwork.ART.VA.II.HS.4–Apply knowledge and skill to symbolize the essence of an idea.

Intended Students Second-year (Level 2) visual arts students

Alignment to National Core Arts Standards

Anchor Standard VA:Cr2–Organize and develop artistic ideas and work.

OVERVIEW AND OUTLINE OF THE PERFORMANCE TASKStudents will design a new logo for a school team or club. The students will present rough sketches to the team or club member(s) and/or advisor(s) and use their feedback to inform the design process. The students will present the final logo design in a hallway exhibit and publish the new logo on letterhead, cards, T-shirts, or in the yearbook, or on a website.

SUGGESTED TOTAL TIME This assessment has four parts to it. The assessment should take five 50-minute class periods to complete, as shown below:

o Part 1–Assessment Questions (Day 1)o Part 2–Logo Research, Team or Club Selection, and Preliminary Sketches (Day 1)o Part 3–Presentation to Advisor for Feedback (Day 2)o Part 4–Refinement, Publishing, and Exhibition of Logo (Days 3–5)

LIST OF MATERIALS REQUIREDThe materials required for this assessment are:

o Student Bookletso Pens or pencilso Papero Pencilso Eraserso Colored pencils and/or markerso Tape or staplers

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Optional Materials:o Shape and word stencilso Graphic-design software applications, such as Adobe Illustratoro Color printero Screen-printing materials for T-shirt printingo Copy machine for multiple copieso Bulletin board or display caseo School website access for teacher to exhibit student worko Cardstock to make cardso Magazine ads (optional)

ASSESSMENT SETUPStudents may work at desks or tables or in a computer lab. Day 3 will require students to have access and space to interview their chosen club/team’s members and/or advisors in order to get input on wants and needs for the logo, as well as receive feedback on the initial rough drafts. The interviews may be conducted during or outside of class time.

DETAILED SCRIPT WITH TEACHER AND STUDENT DIRECTIONSDirections to teachers are in regular text. Directions to be read to students are in bold.

Before Day 1 of this assessment, make arrangements for students to be able to meet representatives from chosen teams or clubs so that students can design a logo for actual teams or clubs and later receive feedback to make informed design choices. This will help students who are unable to locate a suitable team or club on their own to use for their designs.

Each student needs a Student Booklet and a pen or pencil. When ready, say:

You each should have a Student Booklet and a pen or pencil. Begin by filling in the information requested on the front cover.

Pause while students complete the requested information. Then say:

Now turn to page 2 and follow along as I read the direction aloud.

Pause while students turn to page 2. Then say:

This assessment has four parts to it:

o Part 1–Assessment Questions (Day 1)o Part 2–Logo Research, Team or Club Selection, and Preliminary Sketches (Day 1)o Part 3–Presentation to Advisor for Feedback (Day 2)o Part 4–Refinement, Publishing, and Exhibition of Logo (Days 3–5)

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The directions for each part are given in the Student Booklet.PART 1–ASSESSMENT QUESTIONS (DAY 1) This assessment begins with two assessment questions. Turn to page 8 in your Booklet. First write your name in the space provided on page 8. Then read and respond to the questions. You have 10 minutes to complete your responses.

When you are finished, tear off pages 8–9 and give them to your teacher.

Pause while students work on the task. After 10 minutes, say:

Time is up. Tear off pages 8–9 and give them to your teacher.

PART 2–LOGO RESEARCH, TEAM OR CLUB SELECTION, AND PRELIMINARY SKETCHES (DAY 1)Now we will turn to the topic of logos. Branding a product, team, or club with a visual symbol called a logo serves many purposes. A logo allows a team or product to be quickly recognized by consumers for marketing and selling merchandise. A common unique visual image unifies and celebrates members of a team and helps them celebrate their team’s accomplishments. A shared team or club logo unifies and distinguishes members of a common group from other groups and individuals.

You should select a school team or club and design a new logo for it. Your logo design should be appropriate for a number of uses, such as on letterhead, T-shirts, the school’s website, and more.

After looking at the examples of logos, sketch at least four draft logo designs in pencil. You may use any of the additional materials provided. Keep in mind that successful logo images employ simple but bold lines, shapes, and colors. Begin sketching ideas now. Consider logo design more deeply by writing responses to these questions:

1. How can a team or group best be represented by a single image?

2. How can a logo be simplified in shape, line, and color in order to be easily reproduced and recognized?

3. What are the essentials of logo design?

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4. In what ways does a logo inform identity?

See the Checklist for this part and the next two parts of this assessment task on page 6 of your Booklet.

When your time is up, be sure your name is on everything. Leave your sketches and your Booklet on your desk for your teacher to collect.

Pause. When there are 5 minutes remaining, say:

You have 5 minutes remaining. Finish your sketching. Be sure your name is on your sketches and your Booklet.

PART 3–PRESENTATION TO ADVISOR FOR FEEDBACK (DAY 2)Distribute Student Booklets and logo sketches.

Once you’ve finished your logo sketches, you should take your rough drafts to the members and/or advisors of your selected club. You will collect feedback about the presentation in regard to their likes and dislikes, as well as the wants and needs for their logo design. Document what you learned from your meeting with them. Record answers in writing on the Feedback Recording Sheet on page 7 in your Booklet.

PART 4–REFINEMENT, PUBLISHING, AND EXHIBITION OF LOGO (DAY 3) Distribute Student Booklets and logo sketches.

Today, use the data collected from your presentation to the advisor(s) to inform your final design choices. Refer back to page 7 in your Booklet. Review what the members or advisors said they wanted and what you wrote about logos. Refer to the Teacher Scoring Rubric on pages 4 and 5 of your Booklet. Read the descriptions for level 4.

Use this class period to refine your sketch into a final logo drawing. Begin working now. You have 45 minutes.

When your time is up, be sure your name is on all artwork. Leave it on your desk with your Student Booklet.

Pause. When there are 5 minutes remaining, say:

You have 5 minutes remaining. Finish your work. Be sure your name is on your sketches and your Booklet. Leave them on your desk for your teacher to collect.

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TEACHER SCORING RUBRIC

Dimension 1 2 3 4

CompositionsThe successful arrangement of elements and principles of design to create four preliminary logo sketches and then one final logo design that visually identifies a school team or club.

Two or fewer different preliminary sketches are completed with partial to unsuccessful arrangement of simplified line, shape, and color elements of a logo. A final refined logo composition is completed but may not be published and exhibited. There is no evidence that the composition represents the chosen school team or club.

Three or four different preliminary sketches are completed with somewhat successful arrangement of simplified line, shape, and color elements of a logo. A final refined logo composition is completed, but may not be published and exhibited. There is little evidence that the composition represents the chosen school team or club.

Four different preliminary sketches are completed with somewhat successful arrangement of simplified line, shape, and color elements of a logo. A final refined logo composition is completed, published, and exhibited. There is some evidence that the composition represents the chosen school team or club.

Four different preliminary sketches are completed with successful arrangement of simplified line, shape, and color elements of a logo. A final refined logo composition is completed, published, and exhibited. The composition is illustrated in an appropriate size and space according to what it is published on. The composition successfully represents the chosen school team or club clearly.

Craftsmanship The successful handling of materials to demonstrate purposeful technique and manipulation of media.

Novice or beginning performance of skills and technique are evident. Color is timid without outlines. The design is unclear or complicated. Folds, holes, stray marks, tears, smudges, smears, un-erased pencil lines, or other uncontrolled application of media is evident.

Emergent or somewhat competent of skills and technique are evident. Markers and/or colored pencils are used in the final logo design to express some bold,

hard-edge colors with firm outlines. The design is somewhat clear and uncomplicated.

Proficiency of skills and technique are evident. Markers and/or colored pencils are used in the final logo design to express some bold,

hard-edge colors with firm outlines. The design is clear and uncomplicated.

Mastery of skills and technique are evident. Markers and/or colored pencils are used in the final logo design to express bold, hard-edge colors with firm outlines. The design is clear and uncomplicated.

CreativityThe successful use of problem solving to invent interesting

Artwork created proposes clichéd or formulaic solutions that show little to no

Artwork created proposes solutions that are adapted or predetermined

Artwork created proposes interesting solutions that are adapted or

Artwork created proposes new and interesting solutions that are imaginative and

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adaptations and representations of the team or club logo.

evidence of the individual creating the work of art. The logo design imitates or replicates designs of the past or does not address the creative problem at all.

with little evidence of the individual creating the work of art.

predetermined with some evidence of the individual creating the work of art.

show evidence of the individual creating the work of art. The new logo design is influenced by previously created logos but does not replicate or imitate them. Design solutions are fresh and unanticipated.

Communication of ContentThe logo successfully communicates content visually. The content is informed by the likes/dislikes, and wants/needs of the team or club represented.

Content created is unclear or lacking the communication of ideas intended by the artist or desired by the audience. The chosen team or club cannot be identified with the design.

Content created somewhat communicates ideas intended by the artist. A few ideas that were expressed in the audience feedback data collected were taken into account.

Content created generally communicates ideas intended by the artist through a visual design. Some ideas that were expressed in the audience feedback data collected were taken into account.

Content created effectively communicates ideas intended by the artist through a visual design as they were expressed in the audience feedback data collected. The logo unifies, distinguishes, and celebrates the group it represents.

PART 4–REFINEMENT, PUBLISHING, AND EXHIBITION OF LOGO (DAY 4) Distribute Student Booklets and logo designs.

Quickly finish refining your logo design. Today and tomorrow you will publish your logo on letterhead, business cards, a T-shirt, yearbook page, and/or other merchandise-like material. You can also exhibit these materials with the logo design in a hallway display and/or on the school’s website, if it is available.

To focus your efforts on publishing your logo design, refer back to page 7 in your Booklet. Review what the members or advisors said they wanted and what you wrote about logos. Refer to the Teacher Scoring Rubric on pages 4–5 in your Booklet and also to the Checklist on page 6. You will have today and the next class to finish your design and publish or exhibit your work.

Begin working now. You have 45 minutes.

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When time is up, be sure your name is on all artwork. Leave it on your desk with your Student Booklet.

Pause. When there are 5 minutes remaining, say:

You have 5 minutes remaining. Finish your work. Be sure your name is on your sketches and your Booklet.

PART 4–REFINEMENT, PUBLISHING, AND EXHIBITION OF LOGO (DAY 5) Distribute Student Booklets, logo designs, and any published materials. You will have today to finish publishing your logo on letterhead, business cards, a T-shirt, yearbook page, and/or other merchandise-like material. In addition, you can exhibit these materials with the logo design in a hallway display and/or on the school’s website, if it is available.

To focus your efforts on publishing your logo design, refer back to page 7 in your Booklet. Review what the members or advisors said they wanted and what you wrote about logos. Refer to the Teacher Scoring Rubric on pages 4–5 in your Booklet and also to the Checklist on page 6.

Begin working now. You have 45 minutes. When time is up, you will have finished this assessment. Be sure your name is on all artwork. Leave it on your desk with your Student Booklet. I will tell you when you have 5 minutes left.

Pause. When there are 5 minutes remaining, say:

You have 5 minutes remaining. Finish your work. Be sure your name is on your sketches and your Booklet. Leave them on your desk for me to collect.

[This is on page 6 of the Student Booklet.]CHECKLIST FOR PARTS 1, 2, AND 3 OF THE ASSESSMENT TASKPart 1 I have looked at and examined a number of logo examples. I have selected a team or club from my school for which to design a

new logo. I have sketched at least four different preliminary ideas for a new logo design.

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Part 2 I have presented my four preliminary logo ideas to a representative of my chosen team

or club. I have collected feedback as written data that records the initial likes and dislikes, and

wants and needs from the team or club.

Part 3 I have refined a single logo design that addresses the data I collected. My logo employs simplified but bold lines, shapes, and hard-edge color(s). I have published my final logo design on letterhead, business cards, a T-shirt, yearbook

page, and/or other merchandise-like material. I have exhibited these materials with the logo design in a hallway display and/or on the

school’s website, if it is available.

[This is on page 7 of the Student Booklet. Response space is condensed in the Teacher Booklet.]FEEDBACK RECORDING SHEETRecord the results of the meeting with the team or club advisors.

What did they like?

What did they dislike?

What did they say they wanted?

What did they say they needed?

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[This is on page 8–9 of the Student Booklet. Response space is condensed in the Teacher Booklet.]ASSESSMENT QUESTIONS

Name: _______________________________________________________________________

1. What is a logo? Circle the correct response.

A. A symbol or emblem that represents an organization or message

B. A catch phrase or slogan by which you remember a product

C. A collection of school sports statistics

D. A common word that helps identify a company

2. How can the wants, needs or overall identity of a customer or group of customers inform the design process used by a graphic designer?

Then provide a three- to five-sentence response. Before you begin writing the short answer, we will read together Level 4 of the rubric that follows the question. You will have 10 minutes to complete both questions.

TEACHER SCORING RUBRIC—ASSESSMENT QUESTION 2

Dimension 1 2 3 4

Example(s) of Customer Wants, Needs, and Identity

Student gives an incomplete explanation. Wants, needs, or aspects of a customer’s identity are not addressed.

Student somewhat explains an example(s) of a want, need, or aspect of a customer’s identity.

Student explains an example(s) of a want, need, or aspect of a customer’s identity.

Student clearly explains an example of an appropriate and realistic want, need, or aspect of a customer’s identity.

Example(s) of Informed Design Choices

Student does not provide examples or details to support their ideas. Elements and principles of design are not referenced. The design choice is not informed.

Student uses one example of a design choice that somewhat references an element(s) and/or principle of design. The design choice is somewhat informed by a want, need, or aspect of a customer’s identity.

Student uses one or more examples of design choices that reference the elements and/or principles of design.The design choices are informed by a want, need, or aspect of a customer’s identity.

Student uses one or more examples with detail of design choices that reference the elements and/or principles of design. The design choices are informed by a want, need or aspect of a customer’s identity.

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MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.

V.T404-A Teacher ______________________________________________ Class ___________________________

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STUDENT NAME COMPOSITIONS CRAFTSMANSHIP CREATIVITY COMMUNICATION

MAEIA CLASSROOM SCORE SUMMARYThe MAEIA Classroom Score Summary is to be used to record each student’s score on each dimension of the Teacher Scoring Rubric. The teacher should be familiar with the rubric so that the chart can be filled out accordingly.

V.T404-B Teacher ______________________________________________ Class ___________________________

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STUDENT NAME CUSTOMER WANTS INFORMED DESIGN