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Running Header: COGNITIVE THEORY ART LESSON

Heather Riser
OMDE 610 Section 9041
October 10, 2017
Module 2

COGNITIVE THEORY ART LESSON

This Cognitive Theory Art lesson is targeted toward high school art students studying

Two-Dimensional Design or Graphic Design. This lesson also translates to an introductory

Graphic Design or 2-D course at the collegiate level. The purpose of the lesson is to build upon

the students foundation in the basic design elements and principles by introducing them to the

field of Graphic Design. The lesson is also intended to encourage students to think like a

Graphic Designer and utilize new knowledge to create a personal logo that reflects their

personality or business.

There are many opportunities for cognitive development throughout this lesson and thus

many learning objectives are targeted for attainment. The students will:

-Access prior knowledge and demonstrate an understanding of basic design elements


and principles.

-Identify and define vocabulary and concepts related to Graphic Design.

-Analyze symbols and company logos to evaluate characteristics that make a successful
logo design.

-Create a personal logo using the art medium of their choice and good craftsmanship
which synthesizes knowledge of Design Elements and Principles, Graphic Design and
characteristics of a successful logo.

-Evaluate personal work and participate in a class critique via written reflection essay
and online discussion forum.

This lesson will have many stages. The goals of the instructor are to guide the students

through higher level thinking skills as defined in the Salem Press Encyclopedia of the cognitive
COGNITIVE THEORY ART LESSON
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learning theory Blooms Taxonomy (Boslaugh, 2013). Step by step instructions are outlined

below.

Graphic Design Unit: Personal Logo Design

I. Access Prior Knowledge of Basic Design Elements and Principles


A. Recall and review various design elements and principles.
1. Online quiz, accessing prior knowledge, viewing images (photos,
artworks) and identifying elements and principles of design present in
those works of art.

II. Introduce New Graphic Design Vocabulary and Concepts


A. Review vocabulary terms: Graphic Design, Typography and Logos.
1. Online PowerPoint presentation of Graphic Design Vocabulary.
2. Online reading via open text or websites such as:
Antonelli, D. (2014). Logo Literacy: How a great logo informs branding
and drives business. Available from
http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/detail/detail?vid=11&si
d=475ec967-d2b6-41bb-9930-
34670e4c82c1%40sessionmgr4009&bdata=JnNpdGU9ZWRzLWxpdmU
mc2NvcGU9c2l0ZQ%3d%3d#AN=96109139&db=f5h
B. Analyze various company logos and infographics to identify and discuss the
characteristics of successful company logos such as:
Allen, K. (2013). What your company logo says about your brand. Entrepreneur.
Available from, https://www.entrepreneur.com/article/227766

III. Synthesize new knowledge and previous knowledge: Brainstorming and Sketching
A. Generate ideas for personal logos which represent personality traits or
characteristics of a business through sketching.
B. Submit 2 complete logo design sketches.

IV. Create logo: Artwork Production


A. Students will complete a personal logo design which represents their personality
or personal business meeting these requirements:
a. Combine understanding of design elements and principles, apply
characteristics of a successful company logo, design personal logo using
images and text which are a good visual representation of their
personality or business.
b. Open medium, as this is an online forum student may choose to complete
this two-dimensional assignment free hand through drawing with colored
pencil or marker, paint, or they may opt to use a computer program such
as Adobe Photoshop or Adobe Illustrator.
c. Use of best practices in craftsmanship and neatness.
COGNITIVE THEORY ART LESSON
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d. Students will document work via photos or screenshots and upload


images and submit as an assignment.

V. Personal Reflection/Evaluation/Critique
A. Students will evaluate their personal work through a written reflection essay to be
uploaded with their final portfolio which documents the steps of creating their
project. Reflection should cover the following topics.
a. Use of design elements and principles.
b. Application of the characteristics of good logo.
c. Discuss how the design is a personal representation of themselves or a
company.
d. Explain choice of art medium.
e. Discuss thought processes they went through to arrive at their final
design and any challenges they faced, parts of the design that are
successful, or parts that are weak and they would change.
B. Students will participate in an online discussion forum in which they will
critique the work of their classmates.

This lesson is easily adaptable for use in a face to face classroom setting or an online

setting. The use of teacher created PowerPoint Presentations can be uploaded within the

learning forum for students to review vocabulary terms. Further readings can also be provided

via an open text format. Links to various articles, websites and infographics such as,

https://www.entrepreneur.com/article/227766, can be provided to the students to research

company logos and learn about the characteristics of a successful logo. To submit their work,

students may document their work via photographs for free-hand mediums, or screen- shots for

digital medium. Students will create a portfolio in a presentation program which documents the

progression of their work from development to completion. The portfolio presentation can be

uploaded into the learning forum along with an essay style written reflection evaluating their

work. Critiques are an essential part of an art curriculum as it provides feedback to the students

from their peers and allows them the opportunity to receive constructive criticism. An online

discussion forum can be used for students to view their classmates work and engage in a

critique.
COGNITIVE THEORY ART LESSON
4

The development of this lesson is based on the cognitive theory of learning as described

by Ally (2008) as the use of memory, motivation, and thinking, and that reflection plays an

important part in learning (p.19). This is lesson not only requires students to access prior

knowledge but to synthesize that knowledge with new knowledge to create and original work

and evaluate the process. This lesson emphasizes each of the higher order thinking skills of the

cognitive theory Blooms Taxonomy as defined in the Salem Press Encyclopedia (Boslaugh,

2013). The lesson is chunked into parts that allow students to reach all levels of thinking

including, remembering, understanding, applying, analyzing, evaluating, and creating.

The following critical thinking rubric will be used to assess the students attainment of the

learning objectives. An analytic rubric is used because it separates the multi-step process of this

project. In addition, this form of scoring will provide students with specific feedback on their

performance with respect to each of the individual scoring criteria. (Mertler, 2001, p.2)

According to Pierce (2006) an analytic rubric will take more time to score, due to examining

the project more than once. This is essential for a multi-step assignment as it allows the

instructor to determine which areas of student thinking need more attention (Pierce, p.3). A

holistic rubric would not successfully address all learning outcomes as separate entities.
COGNITIVE THEORY ART LESSON
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LOGO DESIGN CRITICAL THINKING RUBRIC

Logo Design Critical Thinking Analytical Rubric % 4 3 2 1

Completion: Student created a unique and original logo design which is a 40%
personal representation of themselves by synthesizing concepts of Design
Elements and Principles and Graphic Design vocabulary and concepts using
an art medium of their choice. Students utilized best practices in
craftsmanship and neatness.

Student analyzed concepts of Graphic Design through online readings to 20%


generate new ideas in the form of sketches to brainstorm and complete 2
sketches to be presented to a potential client if working as a graphic designer

Student used analysis of characteristics of successful logos and applied 20%


characteristics of successful logo design to their project including
-detailed but simple enough to look good big or small
-good visual representation of person or company
-creative color scheme limited to 4 colors or less
-create font which works well with design
-unique and creative

Student evaluated their personal work through a written reflection including: 20%
-Use of design elements and principles.
-Application of the characteristics of good logo.
-Use of text and image as a personal representation
-Choice of art medium.
-Processes they went through that brought them to their final product and
any challenges they faced, parts of the design that are successful, or parts
that are weak and they would change.

4- Demonstrates mastery of the learning outcome, all parts of the learning


outcomes/objectives are attained.
3- Demonstrates proficiency of the learning outcome, most parts of the learning
outcome/objective are attained.
2-Demonstrates partial attainment of the learning outcome, few parts of the learning
outcome/objective are attained.
1-The work demonstrates little evidence that the student attained the learning
outcome/objective.
0-No attempt has been made.
COGNITIVE THEORY ART LESSON
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References

Allen, K. (2013). What your company logo says about your brand. Entrepreneur. Retrieved from,

https://www.entrepreneur.com/article/227766

Ally, M. (2008). "Foundations of educational theory for online learning." from The Theory and

Practice of Online Learning pp. 15-44. Retrieved from

http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008-

Theory_and_Practice_of_Online_Learning.pdf

Antonelli, D. (2014). Logo Literacy: How a great logo informs branding and drives business.

Hudson Valley Business Journal, 6. Retrieved from

http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/detail/detail?vid=11&sid=475ec967-

d2b6-41bb-9930-

34670e4c82c1%40sessionmgr4009&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l

0ZQ%3d%3d#AN=96109139&db=f5h

Boslaugh, S. P. (2013). Bloom's Taxonomy. Salem Press Encyclopedia, Retrieved from

http://eds.a.ebscohost.com.ezproxy.umuc.edu/eds/detail/detail?vid=2&sid=475ec967-d2

b6-41bb-9930-34670e4c82c1%40sessionmgr4009&bdata=JnNpdGU9ZWRzLWxpdmU

mc2NvcGU9c2l0ZQ%3d%3d#AN=89677526&db=ers

Mertler, Craig A. (2001). Designing scoring rubrics for your classroom. Retrieved from

http://www.learner.org/workshops/tfl/resources/s7_rubrics.pdf

Peirce, W. (2006). Designing rubrics for assessing higher order thinking. Retrieved from

http://academic.pgcc.edu/%7Ewpeirce/MCCCTR/Designingrubricsassessingthinking.html