Submitted by Conni Murray while student teaching at Cherokee High School in Evesham Township, NJ.
Lesson plan in Madeline Hunter format
Lesson: Project Introduction for Designing a Skateboard Deck Graphic
Grade: 9-12 Visual Arts
Integrated Curriculum: Math, Technology Education
Objectives:
- Students will be able to generate ten ideas using no more than seven lines to convey action or motion
- Students will be able to further develop three of their ten ideas into skateboard design themes according to the parameters (see parameters)
- Students will be able to use the elements of art and principles of design to create a visually appealing unique skateboard deck design.
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Materials:
Motivation/Focus Activity:
As students enter the classroom, the lesson’s objectives will be posted on the board. Students will be given a worksheet 
with 10 rectangles. They will be told to quickly draw a different design on each using 7 lines that show motion and action (fat, thin, wavy, straight, dotted, angular, organic, etc.). This will be graded.
Instruction/Activities/Technology:
- Present motivation activity
- Brief look at the line worksheet
- Present the skateboard worksheet
- Instruct students to take the best 3 of their 10 and develop them into skateboard designs
- Designs can include:
- Added shapes
- Added color
- Added lines
- Discuss the bold, high contrast, action graphics of professional boards
- Present closing activity
- Present parameters:
- Using the provided gessoed tag board, choose the best of your three designs to develop into your finished product
- Draw your design on the prepared surface
- Using acrylic paints, with/without Acrylic gloss medium
Closing Activity:
Day 1:
An assortment of exemplars of professionally produced skateboard designs will be available. The students will be look through the exemplars provided. Project parameters will be presented.
[Since the production phase of this lesson will span approximately five class periods, a brief ‘closing’ activity for each class after the first should include a review of the material learned thus far in the lesson (adding in points that were made during that days’ lesson), an explanation of what will be expected of them for the next class, and praise the work completed thus far pointing out strengths and making suggestions for how to improve various aspects as the project progresses.]
Day 5:
- When all have completed their work, display in classroom “gallery”
- Have students volunteer to discuss their own work
- Was it successful?
- Why or why not?
- What could they improve?
Additionally:
Names and addresses of various skateboard companies will be provided. Students will be encouraged to contact the companies independently and inquire about selling their design or entering contests that are offered.
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Special Needs Modifications:
ESL, LD, ED Modifications:
Demonstration is key to their understanding the parameters of the assignment
Utilize interpreter – other students who speak both and English and _____
Work one-on-one if necessary once the other students have begun to assure they understand what is expected of them
Frequently observe their progress and provide additional assistance/guidance as needed
Physical proximity is imperative during the art production phase of the lesson
Depending upon the students’ IEP, reduce the requirements of their work of art
Depending upon the students’ IEP, allow the students to present their oral critique in partnership with one of the other students (GT student with compassionate nature) or help the student as they present by instructor providing prompt questions or cues for the student
GT Modifications:
Work one-on-one if necessary once the other students have begun to provide suggestions on higher-level artistic components they could include
Frequently observe their progress and provide additional suggestions/guidance as needed
Ask them to help guide other students in the class utilizing them as a peer-tutor as appropriate
Homework:
If the students do not complete their work in a timely fashion, they will be required to work on it after school (in the art lab) or at home.
Additional HW assignment (see attached)
Assessments:
10 pts for 10 rectangle worksheet – 1 pt for each correctly produced rectangle.
90 pts for the 3 skateboard idea designs – 30 pts for each correctly produced design.
New Jersey Core Curriculum Standards for Visual and Performing Arts Addressed:
1.1.A, 1.1.B, 1.1.D. 1.2.D, 1.3.D, 1.4.A, 1.4.B
Resources:
Books:
Disposable: A History of Skateboard Art
- Longtime skateboard artist Sean Cliver put together this staggering survey of over 1,000 skateboard graphics from the last 30 years, creating an indispensable insiders' history as he did so.
Skateboarding
- This book uses bite-sized instructions and killer original photography to introduce kids to the action-packed world of skateboarding.
Art, Skateboarding and Life (Book & 2 DVDs)
- Chapters are driven by interviews, narrative text and non-stop full bleed visuals that trace Howell's journey through pro skateboarding, the action sports industry and allied segments of the DIY movements within art, music and design.
Contact Info For Skateboard Companies:
Alien Workshop
2947 Boulder Ave.
Dayton, OH 45414
Attn: promo dept.
937-276-4288
http://www.alienworkshop.com/#/contactus
Plan B Skateboards
1410 Vantage Crt.
Vista, CA 92081
760- 560-0440
Zoo York
40 w 23rd St.
2nd floor
NYC 10010
917-262-3000
information@zooyork.com
Mirko Mangum
917-262-3218
mirkom@zooyork.com
Marivic Valentino
917-262-1147
Marivicv@zooyork.com
DGK
6351 Yarrow Drive Suite E
Carlsbad, CA 92009
760-918-0405
Fax: 760-918-0406
http://thekayocorp.com/KAYOTV/contact
Check these websites for contact info:
