T-shirt lesson plan
Unit theme: Community
Lesson: Custom t-shirt
Integrated subject: Social Studies
Level: 2
Projected Time: 30 mins to create individualized community t-shirts
Lesson Overview:
Students will create an individualized t-shirt that correlates with their learning about the community of Myrtle Beach. Students will be exposed to an influential artist as well as a local screen-printing company that creates similar products as the t-shirts that we will be making. This will expand their view of how art can be seen and used in everyday life.
Lesson: Custom t-shirt
Integrated subject: Social Studies
Level: 2
Projected Time: 30 mins to create individualized community t-shirts
Lesson Overview:
Students will create an individualized t-shirt that correlates with their learning about the community of Myrtle Beach. Students will be exposed to an influential artist as well as a local screen-printing company that creates similar products as the t-shirts that we will be making. This will expand their view of how art can be seen and used in everyday life.
Standards addressed
Grade 2 Social Studies
Enduring Understanding
Geography influences the development of communities. To understand the connections between communities and the environment, the student will utilize the knowledge and skills set forth in the following indicators:
Indicators
2-1.1 Identify on a map the location of places and geographic features of the local community (e.g., landforms, bodies of water, parks) using the legend and the cardinal directions.
2-1.2 Recognize characteristics of the local region, including its geographic features and natural resources.
2-1.3 Recognize the features of urban, suburban, and rural areas of the local region.
2-1.4 Summarize changes that have occurred in the local community over time, including changes in the use of land and in the way people earn their living.
2-1.5 Identify on a map or globe the location of his or her local community, state, nation, and continent.
Grade 2 Visual Arts
Creating Works of Visual Art
Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicators
VA2-1.1 - Identify the materials, techniques, and processes used in a variety of artworks.
VA2-1.3 - Use and combine a variety of materials, techniques, and processes to create works of visual art.
VA2-1.4 - Use all art materials and tools in a safe and responsible manner.
Standard 2: The student will use composition and the elements and principles of design to communicate ideas. Indicator VA4-2.4 Describe the ways that his or her use of organizational principles and expressive features evoke the ideas he or she intended to convey in a work of visual art.
Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicator V A4-6.1 Identify similarities and connections between the visual arts and other subjects in the school curriculum.
Enduring Understanding
Geography influences the development of communities. To understand the connections between communities and the environment, the student will utilize the knowledge and skills set forth in the following indicators:
Indicators
2-1.1 Identify on a map the location of places and geographic features of the local community (e.g., landforms, bodies of water, parks) using the legend and the cardinal directions.
2-1.2 Recognize characteristics of the local region, including its geographic features and natural resources.
2-1.3 Recognize the features of urban, suburban, and rural areas of the local region.
2-1.4 Summarize changes that have occurred in the local community over time, including changes in the use of land and in the way people earn their living.
2-1.5 Identify on a map or globe the location of his or her local community, state, nation, and continent.
Grade 2 Visual Arts
Creating Works of Visual Art
Standard 1: The student will demonstrate competence in the use of ideas, materials, techniques, and processes in the creation of works of visual art.
Indicators
VA2-1.1 - Identify the materials, techniques, and processes used in a variety of artworks.
VA2-1.3 - Use and combine a variety of materials, techniques, and processes to create works of visual art.
VA2-1.4 - Use all art materials and tools in a safe and responsible manner.
Standard 2: The student will use composition and the elements and principles of design to communicate ideas. Indicator VA4-2.4 Describe the ways that his or her use of organizational principles and expressive features evoke the ideas he or she intended to convey in a work of visual art.
Standard 6: The student will make connections between the visual arts and other arts disciplines, other content areas, and the world.
Indicator V A4-6.1 Identify similarities and connections between the visual arts and other subjects in the school curriculum.
Materials
- White t-shirt
- Cardboard cutouts to use as inserts
- Colored Sharpie markers
- Black Sharpie markers
Vocabulary
- Community: a group of any size living in the same area sharing common interests or characteristics
- Legend: table on a map or chart explaining the symbols used
- Urban: city area
- Suburban: area immediately outside the city
- Rural: country area
- Symbol: an image that is used to represent something else
- Logo: a picture or symbol that represents a company or organization
- Screen-printing: a printing technique using a silkscreen mainly used for apparel
Objectives
Students will be able to:
- Organize the over-all design of the t-shirt.
- Differentiate between urban, suburban, and rural areas.
- Analyze how local business helps provide for the community.
- Locate myrtle beach is located on a map.
Assessment
The students will be assessed on the completion of their community t-shirt. Each of the t-shirts must show the following elements to receive full credit:
The students should also be able to:
- The collar of the shirt colored with color X 10%
- Each sleeve should have two stripes in color Y 10%
- The community name should be on the back at the top in either color X or Y 15%
- The age of the student should be displaid largely on the back of the shirt in Black 15%
- One of the four beach animals should be displaid on the front with any combination of X, Y, or Black 30%
- The letters MB should be under the animal on the front 10%
- The students name should be on the front bottom left in any combination of X and Y 10%
The students should also be able to:
- Replicate the over-all design of the t-shirt.
- Understand the difference between urban, suburban, and rural areas.
- Discuss how local business helps provide for the community.
- Locate myrtle beach is located on a map.
Visual cUlture connection
Screen Printing is a huge part in the production of most apparel sold in the US. Many communities throughout South Carolina have screen printers located within either their urban or suburban areas. Myrtle Beach is no different. Native Sons is a local company that has many services that include logo design, t-shirt design, t-shirt production, as well as website design. Locally designed t-shirts can be found in events such as the myrtle beach marathon and throughout the local beach shops that cover the strip. By wearing t-shirts advertising local businesses and events people of the community can show their support. As well as local support many visitors to vacation destinations like to get souvenirs to bring home. Being that Myrtle Beach is a large tourist destination, tourism accounts for a large part of our economy. Local businesses such as Native Sons contribute to a huge portion of the thriving economy at the beach. Between the combined support from the local community and the international tourism industry.
Artist Connection
—Milton Glaser - A New York City boy Glaser was born June 26, 1929. He was known to all as the American graphic designer of one of the most recognizable combination of four characters in a logo, the I heart NY logo. A few more of his well know works are his Bob Dylan poster as well as his DC bullet logo used by the internationally known DC Comics from 1977 to 2005. Milton Glaser was one of the two co-founders of New York Magazine which first hit news stands in 1968. He has received the Lifetime Achievement award in 2004 as well as being presented with the National Medal of Arts in 2009 by Barack Obama.
Resources
http://www.miltonglaser.com/
http://en.wikipedia.org/wiki/Milton_Glaser
http://www.uen.org/Lessonplan/preview.cgi?LPid=5635
http://en.wikipedia.org/wiki/Milton_Glaser
http://www.uen.org/Lessonplan/preview.cgi?LPid=5635
procedures
Presentation (10 - 15 mins)
Activity (15 -20 mins)
- Go through the outline of the class time.
- Review the unique location of Myrtle Beach and locate it on a map.
- Discuss the definitions of Community, Legend, Urban, Suburban, Rural, Symbol, Logo, and Screen-printing.
- Come up with a community name for our class.
- Show design work of Milton Glaser and talk about his impact on the NY community.
- Show how a local business, Native Sons, helps out its own community.
- Move into the activity.
Activity (15 -20 mins)
- Hand out the shirts and cardboard inserts.
- Allow each student to pick two colored sharpies along with a black sharpie.
- Color the neck of the shirt with one of the colored sharpies.
- Color two stripes on each sleeve with the other colored sharpie.
- Write the Community name of our class that we have picked on the back at the top with one of the colored sharpies.
- Draw their age large on the back of the t-shirt with black sharpie.
- Draw their favorite beach animal logo on the front with any combination of the 3 sharpies.
- Write the letters MB under the animal with the black sharpie.
- Sign the front bottom left of the shirt with any combination of the 2 colored sharpies.
Reflection
Things that went well:
Things I would have changed:
- Having extra t-shirts and supplies to ensure that every student receives a shirt and their favorite colored markers for the activity.
- Keeping the directions slide up for the students that were moving faster was great.
- Using the background of the area to link our activity to the local community.
Things I would have changed:
- Going with a more simplified t-shirt design could have saved some time with the lesson plan.
- Moving through the background of the community and local businesses faster to start the activity sooner would have saved some time with the lesson plan.
- Using fabric markers could have made the use of large cardboard inserts unneeded. That would have made it easier for the students to move the shirt in order to create their personal design, which in turn would have quickened the lesson plan.