Rhode Island College Date: March, 2021

Art Education Program By : Sydney Beck

ART LESSON PLAN

Art Lesson Title: Artist Seals: Designing a Signature Symbol

Art Theme: Art is about Expressing Who YOU Are.

Overarching Lesson Goal(s):

1. Through the process of brainstorming and sketching multiple versions of their personal seal
design, students will understand that creativity and innovative thinking are essential life skills
that can be developed (NVAS Creating: Enduring Understanding 1.1).
2. Through the process of participating in a peer critique and choosing/editing their final seal
design, students will understand that artists and designers develop excellence through practice
and constructive critique, reflecting on, revising, and refining work over time (NVAS
Creating: Enduring Understanding 3.1).
3. Through the process of responding to and reflecting on the meaning of their seal designs in
writing, students will understand that individual aesthetic and empathetic awareness
developed through engagement with art can lead to understanding and appreciation of self,
others, the natural world, and constructed environments (NVAS Responding: Enduring
Understanding 7.1).

Overview of Lesson:
This lesson explores the artistic tradition of signing artwork with a personalized seal. Student
will view a Google Slides presentation featuring exemplar artwork, specifically Ukiyo-e
woodblock prints from Edo period (17th century) Japan which often feature multiple seals, each
with a different purpose. We will also discuss the significance of seals used in everyday life in
modern Japan. Students will brainstorm and design (sketch in pencil) at least 3 versions of their
own personal artist seal which may reflect several different aspects of their life using abstracted/
simplified words, letters, or symbols that have personal meaning to them. Then we will engage in
an in-progress critique using Jamboard to help students choose and edit/refine their final design.
Finally, students will write a short reflective statement about the meaning behind their designs
and their artistic process according to a prompt.

Overview of Students : High School (9-10 grade)

Calligraphy (non-traditional calligraphy class- typography, word-art, and graphic design)

Time Frame: 3-5 periods, (alternating AB days)

21st Century Skills:

This lesson engages a variety of 21st Century Skills in the following ways:
Critical Thinking and Problem Solving- Solving the visual problem of abstracting letter forms
and other symbols
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Creativity and Innovation- combining or simplifying forms in new and interesting ways
Global Awareness- introduction to an important artistic tradition from beyond the West
Civic Literacy- discussion of hanko seals in modern Japan as well as the concept of censorship
Communication- commenting on peers’ artwork in the critique
Initiative and Self-Direction- independently working through the difficult beginning stages of
the creative process to create a symbol that has personal meaning to them

Groups of Students:
Extra Group- above and beyond, finishes work early (3 students)
I’ve Got It Group- completes work on time and work meets the standard (5 students)
Still Practicing Group- submits late work and does not fully meet the lesson expectations (3
students)
Keep Trying Group- does not submit work or does not attempt to meet expectations (4 students)

Art Lesson Objectives: Nat’l Core Arts

As a result of instruction, students will: Standard #:

Objective 1: (NVAS# 1)
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Students will engage in documenting the early stages of the creative process through
brainstorming and sketching multiple ideas for their personal artist seal.
Objective 2: (NVAS # 3)
Anchor Standard 3: Refine and complete artistic work.
Students will participate in constructive critique with peers using Jamboard, to reflect on, then
revise their final seal design.
Objective 3: (NVAS # 7)
Anchor Standard 7: Perceive and analyze artistic work.
Students will reflect on their creative process and the meaning behind their seal designs in
writing according to a prompt.

Evaluation :
1. Students’ brainstorming sketches (posted to the Jamboard) demonstrate a variety of ideas for
their seal design (at least 3).
2. Student’s chosen design for their seal shows thoughtful revision made in response to the
Jamboard critique and/or individual conferencing.
3. Student’s written response to prompt in Google Form reflects on the personal meaning behind
their seal designs.

Engaging Questions:
How does art help us preserve aspects of our personal life and culture?
How does art help us understand the lives of people of different times, places, and cultures?

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What conditions, attitudes and behaviors support creative thinking in the beginning stages of the
design process?
How does collaboratively reflecting on our artwork help us experience it more completely

Art Supplies and Equipment Needed – and any safety considerations :

• Drawing paper
• pencils/erasers
• Sharpies

Technology Use/Connections :
Smartboard & digital projector
Desktop computer for Zoom meeting
Laptop for Google Slides presentation and attendance
Google Classroom
Google Jamboard
Google Slides Presentation:
https://docs.google.com/presentation/d/
1A9EBEbqDozqHhk8_22zUCSCoWwshStccVwo2Rd_BCMc/edit?usp=sharing

Exemplary Artworks Focused Upon and Visuals:

See Google Slides Presentations.

Diversity of Art Content:

This lesson explores the artistic tradition of seal-making which is prevalent throughout East and
Southeast Asia. Specifically highlighting Ukiyo-e woodblock prints from Edo Period Japan, this
lesson provides a window into the creative practice of these printmakers and their ‘Floating
World’.

Art Vocabulary and Definitions:

Seal- tool which creates a distinct, recognizable mark and can be used in place of an official
signature
Ukiyo-e- “Pictures of the Floating World” a renowned style of graphic art (woodblock
printmaking) practiced in 17th century Japan which reflected ordinary, urban life in an
extraordinary way
Hanko- personal seal used in Japan for a variety of official and unofficial purposes
Inkan- the mark made by a hanko, always with red ink
Abstraction- simplifying forms and moving away from realistic, highly-detailed representation

Preparation Before Teaching:

Create Google Slides Presentation, brainstorming sheet, and instructions/resources for Google
Classroom.

Pre-assessment:
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Observation of student work in Google Classroom from previous Calligraphy assignments,
specifically the illuminated initial project, which show drawing and design skills relevant to this
lesson.

Classroom Management:
The issue for these students is pandemic-related anxiety and depression which is affecting their
motivation, participation, and emotional state. My main goal is to get the students excited about
this lesson, provide an opportunity for them to express themselves, encourage them to engage
with each other’s artwork, and maintain engagement/participation by building personal
relationships.

Day 1:
Introductory Activity:
Introduce students to exemplar art in a Google Slides presentation.

Clean-up Procedures:
Wipe down tables with spray and paper towel.

Days 2-4:
Art Lesson Activity and Formative Assessment:
Students brainstorm and sketch 3 versions of their design for a personal artist seal. I will
conference with students individually about their progress.

Clean-up Procedures:
Wipe down tables with spray and paper towel.

Day 5:
Closure:
We will engage in a in-progress critique of our sketches to help each other choose and refine the
final design for our personal seals. ‘Still Practicing’ and ‘Still Trying’ groups of students will be
supported by being given extra time during the Bellringer at the start of class to upload their
work to the Jamboard.

Clean-up Procedures:
Wipe down tables with spray and paper towel.

Lesson Closure and Summative Assessment:

Students will reflect on the critique, make a decision about design they like the best, and make
any edits using sharpie marker before carving in the next lesson. I will support ‘Still Practicing’
and ‘Still Trying’ groups of students by engaging in one-on-one conferencing to help them
choose/edit their design.

Planning in Support of Students with Special Needs:

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There are no students in this class who have IEPs. There are many Multilingual Learners but
their English comprehension is at or above grade level.

Communication with Families:

PSD uses Kinvo, a communication software which can automatically translate your messages
into each families’ home language. It is expected that all Classical teachers take time to
communicate with families during their advisory period, especially for students who are
currently failing or not attending class.

After creating a class book of artist seals in the next lesson, I will create a virtual version of the
book and share it to Google Classroom where parents will be invited to learn more about the
lesson and the concepts their students have been learning in art as a result of this entire unit.

Unit Connection:
This lesson is part of the Artist Seals Unit for this Calligraphy class:
1. Designing a Signature Symbol
2. Relief Printmaking
3. Personal Apparel & Branding

Resources for Art Content and Interdisciplinary Information:

https://www.viewingjapaneseprints.net/texts/topics_faq/faq_inscript_seals.html

https://www.viewingjapaneseprints.net/texts/ukiyoe/intro_ukiyoe.html

https://www.washingtonpost.com/world/asia_pacific/japan-fax-paper-suga/2020/10/16/
fc6fcdd8-06ef-11eb-8719-0df159d14794_story.html

https://creativepro.com/illustrator-how-to-creating-your-own-chop/

https://scrcexhibits.omeka.net/exhibits/show/japanese-woodblock-prints/partsofawoodblockprint/
partsofawoodblockprint

http://mercury.lcs.mit.edu/~jnc/prints/process.html

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Rhode Island College Date: March, 2021
Art Education Program By : Sydney Beck
ART LESSON PLAN

Art Lesson Title: Artist Seals: Relief Printmaking

Art Theme: Art is about Learning to See.

Overarching Lesson Goal(s):

1. Through the process of translating their personal seal designs into relief prints, students will
understand that artists and designers shape artistic investigations, following or breaking with
traditions in pursuit of creative artmaking goals (NVAS Creating: Enduring Understanding 1.2).
2. By thoughtfully and responsibly using relief carving tools/techniques, students will
understand that artists and designers balance experimentation and safety, freedom and
responsibility while developing and creating artworks (NVAS Creating : Enduring
Understanding 2.2).
3. Through the process of testing and printing their block multiple times and contributing to the
class book, students will understand that through art-making, people make meaning by
investigating and developing awareness of perceptions, knowledge, and experiences (NVAS
Connecting: Enduring Understanding 10.1).

Overview of Lesson:
This lesson introduces students to the medium and artistic tradition of relief printmaking through
the carving and printing of a personalized artist seal which they designed in the previous lesson.
Students will view examples of relief printmaking from a variety of artists including Albrecht
Durer, Elizabeth Catlett, Leopoldo Mendez and Taller de Grafica Popular, Kathe Kollwitz, and
my own prints. After a pre-assessment Kahoot quiz, we will discuss the key concepts of
reflection, mark-making, and positive/negative space. Students will transfer their design onto
their linoleum blocks, view a relief carving demonstration, carve their design, and glue the
linoleum to a piece of wood. Then, through trial and test printing, students will print their seal
with block printing ink, creating 2 final prints: 1 signed and dated print for the collaborative class
book, and 1 special print for themselves on their choice of paper.

Overview of Students : High School (9-10 grade)

Calligraphy (non-traditional calligraphy class- typography, word-art, and graphic design)

Time Frame: 6-8 class periods (alternating AB groups)

21st Century Skills:

This lesson engages a variety of 21st Century Skills in the following ways:
Critical Thinking and Problem Solving- the conceptual/perceptual process of reflection in
printing and translating a design into positive and negative space when carving a relief block

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Productivity and Accountability- working independently to hone craftsmanship and manage
time
Global Awareness- responding to relief prints from artistic traditions in many different cultures

Groups of Students:
Extra Group- above and beyond, finishes work early (3 students)
I’ve Got It Group- completes work on time and work meets the standard (6 students)
Still Practicing Group- submits late work and does not fully meet the lesson expectations (3
students)
Keep Trying Group- does not submit work or does not attempt to meet expectations (3 students)

Art Lesson Objectives: Nat’l Core Arts

As a result of instruction, students will: Standard #:

Objective 1: (NVAS# 1)
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Students will translate their personal seal design onto their linoleum relief block, considering the
concepts of positive and negative space and reflection.

Objective 2: (NVAS # 2)
Anchor Standard 2: Organize and develop artistic ideas and work.
Students will use relief carving tools and techniques to carve their seal design in linoleum.

Objective 3: (NVAS # 10)

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Students will test and print their seal block using multiple approaches, creating a variety of prints
(at least one for the collaborative class book and 1 special print that expresses themselves).

Evaluation :
1. Student’s design is thoughtfully applied to their block and shows an understanding of
reflection and positive and negative space.
2. Student’s carving technique is safe and their block demonstrates attention to craftsmanship.
3. Students’s prints show multiple trials and artistic approaches to expressing themselves (2 final
prints: 1 for the class book, 1 special print for themselves)

Engaging Questions:
1. How do relief printmakers think? (in terms reflection and positive and negative space)
2. How can we practice craftsmanship with our carving and consider mark-making?
3. How can we use the trial and error of the printing process as an opportunity to experiment and
grow as artists?

Art Supplies and Equipment Needed – and any safety considerations :

• Easy Cut Linoleum (pre-cut into rectangles)
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• Wood (pre cut into rectangles)
• Super glue
• Carving tool (u-gouge & knife tips)
• Tracing paper
• Transfer paper
• Block printing ink
• Brayers
• Newspaper
• Rice and other papers

Technology Use/Connections :
Smartboard & digital projector
Desktop computer for Zoom meeting
Laptop for Google Slides presentation and attendance
Google Classroom
Google Slides Presentation:
https://docs.google.com/presentation/d/
1KQ_iZzGyuvS8S6SsLWTcEqhFR6sj5_XIVF08VKRYrBo/edit?usp=sharing

Exemplary Artworks Focused Upon and Visuals:

See Google Slides Presentation.

Diversity of Art Content:

A wide variety of relief prints from throughout history and the world including: Albrecht Durer,
Kathe Kollwitz, Leopoldo Mendez and Taller de Grafica Popular, Elizabeth Catlett, and my own
relief prints/blocks.

Art Vocabulary and Definitions:

Reflection- images printed from a relief block are the mirror image of what you see on the
printing block
Positive/Negative Space-Positive space is the action area, the main focus, or part of an artwork's
composition that the subject occupies. The area around the positive space, or the background, is
called the negative space. In a relief block, the negative space is everything that is carved away
and the positive space is the surface which is left uncarved
Mark-making- the different lines, dots, marks, patterns, and textures we create in an artwork. In
relief prints, mark-making is determined by the type of carving tool and the way the artist
manipulates it.

Preparation Before Teaching:

Create Google Slides presentation, cut linoleum and wood for seals, prepare carving materials

Pre-assessment:

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Quick Kahoot quiz during lesson introduction to gauge students understandings of the artistic
concepts of reflection, +/- space, and mark-making.

Classroom Management:
The issue for these students is pandemic-related anxiety and depression which is affecting their
motivation, participation, and emotional state. My main goal is to get the students excited about
this lesson, provide an opportunity for them to express themselves, encourage them to engage
with each other’s artwork, and maintain engagement/participation by building personal
relationships.

Day 1:
Introductory Activity:
Introduce students to the exemplar art from Durer, Mendez, Catlett, Kollwitz. Discuss important
relief printmaking concepts like reflection, positive/negative space, and mark-making.

Art Lesson Activity and Formative Assessment:

After safety and materials demonstration, students trace their final design on tracing paper, flip
their paper so their design will reflect in the right direction, then transfer their design to their
block with transfer paper. Then students will carve their seal.

Clean-up Procedures:
Sweep up linoleum scraps, wipe down and put away carving tools, store printing blocks, wipe
down tables.

Days 2-6?
Art Lesson Activity and Formative Assessment:
Continue carving. When students are ready I will demonstrate inking and printing techniques.
Then they will print as many versions of their seal as they want ( at least 1 on rice paper for the
class book and 1 special). Based on current issues with attendance, the Keep Trying group will
certainly struggle to complete this lesson on time, if at all. I may have to truncate their workload
and create a modified virtual lesson for Google Classroom that focuses more on responding to art
so that these students have an opportunity to pass.

Clean-up Procedures:
Sweep up linoleum scraps. Wipe up ink and wash blocks/brayers.

Days 6-8?
Closure:
Compile individual prints into the class book, give a collaborative title, and have an in-class
exhibition.

Lesson Closure and Summative Assessment:

Final prints will be collected (1 on rice paper for the class book, 1 special)
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Planning in Support of Students with Special Needs:
There are no students in this class who have IEPs. There are many Multilingual Learners but
their English comprehension is at or above grade level.

Communication with Families:

PSD uses Kinvo, a communication software which can automatically translate your messages
into each families’ home language. It is expected that all Classical teachers take time to
communicate with families during their advisory period, especially for students who are
currently failing or not attending class.

Unit Connection:
This lesson is part of the Artist Seals Unit for this Calligraphy class:
1. Designing a Signature Symbol
2. Relief Printmaking
3. Personal Apparel & Branding

Resources for Art Content and Interdisciplinary Information:

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Rhode Island College Date: March, 2021
Art Education Program By : Sydney Beck
ART LESSON PLAN

Art Lesson Title: Artist Seals: Logos, Apparel, & Branding

Art Theme: Art is about Transforming the Ordinary into the Extraordinary!

Overarching Lesson Goal(s):

1. Through the process of comparing and responding to examples of personal apparel and other
types of brand logos, students will understand that visual imagery influences understanding of
and responses to the world (NVAS Responding: Enduring Understanding 7.2).
2. Through the process of creating their own t-shirt and branded objects using their artist seal as
a logo (print, iron, on or embroidery), students will understand that creativity and innovative
thinking are essential life skills that can be developed (NVAS Creating : Enduring
Understanding 1.1).
3. Through the process of developing their brand identity (name & statement/motto), students
will understand that people create and interact with objects, places, and design that define,
shape, enhance, and empower their lives (NVAS Creating: Enduring Understanding 2.3)

Overview of Lesson:
This lesson transforms the artist seal that students created in the last lesson into the logo of their
own personal brand. Students will be introduced to the concepts of logos and branding through a
diverse range of exemplar artists in the area of fashion design. They will respond to selected
logos and brands using Jamboard as a discussion platform where students (in person and at
home) can participate with sticky note comments. Students will be challenged to develop an
identity for their personal brand including their brand name and a brand statement/motto.
Students will participate in a choice-based apparel workshop where they will create a logo t-shirt
that expresses their personal brand’s aesthetic. They will have the option to print their seal block
with fabric ink, use the Cricket machine to create an iron-on patch from a photo of one of their
prints, or try embroidery. They will also have the opportunity to create ‘branded objects’ by
applying their logo to a personal object in the form of a print, sticker, or vinyl. Once completed,
students will submit photos of their t-shirt and branded objects to Google Classroom with their
brand’s name and a written brand statement or tagline.

Overview of Students: High School (9-10 grade)

Calligraphy (non-traditional calligraphy class- typography, word-art, and graphic design)

Time Frame: 10 class periods (alternating AB schedule)

21st Century Skills:

This lesson engages a variety of 21st Century Skills in the following ways:
Creativity and Innovation- designing according to their specific brand aesthetic
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Critical Thinking and Problem Solving- working with a variety of materials to create their
apparel and merchandise
Communication- creating apparel and merchandise that visually communicates their brand
Media Literacy- discussing visual culture, logos, and the images that brands use to represent
themselves in media

Groups of Students:
Extra Group- above and beyond, finishes work early (3 students)
I’ve Got It Group- completes work on time and work meets the standard (5 students)
Still Practicing Group- submits late work and does not fully meet the lesson expectations (3
students)
Keep Trying Group- does not submit work or does not attempt to meet expectations (4 students)

Art Lesson Objectives: Nat’l Core Arts

As a result of instruction, students will: Standard #:

Objective 1: (NVAS# 7)
Anchor Standard 7: Perceive and analyze artistic work.
Students will respond to and compare selected logos and brands using Jamboard as a discussion
platform, participating with sticky note comments.

Objective 2: (NVAS # 1)
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Students will express their personal vision for their brand’s aesthetic by designing a t-shirt and
branded objects using their choice of techniques (printing with fabric paint, iron on or
embroidery) and their personal artist seal as the brand logo.

Objective 3: (NVAS # 2)
Anchor Standard 2: Organize and develop artistic ideas and work.
Students will develop their personal brand identity by creating a brand name and brand
statement/motto which is cohesive with their designs.

Evaluation :
1. Student’s comments and participation in the Jamboard discussions demonstrate perceptive
descriptions and interpretations of exemplar logos (teacher observation).
2. Student’s t-shirts and branded objects demonstrate creativity, craftsmanship, and
understanding of printing concepts, according to the project rubric.
3. Student’s brand name, brand statement/motto, and t-shirt express a cohesive and unique brand
identity (project requirements of rubric).

Engaging Questions:
1. How do artists shape how we perceive logos and brands?
2. How can we express our own personal brand through fashion and apparel design?
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3. How can we incorporate a personal object into our brand’s aesthetic?

Art Supplies and Equipment Needed – and any safety considerations :

• Artist seals/stamps made in last lesson
• Fabric paint (acrylic)
• Brayers
• Palettes
• Palette knives
• Embroidery floss
• Needles
• Hoops
• Plain white cotton t-shirts
• Scissors
• Cricket machine
• Vinyl (iron-on, permanent, removable)
• Iron

Technology Use/Connections :
Smartboard & digital projector
Desktop computer for Zoom meeting
Laptop for Google Slides presentation and attendance
Google Classroom
Google Slides Presentation:
https://docs.google.com/presentation/d/1oqkd-
QpxCKumxntjCjkvy3UFtkkjUXpKHzPEnTQXCZI/edit?usp=sharing

Exemplary Artworks Focused Upon and Visuals:

See Google Slides Presentations.

Diversity of Art Content:

This lesson features exemplar logos and promotional artwork from a diverse variety of fashion
brands including heritage European luxury, American streetwear and skater, and

Interdisciplinary Connections:
This lesson features interdisciplinary connections with business and entrepreneurship. Another
way to strengthen this connection would be to have students interview a visiting artist/fashion
entrepreneur about how they devised and built their brand.

Art Vocabulary and Definitions:

Brand- a marketing concept that helps people identify a particular company, experience, or
product across a range of media
Logo- a symbol or other design adopted by a brand to identify their products

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Aesthetic- concerned with beauty, or a set of underlying principles that guide a particular artist,
movement, or brand.
Identity- distinguishing characteristics that define you, how you think about yourself, and how
others see you

Preparation Before Teaching:

Create Google Slides presentation.

Pre-assessment:
Students’ work from the previous 2 Artist Seal lessons, specifically their brainstorming/
conceptual work from the first lesson and their printing work in the second lesson.

Classroom Management:
The issue for these students is pandemic-related anxiety and depression which is affecting their
motivation, participation, and emotional state. My main goal is to get the students excited about
this lesson, provide an opportunity for them to express themselves, encourage them to engage
with each other’s artwork, and maintain engagement/participation by building personal
relationships.

Day 1:
Introductory Activity:
Student will be introduced to the idea of the logo t-shirt workshop through a Google Slides
presentation, discussing selected logos/brand and the way brands express their identity/aesthetic
through marketing.

Art Lesson Activity and Formative Assessment:

Students will view a fabric printing demonstration and an introduction to the workshop options
then begin to plan their logo t-shirt design.

Closure:
Students will be encouraged to start thinking about their brand name, brand statement/motto, and
how their logo t-shirt and branded objects will create a cohesive identity.

Clean-up Procedures:
Clean up fabric/thread/vinyl scraps, printing ink, seal and brayer if used, and wipe down tables
with spray.

Days 2-8:
Introductory Activity:
Student will be shown a demonstration on embroidery and needle threading and will have the
opportunity to bring up any questions or concerns they have about the project.

Art Lesson Activity and Formative Assessment:

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Students will work on their logo t-shirt design using their choice of materials and processes. I
will support the ‘Still Practicing’ and ‘Keep Trying’ groups with extra one-on-one conferencing,
questioning, assistance with brainstorming, and personal demonstrations of techniques that they
may have missed.

Closure:
Students will be encouraged to work on their t-shirts at home and put in any last orders for vinyl/
iron-ons by emailing an image of their best print to Mrs. Gomes.

Clean-up Procedures:
Clean up fabric/thread/vinyl scraps, printing ink, seal and brayer if used, and wipe down tables
with spray.

Days 9-10:
Introductory Activity:
Students (both in person and at home) will participate in a Jamboard discussion in which they
compare and analyze logos and the ways in which brands visually express their identity/
aesthetic.

Art Lesson Activity and Formative Assessment:

After vinyl application and iron-on demonstrations, students will finish working on their logo t-
shirt designs and branded objects. I will support the ‘Still Practicing’ and ‘Keep Trying’ groups
with extra one-on-one conferencing, questioning, assistance with brainstorming, and personal
demonstrations/help with techniques.

Closure:
Students will be encouraged to work on their t-shirts at home and submit their images, brand
name, and brand statement to Google Classroom.

Clean-up Procedures:
Clean up fabric/thread/vinyl scraps, printing ink, seal and brayer if used, and wipe down tables
with spray.

Lesson Closure and Summative Assessment:

Students will discuss the visual culture and marketing implications of this project for their
everyday lives and futures, as well as analyzing the 21st century skills that they practiced
throughout the lesson.

Planning in Support of Students with Special Needs:

There are no students in this class who have IEPs. There are many Multilingual Learners but
their English comprehension is at or above grade level.

Communication with Families:

!5
PSD uses Kinvo, a communication software which can automatically translate your messages
into each families’ home language. It is expected that all Classical teachers take time to
communicate with families during their advisory period, especially for students who are
currently failing or not attending class.
I will be creating a digital version of the class book of artist seals and sharing it to Google
Classroom where parents will be invited to learn more about the lesson and the concepts their
students have been learning in art as a result of this entire unit.

Unit Connection:
This lesson is part of the Artist Seals Unit for this Calligraphy class:
1. Designing a Signature Symbol
2. Relief Printmaking
3. Logos, Apparel & Branding

Resources for Art Content and Interdisciplinary Information:

https://www.highsnobiety.com/p/shawn-stussy-biography/

https://www.guerrillagirls.com/projects

https://mschf.xyz/

https://www.architecturaldigest.com/story/how-to-naturally-dye-using-foods\

https://www.wikihow.com/Dye-Cotton

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