Pro forma Scheme Plan

Title of Scheme: Graphic DVD

cover creating and constructing a
DVD cover under the Development
Education issue of Child Labor
The effects on a child whom has
been denied the right to Education.
No. of Lessons: 4
Total Time: 8 hours
Group: 1
st
years
No. of Pupils: 22
Aims: (what students will learn)
Study and gain appreciation for the graphic illustrative works of Adam Issac Jackson and Roy
Lichtenstein.
Students will explore and learn about Child Labor thoroughly through internet research, books
etcself-initiated research.
Students will learn to compose drawings from imagination, memory, direct observation of
images and referring to artists work.
Students will learn about the important aspects of graphic design for their DVD layout,
attention grabbing slogan, appropriate typography, scale, appropriate color and appropriate
images.
Students will learn to accurately measure and construct the paper DVD case.
Students will become aware of the charity UNESCO from their research understanding their
aims and the work they do.
They will learn how to compare and contrast different genre of DVD
documentary/educational vs. action DVD.

Overall Learning Outcomes for the Scheme:

Research skills ability to research their chosen issue within Child Labor context, choosing
appropriate images, text, facts.
Clear communication through images, symbols, typography and layout.
Observing the works of the artists Adam Issac Jackson and Roy Lichtenstein becoming
knowledgeable of their style of illustrative graphics which will aid them with their drawing
skills.
Compare and contrast educational/documentary DVDS to that of a different genre.
Systematic work step by step approach research, notes, visual research, sketches.
Observational skills Analyzing research images/text, deciphering text in order to create a
slogan for DVD cover.
Technical ability- Use of craft knives/scissors correctly on chosen materials being precise
and careful.
Creating typography through observation of text collage, torn out, cut out, stencil printed or
hand drawn. Rendering text to suit their chosen issue.
Discussion skills As a group, students will discuss their work/issue, analyzing where
improvement is needed and being critical of one anothers work.
Communication skills- Students should communicate their issue through their work clearly
and efficiently and communicate confidently within the class.
Numeracy - Creating and constructing a DVD paper cover for DVD using the following
measurements provided on a template (template given will be small so students cannot trace it).
4.5 inches x 5.5 inches, 7.7 inches x5.5 inches, 7.7 inches x 1 inch, 5.5 inches x 3 inches.
Drawing skills students will improve their drawing skills by way of observation of
imagery/research relying on tracing ONLY for lettering.

Investigating/Exploring/Creating (include illustrations, especially your own work):

INVESTIGATING:

Students will investigate the effects on a child who has been denied the right to Education,
through research of images, facts and text using computer facilities. Students will analyze
examples of educational and documentary DVD covers in order to get a sense of layout and
overall appeal. They will compare and contrast them to a different genre of DVD covers.
Students will also observe the work of graphic artists Adam Issac Jackson and Roy Lichtenstein
so as to become knowledgeable of these artists illustrative graphic qualities/style in their work.

WHAT WOULD BE THE EFFECTS ON ME, IF I HAD BEEN DENIED
EDUCATION?
If I had been denied an education I would have no real experience of bonding with children my
age in a school setting. I would be illiterate with no sense of what goes on it the world around
me except for what I might see on television. I would either be a quiet, reclusive child who keeps
to themselves and is looked upon as being stupid for not being educated OR I could turn out to
be a disruptive child who knows no better than to cause trouble from falling in with the wrong
crowd. I would grow up and be unable to get a proper job if any at all. I cannot read or write, I
have little or no social skills I will probably be on the dole to survive. I would not understand
the concept of interacting with people in different situations. Mentally I would feel useless and
a parasite in society it is not my fault I was denied education.





From looking at this documentary DVD cover, straight away I can tell it is about a man with
OCD. The typography is large in scale and white which stands out against the black
background. The image used on the front cover is of a person washing their hands
(photographed) this is common with OCD sufferers. This image is strong as many people
would associate this with OCD. It is placed in the Centre of the DVD which is where your eye
is drawn to. The font on the front cover reads from left to right. The message is straight
forward and effective. On the back of the DVD there is background information in gold font
which tells us what the documentary is about. The layout at the back has an image of two men
one at the top left and the other on the bottom right. There is text in the order of white,
gold, white, gold. This stripe effect is helps the eye to read it better. The colors complement
each other. The DVD is refined but sometimes that is all you need.



The second DVD is an action one Indiana Jones. It is an older looking DVD cover as you
can see that it is illustrated and painted (1980s). These days, graphic designers use hi-tech
computers/Photoshop/photography to illustrate DVD covers. There is a lot going on with
the front cover. Indiana jones is in the Centre, ready to cast his whip. He is wearing
beige/brown clothing and brown hat his adventure attire. He is illustrated to look like the
hero- strong looking with a smile. On the left and right borders, there are characters faces
illustrated. There are five bad guys on the cover, all men. The woman on the bottom right is
girl that gets rescued. It has a comic book illustrative feel to it with the colors and layout.
Behind Indiana I can see the Arc or Pandoras Box which is a gold chest. The gold color
illuminates the other earthy colors. The typography (jungle style font) reads from left to right
getting smaller in the right background which emphasizes energy/adventure. The font is
flame like with red/yellow. The font in the Centre is white and stands out clearly (boxy shaped
lettering commonly used in the 1980s).

EXPLORING:


Looking at illustrations of children experimenting with restrictions around childs face which
stop her from speaking. I chose one illustration and refined and de-beautified her. I
experimented and printed onto acetate and colored paper to see which was effective.





Using L templates to crop my drawing and capture the essence of child labor. Experimenting
with bold type/color.


Final piece shows a close up of the childs mouth with a Nike scarf restricting her from
speaking it stands out in black ink pen on white/tracing paper. DVD cover has black
background. I have used bold red/black font to get my message across. The closure of the
DVD was important to me in getting the message across. I used a pink lace (from nike
trainers) which fastens at the side of the childs mouth in a bow. It may look pretty and pink
but its misleading.

EXPLORING:

Students will explore scale and proportion in their images/drawings enlarging and zooming in
where appropriate.
Students will explore their issue/research thoroughly choosing appropriate material/text.
They will explore the work of the two artists Adam Issac Jackson and Roy Lichtenstein gaining
knowledge of the different styles created.
Students will explore different techniques by way of teacher demonstration tracing, rendering
typography, experimenting with acetate/coloured paper/tissue paper, measuring and cutting out
lettering with a craft knife correctly.
Students will explore different layouts by experimentation of materials photographing to
keep track of ideas.
Students will explore different slogan options referring to text/facts from research and
imagination punchy, to-the-point slogan.
Students will compare and contrast two DVDS analyzing layout, color, typography,
placement, scale, message communicated etc
Students will explore scale and dimensions when creating Paper DVD cover (4.5 inches x 5.5
inches, 7.7 inches x5.5 inches, 7.7 inches x 1 inch, 5.5 inches x 3 inches).

CREATING:

Students will compose a written piece under the heading what my life would be like if I was
denied education? so that they have an understanding of the project.
Students will create 4 sketches (rough, quick draft no detail) from observing their images
emphasizing their issue of choice. These will be displayed on the
EXPERIMENTAL/DEVELOPMENT BOARD. They will create a MOOD-BOARD
which will consist of Research on issue/images/typography/facts/ notes and thoughts they
might have. They will chose 1 sketch and push the idea further through experimentation with
materials acetate, coloured paper/tissue. They will experiment with enlarging and zooming in
on areas of their drawings. Students will create 4 experimental DVD covers choosing one to
push further and make. They will use a DVD documentary style worksheet to aid them.

Art history/critical and contextual studies (include illustrations)

Roy Lichtenstein uses bold flat color and the pointillism technique (dots on womans
face). Adam Issac Jackson has a beautiful illustrative quality to his work using
black/white pen.



Child Labour facts
What is child labour?
The International Labour Organization (ILO) recognizes child labour as work that is mentally, physically,
socially or morally harmful to children. Instead of going to school and experiencing childhood, 215 million
children around the world are involved in this type of work.
The International Labour Organization estimates that 215 million children ages 5-17 are engaged in child
labour (ILO, Accelerating action against child labour, 2010).
An estimated 12 percent of children in India ages 5-14 are engaged in child labour activities, including
carpet production (UNICEF, State of the Worlds Children 2010).
Approximately six out of ten slaves in the world are bonded labourers in South Asia (Siddharth Kara, Sex
Trafficking: Inside the Business of Modern Slavery, 2008)
It would cost $760 billion over a 20-year period to end child labour. The estimated benefit in terms of
better education and health is about six times thatover $4 trillion in economies where child labourers are
found (ILO, Investing in Every Child, 2003).
Some children are forced to weave up to 18 hours a day, often never leaving the confines of the factory or
loom shed.
Experts estimate that child labour on South Asias carpet looms has dropped from 1 million to 250,000
since the launch of Good Weave in 1995.
Lack of Educationthe Root of Children's Rights
Violations?
Education is a basic right for all children around the world, yet in the developing world there are almost
two billion children, most of which are not receiving a proper education or any education at all.
According to the Global Fund for Children one in five children, 120 to 125 million children, are not
enrolled in school. Of those who do receive an education, mostly in the developing world, one in five will
not make it past the fifth grade. The lack of education for much of the worlds children is of grave concern,
and continues to impact not only the lives of the children themselves, but the development and progress
of entire nations. If a large majority of countries children are not educated, the prospect of the future
business, political, religious and government leaders of is marred for many generations.
As a world community we are fighting poverty, disease, war, child labor, child soldiers, human slavery,
and so much more, yet our biggest fight and the root of so many issues is a lack of education. Children and
adults who are illiterate or uneducated are more susceptible for victimization and therefore decrease of
life expectancy.
The lack of education in the developing world means more than just another generation of illiterate
children, who will enter into the same cycle as their parents. This is a generation of children who will
continue into a life of poverty, with no real tools to fight the cycle that plagues their families and villages.
Children do not go to school, or our pulled from school, for a number of reasons, however the largest is
that children are used to assist the families and work. It must be clearly understood that while many
children are forced to work in horrid child labor conditions, much of which is child slavery, many are
working along side their families in the fields or home.
The problem with education in poorer countries is not only a lack of funding for education, but also a lack
of infrastructure, so therefore while basic education may be mandatory in many countries; the quality of
education is far from adequate. As the educational demands around the industrialized nations increase, the
developing world is falling even farther behind. With a the basic educational needs of children so often
not met, children are not being given a fighting chance at breaking the cycle of poverty, disease, abuse,
war, and so much more. Education is more than an escape, it is a fundamental right, and we must work
together to ensure that all of the worlds children receive a basic education. However we must not stop
with basic education, we must work to ensure that children have the opportunities to obtain all levels of
education, and close the educational gap between the unindustrialized and industrialized countries.
Children are our worlds most valuable resources, and therefore we must make substantial investments into
developing those resources.

Lack of Educationthe Root of Children's Rights
Violations?
CHILDREN
by Cassandra Clifford | on June 24th, 2007 | 4 comments

Education is a basic right for all children around the world, yet in the developing world there are almost
two billion children, most of which are not receiving an a proper education, or any education at all.
According to the Global Fund for Children one in five children, 120 to 125 million children, are not
enrolled in school. Of those who do receive an education, mostly in the developing world, one in five will
not make it past the fifth grade. The lack of education for much of the worlds children is of grave concern,
and continues to impact not only the lifes of the children themselves, but the development and progress of
entire nations. If a large majority of a countries children are not educated, the prospect of the future
business, political, religious and government leaders of is marred for many generations.
As a world community we are fighting poverty, disease, war, child labor, child soldiers, human slavery,
trafficking, and so much more, yet our biggest fight and the root of so many issues is a lack of education.
Children and adults who are illiterate or uneducated are more susceptible for victimization and therefore
decreases life expectancy.
Distribution of Children Enrolled in School Worldwide

UNESCO
The lack of education in the developing world means more than just another generation of illiterate
children, who will enter into the same cycle as their parents. This is a generation of children who will
continue into a life of poverty, with no real tools to fight the cycle that plagues their families and villages.
Children do not go to school, or our pulled from school, for a number of reasons, however the largest is
that children are used to assist the families and work. It must be clearly understood that while many
children are forced to work in horrid child labor conditions, much of which is child slavery, many are
working along side their families in the fields or home.
World Bank
The problem with education in poorer countries, is not only a lack of funding for education, but also a
lack of infrastructure, so therefore while basic education may be mandatory in many countries, the quality
of education is far from adequate. As the educational demands around the industrialized nations increase,
the developing world is falling even farther behind. With a the basic educational needs of children so often
not met, children are not being given a fighting chance at braking the cycle of poverty, disease, abuse, war,
and so much more. Education is more than an escape, it is a fundamental right, and we must work together
to ensure that all of the worlds children receive a basic education. However we must not stop with basic
education, we must work to ensure that children have the opportunities to obtain all levels of education,
and close the educational gap between the unindustrialized and industrialized countries. Children are our
worlds most valuable resources, and therefore we must make substantial investments into developing those
resources.
Links:
UNICEF
ILO
UNESCO
The Global Fund
Visit the World of the United Nations Slideshow, shows importance of education and why children dont
get an education.
Time for Kids: School Years Around the World
Peace Corps Kids World
Cool Planet

ICT: computers, photocopiers.

Numeracy:
Creating and constructing a DVD paper cover for DVD using the following measurements
provided on a template (template given will be small so students cannot trace it). 4.5 inches x
5.5 inches, 7.7 inches x5.5 inches, 7.7 inches x 1 inch, 5.5 inches x 3 inches).
Literacy:
Use of language line, tone, texture, space, balance, scale, symmetry, proportion, color.
Child labor, UNESCO, template, domestic labor, confined, carpet factories, UNICEF, experimental
development board, mood-board, enlarging, zooming, compare, contrast, slogan, typography,
misleading, L templates, restrictions, acetate, dimensions, denied education, poverty, victimization,
disease


Teaching/Learning Strategies:

Introduce the project to the class briefly, explain lesson 1 to them, so as not to overload them
with too much information giving them the brief which will be filled out after research is
done.
Allocate handouts to the students introducing them to the graphic hand drawn illustrations of
Adam Issac Jackson and Roy Lichtenstein comparing and contrasting.
Allocate students different documentary DVD covers which have different genres, comparing
and contrasting them.
Computer facilities Use of computers in order for students to do self- initiated research on
their issue collecting images, facts, typography etc
Provide students with a variety of images and pre-photocopied typography which they can
render.
Explain what each of the A3 boards is mood-board, experimental development board and
final board showing examples of own work.
Demonstrate how to commence measuring the dimensions of the paper DVD cover correctly.
Show students your DVD cover passing it around and deciphering the meaning behind it. Is
it communicated well?
I will be doing most of the photocopying - enlarging and printing onto acetate and colored
paper.

Materials: colored paper - card/tissue paper, glue, pencils, acetate, Velcro, ribbon, images, A3
card/board, scissors, craft-knives, tracing paper, coloring pencils, black pens, cutting mats.

Safety Precaution:
Use safety mat correctly if using craft knifes teacher demonstration on how to use a craft
knife correctly. (will be done near my desk so I can supervise)
School bags under the desks

Differentiation:
Students at a weaker level can keep their DVD cover basic by way of line drawings with collage
combination it must get the message across. Quicker students can either:
add to their mood-board
Come up with an actors list for their DVD thinking about the voiceover actor, how many
stars the DVD is etc

Timeline/Sequence of Lessons:
Lesson 1:

Introduce the project to the class briefly, explain lesson 1 to them, so as not to overload them with too
much information giving them the brief (brief will include initial brief, two sheets to be filled out
about their research issue) which will be filled out after research is done. Class discussion briefly on
what Child labor is focusing more on denied education of the child moving to the computer facilities
so that students can do their research. I will also have images/typography for the students. Students
will commence and finish their mood-boards in lesson 1.
Re-cap on todays class making sure everyone understands what we are doing if not I will explain
what they might not understand.


Lesson 2:

Explain lesson 2. FOCUS ON TYPOGRAPHY. Teacher demonstration on different experimental
techniques i.e. acetate with colored paper, stenciling typography etcWe as a class will discuss color
and the meanings behind it. This is important that they choose appropriate color for issue. Students
will commence experimental development A3 board which will hold all their experimental work which
will be made on the DVD worksheet provided for them. Allocate handouts with the work of the artists
Roy Lichtenstein and Adam Issac Jackson so students gain knowledge of the illustrative graphic works
drawing skills is vital for this project. Allocate photocopied typography in different scales for
students to experiment with. Students will also be shown examples of different layouts of DVD covers
i.e. educational/documentary vs. action DVD comparing and contrasting this will aid students in
knowing that their layout has to be educational/documentary style layout. HOMEWORK: students
can continue to render slogan they have chosen, giving two examples with two different types.
Re-cap on todays class making sure everyone is ok with their project and if any one has any
problems/issue they can speak up and we will fix it.

Lesson 3:

Students will keep working on experimental work. I will have photocopied work for each student i.e.
there drawings photocopied onto acetate, colored paper all in different scales. If students have
rendered typography I will also photocopy these on acetate and colored paper. Students can trace or
free-hand draws their lettering.
Re-cap on how students are getting on class discussion on each others work giving advice or tips
to one another. Is their message coming across? They need to communicate and help each other as a
class.

Lesson 4:

Final lesson. Students will be finishing their experimental work and applying it to the final A3 board.
They will choose the DVD cover that they want to make and will commence creating it. Each student
will get a template of the paper DVD cover with dimensions and construct it. I will demonstrate this
first so it is done correctly.
DVD SHOULD HAVE THE FOLLOWING ELEMENTS:

DRAWING SKILLS
SLOGAN/RENDERED LETTERING
DRAWN IMAGE(s)
APPROPRIATE COLOUR
UNESCO WEBSITE
BARCODE AT THE BACK
CASE STUDY PIECE ON THE BACK OF DVD COVER
PAPER CONSTRUCTED DVD HOLDER
(MEASUREMENTS/TEMPLATE WILL BE PROVIDED)

Students will individually explain their project to the class briefly I do not
want to put people on the spot or embarrass them with having to speak so it
will be a brief 2 minutes each.

Assessment Rubric: Graphic DVD cover creating and constructing a DVD cover under the
Development Education issue of Child Labor The effects on a child whom has been denied the right
to Education.
RESEARCH
Students should
demonstrate:

Self-initiated
research skills
choosing correct
material on the issue
at hand.

Choosing
appropriate
imagery/typography
suited to the issue.

Composing written
piece.

Evidence of learning
Evidence that the
student:

Effectively chose
DRAWING/LAYOUT
Students should
demonstrate:

Observational skills:
Concentrated
observation of
imagery from
research and artists
work.

Drawing skills:
Sound studio
drawing practices
analyzing the imagery
and applying their
individual style.

Independent thought
choosing and
applying visual
knowledge to line
drawing from
TECHNICAL
ABILITY
Students
should
demonstrate:

Technical
ability:

Developing
skills in the
use of general
materials,
tools and
equipment
(scissors,
craft knives,
acetate, light
box, tracing
paper.)

Ability to
transfer
MAKING CRAFT
Students should
demonstrate:

Process:
Ability to use
materials and
processes for
completing DVD
cover in
sequential order
mood-board,
experimental
board,
worksheets).

Application of
materials/imagery
through
experimentation
on worksheet
use of L squares
to decide on
UNDERSTANDING
AND ATTITUDE
Students should
demonstrate:

Willingness to
cooperate and
contribute to the
graphic workshop
learning activities.

Willingness to
persevere and
overcome creative
and technical
challenges.

Openness to new
subjects, ideas and
methods.

Evidence of
learning
appropriate
imagery/typography
fonts for their
research boards
being aware of their
issue.

Created a hand-
written paragraph
Titled: what my
life would be like if
I was denied
education Hand
writing must be
readable and of
good quality.







observation of artists
work and researched
imagery if student
wishes to use the
artists styles.

Ability to trace
typography onto
tracing paper,
correctly.

Ability to render the
typography once it is
traced or hand drawn
applying personal
touches to the
typography where
appropriate to issue.

Evidence of learning
Evidence that the
student:

Effectively set up
drawing area with a
clear view of chosen
imagery and drawing
materials pencil,
having image clipped
to drawing board so
it does not move.

Observed imagery
and artists work
closely creating a
drawing containing
their personal style
and that of the artists
if they wish.

Created 4-5 rendered
typography
appropriate to their
issue.


typography
onto acetate
through
tracing
technique.

Ability to
create 4-5
different
rendered
typography
appropriate
to issue.

Evidence of
learning
Evidence that
the student:

Became more
skilful in use
of tools and
equipment
such as craft
knives,
scissors.

Accurately
traced
typography
font onto
tracing paper
rendering it
and making it
appropriate
to issue.

Modifying
technique if
needs be i.e.
cropping
images using
L rulers,
applying
more material
or refining it
back to its
raw state.



cropped imagery.

Critical awareness
to what an
effective DVD
covers look like -
analyzing
documentary
cover as an aid
Is student
communicating
message??

Evidence of
learning
Evidence that the
student:
Is able to modify
their drawings by
applying different
aspects and style
using artists
style if they wish.

Technical ability:
using the tools
and materials
correctly and in a
safe manner.

Process:
Created a series
of experimental
DVD covers
showing
progression
throughout each
one.

Is a team player
aiding fellow
classmates on
their work and
how
improvements
could be made.

Evidence that the
student:


Is personally
engaged with the
project in all areas
as reflected in the
full and integrated
nature of the work,
creative and
critical/contextual.

Discussion skills:
Can explain some
key points on the
process/methods
of their DVD
cover and how the
message is
conveyed through
it.

Understanding of
why they used
certain materials
and techniques.