Album Cover Design

Grade Level: Art 1 (Intro Art)

Lesson: 2 of 2
Duration of Lesson 2 weeks

Unit: 3 /

*Can be adaptable to digital media

National Art Standards:
VA: Cr 1.2
VA: Pr 4.1
VA: Re 7.1
1) Learning Objectives
Content Objectives:
1 Students will use acrylic paint to design
and create an album cover on a 20 in. x 20 on Masonite board. In
addition, students will design the back of the board to reflect the
song titles and name of album.
2 Students will recognize and apply the three factors that compose a
well-designed album cover.
3 Students will research album art of their interest in their preliminary
studies
4 Students will utilize the elements of color, shape and line, and the
principles of movement, balance, and unity in their painting
5 Students will informally critique one another during the design
process through small group discussions
Language Objectives:
Students will be able to recognize terminology such as:
Good vs. Bad Design
Marketing
Limited space
Single element
Flow/movement
Emphasis
Behavioral Objectives:
1 Students will stay on task throughout class period
2 Students will respect materials in room (paint, brushes, tables)
3 Students will clean up after themselves
2) Materials Needed:
Colored pencils, acrylic paint, brushes, 20 in x 20 in Masonite board

3) Prior Knowledge:
Students will have previous knowledge of:
Successful design principles
Proportions and values
Basic color theory
Recognizing positive and negative shapes
Understanding scale
Elements of art
4) Procedures:
Week 1:
Day 1: Introduce album cover design project by showing students a
PowerPoint of successful album cover designs. Stress the importance of good
design vs. bad design in album art. Introduce the three concepts the students
will recognize and apply in their album art design: 1. Maximize limited space,
2. Focus on a single element, 3. Balance between artistic and good
marketing. Have students begin sketching out preliminary designs in pencil
and colored pencils. (Can use computers to collect information/inspiration)
The student must have at least two album art they have researched for
inspiration and be able to describe how it inspired their final piece.
Day 2: Students may continue working on design sketches and gathering
inspiration for project. The students must complete two small study designs
(10x10) before starting on their larger canvas.
Day 3: Students continue working on their small studies. Those who are ready
to begin on canvas must have their design approved by the teacher before
starting.
Day 4: Students should be finishing up their small study designs and begin
working on the larger 20 x 20 inch board.
Day 5: All students should be starting the larger album cover design painting
on Masonite.

Week 2:
Day 6: Work day on painting
Day 7: Work day on painting
Day 8: Work day on painting, Students should be about 70-80% done at end
of day, Half-way critiques in small groups
Day 9: Work day, students should be nearing completion by end of day
Day 10: Work day for part of class period if necessary, the rest of time will be
spent on full class discussion and reaction to peers work. The topic of
discussion will be the successfulness of designs and whether you would want

to buy the album or not. Complete self-assessment form once painting is

complete. Briefly discuss painting unit materials and terminology for quiz
next class period.
Week 3:
Day 11: Quiz on Painting Unit concepts and terminology

Instructional Strategies (direct instruction, modeling, demonstrations, ect.) :

Practice:
- Guided:
o
o

Teacher provides and explains examples of successful album

cover designs
Teach must approve of students design as far as
successfulness of design and adhering to the three concepts
learned in class

Independent:
o Students research own personal inspiration for album cover
design
o Students choose which art element they will focus on
o Students are responsible for designing their two small studies
and applying inspiration to final piece
o Student create the final painting in their own style based on
project guidelines

Closing (activity to summarize or review the content objectives):

-

Brief lesson review in class

After finishing up painting, students will complete a project evaluation
form
Explanation of Painting Unit concepts/terminology for quiz

5) Accommodations / Modifications:
Students with IEPS: Accommodations vary with student, General
accommodations might include:
- Cut-outs of design elements they can use for painting
- Alternatives to holding paint brush (paint in other ways)
Gifted / Talented Students: Accommodations vary with student, General
accommodations might include:
- Students are required to incorporate several pieces of text into
design
6) Assessment of Learning:
Checks for understanding during lesson instruction:
Summative Assessments:

Observation of students work during class

Observe and make sure students are applying two album art designs
as inspiration in small studies
Students maintaining progress through checkpoints during week
Use of vocabulary during informal critiques

Formative Assessments:
Final 20 in x 20in Painting
Self / Teacher Assessments with Rubric

7) Lesson Reflection / Evaluation (analyze the lesson for):

(What went well and why?)
(What changes could or should be made?)
(How will I use the assessment data and what are the next steps indicated by
it?)
Planning Commentary:
1 What are the important characteristics of the students in the
class that need to be considered in planning, teaching, AND
assessing to facilitate learning for all students? Consider:
interests, social emotional development, culture, family, etc.
and How do these factors impact the ways in which I will teach
this content?
Being aware and recognize appropriate album art and inappropriate
album art with students, and aid them in what is school-appropriate for
inspiration.
2 What theories or research supports this lesson plan and the
approach I have taken to instructing this content?
3 Art there any safety concerns I need to plan for to keep the
students safe?
4 How have I planned to support students in their use of the
academic language demands of this lesson (vocabulary and
language use?)
Some of the vocabulary and concepts used in this lesson will be
already familiar to the students. The three concepts that students must
keep in mind will be written on the board and the students are

expected to use this language when discussing and critiquing each

others work during informal critiques and the final full class discussion.
5 What are the essential questions that can help frame or focus
my instruction?
What makes a successful design?
How does the album art encourage sales?
How much does the album art affect marketability of product?
Does the artist brand change with the album design?
6 For any student(s) with an IEP, how have I addressed their
specific goals and objectives?
7 How are the lessons within the learning segment connected
are the learning objectives directly related or connected?

Source of Lesson:
http://www.uxbooth.com/articles/design-lessons-from-well-designed-albumcovers/