Instructions: Cut out the album covers and provide 1 to each student. Students walk around the class describing the cover and try to find a classmate with their match. No looking allowed!

1950s to 1990s Album Cover Analysis

1. Analyze the Record Albumsa. Spend a few minutes reading over the analysis sheet.

Examine each photograph completing an analysis sheet asyou look at the album.

b. After analyzing all of the albums, try to determine whichalbum was produced in the 1950s, 1960s, 1970s and 1980s.Cite specific evidence from the album and connect that toevents occurring in each of the decades. Use yourbrainstorming sheets to help you.

2. Display your decisiona. Write your names on the back of the album cover and, using

double sided sticky tape, place your albums under thecorrect decade sign around the room.

b. Have your spokesperson defend your placement.

c. Be prepared to question other group’s decisions using factsfrom the time period.

3. Regroupa. After listening to all of the group’s arguments, you may

decide to change your order.

b. If you move any albums, your spokesperson should state to theclass the logic behind the switch.

1950s to 1990s Album Cover Analysis

Album Cover Analysis Worksheet Step 1. Observation

A. Study the album for 2 minutes. Form an overall impression of the album and then examine

individual items. Next, divide the album into quadrants and study each section to see what

new details become visible. Provide a general description of the album (i.e. guy with glasses)

___________________________________________________________________________

B. Use the chart below to list people, objects, and activities in the photograph.

People Objects Activities

Step 2. Inference

Based on what you have observed above, list three things about the time period you might

infer from this album.

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

WE THINK THIS ALBUM REPRESENTS THE 19__________s

1950s to 1990s Album Cover Analysis

1950s to 1990s Album Cover Analysis

1950s to 1990s Album Cover Analysis

1950s to 1990s Album Cover Analysis

1950s to 1990s Album Cover Analysis

� Betty Carter, Out there with Betty Carter 1958, page 5

� Jimi Hendrix, Bold as Love 1967, page 6

� Funkadelic, America Eats its Young 1972, page 7

� Jackson Browne, Lawyers in Love 1983, page 8

Album Cover Design Grade Level: Art 1 (Intro Art) Unit: 3 / Lesson: 2 of 2 Duration of Lesson 2 weeks

*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 preliminarystudies

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 studentswill 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 readyto 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 paintingDay 8: Work day on painting, Students should be about 70-80% done at end of day, Half-way critiques in small groupsDay 9: Work day, students should be nearing completion by end of dayDay 10: Work day for part of class period if necessary, the rest of time will be spent on full class discussion and reaction to peer’s 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 Teacher provides and explains examples of successful album cover designs

o Teach must approve of student’s 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

designo Students choose which art element they will focus on o Students are responsible for designing their two small studies

and applying inspiration to final pieceo 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 IEP’S: 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, Generalaccommodations 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 forinspiration.

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 mustkeep in mind will be written on the board and the students are

expected to use this language when discussing and critiquing each other’s 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?