Todd Parr Poster Design

Created Feb. 7, 2024 by Daniel Kotran

Todd Parr Poster Design         

Standard(s):

  • 9.1.3.A: Know and use the elements and principles of each art form to create works in the arts and humanities. Color, form/shape, line, space, texture, value.
  • 9.1.3.E: Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
  • 9.3.3.D: Explain meanings in the arts and humanities through individual works and the works of others using a fundamental vocabulary of critical response.
  • 9.4.3.C: Recognize that the environment of the observer influences individual aesthetic responses to works in the arts.

Objectives: Students will study the work of the author Todd Parr. Working in pairs, students will create their own poster in the style of Parr that conveys a positive message. This poster will be displayed around Sheckler for other students and teachers to view.

Instructional Design/Learning Experiences & Activities:

Class 1:

  • Teacher will introduce Todd Parr through a Prezi presentation, Youtube videos, and by reading a selected book. Students will be asked to gain a sense of how Parr writes and illustrates his books in a clear and simple manner. Students will make the connection to Keith Haring, whom they have previously studied, for his simple and effective style. Creating images like these means many people from young to old can understand their message.
  • Teacher will divide students into pairs. These are the groups students will work with for the remainder of the project. Partners will begin to fill out the Todd Parr worksheet. This worksheet serves as a starting point for their poster. Students will brainstorm what their message will be, what characters or images they will use, color choices, and where their poster will be displayed. Students will be challenged to think about how the message of their poster relates to where it will be placed (i.e. Posters about manners would be in the cafeteria, posters about playing fair would be in the gym).
  • Allow time for students to being rough sketches. At this stage, partners may be working separately, but will come together as the sketching phase continues.

Class 2:

  • Teacher will remind students of key concepts at the beginning of class.
  • Partners will be continuing sketching for their poster. By the end of class, partners should have agreed on one design to work with, taking pieces of each other’s ideas and combining them into one design. Students will start to add color to their sketches to inform their color choices during the final production stage.

Class 3-4:

  • Students will begin work on their final poster using construction paper. Teacher will demonstrate techniques for working with the paper, breaking down their images and characters into simple shapes and layering detail as they work.
  • Partners will divide themselves into one person responsible for the background and text, and the other partner for work on the characters and other images. No glue will be used until the final poster is laid out dry. Construction paper pieces will be stored in a packet for students to save until the next class.
  • Allow time for students to work.

Class 5:

  • After all posters are finished and laminated, students will spend this class critiquing each other’s posters. The critique will focus around how well the message is conveyed to the viewer, overall aesthetic response, and consideration to where the poster will be placed and how this relates to the message.
  • Finally, students will be sent out into the school to hang their poster in the area they have designed it for.

Formative/Summative Assessment: (During instruction/after instruction i.e. test)

  • Class 1-5: Formative. Teacher will assess student understanding based on student discussions and quality of work being produced.
  • Class 5: Summative. Students will complete a self-assessment describing their contributions and experiences during the project. What worked well? What was difficult about working as partners? Teacher will evaluate student work based on a rubric.

21st Century Skills: Creativity and Innovation. Communication and Collaboration.

Materials:

  • Multiple Todd Parr books
  • Website: Todd Parr [1]
  • Todd Parr worksheet
  • Sketch paper
  • Pencil, eraser, markers, crayons
  • Assorted construction paper
  • Elmer’s glue
  • Scissors


It's Okay to Be Different — a Read-Aloud with Todd Parr | NO SMALL MATTER


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