Topic: Designing and Marketing a Product

• solve a design problem using one or more media arts technologies

• create a media artwork for a specific audience

• critique the use of the visual elements and principles of art and design in a variety of media artworks
• use media arts technology to create images that demonstrate particular visual elements and principles of art and design

• apply appropriate materials, media arts technologies, and processes to achieve their intent in media artwork

• The teacher invited the class to brainstorm examples of how mass media reflects, enhances, or subverts traditional societal beliefs. They discussed the impact mass media has on people and society and the role advertising plays in consumerism.
• Students examined the relationship between products and advertising techniques (e.g., Pepsi and its logo, Nike and "the stripe"). They worked in small groups to chose a product and analyse the intentions behind the packaging, logo, and advertising campaigns. They also reported on how the visual elements and principles of art and design were used to establish the key components and factors of the campaigns.
• The teacher presented media artworks that had been created for a variety of purposes (e.g., commercial, educational). Students discussed how the purpose and context affected the form, and analysed the effect artists' choices had on conveying the intended messages.
• The class considered the challenge of designing and marketing running shoes for elephants. They researched information about elephants (types, environments they live in, work they may be used for, sounds they produce) that would be critical to product and marketing design. In small groups, they role-played what life as an elephant might be like, and they individually created sketches, drawings, or models that portrayed the animal's perspective.
• The teacher provided direct instruction and guided practice in the use of specific technologies for creating specific effects. The requirements of the assignment were explained. Together the teacher and students discussed the criteria for evaluating their products and the marketing campaign. The teacher used the criteria to develop a rating scale for the project and provided copies to the students.
• Students used appropriate technologies to create prototypes based on their designs.
• After they had developed the running shoes, students identified the intended audience and created a marketing plan to sell the product. They used technology and manipulated the visual elements and principles of art in designing their campaigns.
• Students tested their products and campaigns using focus groups or panels to critique the initial prototypes. They then incorporated the feedback into the final designs.

• consider the needs of the intended audience in the design
• persevere and work to solve design problems in order to achieve the desired outcome
• show uniqueness and creativity in the product and advertising campaign

• create a presentation that has the desired effect on the audience
• evaluate initial audience response and make necessary revisions

• use the visual elements and principles of art and design effectively to convey the message of the marketing campaign
• connect the visual elements and the principles of art and design throughout the presentation
• match the product and images to the intended audience
• create unity among all aspects of the presentation

• choose appropriate materials, technologies, and processes for product-development and marketing
• show evidence of manipulating and experimenting with a variety of materials, technologies, and processes in order to create images

Designing and Marketing a Product

Criteria		Beginning	Developing	Competent
Image-Development and Design Strategies		Shows limited understanding of intended audience. Little match between needs of the consumer and design of the product. Accepts initial design. Shows little interest in the problem or no desire to solve it, or may attempt to solve it too quickly.	Connection between the design of the product and the needs of the intended audience is evident, although not always maintained throughout the presentation. Student tries to solve the design problems but may have difficulty defining or clarifying them. Some indication of creative and original ideas.	Strong connection between the design of the product and the needs of the intended audience. Student actively and thoughtfully approaches the design problems. Shows original ideas and evidence of risk taking, and pushes the boundaries to create an imaginative piece of work.
Context		Audience is not involved in the presentation. Presentation does not capture interest and, at times, bores audience. Few revisions initiated from prototype, or revisions do not improve audience response.	Audience is engaged and interested throughout most of the presentation. Student has incorporated revisions from initial audience response of drafts to make improvements.	Audience is actively engaged, interested, involved, and enthusiastic about the product and the presentation. Student has carefully monitored and observed audience response to initial drafts, incorporating revisions to create a greater effect.
Visual Elements and Principles of Art and Design		Message is unclear. Elements and principles show no apparent connection and do not work together. Little or no emotional impact.	Use of the elements and principles creates clear message. Elements and principles work together, but not always consistently. Selected elements and principles create interest and have an effect on the viewer.	Use of the elements and principles create clear, powerful message. Elements and principles work together effectively throughout the presentation, creating unity. Selected elements and principles are eye-catching and create an emotional effect.
Materials, Technologies, and Processes		Uses materials, technologies, and processes at a basic level. Selected technologies or processes are not well matched to their intended use. Little evidence of skilful or innovative use of materials, technologies, or processes.	Use of materials, technologies, and processes is sometimes creative, but not consistently. Shows some ability to select technologies and processes that match intended purpose. Evidence of skilfully using technologies and processes, occasionally being innovative.	Use of materials, technologies, and processes is imaginative and innovative, showing evidence that student has experimented with a variety of processes to create new and unique images. Selected technologies and processes are well matched to intent and are manipulated skilfully to enhance the development of their ideas.

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