Lesson Overview:

In this lesson, students explore several decades of Olympic posters, and analyze elements and principles of design such as line, space, composition, and emphasis. After viewing and discussing examples, students work individually and collaboratively to develop their own Olympic posters, utilizing symbols and techniques identified in the lesson.

Length of Lesson:

Five 45-minute periods

Instructional Objectives:

Students will:

• analyze several decades of Olympic poster design to identify recurring symbols, ideas, and subject matter.
• identify and analyze the presence of good design elements and principles in examples of Olympic posters.
• brainstorm to create sketches, using a combination of design elements and ideas, as preparation for creating posters.
• apply knowledge of various cultures to develop thumbnail sketches.
• create Olympic posters, using variety of art supplies, and present to class with a discussion of the process and rationale behind the poster.

Supplies:

• Poster boards
• White drawing paper – heavy
• Pencils
• Sketch paper
• Crayons
• Watercolors
• Tempera paint
• Brushes
• Water jar

Optional:

• Pastels
• Construction Paper
• Scissors
• Glue

Instructional Plan:

Warm Up

Begin the class with an introduction to the idea of the "Olympic Spirit"—the Olympics are considered not only the world's most important sporting event, but also a display of courage, excellence, and perseverance through competition. Values such as the spirit of friendship, solidarity, and fair play are important to the ideals of the Olympics.

The Olympics are watched by billions of people across the globe, and each Olympics poster is a visual representation of the Olympic ideals and the host country's culture and spirit.

Each Olympics poster must include certain details, including the symbol of the Olympic Rings. Discuss the meaning of the Olympic Rings. On the Olympic flag, the rings appear on a white background. This flag symbolizes the universality of the Olympic Movement. At least one of the colors on the Olympic flag, including the white background, can be found on the flag of every nation in the world.

As an introductory activity, show students the Athens 2004 Olympic emblem and poster for the Summer games in Athens. Ask students for their first impressions of the poster, drawing their attention to the use of symbols, line, space, composition, and emphasis.

Walk the class through a brief analysis of the Athens 2004 poster. Discuss use of design symbols. For example, the "watery" treatment of the background is reminiscent of the water surrounding the Greek isles. The olive tree was the sacred tree and symbol of the city-state of Athens; a wreath, or "kotinos," made from the olive tree branch is deeply associated with the ancient Games and was the prize awarded to Olympic athletes.

Distribute the student handout, Elements and Principles of Design. Discuss the overall use of any of the design elements and principals in the Athens 2004 poster. For example, the colors blue and white have long been associated with Greece. The use of space is seen in the simple positive and negative design. Line is used to create the symbol, and the same type of line characteristics are used to create the basic shapes of the leaves. The olive wreath is the emphasis, or focal point, in the poster. It is the primary symbol used, and the eye is immediately drawn to it. The composition is very simple, one design symbol in the middle taking up equal space on all sides.

Ask students if the poster communicates effectively. Once they have seen the poster and know what it represents, is the poster pleasing to the eye? Will they remember the poster and what it represents? Discuss the importance of design elements and principles working in combination.

Guided Practice

The official Olympics site has many wonderful examples of posters from past Olympic Games. Explore the timeline of Olympic Games to find posters that combine good design elements and principles, or use the following recommended Olympic posters:

• The following two posters have similar design elements, but they have changed over the years in the way they are used and the way the figures are depicted. Have the students look at both and compare and contrast the use of the elements that they recognize.

  Antwerp 1920 Games

  Atlanta 1996 Games

• Many posters have taken their lead from the emblem design, by changing some of the elements and principles, but keeping the design symbols. Have students look at the following two posters and discuss what changes were made to the design elements and principles.

  Sydney 2000

  London 1948

• Some posters followed the styles of art that were prevalent at the time, while others implied cultural meaning by their design. Have students look at these two posters, and discuss the elements and principles of art deco design, as well as how the host country’s culture is implied and referenced.

  Mexico 1968

  Paris 1924

Using the Characteristics and Concepts of Posters as a starting point, discuss with students the use of design elements and principles in the selection of Olympic posters.

Tell students they will be tasked with developing an Olympic poster representative of a specific culture. (Note to teacher: Depending on the grade level and prior instruction/experience, students can design posters for cultures studied in class, or a city or culture considered for the 2006, 2008, and 2010 Olympics, or your own hometown or city.) Distribute Brainstorming Sketch handouts. As a homework assignment, have students use the handout to brainstorm symbols representative of the assigned culture. The required elements for the poster are the location and date, and symbol of the Olympic Rings. Tell students that they will use their homework assignment as the basis to create thumbnail sketches for their posters.

Independent Practice

Review students’ brainstorming assignments, giving guidance and feedback where appropriate. Introduce the concept of thumbnail sketches to students. Thumbnail sketches, or "idea blocks", are 2 x 1 or 2 x 2–inch boxes where visual ideas are organized by using space. Students organize their compositions by arranging shapes, letters, and symbols. Distribute blank Thumbnail Sketch handouts to students. Remind students that the required elements for the poster are the location and date, and symbol of the Olympic Rings.

Allow students most of class to develop their thumbnail sketches. Circulate the room, offering feedback and guidance, encouraging students to develop concepts that look promising. Students will pick the thumbnail sketch they like best, and turn it in at the end of the period. Return sketches to students, with comments and feedback, the next day so that they can start to refine their sketches. Have students develop a draft for their poster on larger newsprint paper, sketching in the details, lettering, and designs. They may also begin to add suggestions of color at this time.

Have students separate into groups of four, and use peer review for suggestions, additions, and approval of area of their sketches. Remind students that feedback should always be positive. Students will then complete their final copies for approval. Once final copies are turned in and returned with any final feedback, students should make any improvements suggested.

Final Project

Have students produce Olympics posters, using poster board, colored pencils, markers, construction paper, tempera paint, etc. Students should use arts supplies with which they are most comfortable to create the final project. Since some media will lend themselves better to certain designs, discuss with students which materials and supplies they will use. Have students present their Olympics posters to class, using the elements and principles of design as the points of discussion.

Assessment:

Use the Assessment Rubric to assess your students' works.

Authors:

• ARTSEDGE
  The John F. Kennedy Center
  Washington, DC