Wonder Time ARTS
Wonder Time ARTS

Becoming America

Designing a Logo for a Colonial Merchant
Graphic art, Colonial America, Merchant, Logos, Design, telling a story visually
My Lesson Plan 5th shops logo.doc
Microsoft Word document [268.5 KB]

Essential Question

What image best tells the story?  How do you design the image?

conditions, attitudes, and behaviors support creativity, innovative thinking, and community building? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process and make the community more successful?

Process Component: Investigate, Plan, Make
Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art 
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Creativity and innovative thinking are essential life skills that can be developed.

Students will design a logo for their industry or shop that will visually give the viewer a clue about what they offer the community.

Play Merchant Match Up Game:   Match these Historic Area establishments with their appropriate signs.

Meet Felicity Merriman, a spirited nine-year-old girl who lives in Williamsburg, Virginia, in 1774, just before the Revolutionary War. She's impatient with "sitting down kinds of things," like stitchery or writing. She'd rather ride horses! That's why Felicity is so excited to hear about a new horse in town. She falls in love with the copper-colored mare and names her Penny. But Penny is owned by a cruel man who beats his animals. When Penny's life is in danger, Felicity knows she must help.

1.  Students brainstorm logos they would know by sight and explain how it relates to the product. McDonald's Golden Arches, Taco Bell's Bell

2.  Students investigate trades and careers in Early America by playing "Merchant Match Up" and decide what they would have liked to have done if they lived in those times.

3.  Students create their logo for their service and share it with small group first. The group gives feedback using 4 point rubric.  The artist then either revises work or submits it to the teacher for her input.

4. They write  their historical auto biography; a scenario of their life and the critica; path they followed to achieve their dreams.

Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed
Process Component: Analyze.
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: People evaluate art based on various criteria.
Essential Question: How does one determine criteria to evaluate a work of art? How and why might criteria vary? How is a personal preference different from an evaluation?

Merchants of Colonial America

We have had 20,000 visitors as of 1/1/2020

Artful Teaching

Mrs. Schellenberg & Young Artists

Ralph Waldo Emerson's  Poem:             Success-     to leave the world a bit better, whether by a healthy child, a garden patch or a redeemed social condition; To know  even one life breathed easier because of you.

Visit Wonder Time Arts's profile on Pinterest.

Thank you AT&T

We used the wiring for our artful galimotos

Duncan Ceramics, Thank you! With your help and friends of the Fresno Art Museum 's  support, every child created a tie-dyed T Shirt. You made our world brighter!

Fresno County Office of Education, we thank You for the opportunity to create with clay!

Thank you Mr. Bullwinkle and Fresno County Office of Education for awarding us with a grant to purchase a kiln and clay supplies. We are so happy and grateful!

Love Mrs. Schellenberg & Young Imagineers

What's New?

Free K-6 Lesson Plans 

Print | Sitemap
© Wonder Time Arts