Package design for hang bags with header cards
As I was gearing up for a large intercurricular unit on architecture, coordinating with my Earth Science colleague for THIS lesson, there would be several times where my students' work would be in the hands of the science students for feedback. This meant I would need an in-between lesson to keep my students meaningfully occupied. I decided to balance that highly detailed lesson with something fun and silly, with high engagement guaranteed.
Homework was to bring in something silly and of little value from home that fit in the sandwich baggie I gave them. The weirder the better. This might include dust bunnies from under your bed, a doll’s arm or head, a trinket from a vacation, or something from the family junk drawer. It had to fit in the baggie. Those that “forgot” were to dig through their backpacks for junk: candy wrappers, lint, labels, paperclips, whatever. (I also had a jar of “junk” just in case: beads, ribbon cuttings, glitter, crafty items, etc.)
It was then that I shared with students that they would be making a package design to sell their product, as they might see in the dollar store. We analyzed the packaging and concluded the following.
Homework was to bring in something silly and of little value from home that fit in the sandwich baggie I gave them. The weirder the better. This might include dust bunnies from under your bed, a doll’s arm or head, a trinket from a vacation, or something from the family junk drawer. It had to fit in the baggie. Those that “forgot” were to dig through their backpacks for junk: candy wrappers, lint, labels, paperclips, whatever. (I also had a jar of “junk” just in case: beads, ribbon cuttings, glitter, crafty items, etc.)
It was then that I shared with students that they would be making a package design to sell their product, as they might see in the dollar store. We analyzed the packaging and concluded the following.
Front needed: Price, Title, catchphrase, and dynamic image.
Back needed: QR code/Barcode, ingredients/materials list, company name, bonus imagery.
These were the elements that must be included to meet expectations, along with a centered top hole to hang the product by.
To exceed expectations, they could include: gradients, shading, dynamic compositions, and an uncanny sense of realism (Like “Wow! That really does look like it belongs in a store!”). I also permitted them to lie… what if those dust bunnies were from under Justin Bieber’s bed?! What if those broken glasses once belonged to Ariana Grande? What if your pencil shavings were magical, or had medicinal properties?!
Baggies were 6.5 inches wide, so I cut copy paper to 8.5 x 6.5 inches. We folded that in half, and that was for our sketches. I also created a Google Doc and shared editing rights with everyone, so if there was text they wanted printed (typically ingredients/materials lists) I would print it for their final paper. I also made QR codes of 2 sizes, 1 in. and ½ in that would lead people to the lesson on my school’s blog, which was glued to the back of their hang tags. As students worked, I circulated often and offered composition ideas one-on-one with Post-it notes.
When sketches were complete, we did a peer critique before moving on to the final paper. I chose to use cardstock from my school’s supply closet, but good drawing paper would work as well, cut to the same size as the sketches. Uploads to the Google document were printed out, and I made rulers, compasses, glue sticks, scissors, and lettering stencils available for students to use. I allowed students to use any available drawing media, like color pencils, markers, and Sharpie pens.
Though our project was interrupted by the architecture unit, students were excited to return to it with gusto. Those who finished early were given packaging tape to cover their label and make it look shiny like a real glossy product. Once done, they were stapled, graded, and displayed as a shopping kiosk in our school’s atrium. We hung short explanations of our work on index cards to foster their literacy skills and reflect on their process.
Back needed: QR code/Barcode, ingredients/materials list, company name, bonus imagery.
These were the elements that must be included to meet expectations, along with a centered top hole to hang the product by.
To exceed expectations, they could include: gradients, shading, dynamic compositions, and an uncanny sense of realism (Like “Wow! That really does look like it belongs in a store!”). I also permitted them to lie… what if those dust bunnies were from under Justin Bieber’s bed?! What if those broken glasses once belonged to Ariana Grande? What if your pencil shavings were magical, or had medicinal properties?!
Baggies were 6.5 inches wide, so I cut copy paper to 8.5 x 6.5 inches. We folded that in half, and that was for our sketches. I also created a Google Doc and shared editing rights with everyone, so if there was text they wanted printed (typically ingredients/materials lists) I would print it for their final paper. I also made QR codes of 2 sizes, 1 in. and ½ in that would lead people to the lesson on my school’s blog, which was glued to the back of their hang tags. As students worked, I circulated often and offered composition ideas one-on-one with Post-it notes.
When sketches were complete, we did a peer critique before moving on to the final paper. I chose to use cardstock from my school’s supply closet, but good drawing paper would work as well, cut to the same size as the sketches. Uploads to the Google document were printed out, and I made rulers, compasses, glue sticks, scissors, and lettering stencils available for students to use. I allowed students to use any available drawing media, like color pencils, markers, and Sharpie pens.
Though our project was interrupted by the architecture unit, students were excited to return to it with gusto. Those who finished early were given packaging tape to cover their label and make it look shiny like a real glossy product. Once done, they were stapled, graded, and displayed as a shopping kiosk in our school’s atrium. We hung short explanations of our work on index cards to foster their literacy skills and reflect on their process.
I should note that 1 product of the 50 students made was not hung because it was “PG,” and escaped my initial sketch review because I missed the “lingo.” Nothing major, but not what we were aiming for. So when doing this lesson, remind students to keep work strictly school-appropriate.
If you like this lesson and are interested in others, I have THIS book of K-12 art lessons, and THIS follow-up for over 100 unique, choice-based art experiences. To get early notifications of my lessons and ones I am experimenting with, join my Facebook Group.
If you like this lesson and are interested in others, I have THIS book of K-12 art lessons, and THIS follow-up for over 100 unique, choice-based art experiences. To get early notifications of my lessons and ones I am experimenting with, join my Facebook Group.
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