Title: The Chocolateers: Prototype Chocolate Bars and Wrappers (Note: This was extremely popular lesson among my students so I strongly recommend it to any teacher looking for that Òmagical lessonÓ to re-energize the class. Some may consider this project to be a complete unit since it is comprised of a series of sequential lessons. Teachers will need to tailor it to fit their own needs.)
Medium: Two and Three-Dimensional Design
Materials: See each section for lesson specific materials.
Grades: 3-6
Time: Time allotted should be determined by the teacher.
Prior Knowledge: Students should be familiar with basic drawing, painting, collage, and clay techniques.
Through creating model chocolate bars from the first stages of sculpting to the final stages of packaging, students will learn the following objectives as the lessons progress:
(This section outlines an extended discussion through which to introduce the lesson. Abbreviate it as needed to accommodate the attention span of your class and the duration of your period.)
Materials: An assortment of Chocolate Bars
Motivation/Demo:
Teacher: What is your favorite chocolate bar? Why? (Discuss with students.)
Show students a variety of chocolate bars. Compare and contrast their packaging, then open them and compare and contrast the bars themselves. Use the questions below to guide the discussion:
Which wrappers appeal to you the most? Which ones stand out? Why? Which bars have the best shape? Which are most fun to eat? Why? How could you make one of these chocolate bars even better?
Teacher: I have good news for you because today we are going to begin designing our own chocolate bars! They will take a few weeks to complete but each of you will get to sculpt a model bar out of clay, paint it, and design a wrapper for it too. To accomplish this goal we must take on two distinct jobs. The first is that of the Industrial Designer and the second is that of the Graphic Designer.
Through discussion define each term:
Industrial Designer: The person who creates three-dimensional products such as toys, appliances, and furniture.
Graphic Designer: The person who creates two-dimensional products such as greetings cards, books, and billboard advertisements.
Which job should we do first industrial designing or graphic designing? Why? (Through discussion explain that it makes sense to sculpt the bar first and then create packaging that fits around the bar afterwards.)
Reflection:
What does an industrial designer create? What does a graphic designer create?
What have you learned about chocolate bars today?
Materials: Clay, wooden clay tools, found objects such as coins and plastic letters to stamp into clay, bowls of water, and paper towels.
Learning Objective:
Through sculpting clay using wooden tools, students will learn a variety of ceramic sculpting techniques including ways to create angular geometric shapes, refine surface textures, and emboss clay with stamps.
Motivation/Demo:
Teacher: Now that we are working like industrial designers we will each need to create a prototype. Does anyone know what a prototype is?
Through discussion define the term:
Prototype: A final version of an object that will be used to make identical copies.
The following analogy may help the students understand better: When a writer plans to publish a book she must make sure the final draft has no errors before it’s printed because if there is a mistake it will show up in each and every copy. A prototype can be considered as a final draft of an object rather than a written work. It is error free and ready to be reproduced.
Model how to use a wooden knife to cut smooth square edges just like a real chocolate bar. Show how to use a wooden stylus to draw and write into the clay. Demonstrate how small objects can be pressed into clay leaving an impression like a stamp. Finish off by showing how a few drops of water can be used to smooth and refine surfaces. (You may wish to devote one session just to experimenting with the clay and an additional session to make the final version.)
Hand out materials.
Independent work:
Assist students individually as needed.
Reflection:
Looking at this prototype bar, can you tell what tools the designer used? How do you know?
Which design captures your attention? What made it stand out?
Materials: Tempera Paint (all colors or pre-mixed shades of brown to make the lesson shorter), brushes, bowls of water, and paper towels.
Learning Objective:
Through painting their prototype chocolate bars in various shades of brown, students will learn that the surface appearance of a three-dimensional object can be just as important as its form, they will also learn that by being sensitive to the nuances of color variation they can make their work more realistic and authentic.
Motivation/Demo:
Teacher: Now that we have sculpted our prototype chocolate bars and they have taken shape we must think about the surface of our bars. What needs to be done to make the surface look more realistic?
Students: We need to paint them.
Teacher: What color?
Students: Brown?
Teacher: Are all chocolate bars the exact same shade of brown? (Discuss with students so that they understand that different types of chocolates might be darker or lighter.)
Model how to mix complimentary colors to create different browns, (or simply show how to lighten, darken, or modulate regular brown paint). Take suggestions from students as you mix the colors. Then show how to apply paint in thin coats so that it will dry faster and smoother.
Hand out materials.
Independent work:
Assist students individually as needed.
Reflection:
Does that shade of brown make the chocolate seem milkier or more bittersweet? Why?
What colors where combined to make that shade of brown.
Materials: Paper, pencils, scissors, rulers, plastic bags, tin foil, and oak tag.
Learning Objective(s):1. Through observing and measuring their own prototype chocolate bars and deciding how best to package them, students will learn how to solve logistical challenges specific to their own projects.
2. Through brainstorming, and practice sketching, students will that rough drafts are just as important in graphic design as they are for writing.
Motivation/Demo:Teacher: Now that we have sculpted and painted our prototype chocolate bars we are done with the industrial design phase. Now it is time to begin the graphic design phase by designing wrappers for our bars.
Hold up a variety of different shaped chocolate bars one at a time. Ask how each one could be wrapped or packaged best. Have paper, tin foil, plastic bags, and oak tag available and model different ways to package the bars based on student suggestions.
For students with a standard rectangular shape demonstrate the following method. Show how to cut a paper to the same length of the bar and then wrap it around to make a sleeve that slides on and off the bar (just like the brown and silver sleeve of a Hershey Bar). Then show how that sleeve can be unraveled revealing a paper rectangle that fits the bar perfectly. Show how it can be used as a template by tracing it onto another paper. Explain that any and all writing and pictures for the wrapper must fit inside that space.
Show how more complex items could be wrapped in tin foil or put in a plastic bag. Then show how a label can be glued, tied or stapled to it. (You may need to devise some of your own methods for wrapping the bars too.)
Teacher: Now that I have showed you a few ways to package your chocolate bars, you will need to decide which way will fit suit your chocolate the best. Once you decide how you will wrap your chocolate you can use the extra time to choose a name for your chocolate and practice writing it out in such a way that it will look appealing and capture someone’s attention.
Brainstorm ideas for naming chocolate bars and doing the lettering. Through discussion explain that the name of the bar should be printed in large, bright letters so that it is more eye-catching. Also explain that practice sketches are just like rough drafts in writing because they help us work out our mistakes and make our ideas clearer.
Hand out materials.
Independent work:
Assist students individually as needed.
Reflection:
Was there more than one way to wrap your chocolate bar? If so what made you choose to do it this way?
When you look at your practice sketch is there anything you wish to change for the final version? Why or why not?
Materials: Colored papers, carbon paper, pencils, markers, scissors, rulers, and glue.
Learning Objective:
Through transferring rough drafts onto colored paper with carbon paper, and then adding details with a mixture of markers and collage, by combining mediums they will have a greater range of effects through which to enhance the look of their wrappers. They will also learn that markers and collage are better suited to creating the hard-edged look of commercial packaging than paint.
Motivation/Demo:
Teacher: Before we get started, let’s create a list of the type of information we need to include on our wrappers.
Create a list on the blackboard based on student suggestions.
Teacher: Now that we know what we need to include, I would like to show you a variety of materials and techniques that will help you make your wrappers look their best.
Explain that even though paint gives very vibrant colors, it is hard to control when making small designs, especially ones that include writing. Ask the students to suggest materials and techniques that might work better.
After taking suggestions model how to use a colored paper to create the base or sleeve for the wrapper and then glue on separate papers with the various imagery and texts they wish to include. Show how carbon paper can be used to transfer their sketches quickly and easily. Explain that by assembling their elements piece by piece they will have less errors and their designs will appear cleaner and more professional looking.
Teacher: With the remaining time you may begin your final wrappers. Check the list on the board often to make sure you have included all the things we agreed should appear on your labels.
Hand out materials.
Independent work:
Assist students individually as needed.
Reflection:
What new technique that you learned today was most useful? Show us where you tried it out.
Which design captures your attention the most, why?
As a class let us list on the board all the steps we took to make our chocolate bars from start to finish.
What part of this project was the most fun? Why?
What new things did you learn from this project?
When you see chocolate bars in the supermarket or candy store what do you notice about them now that you didn’t notice before?