Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Digital Design

  Course Title:

  Digital Design 1

  Course Number:

  8209510

  Career Cluster:

  Arts, A/V Technology and Communication

  CIP Number:

  0510030300

  Course Type:

  Career Preparatory

  CTE Standard(s) or benchmarks

  (Which course benchmarks are aligned with the lesson for the case study? You can copy and paste these directly from CPALMS.)

  CTE-AATC.912.8209510.3.1 Understand the principles of copyright.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Who Owns The Logo?” See CPALMS resource ID#215698.

• Career Connection

  
  

  Armed with research, students will develop their communication skills in a small-group discussion that allows for problem solving and perspective taking in this real-world scenario.

• Learning Objectives

  
  

  Students will be able to:

  • Acquire and use academic vocabulary in conversation with peers about the characters’ perspectives as exhibited in the case study.
  • Synthesize information about digital design copyright law by researching various online sources and applying to a specific scenario.
  • Engage in cooperative learning via face-to-face interaction.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • How to conduct online research.
  • Familiarity with the idea of copyright law as a method of protecting original creative work.
  • Verbally participate in a group collaboration.

• Guiding Questions

  
  
  • How does copyright law apply to original work?
  • How is ownership of graphic design determined?
  • Under what circumstances could ownership of graphic design change?
  • How do interpersonal skills apply to a discussion about digital design?

• Procedure

  
  
  1. To introduce the lesson, tell students that the purpose of the lesson is to 1) better understand copyright and 2) be able to communicate effectively to address differences with the goal of solving misunderstandings respectfully.
  2. Ask students to think about a time they disagreed with someone and struggled to communicate their position without alienating the other party.
  3. Pose these case-study based questions to the group to think about while they read the case study, “Who Owns The Logo?,” CPALMS Resource ID: 215698. (Teachers can provide vocabulary support for students by giving them the vocab handout along with the case study if desired.)
     • Does copyright law protect Tina’s original work?
     • Who owns the logo that Tina designed and how do you know?
     • Under what circumstances could ownership of graphic design change?
     • How do interpersonal skills apply to a discussion about digital design?
     • How can Tina and Barry’s perspectives be communicated in a professional and empathic way to one another?
  4. Ask students to conduct internet searches using the resources/problem-solving handouts provided in this lesson. The resources will help students identify under what circumstances digital designers own their work, and under what circumstances they do not.
  5. Now that students know the facts of copyright law as they pertain to who owns graphic design, ask students to turn to their shoulder partner and discuss the scenarios on the resources/problem-solving handout. On the handout, ask students to write 1) the problem identified in the text excerpt and 2) a solution to the problem identified in the text excerpt.
  6. Explain to students that effective solutions to these scenarios will bring to light what the characters in the case study might say or do next to preserve the relationship and reach a resolution to the problem (e.g. more money for the logo files, a quick response to a request, etc.)
  7. End the lesson by asking students to think about how misunderstandings occur between people who have their facts wrong, often unintentionally, and how individual perceptions often inform an individual's reality. Ask students to respond to the exit ticket question, "What's one step Tina or Rick could have taken at the start of their relationship to avoid their communication challenges?"
  8. To bring the lesson to a close, as a whole group discussion ask the students, “Think about a relationship you have right now that you could improve by taking another person’s perspective and being a better listener. If students changed how they communicate, how would the relationship change? When is it important to be “right,” and when is it more effective to be understanding and flexible?”

• Teacher Notes

  
  

  Grouping

  Grouping students in small groups of 2-4 to review the online resources will allow students to jigsaw their learning. In this cooperative grouping, students will become experts on their article, share their findings, and thus be accountable for contributing to group knowledge.

  Special Materials

  • Case Study “Title” CPALMS Resource ID#215698.
  • Vocabulary handout (attached)
  • Resources/Problem-Solving handout (attached)