Assignment Description

In this assignment, students will explore how graphic designers communicate different moods, audiences, and musical identities through typography, imagery, color, composition, and visual hierarchy.

Each student will be assigned two different genres of music and will design two promotional posters for the same fictional band. Both posters must contain the exact same band name, date, time, location, and social media information. However, each poster must visually communicate a different musical identity through its selection of images, typefaces, color palette, composition, and design elements.

The music genres must NOT be written anywhere on either poster. The audience should be able to interpret the intended musical style through the design itself.

For example, a student might create one poster with a rough, distressed, high-energy aesthetic and another with a playful, colorful, unconventional aesthetic. Even though the event information remains identical, the posters should look and feel as if they promote two entirely different musical experiences.

Students will research visual references, analyze professional poster designs, develop sketches, experiment with typography and imagery, create digital compositions in Adobe Photoshop, participate in peer critiques, and revise their work before submitting the final posters.

The goal is to demonstrate that graphic design communicates through visual decisions, not just words.

Assignment Requirements

Class-Specific Event Information

Examples

The Design Challenge

Create two promotional posters for the same band and event.

• Poster 1 must communicate the first assigned music genre through its visual design.

• Poster 2 must communicate the second assigned music genre through its visual design.

• Both posters must use the same band name, date, time, location, and social media information.

• The genre names must not appear on either poster.

• The two posters must be visually distinct but equally readable, intentional, and professionally executed.

Your audience should be able to recognize that both posters promote the same event while interpreting each poster as representing a different musical style.

Materials

• Computer with Adobe Photoshop

• Sketchbook or digital planning document

• Internet access for visual research

• Copyright-appropriate images, original photographs, or student-created graphics

• Typography and color reference materials

• Peer critique notes

• Assignment submission form

Learning Objectives

Students will:

1. Analyze professional band posters to identify effective visual communication strategies.

2. Research and interpret the visual characteristics associated with two different music genres.

3. Generate and document multiple poster concepts through sketches and visual planning.

4. Select imagery that communicates a specific mood, audience, and musical identity.

5. Use typography as a visual element that reinforces meaning and establishes hierarchy.

6. Apply color theory, contrast, alignment, balance, scale, and composition to poster design.

7. Maintain consistent event information across two distinct visual designs.

8. Use Adobe Photoshop tools and techniques to create polished digital compositions.

9. Apply peer and teacher feedback to revise and refine design decisions.

10. Evaluate how effectively each poster communicates its intended style without explicitly naming the genre.

11. Prepare correctly sized, properly resolved final files for submission.

12. Explain and defend their creative choices using appropriate graphic design vocabulary.

Big Ideas

• Visual communication: Images, typography, color, and composition communicate meaning even when a message is not stated directly.

• Design and identity: A consistent band identity can be represented through two different visual styles.

• Typography as image: Typefaces communicate personality, mood, energy, and cultural associations in addition to conveying words.

• Audience and context: Successful designs consider the expectations, interests, and experiences of their intended audience.

• Consistency and variation: Designers can maintain the same information while changing the visual treatment to communicate different messages.

• Visual hierarchy: The arrangement of information determines what viewers notice first, second, and third.

• Iteration and problem-solving: Strong designs develop through research, experimentation, feedback, and revision.

• Intentional choices: Every design decision should contribute to the poster’s message and purpose.

Essential Questions

1. How can a designer communicate a music genre without using its name?

2. How do typography and imagery influence the way an audience interprets a poster?

3. How can two posters promote the same event while communicating different identities?

4. How do color, contrast, scale, and composition influence mood?

5. What makes a promotional poster both visually compelling and easy to understand?

6. How can designers balance creative expression with the need to communicate essential information?

7. How does understanding an audience influence design decisions?

8. How can critique and revision improve the effectiveness of a design?

Vocabulary

Typography: The selection, arrangement, and styling of type to communicate information and create visual impact.

Typeface: A family of letterforms that share a consistent visual design.

Font: A specific style, weight, or variation within a typeface family.

Visual hierarchy: The arrangement of elements according to importance so viewers know where to look first.

Composition: The organization and placement of text, images, shapes, and other elements within a design.

Color theory: The study of how colors interact and how color relationships influence perception and emotion.

Contrast: The visual difference between elements, such as light and dark, large and small, or bold and delicate.

Alignment: The arrangement of elements along shared edges, axes, or visual guides to create organization.

Balance: The distribution of visual weight within a composition.

Scale: The relative size of an element in comparison with other elements.

Negative space: The empty or less occupied areas surrounding design elements.

Image selection: The intentional choice of photographs, illustrations, textures, and symbols to communicate a message.

Mood: The emotional atmosphere created through design choices.

Target audience: The specific group of people a design is intended to reach.

Visual identity: The recognizable visual characteristics that communicate the personality or identity of a person, group, band, organization, or event.

Consistency: The use of repeated information or visual elements to create a unified identity.

Variation: The intentional use of different visual approaches to create distinct effects or meanings.

Genre: A category of music characterized by particular sounds, traditions, audiences, or stylistic conventions. For this assignment, genre is a research and design reference only; it must not be written on the posters.

Thumbnail sketch: A small, quick drawing used to explore layout and composition ideas.

Mood board: A collection of images, colors, textures, and typography references used to establish a visual direction.

Layer: An individual, editable component of a Photoshop document.

Mask: A tool or technique used to hide or reveal portions of an image without permanently deleting the original pixels.

Resolution: The amount of image detail, commonly measured in pixels per inch for print documents.

Revision: The process of changing a design in response to analysis, feedback, or identified problems.

Critique: A structured discussion of a design's strengths, weaknesses, communication, and possible improvements.

File format: The type of digital file used to save or deliver a project, such as PSD or JPEG.

Before You Begin: Research and Planning

Before opening Photoshop, complete the following:

1. Identify both assigned music genres.

2. Research the visual characteristics commonly associated with each genre.

3. Collect appropriate visual references for imagery, typography, color, texture, and composition.

4. Create a separate mood board or visual reference collection for each poster.

5. Identify how the two designs will differ while maintaining the same event information.

6. Sketch at least two possible layouts for each poster.

7. Decide how the viewer's eye should move through each design.

8. Check that your imagery and type choices communicate the intended style without spelling out the genre.

Do not simply copy an existing poster. Use research as inspiration for original design decisions.

Assignment Requirements

1. Create Two Posters

You must submit two complete posters, one for each assigned music genre.

Both posters must promote the same band and the same event.

2. Document Setup

• Size: 11 × 17 inches

• Resolution: 150 DPI

• Software: Adobe Photoshop

• Use the appropriate color mode for the assigned digital workflow and export requirements.

• Maintain an organized, editable Photoshop document.

3. Required Information on Both Posters

Each poster must include:

• Band name

• Date

• Time

• Location

• At least one social media or web contact

• Optional cost or ticket information

The band name, date, time, location, and social media information must be identical on both posters.

Do not include either music genre's name on the poster. Do not use a genre label as a subtitle, caption, hashtag, or other visible text.

4. Typography Requirements

• Use no more than three different typefaces per poster.

• Choose typefaces intentionally to communicate the assigned visual style.

• Establish a clear hierarchy between the band name and supporting event details.

• Make all required information legible.

• Avoid using decorative typography in ways that make essential information difficult to read.

5. Imagery Requirements

• Select imagery that supports the intended visual identity of each poster.

• Use different images for the two genres.

• Consider subject matter, color, texture, scale, cropping, and visual symbolism.

• Ensure the imagery and typography work together rather than compete for attention.

• Use original or appropriately sourced imagery.

6. Design Requirements

Each poster must demonstrate intentional use of:

• Visual hierarchy

• Composition

• Contrast

• Color

• Typography

• Image selection

• Alignment and spacing

• Balance and negative space

The posters must be clearly different in their visual treatment, not merely the same layout with a different image.

Class-Specific Event Information

Use the information assigned to your class. Keep it consistent across both posters.

Period 1A

• Band name: Disheartened City Stars

• Assigned genres: Nightcore, Balkan Trap

• Date: May 24, 2030

• Time: 6PM

• Location: Radio City Music Hall, NY

Period 4A

• Band name: Funky Taylors

• Assigned genres: Educational Rap, Phonk

• Date: May 23, 2028

• Time: 2:00am

• Location: The Mattress Factory, PA

Period 3B

• Band name: Purple Winter

• Assigned genres: Pirate Metal, Irish Drill

• Date: Oct. 11 2100

• Time: Midnight

• Location: Bluegrass Underground

Use the exact second genre assigned to you. Confirm any class-specific details with your teacher rather than guessing.

Social Media Options

Include at least one of the following. You may include more than one if the design remains clear.

• Website: www.bandname.com

• Facebook: www.facebook.com/bandname

• X: #bandname

• Instagram: @bandname

• TikTok: @bandname

The social media information must remain the same on both posters. Replace generic placeholders with the account or contact information specified for your project.

Workflow

1. Research: Investigate both assigned genres and gather relevant visual references.

2. Plan: Develop mood boards, sketches, and a clear visual direction for each poster.

3. Design: Create both posters in Adobe Photoshop.

4. Compare: Check that the designs communicate different visual identities while sharing the same event information.

5. Critique: Receive and provide specific feedback about readability, hierarchy, imagery, and genre communication.

6. Revise: Make purposeful changes based on feedback and self-assessment.

7. Finalize: Check all technical specifications, proofread the event information, and prepare the final files.

8. Submit: Upload both posters and any required planning documents through the assignment submission form.

Weekly Bell Ringer: How Would You Improve It?

At the first class meeting of each week, students will participate in the “How Would You Improve It?” bell ringer.

The teacher will display a poorly designed band poster. Students will identify three specific improvements and explain why each change would make the poster more effective.

Students should consider:

• Typography and readability

• Visual hierarchy

• Image selection

• Color and contrast

• Composition and alignment

• Spacing and negative space

• Audience and visual identity

For each improvement, students must identify the problem, propose a specific design change, and explain how the change would improve communication.

Example:

1. Problem: The band name is difficult to distinguish from the background.
   Improvement: Increase contrast between the type and background.
   Why it helps: The audience can identify the band more quickly.

2. Problem: All of the text appears equally important.
   Improvement: Increase the size of the band name and reduce the prominence of secondary details.
   Why it helps: A clear hierarchy directs the viewer's attention.

3. Problem: The imagery does not support the intended musical identity.
   Improvement: Replace the image with one whose subject, color, and visual style reinforce the concept.
   Why it helps: The poster communicates the intended mood more clearly.

Students should use appropriate design vocabulary and connect their proposed improvements to the standards for visual communication, critique, and revision.

Nine-Class Learning Sequence

Class 1 — Introduction, Visual Analysis, and Genre Research

Standards Focus: VAHSGD.CR.1, VAHSGD.CR.6, VAHSGD.RE.3, VAHSGD.CN.1

Opening

Students participate in “How Would You Improve It?” by examining a poorly designed band poster. They identify three improvements and explain how each would improve readability, hierarchy, or communication.

Students Will…

• Analyze how professional posters communicate a musical identity.

• Identify visual elements that suggest a particular audience or mood.

• Begin researching their two assigned genres.

• Explain why genre names should not be necessary for a successful visual design.

Teacher Will…

• Introduce the assignment, requirements, and evaluation criteria.

• Model how to analyze typography, imagery, color, contrast, and composition.

• Demonstrate how a designer can research a genre without copying existing work.

• Explain that both posters must contain identical event information.

Work Session

Students review examples of music posters, record observations, and research their assigned genres. They begin collecting visual references for each poster and identify potential differences in mood, typography, imagery, and color.

Students create a research page or visual reference collection for both genres.

Closing/Debrief

Students share one visual characteristic they plan to explore for each genre and explain how the two designs might differ.

I Can: I can generate and document design ideas by analyzing visual references and connecting design choices to cultural and musical contexts.

Class 2 — Mood Boards and Visual Direction

Standards Focus: VAHSGD.CR.1, VAHSGD.CR.2, VAHSGD.CR.6, VAHSGD.CN.1

Opening

Students examine two posters with contrasting styles and identify how their images, typefaces, colors, and layouts influence the audience.

Students Will…

• Organize research into two distinct visual directions.

• Select images, color palettes, and type references appropriate to each genre.

• Explain the connection between design decisions and audience expectations.

• Document the reasoning behind their selections.

Teacher Will…

• Model the creation of a mood board.

• Demonstrate how to identify useful references without directly copying them.

• Review copyright-aware image sourcing and the importance of original design decisions.

• Provide feedback on whether each mood board communicates a distinct visual identity.

Work Session

Students create two mood boards, one for each assigned genre. Each board should include visual references for imagery, typography, color, texture, and composition. Students write a brief explanation of how the board communicates the intended style.

Closing/Debrief

Students compare their mood boards and explain which visual choices most clearly distinguish the two concepts.

I Can: I can select and organize visual resources to develop two distinct design concepts and explain how those resources support my intended message.

Class 3 — Thumbnail Sketches and Composition

Standards Focus: VAHSGD.CR.1, VAHSGD.CR.2, VAHSGD.CR.4, VAHSGD.CR.6

Opening

Students examine several poster layouts and identify where their eyes go first, second, and third.

Students Will…

• Develop multiple layout concepts for each poster.

• Plan the placement of the band name, imagery, date, time, location, and social media information.

• Use hierarchy, balance, contrast, and negative space intentionally.

• Maintain consistent event information while planning visually different compositions.

Teacher Will…

• Demonstrate thumbnail sketching and layout planning.

• Model the use of grids, alignment, contrast, and scale.

• Explain how the same information can be organized differently to create distinct effects.

• Provide feedback before students begin their digital designs.

Work Session

Students sketch at least two possible layouts for each poster. They label major visual elements and identify the intended focal point. Students choose their strongest concept for each genre and explain why it is appropriate.

Closing/Debrief

Students present their selected sketches and identify one compositional choice that distinguishes each poster.

I Can: I can generate and organize visual ideas using composition and design principles to communicate different messages.

Class 4 — Typography and Visual Hierarchy

Standards Focus: VAHSGD.CR.2, VAHSGD.CR.3, VAHSGD.CR.4, VAHSGD.CN.2

Opening

Students compare typefaces with different visual personalities. They identify how letterforms can suggest energy, elegance, playfulness, aggression, or other moods.

Students Will…

• Select typefaces that support the intended identity of each poster.

• Establish a readable hierarchy for the event information.

• Experiment with scale, weight, spacing, alignment, and contrast.

• Follow the limit of three different typefaces per poster.

Teacher Will…

• Demonstrate typography tools and text formatting in Adobe Photoshop.

• Explain the difference between a typeface's expressive qualities and its readability.

• Model ways to create emphasis without making every element compete for attention.

• Review the required event information and typography limit.

Work Session

Students test typefaces using the actual band name and event details. They compare options, establish a hierarchy, and begin building the typography system for each poster. They ensure that the same event details appear on both designs.

Closing/Debrief

Students explain why their selected typefaces suit each visual direction and identify one adjustment that could improve readability.

I Can: I can experiment with typography and apply hierarchy, contrast, and alignment to communicate a clear visual identity.

Class 5 — Photoshop Construction and Image Integration

Standards Focus: VAHSGD.CR.2, VAHSGD.CR.3, VAHSGD.CR.4, VAHSGD.CN.2

Opening

Students identify examples of effective image integration and explain how images can reinforce or distract from a poster's message.

Students Will…

• Set up correctly sized Photoshop documents.

• Import and arrange images and graphic elements.

• Use layers, cropping, masking, and transformations as appropriate.

• Build compositions that connect imagery, typography, and color.

• Make the two posters visually distinct.

Teacher Will…

• Demonstrate creating an 11 × 17-inch, 150-DPI document.

• Model basic Photoshop workflows for importing, arranging, masking, and transforming imagery.

• Demonstrate how contrast and placement affect readability.

• Confer with students about technical problems and design decisions.

Work Session

Students begin constructing both posters. They integrate their selected imagery and typography, establish the visual hierarchy, and test color and contrast. Students save editable working files and organize their layers.

Closing/Debrief

Students identify the strongest visual element in each design and describe one technical or compositional challenge they addressed.

I Can: I can experiment with digital tools and combine imagery, typography, and design principles to create purposeful compositions.

Class 6 — First Weekly Critique and Work in Progress

Standards Focus: VAHSGD.CR.5, VAHSGD.CR.6, VAHSGD.RE.2, VAHSGD.RE.3

Opening

Students complete “How Would You Improve It?” using a poorly designed poster. They propose three changes and explain how each would improve visual communication.

Students Will…

• Present work in progress for both posters.

• Evaluate whether each design communicates its intended visual identity.

• Provide and receive constructive peer feedback.

• Identify revisions that improve hierarchy, imagery, typography, and readability.

Teacher Will…

• Model how to give specific, respectful, evidence-based critique.

• Review the assignment requirements using a checklist.

• Ask students to explain the purpose behind their visual choices.

• Help students identify priorities for revision.

Work Session

Students participate in a peer critique. Each reviewer considers:

• Can the two posters be distinguished visually?

• Is the band name prominent and readable?

• Do the images and typefaces support each intended style?

• Are all event details present and consistent?

• Is the design balanced and organized?

• Is any element competing unnecessarily with the main message?

Students record feedback and revise their work.

Closing/Debrief

Students identify two changes they will make based on feedback and explain how those changes will strengthen their posters.

I Can: I can critique and revise my work and the work of others by using design vocabulary and evidence from the visual composition.

Class 7 — Refinement, Color, and Consistency

Standards Focus: VAHSGD.CR.3, VAHSGD.CR.4, VAHSGD.CR.5, VAHSGD.CN.2

Opening

Students compare their two posters side by side and identify whether the designs communicate different identities while maintaining the same event information.

Students Will…

• Refine color, contrast, alignment, spacing, and composition.

• Improve image integration and typography.

• Correct inconsistencies in event details.

• Use self-assessment and critique to make intentional revisions.

Teacher Will…

• Demonstrate ways to refine color relationships, visual balance, and spacing.

• Review common design problems such as weak hierarchy, clutter, poor contrast, and inconsistent alignment.

• Provide individual feedback.

• Reinforce that visual difference should result from intentional design choices, not accidental inconsistency.

Work Session

Students refine both posters, compare their layouts, and check every required detail. They revise any areas where typography or imagery interferes with communication. Students save updated working files.

Closing/Debrief

Students explain one major revision and connect it to a design principle or piece of feedback.

I Can: I can revise and refine digital artwork by applying design principles and evaluating the effectiveness of my choices.

Class 8 — Final Quality Control and Artist Reflection

Standards Focus: VAHSGD.CR.5, VAHSGD.CR.6, VAHSGD.PR.1, VAHSGD.RE.1

Opening

Students review the assignment checklist and identify any missing requirements or final improvements.

Students Will…

• Proofread both posters.

• Verify that event information is identical across the two designs.

• Check document dimensions, resolution, image quality, and file organization.

• Explain how each poster communicates its intended identity without naming the genre.

Teacher Will…

• Demonstrate final quality-control checks and appropriate export procedures.

• Review file naming and submission expectations.

• Provide final feedback on readability, completeness, and technical preparation.

• Clarify any remaining requirements before submission.

Work Session

Students inspect both posters at full size and at a reduced viewing size. They check the band name, date, time, location, social media information, typography limit, and genre-label restriction. Students make final revisions and prepare the required files.

Students also write a brief reflection explaining how imagery, typography, color, and composition distinguish the two designs.

Closing/Debrief

Students identify the most successful design decision in each poster and explain how it supports the intended visual message.

I Can: I can prepare, document, and reflect on my work while explaining how my design choices communicate meaning to an audience.

Class 9 — Final Submission and Presentation

Standards Focus: VAHSGD.PR.1, VAHSGD.RE.1, VAHSGD.RE.2, VAHSGD.RE.3, VAHSGD.CN.2

Opening

Students complete a final review of the submission checklist and prepare both posters for presentation.

Students Will…

• Submit two finished posters that meet the assignment requirements.

• Present and compare their design decisions.

• Explain how each poster communicates a different musical identity.

• Reflect on feedback, revision, and problem-solving throughout the project.

Teacher Will…

• Review the final submission requirements.

• Facilitate a gallery walk or class presentation.

• Guide students in discussing design choices using appropriate vocabulary.

• Evaluate the finished work using the assignment criteria.

Work Session

Students submit both final posters and required working files through the assignment submission form. They participate in a gallery walk or presentation, explaining the differences between their two visual approaches and identifying how each design communicates without explicitly naming the genre.

Closing/Debrief

Students respond to the following reflection questions:

1. Which poster communicates its intended style most successfully, and why?

2. Which design choices make the two posters visually different?

3. How did critique or revision improve your work?

4. What would you change if you had another class period?

I Can: I can present, critique, and reflect on finished artwork while explaining how visual choices communicate meaning and identity.

Student Submission Checklist

Before submitting, confirm each item.

• I created two finished band posters.

• Both posters are 11 × 17 inches at 150 DPI.

• Both posters use the same band name.

• Both posters use the same date, time, and location.

• Both posters include at least one social media or web contact.

• I used no more than three different typefaces per poster.

• I selected different imagery for the two posters.

• The two posters communicate distinct visual identities.

• Neither poster names either assigned music genre.

• I checked spelling, alignment, contrast, and readability.

• I saved my editable Photoshop files.

• I exported the final files using the required format.

• I completed my design reflection.

• I submitted both posters and all required files.

Success Criteria

A successful project demonstrates:

Communication: Each poster clearly communicates a different visual identity without explicitly naming the genre.

Consistency: The band name and event information remain identical across both posters.

Typography: Typefaces reinforce the intended style while keeping required information readable.

Imagery: Images are appropriate, intentional, and distinct across the two designs.

Composition: Both posters demonstrate thoughtful hierarchy, contrast, balance, spacing, and alignment.

Technical execution: Both documents meet the required dimensions and resolution and are properly saved and submitted.

Revision: The student uses feedback, self-assessment, and design principles to improve the final work.

Reflection: The student can explain how design choices influence the audience's interpretation.

Remember

The challenge is not to write the genre on the poster. The challenge is to make the audience feel and recognize the genre through your design choices.

Both posters advertise the same band and the same event. Your images, typefaces, color, composition, and visual hierarchy must do the work of communicating two different musical identities.

Design with intention. Make every choice count.

Implementation note: I reviewed the live page and used its existing assignment details and standards in this draft. I have not directly edited the Google Sites page. One detail to verify before publishing: the original page lists one genre for each class pairing, so confirm the second assigned genre for each class and add it to the class-specific section. The original page also includes a Google Forms submission link; keep that existing link when you paste in the revised content.

Georgia DOE Graphics Standards

The following standards are included on the original assignment page and are addressed throughout the lesson sequence.

Creating

VAHSGD.CR.1 — Visualize and generate ideas for creating works of art.

Students research music genres, brainstorm concepts, and generate multiple poster ideas.

VAHSGD.CR.2 — Choose from a range of materials and methods of traditional and contemporary artistic practices to plan and create works of art.

Students select images, typefaces, colors, and digital tools appropriate to each design concept.

VAHSGD.CR.3 — Engage in an array of processes, media, techniques, and technology through experimentation, practice and persistence.

Students experiment with Photoshop, image treatments, typography, layering, color, and composition.

VAHSGD.CR.4 — Incorporate formal and informal components to create works of art.

Students apply design principles and elements, including contrast, balance, hierarchy, alignment, and scale.

VAHSGD.CR.5 — Reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation.

Students use critique and self-assessment to improve their posters.

VAHSGD.CR.6 — Keep an ongoing visual and verbal record to explore and develop works of art.

Students document research, sketches, design decisions, feedback, and revisions.

Presenting

VAHSGD.PR.1 — Plan, prepare, and present works of art for exhibition in school, virtual environment, and/or portfolio presentation.

Students prepare and submit two finished posters that meet the technical and design requirements.

Responding

VAHSGD.RE.1 — Reflect on the context of personal works of art in relation to community, culture, and the world.

Students consider how music, visual culture, and audience expectations influence design.

VAHSGD.RE.2 — Critique personal works of art and the artwork of others, individually and collaboratively, using a variety of approaches.

Students provide specific, constructive feedback and use it to refine their work.

VAHSGD.RE.3 — Engage in the process of art criticism to make meaning and increase visual literacy.

Students interpret visual choices and explain how a poster communicates its intended identity.

Connecting

VAHSGD.CN.1 — Develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts.

Students investigate visual conventions associated with music, performance, and promotional design.

VAHSGD.CN.2 — Develop life skills through the study and production of art (e.g. collaboration, creativity, critical thinking, communication).

Students practice creative problem-solving, communication, time management, and collaboration.

VAHSGD.CN.3 — Utilize a variety of resources to understand how artistic learning extends beyond the walls of the classroom.

Students use visual references and professional design examples to inform their work.

Learning Objectives

• Students will analyze and deconstruct existing band posters, identifying effective design strategies.

• Students will sketch and develop multiple concepts for their band poster, incorporating feedback to refine their ideas.

• Students will apply the principles of typography, color theory, and layout design to create a visually compelling poster using graphic design software.

• Students will evaluate their own and peers’ work for effectiveness in communication and design execution.

Examples