Have the students collect examples of different types and styles of packaging and bring them to class for display. The students can discuss what makes some packaging more desirable and successful than others.

Products such as toothpaste, soap, cereals, chocolate bars and snacks are good examples of packages designed for visual effect. Have the students evaluate each design by looking at the basic elements in the package design.

See the Design Studies 10, 20 Curriculum Guide for further information on the elements of design Module 2.

Have the students brainstorm ideas for products and packaging and select a product to develop that would be packaged. Establish the price, quality and product image within its market.

Students should consider the following:

• target audience -- the group most likely to purchase the product
• the product should reflect the target audience's trends, age, needs and desires.

Have the students create a logo to coordinate with their product name, target audience and package design.

For additional information on freehand sketching see Module 3 of the Drafting and Computer-Aided Design 10, 20, 30 Curriculum Guide.

Have the students use a computer drawing program to produce a final drawing of their freehand sketches to produce a finished logo suitable for printing.

It may be necessary to review basic tool use for the computer design program the students are using, to allow them to manipulate the selected type face with various fills, strokes and vector effects.

This exercise helps students to create images on a flat surface that represent a container to hold a dry product.

The students will need to decide the shape and dimensions of the product that they will be packaging for this assignment.

Have the students bring a variety of cardboard containers, disassemble them and examine the layout of the package. Note the arrangement of faces, edges, folds and flaps.

Have students decide what information might be placed on the faces of the package. Logos, text and illustrations linked to product identity display what is the most important product information. The remaining surfaces of the container will contain technical and legal information (e.g., contents, ingredients, preparation or use directions, bar codes, etc.)

The students will need to do some calculations to determine the sizes and the ratio of the sizes of the various faces, sides and ends to one another on their container/package. Make certain that the template being created includes: front, side, back, side, tuck flap (front flap), base flaps, side flaps and glue seam. The template when completed will be a map or web of the finished package.

To obtain similar results, photocopy a disassembled package placing black paper around the opened package to provide an easily recognized border to outline the copied template. Then, with a pencil, use dotted lines to indicate folded edges. Make a copy of the template for the students. The students can then place their camera ready pieces on the template in the appropriate position. Use a grid to be certain that all the elements will line up and are straight.

The process is called creating a flat. All the elements are pasted onto the template and then copied to heavier stock to create a realistic package. The use of a grid will reinforce the importance of composition to create an effective layout.

This is a very important skill to develop in order to improve the work of individual students. Critiques point to areas that need improvement, as well as those that are pleasing to the critic. It is intended as a balanced opportunity to learn from critiques as well as to give a critique to another student.

Students need to recognize the importance of building a design or presentation portfolio of their accomplishments, to illustrate the work they are doing in the class. It is also worth noting that some post-secondary institutions require a portfolio as part of the program entrance requirement.

The Arts Education Curriculum Guide 10, 20, 30 contains information relevant to design portfolio development.

The student design or presentation portfolio should include examples that demonstrate the various assignments completed in the course. Students also need to learn to tailor a portfolio presentation to meet the need of a specific client.

Have the students do presentations of their design or presentation portfolios for other members of the class. This will help to develop self-confidence and improve their ability to speak confidently in an interview situation.