Unit Plan 3 (Grade 6 Art): Multiple Design Solutions

Focus: Create more than one solution to a visual prompt and select the strongest design using criteria and guided reflection.

Grade Level: 6

Subject Area: Art (Visual Arts • Design Thinking • Planning/Sketching)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, students learn that there is more than one “right answer” to a visual problem. Instead of settling on the first idea, they practice creating multiple design solutions and then choosing the strongest one using simple criteria. Building on brainstorming and thumbnail skills, students respond to a shared prompt (such as a poster idea or symbolic image) with several different layouts. They then compare, rank, and refine their designs with teacher guidance, preparing to move into more confident, intentional final artworks later in the year.

Essential Questions

• What is a visual problem or prompt, and how can there be many different solutions?
• Why do artists and designers create more than one design before deciding what to finish?
• How can criteria (like clarity, impact, and originality) help me select my strongest concept?
• What changes can I make to improve a design once I’ve chosen it?
• How does practicing multiple solutions make me a more flexible and confident artist?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Restate a visual prompt or problem in their own words and identify possible ways to show it (VA:Cr1.6b).
2. Develop more than one thumbnail solution (at least 3–4) for a single visual problem, changing composition, viewpoint, or symbols each time (VA:Cr1.6b).
3. Use simple design criteria (clarity, impact, originality, and use of space) to compare and rank their thumbnails (VA:Cr1.6b).
4. Select the strongest design concept with teacher guidance and justify their choice in writing or discussion (VA:Cr1.6b).
5. Revise and refine the chosen design into a more detailed planning sketch, noting any improvements made based on criteria or feedback (VA:Cr1.6b).

Standards Alignment — 6th Grade (NCAS-Aligned)

• VA:Cr1.6b — Develop more than one solution to a visual problem and select the strongest concept with teacher guidance.
  • Example: Students sketch two possible layouts before choosing one for final production.

Success Criteria — Student Language

• I can explain the visual problem or prompt in my own words.
• I can create several different thumbnail solutions for the same prompt.
• I can use criteria to decide which design is the strongest.
• I can explain why I chose one design over the others.
• I can improve my chosen design based on feedback and my own evaluation.