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Activity: Make a World Cup Emblem

Grade Level: 4^th – 5^th grade, 2-3 day activity

Overview: From the Olympics to kings and queens, emblems represent a concept through a pictorial image that is either abstract or representational. Emblems are recognizable ideas translated into visual terms. In this lesson, students will look at multiple emblems of famous events (i.e. Olympics/ World Cup) and then create their own emblem for the World Cup which will be held in a country of their choosing.

Standards: Students will: (1) use and organize two-dimensional and three-dimensional media, techniques, and processes to produce emblems that are delivered from personal experience, observation or imagination corresponding with the chosen country’s history, culture and people; (2) understand differences in emblems as representational and abstract artistic pictorials; and (3) know the tasks performed by various artists and understand the process of producing and refining final products.

Objectives: Students will: (1) analyze emblems from several sporting events and World Cup games along with emblems of patron saints that made them identifiable among others; (2) research the history, culture, and people of the student-chosen country that will be hosting the World Cup; and (3) create emblems that are representative of the country and the specific people and history of country.

Preparations: Gather materials and prints used in this lesson. Allow for 4-5 examples of emblems per station/ student group. Pin- up emblems of Beijing 2008 Summer Olympic Games and fleur-de-lis within context of kings in France (identifiable) to begin conversation.

Materials: 12 x 18 in. manila paper; markers, crayons, and soft-leaded pencils. Painting media may be used if available (i.e. Tempera paint, newspapers for covering desks, water dishes for tables, smocks for students, paint brushes)

Introduction: Have students study emblems from different events and previous history of importance of emblems. Ask questions like “What can you tell me about this emblem? Why do you say that?” Observe details in symbols, colors and layers of the emblems. Draw conclusions about the host country and the culture and the importance that the emblem conveys. Have a group discussion about how emblems have evolved from ancient times among kings and queens to presently how events use emblems to express significance of the host nation (e.g. How they were used to identify saints, kings, queens in paintings, how they use symbols to represent ancient people/culture/art forms). Discuss the roles that artists have taken in producing the emblems used in Olympic Games and World Cup meetings. Then say something like: “Today, I’d like you to imagine that you’ve been commissioned to create an emblem for the next World Cup. The host country has yet to be decided, so think of a country you would like to research and create

an emblem based on your country’s history, culture, people and things that represent the country.”

Studio Activity: After students have chosen and researched their respective countries, have students brainstorm how they want to construct their emblems. Encourage them to think about how the examples they saw incorporated aspects of the culture, country and people. Ask them: “What history or cultural aspects do they want the emblem to display and express for the World Cup?” As students work motivate them to pay close attention to the organization of the emblem and keeping the emblem focused on the theme that they have chosen and want the World Cup to be express (besides soccer).

Closure: Have the students present their World Cup emblem and ask them to explain what they wanted to portray through the emblem to the class. If time does not permit for a presentation, ask the students to write a little blurb about the emblem and what they wanted to express through the World Cup emblem. Hang up emblems in the classroom and encourage students to observe aspects about each other’s emblems that describe the countries’ cultures and people in unique ways.

Assessment: To what extent were students able to appropriately interpret the emblems discussed in class? How does the emblem created by the student incorporate aspects of the country they chose? What does it express about the country? Is the student’s research of the country’s culture and influence apparent in the emblem? Have students complete a self-evaluation of their work based on the following questions: 1. What do you think is good about your emblem? 2. How could you improve your drawing skills? 3. What did you discover about your country in completing this emblem?

Connections to the Real World:

Artists: Elena Riviera MacGregor (creator of the Vancouver 2010 Winter Olympic Games, Graphic Design); Chinese calligraphy artists such as Xu Bing

Children’s literature: Soccer World Cup, Clive Gifford., New York : Crabtree Pub. Co., c2009., 32 p. : ill. ; 26 cm.

Quote: “No culture can live, if it attempts to be exclusive.” –Mahatma Gandhi

"Holding an Olympic Games means evoking history."—Pierre de Coubertin