• 5.4 investigates and responds to the world as a source of ideas, concepts and subject matter for visual design artworks.
• 5.5 makes informed choices to develop and extend concepts and different meanings in their visual design artworks.
• 5.6 selects appropriate procedures and techniques to make and refine visual design artworks.
• 5.8 uses their understanding of the function of and relationships between artist - artwork - world - audience in critical and historical interpretations of visual design artworks.

• Difference and Diversity
• Work, Employment and Enterprise
• Information and communication technology
• Literacy.

Students will:

1. discuss how emojis have become part of our means of communication
2. work through the Emoji PowerPoint (PPTX 11.23 MB) as a class, completing the exercises below:
   1. slide four - 1: Watch the video The History of Emoji (04:52) 2: Read the article Emoji - Japan's talking pictures 3: Create timeline in your visual design journal/blog detailing the evolvement of the emoji over time.
   2. Slide six - 1: Use the internet to find another company who use emojis in their advertising campaign. 2: Write a report on how effective it was.
   3. slide seven - 1: What are some examples of culture specific emojis? 2: Why are they important? 3: How are emojis culturally sensitive to varying skin colours and beliefs? 4: Could this be improved?
3. write a TEEEC paragraph on each question below in their visual design journal/blog. The frames infographic can provide extra assistance if needed:
   1. structural frame - how do emojis look?
   2. subjective frame - what do emojis represent?
   3. cultural frame - how have emojis developed into their present form?
   4. post-modern frame - how have emojis entered our cultural landscape? For example, film.
4. Watch The Emoji Movie - official trailer (02:38).

You'll need:

• visual design journal
• computer and printer
• coloured pencils or paints
• phone or digital camera
• clay.

Students will:

• in pairs, work through the emoji menu on their phone and select
  • their favourite
  • one they don't understand
  • their least favourite.
• create a bank of emojis in their visual design journal by drawing each one
• ask every student in the class to pick their top three designs as well as their least favourite emoji
• using a computer, graph the results
• present to the class the results of the study, using visual enhancements from your visual design journal.

Students will:

• take photos of a classmates partner using different expressions such as, happy, sad, angry, upset, bashful, embarrassed etc.
• print them out
• overlay tracing paper on them and outline the facial features
• create their own emojis using the facial features from the photographs of their friends
• give each emoji a name
• upload them into their blog and outline the design process.

Students will:

• using a slab of clay, sculpt a 10cm x 10cm 3D version of their favourite personalized emoji
• glaze or paint if using air drying clay
• photograph their finished emoji in a variety of positions and scenarios around the school
• upload the photographs and write a story to accompany them in their blog.

Students will:

• design a series of posters defining each genre of literacy below
  • animal fiction
  • autobiography, biography, memoir (one poster)
  • fantasy
  • graphic novels
  • greek mythology
  • historical fiction
  • informational
  • mystery
  • poetry
  • realistic fiction
  • science fiction
  • science fiction
  • sports fiction
  • traditional literature.
• each poster must have the literacy genre, a definition and the relevant emojis from the emoji family
• students will describe the design process and use of the emojis in their visual design journal or blog.

Students will:

• in groups, create a short story using only traditional emojis, about an event that happened either on the way to or from school
• swap their stories with another group
• stand at the front of the classroom, and perform their scenarios in their groups (in an improvisation style)
• the group that wrote the story being performed, students will need to say whether they interpreted the story correctly, or incorrectly
• reflect in their visual design journal or blog on how effective they were at interpreting the story from the emoji, and how it could've been improved.

Students will complete a digital blog/visual design journal documenting the ideas and processes used throughout this sequence. This can be completed through one-note, Class Notebook or Google classroom.

The blog or visual design journal should contain:

• the process and technical skills used in practical classes
• personal reflections about the practical activities
• information gained through investigations or class discussions
• answers to questions asked in class
• a glossary of new words and terminology with graphic examples
• and thoughts of the different techniques and types explored.

The Hobo Code accessed 15/01/2018.