Page 1 of 8 Graphic Design I Curriculum Guide

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1 High School Grade Unit 1: The Objective of Graphic Design including the four keys to pre-design planning Timeline: Two weeks Enduring Concept: Before any graphic design can begin the assembly process, pre-planning must be done and include concepts that cover the needs of the client and an understanding of requirements and limits to the artist. Grade Level Expectations (GLE) 1. Observe and Learn to Comprehend 1.1 Visual art has inherent characteristics and expressive features 1.3 Art and design have purpose and function 2. Envision and Critique to Reflect 2.1 Reflective strategies are used to understand the creative process 2.3 Interpretation is a means for understanding and evaluating works of art 3. Invent and Discover to Create 3.3 Make judgments on visual messages 4. Relate and Connect to Transfer 4.2 Communication through advanced visual methods is a necessary skill in everyday life Inquiry Question(s): 1. What are ways to analyze and discuss works of art? 2. What are other ways are there to analyze and discuss works of art beyond the characteristics and expressive features of art and design? 3. What is the purpose of art? 4. How can art make important contributions to society? 5. To what extent does a work of art depend on the artist s point of view? 6. To what extent does a work of art depend on the viewer s point of view? 7. How do underlying structures unconsciously guide the creation of art works? 8. How does visual imagery used in mass media correlate with art? 9. Why do artists produce preliminary plans? 10. How does material culture influence artistic decisions? Vocabulary: Document objective, Deadline, Budget, Production resources, Desktop Publishers, Communication, Contrast, Layout, Alignment, typography, client Academic: create, plan, pre-planning, expectations, develop, compare Assessments Performance Tasks: Create an advertisement using illustrations and type. Include use of the four keys to pre-design planning. Other Assessments: Quiz on four items for pre-design, product audience, three factors of determining picture and graphics. High School Art Performance Assessment: Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Getting your students started with Bulb Evidence Outcomes Students will understand that pre-planning and understanding the purpose of the document is the first step in designing a graphic design document Students will be able to: - identify four items for pre-design planning - state how and why the designer should determine the profile of the expected readers. Standards: 1.1.a Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.1.b Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art 1.1.c Connect and compare visual art characteristics and expressive features of art and design in cultural contexts Page 1 of 8

2 1.3.a Investigate and articulate the aims of disparate art practices and traditions 1.3.b Research and document how the visual arts are manifested in contemporary society 2.3.b Demonstrate fluency in using critique vocabulary to assess personal works of art and the works of art of others 2.3.d Interpret how meaning in works of art is related to the materials and processes chosen by the artist 3.3.a Compare and contrast the analytical processes used to interpret works of art and images of mass media. 3.3.b Interpret similarities and differences in artistic decision making 3.3.c Discuss and debate how society has come to value some works of art over others 4.2.a Use sketches, plans and models to create and or design functional works of art 4.2.b Explain how personal influences shape the creation of functional art Instruction 21st Century Focus: Find and use information/ information technology Creativity and innovation Collaboration Work et hic Critical thinking and problem solving Civic Responsibility Communication Personal Responsibility Global and Cultural Awareness Resources: Page 2 of 8

3 High School Grade Unit : Visual literacy/ Design concepts Enduring Concept: Before the successful completion of any project, pre-planning must be done with Timeline: Two weeks considerations and understanding all limits and possibilities. Grade Level Expectations (GLE) Vocabulary: 1.1 Visual art has inherent characteristics and expressive features Budget, 1.3 Art and design have purpose and function resources, 2.1 Reflective strategies are used to understand the creative process Desktop Publishers, 2.3 Interpretation is a means for understanding and evaluating works of art Communication, 3.3 Make judgments on visual messages Contrast, 4.2 Communication through advanced visual methods is a necessary skill in everyday life Layout, Inquiry Question(s): Alignment, 1. What are ways to analyze and discuss works of art? typography, 2. What are other ways are there to analyze and discuss works of art beyond the characteristics and expressive features client, of art and design? positive and negative space, 3. What is the purpose of art? scale, 4. How can art make important contributions to society? simplicity, 5. To what extent does a work of art depend on the artist s point of view? create, 6. To what extent does a work of art depend on the viewer s point of view? format, 7. How do underlying structures unconsciously guide the creation of art works? audience 8. How does visual imagery used in mass media correlate with art? 9. Why do artists produce preliminary plans? 10. How does material culture influence artistic decisions? Assessments Possible Products/Performance Tasks: Advertisement Logo design Illustrated action word Possible Media Choices: Digital Prisma Markers Colored pencils Collage Sharpie Pencil Sketch tools Possible Assessments: Criterion Based Assessment Rubric Critiques: Self Group Evidence Outcomes Standards: 1.1.a Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.1.b Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art 1.1.c Connect and compare visual art characteristics and expressive features of art and design in cultural contexts 1.3.a Investigate and articulate the aims of disparate art practices and traditions 1.3.b Research and document how the visual arts are manifested in contemporary society 2.3.b Demonstrate fluency in using critique vocabulary to assess personal works of art and the works of art of others 2.3.d Interpret how meaning in works of art is related to the materials and processes chosen by the artist 3.3.a Compare and contrast the analytical processes used to interpret works of art and images of mass media. 3.3.b Interpret similarities and differences in artistic decision making 3.3.c Discuss and debate how society has come to value some works of art over others 4.2.a Use sketches, plans and models to create and or design functional works of art Page 3 of 8

4 Verbal Written High School Art Performance Assessment: Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Getting your students started with Bulb 4.2.b Explain how personal influences shape the creation of functional art Instruction Key teaching and Learning Experiences that embed 21 st Century Skills: Demonstrations Experimentation Planning and revision Graphic organizers Instructive Quotes Modeling Collaboration Cornell Notes/handouts Sketching/ journaling Symbolic Color Meanings Visuals Peer Feedback Peer teaching Problem solving Pre-planning exercises Presentation Critique Continued Practice Mind maps Resources: Pre-planning exercises Printed and digital reference material Site available equipment Visiting Artists Student generated research and investigation Student Sketchbook Page 4 of 8

5 High School Grade Unit : Illustration Enduring Concept: Using visual literacy as a means for communication Timeline: Two weeks Grade Level Expectations (GLE) 1.1 Visual art has inherent characteristics and expressive features 1.3 Art and design have purpose and function 2.1 Reflective strategies are used to understand the creative process 2.3 Interpretation is a means for understanding and evaluating works of art 3.3 Make judgments on visual messages 4.2 Communication through advanced visual methods is a necessary skill in everyday life Inquiry Question(s): 1. What are ways to analyze and discuss works of art? 2. What are other ways to analyze and discuss works of art beyond the characteristics and expressive features of art and design? 3. What is the purpose of art? 4. How can art make important contributions to society? 5. To what extent does a work of art depend on the artist s point of view? 6. To what extent does a work of art depend on the viewer s point of view? 7. How do underlying structures unconsciously guide the creation of art works? 8. How does visual imagery used in mass media correlate with art? 9. Why do artists produce preliminary plans? 10. How does material culture influence artistic decisions? Assessments Possible Products/Performance Tasks: Illustrated action word Personal logo Animated shapes Yield sign Synectics Superhero Logo redesign School logo Possible Media Choices: Digital Colored pencils Sharpie Sketch tools Scratch board Possible Assessments: Criterion Based Assessment Rubric Critiques: Self Group Verbal Written Prisma Markers Collage Pencil Cut paper High School Art Performance Assessment: Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Getting your students started with Bulb Page 5 of 8 Vocabulary: Contrast, composition, positive and negative space, scale, simplicity, create, format, audience, Contrast, Layout, Alignment, typography, Line, color, shape, integration, Evidence Outcomes Standards: 1.1.a Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.1.b Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art 1.1.c Connect and compare visual art characteristics and expressive features of art and design in cultural contexts 1.3.a Investigate and articulate the aims of disparate art practices and traditions 1.3.b Research and document how the visual arts are manifested in contemporary society 2.3.b Demonstrate fluency in using critique vocabulary to assess personal works of art and the works of art of others 2.3.d Interpret how meaning in works of art is related to the materials and processes chosen by the artist 3.3.a Compare and contrast the analytical processes used to interpret works of art and images of mass media. 3.3.b Interpret similarities and differences in artistic decision making 3.3.c Discuss and debate how society has come to value some works of art over others 4.2.a Use sketches, plans and models to create and or design functional works of art 4.2.b Explain how personal influences shape the creation of functional art

6 Instruction Key teaching and Learning Experiences that embed 21 st Century Skills: Demonstrations Experimentation Planning and revision Graphic organizers Instructive Quotes Modeling Collaboration Cornell Notes/handouts Sketching/ journaling Symbolic Color Meanings Visuals Peer Feedback Peer teaching Problem solving Pre-planning exercises Presentation Critique Continued Practice Mind maps Resources: Pre-planning exercises Printed and digital reference material Site available equipment Visiting Artists Student generated research and investigation Student Sketchbook Page 6 of 8

7 High School Grade Unit: Story telling Timeline: Two weeks Enduring Concept: Recognize, articulate, and implement sequencing of events in the context of time and place. Grade Level Expectations (GLE) Vocabulary: 1.1 Visual art has inherent characteristics and expressive features Plot characters 1.3 Art and design have purpose and function setting main character 2.1 Reflective strategies are used to understand the creative process sequencing flow 2.3 Interpretation is a means for understanding and evaluating works of art context framing 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and point of view (expanded, close up, bird s eye, worm s eye) available technology for the expression of ideas resources Desktop Publishers 3.3 Make judgments on visual messages Communication Contrast 4.2 Communication through advanced visual methods is a necessary skill in everyday life Layout Alignment Inquiry Question(s): typography positive and negative space 1. What are ways to analyze and discuss works of art? scale simplicity 2. What are other ways are there to analyze and discuss works of art beyond the characteristics create format and expressive features of art and design? audience storyboard 3. What is the purpose of art? 4. How can art make important contributions to society? 5. To what extent does a work of art depend on the artist s point of view? 6. To what extent does a work of art depend on the viewer s point of view? 7. How do underlying structures unconsciously guide the creation of art works? 8. How does visual imagery used in mass media correlate with art? 9. Why do artists produce preliminary plans? 10. How does material culture influence artistic decisions? 11. What is a culturally sensitive issue, and how does it impact works of art? animation surreal Assessments Possible Products/Performance Tasks: Comic Strips Graphic Novels Advertisement (surreal) Instructional guide (how to) Storyboard Stop-motion video Animation Collage Altered book Possible Media Choices: Digital Colored pencils Sharpie Sketch tools Possible Assessments: Prisma Markers Collage Pencil Books Evidence Outcomes Standards: 1.1.a Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.1.b Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art 1.1.c Connect and compare visual art characteristics and expressive features of art and design in cultural contexts 1.3.a Investigate and articulate the aims of disparate art practices and traditions 1.3.b Research and document how the visual arts are manifested in contemporary society 2.3.b Demonstrate fluency in using critique vocabulary to assess personal works of art and the works of art of others 2.3.d Interpret how meaning in works of art is related to the materials and processes chosen by the artist 3.3.a Compare and contrast the analytical processes used to interpret works of art and images of mass media. Page 7 of 8

8 Criterion based rubric Critiques High School Art Performance Assessment: Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Getting your students started with Bulb 3.3.b Interpret similarities and differences in artistic decision making 3.3.c Discuss and debate how society has come to value some works of art over others 4.2.a Use sketches, plans and models to create and or design functional works of art 4.2.b Explain how personal influences shape the creation of functional art Instruction Key teaching and Learning Experiences that embed 21 st Century Skills: Demonstrations Experimentation Planning and revision Graphic organizers Instructive Quotes Modeling Collaboration Cornell Notes/handouts Sketching/ journaling Symbolic Color Meanings Visuals Peer Feedback Peer teaching Problem solving Pre-planning exercises Presentation Critique Continued Practice Mind maps Resources: Pre-planning exercises Printed and digital reference material Site available equipment Visiting Artists Student generated research and investigation Student Sketchbook Page 8 of 8

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