Lesson Plan. Preparation

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1 Lesson Plan Course Title: Session Title: Graphic Design & Illustration Your Portfolio Lesson Duration: Five 90-minute class periods Proposed Schedule: Day 1: Cover portfolio concepts and how a portfolio can benefit students (Outline 1-5; Slides 1 13) Day 2: Create portfolio structure (Outline 6-8; Slides ) Days 3-5: Portfolio Documentation and Assembly (Outline 9; Slides 26 29; Guided Practice/Independent Practice) [Lesson length is subjective and will vary from instructor to instructor] Performance Objective: Upon completion of this assignment, the student will be able to create a portfolio for a specific goal/purpose, complete with documentation and support documents. Specific Objectives: 1. Define the term portfolio. 2. Identify uses for a portfolio. 3. Identify the benefits of creating and maintaining a portfolio. 4. Identify a personal goal/purpose for a portfolio. 5. Determine various types of content elements based upon portfolio purpose. 6. Create appropriate organizational filing structure. 7. Identify appropriate supporting documents - class assignment sheet, proposal request, course syllabus and select an appropriate file format. 8. Identify other important documents such as resume, transcripts, test results. 9. Propose a process for maintaining and adding content to portfolio. Preparation TEKS Correlations: (C) (1) The student applies academic knowledge and skills in art and design projects. The student is expected to: (A) apply English language arts knowledge and skills by demonstrating use of content, technical concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit documents; and composing and editing copy for a variety of written documents such as brochures, programs, posters, flyers, and magazine covers. (4) The student applies information technology applications. The student is expected to use personal information management, , Internet, writing and publishing, presentation, and spreadsheet or database applications for art and design projects. (8) The student applies ethical decision making and understands and complies with laws regarding use of technology in graphic design and illustration. The student is expected to: (B) discuss and apply copyright laws in relation to fair use and acquisition; 1

2 (C) model respect for intellectual property; and (D) demonstrate proper etiquette and knowledge of acceptable use policies. (9) The student develops employability characteristics. The student is expected to: (D) maintain a career portfolio to document work experiences, licenses, certifications, and work samples. Instructor/Trainer References/Resources: Reese, Luke. Digital Portfolio. Fontenot, Renee J. Tips on Creating a Career Portfolio. Simmons, Angela & Lumsden, Jill. Preparing a Portfolio. Instructional Aids: 1. Computer-based presentation for classroom display Your Portfolio 2. Project Documentation Worksheet 3. Portfolio Organization Worksheet (Pre-Numbered and Blank) 4. Portfolio Checklist 5. Portfolio Rubric 6. File Log Template Materials Needed: 1. Worksheets 2. Sample portfolios (teacher, former students, professionals) 3. Sample documents or projects 4. Storage media Equipment Needed: 1. Projection system to display computer-based presentation 2. Digital camera 3. Computers with word processing, spreadsheet, presentation, and graphics applications 4. Printer 5. Scanner 6. Electronic media storage device (harddrive, flash drive, server-based folder, etc.) Learner None. Introduction MI Introduction (LSI Quadrant I): ASK: What is a portfolio? Have you created or seen a portfolio previously? What did you think about the portfolio you created or saw? [Allow students to share experiences, observations, etc.] SHOW: Examples of exemplar portfolios (digital and hard copy). 2

3 SAY: A portfolio is collection of your best or most memorable pieces of work, projects, or record of important events. It is used in many fields in support of professional and personal activities. You might say it is a professional scrapbook or view book. In today s competitive school and job market, a well-designed portfolio can set your work experience and skills apart from others applying for the same program or position. With a little preparation, you can create a portfolio that can help you achieve your goals! Outline MI Outline (LSI Quadrant II): Instructor Notes: 1. Define the term portfolio. A. Synonyms include scrapbook, view book, log book, professional diary, pitch book B. Way to showcase talent C. Training/professional development tool D. Organizational tool E. Industry-specific nomenclature F. Collection of very best work NOTE: Refer to the Teaching Vocabulary Terms and Phrases best practice html for information on how to best teach vocabulary in the classroom. 2. Identify uses for a portfolio. A. School admissions B. Job applications C. Record of work D. Resource/reference for future work E. Supports development of organizational skills F. Additional uses of portfolio will be identified (extra-curricular activities and leadership position in organizations, marketing tool, historical record, etc.) 3. Identify the benefits of creating and maintaining a portfolio. A. Structure and organization for filing projects and supporting documents B. Track work C. Track skill development D. Identify areas for personal/profession improvement to support goals E. Other benefits? (Slides 1 4) Discuss industry-specific uses and requirements for a portfolio. For a more personal example, discuss your own portfolio from school or discuss the current philosophy for teachers to have portfolios that contain lessons, grading rubrics, examples of work, supporting documents, and TEKS information. Be prepared to share your own portfolio as an example. (Slides 5 8) Use links in computer-aided presentation to illustrate schools, employers, and organizations that encourage or require creation and use of portfolios. (Slides 9-10) Instructor will lead discussion with questions regarding benefits to student for creating and maintaining portfolio. Sample questions: How can a great portfolio help you in the job market? How can an average portfolio be a barrier to your success? 3

4 4. Identify a personal goal/purpose for creating a portfolio. A. Documenting work B. Resources for future work C. Tools for assisting others D. Examples to use for future projects E. History of skill/knowledge progression F. Acceptance into post-secondary program G. Getting a job 5. Determine various types of content elements based upon portfolio purpose. A. Graphics, word processing documents, and other appropriate files B. Appropriate support documents such as course syllabus, awards, assignment sheet, work order, grading rubric, etc. C. Appropriate file types based on use D. Appropriate filing structure for portfolio content E. Technology considerations 1. Computer capabilities 2. Software capabilities 3. Print capabilities 4. Access to camera/scanner 5. Storage media 6. Existing format of previous work samples 6. Create appropriate organizational filing structure. A. Alphabetical, chronological, purpose, or other defining characteristic B. Flow chart C. Electronic spreadsheet/tracking document (Slide 11) Have students select a purpose for the portfolio from the list provided in the slide or identify another purpose of their own choosing. NOTE: Students should record this goal at the top of the portfolio worksheet. POINT FOR DISCUSSION: Even though students may change their minds during the process of creating the portfolio or later on in life, it is important to establish a goal/purpose now as this goal will direct subsequent decisions in the creation process. Sometimes students may be reluctant to commit to an overarching purpose. (Slides 12 13) Discuss with students difference between source documents (word processing) and display only (pdf) for sharing digital portfolio with customers, schools, employers. Discuss organization of the portfolio based upon purpose. Because files are maintained electronically, you can reorganize easily based upon audience and need. (Slides 14 18) Instructor will assist students in identifying the best or most appropriate organizational structure based upon planned purpose of portfolio. Instructor will provide basic format for electronic spreadsheet to be 4

5 used to document portfolio organization. Allow students time to review portfolio examples on the internet to help determine structure and organization based upon best practices. 7. Identify appropriate supporting documents for each item - class assignment sheet, proposal request, course syllabus and select an appropriate file format A. Assignment sheets, syllabus, work orders, awards, rubrics, test scores, etc. B. Appropriate file format for each document/file type to be contained in the portfolio C. Converting objects/items to digital format as necessary to include them in the portfolio 1. Considerations: Original project/assignment Graphics software Digital camera Storage media High-quality print Type of work Lighting Size/shape of work Color Materials Resolution/quality of image Background 2. Process: Take practice shots Upload/transfer for review Select best shots or reshoot Save images to storage media Rename images based on filing structure and established file naming convention (Slide 19-24) Instructor will discuss appropriate file types with students to ensure portfolio contents are appropriate based upon purpose. NOTE: Make sure students understand that original documents should not be included in the portfolio. 5

6 8. Student will identify other important and appropriate documents such as resume, transcripts, test results. A. Scan and create digital copies of certificates and awards B. Documentation of certifications achieved C. Scan standardized test scores D. Request copy of transcript from Registrar E. Scan and create a digital copy of diploma F. Create basic resume 9. Student will propose process for maintenance and adding content to portfolio. A. Portfolio assembly B. Benefits of regular maintenance C. Consequences of irregular maintenance D. Timeline considerations for maintenance E. Recommendations for maintenance (Slide 25) Instructor will discuss with students the appropriateness of including the various other documents. Key questions to address include: When should they be included and/or deleted from portfolio based upon recipients/viewers? (Slide 26-29) Students work to assemble the portfolio and then move on to next steps for maintenance. Instructor will provide calendar with dates for ongoing evaluation of maintained portfolio (for instance, check portfolio updates at the end of every month or grading period). Students should also be asked to describe how failure to maintain the portfolio could impact their future goals. Application MI Guided Practice (LSI Quadrant III): Teacher will go over the computer based presentation with the class. Teacher may have personal portfolio to share with class as an example. NOTE: examples of various types of portfolios are available online. URLs provided in reference section can be used as resource for helping students prepare their portfolios. MI Independent Practice (LSI Quadrant III): Students will select a minimum of three items to be used to create the base portfolio. Worksheet and content description file should be used to help document portfolio contents. If students do not have a resume, this might be the perfect opportunity to create one. Ongoing practice-students will maintain the portfolio throughout the semester/course. Regular inspection of portfolio should be done to ensure students add/update their portfolio throughout the remainder of the course. 6

7 Summary MI Review (LSI Quadrants I and IV): Q & A to review purposes of a portfolio. Q: What are some of the purposes/goals of a portfolio? A: Documenting work, resources for future work, tools for assisting others, examples to use for future projects, history of skill/knowledge progression, acceptance into post-secondary program, getting a job Evaluation MI Informal Assessment (LSI Quadrant III): Have students share their portfolios with the class. Students should be encouraged to maintain portfolios and provide constructive input to peers. MI Formal Assessment (LSI Quadrant III, IV): Teacher will assess each portfolio for content and professional appearance using the portfolio rubric. Assessment should be conducted during various grading periods as well as at the end of the course to ensure portfolios are used throughout the course as a way of documenting work that can be presented to potential schools and employers. Extension MI Extension/Enrichment (LSI Quadrant IV): Students can submit portfolios with school and/or job applications. Students can begin the process of converting traditional portfolios to digital portfolios using industry-standard software. 7

8 Project Documentation Worksheet Name Work to be documented Date work created Client/course Work details Finished Size Colors Materials Total time to create Overall cost of materials Special considerations Lessons learned Final location 8

9 Portfolio Organization Worksheet Use the flowchart below (or create a custom flowchart to fit your specific needs) to lay out and organize your portfolio. My Portfolio Tracking Document Topic/Theme 1: Topic/Theme 2: Topic/Theme 3: Topic/Theme 1: Topic/Theme 2: Topic/Theme 3: Project 1.1: Project 2.1: Project 3.1: Project 1.2: Project 2.2: Project 3.2: Project 1.3: Project 2.3: Project 3.3: Project 1.4: Project 2.4: Project 3.4: Project 1.5: Project 2.5: Project 3.5: Project 1.6: Project 2.6: Project 3.6: 9

10 Portfolio Organization Worksheet Use the flowchart below (or create a custom flowchart to fit your specific needs) to lay out and organize your portfolio. My Portfolio Tracking Document Topic/Theme 1: Topic/Theme 2: Topic/Theme 3: Topic/Theme : Topic/Theme : Topic/Theme : Project : Project : Project : Project : Project : Project : Project : Project : Project : Project : Project : Project : Project : Project : Project : Project : Project : Project : 10

11 Graphic Design & Illustration Portfolio Checklist One of the most important pieces of documentation for the aspiring graphic designer or visual arts practitioner is a portfolio. A portfolio is a compilation of a designer s best work done to date and is meant to showcase the strengths of the designer by featuring samples of work for others to see. Due to the nature of the design industry, you should have both a digital version and a high quality printed copy version of your portfolio. There are some strategies that should be employed when building a portfolio to be remembered by any potential employers. These strategies are outlined below and are expected to be followed by the students as they construct their portfolios. Guidelines: Limit your portfolio to pieces of your best work. Show your best work first. You want to grab the reviewers attention from the start. Do not expect them to wade through your B and C stuff to get to the A stuff. They may make a judgment on what they think you have to offer on your C work and never continue to the A work. End with strong work to leave a lasting impression of your ability. Use quality photographs (10 megapixels or higher) in your portfolio. Use a quality camera or hire a photographer to photograph your work. Keep your portfolio in mind as you set up your shots and photograph your work. Use neutral backgrounds and good lighting (natural lighting is always best for the truest color). Make sure you are projecting a professional image. Always collect high-resolution digital images rather than scanning in prints after the fact. Show overall designs as well as details. Make sure you show photo or drawing details that highlight your skill level and make you shine. Highlight your skill versatility by including illustrations that show your ability with a variety of media (pen and ink, colored pencil, marker, watercolor, etc.). When visiting with professionals about your portfolio, be prepared to answer questions about your design projects. Be prepared to explain the purpose, symbolism, meaning, and technique for each project. Since this portfolio is for high school students, it may only be shown to the teacher for the continuation in the subsequent course or, if the student is a senior, to the university or art/design school professionals responsible for admitting freshmen into a college-level program. 11

12 Portfolio Documents by Course: Principles of AAVTC Projects Creative Food Styling and Introduction to Lighting and Photography Techniques Branding: Creating a Corporate Identity Graphic Design& Illustration Computer-based Graphics and Illustrations Hand Drawing and Sketching Photography Projects Identity Mark Photographic Advertisement CD/DVD Cover Design Basic Packaging Design Product Advertisement Poster Illustration Self-Promoting Advertisement Self-Portrait (pencil, pen and ink, micrographic, or computer-based graphic) Illustration Showing Use of Perspective (one-point or two-point) Advanced Graphic Design& Illustration Computer-based Graphics and Illustrations Hand Drawing and Sketching Photography Projects Advanced examples of projects listed in Graphic Design & Illustration Advertising Campaign Documents Tri-fold Brochure Book Cover Design Practicum in Graphic Design& Illustration Computer-based Graphics and Illustrations Hand Drawing and Sketching Photography Web-based Media Projects Advanced examples of projects listed in Graphic Design & Illustration and Advanced Graphic Design & Illustration Booklet or Catalog Signage Webpage/Website 12

13 Title media year created/f inished Solemn Sentinel digital photograph 2011 $ value H W D (3d) $125 ($50 printing; $75 frame) 26" 14" N/A brief description or purpose of work/project current location of work file name This photograph was created as part of the public art project illustrating poems written karla k. morton, 2010 Texas poet laureate. City of Denton Public Art Collection E://personal_files/artwork/2011/solemn_sentinel.psd AAVTC: Graphic Design Illustration: Your Portfolio 13

14 Student Name: Your Portfolio Rubric Date: CATEGORY Body of Work The portfolio is an accurate and comprehensive representation of the student's body of work. The portfolio is an acceptable reflection of the student's body of work but needs development. The portfolio is a poor reflection of the student's body of work in the program. The student's portfolio is incomplete. Creativity Attractiveness The student's portfolio design reflects an exceptional degree of student creativity in organization and/or final product. The portfolio is exceptionally attractive in terms of design, layout, and neatness. The student's portfolio design reflects an acceptable degree of creativity in organization and/or final product. The portfolio is attractive in terms of design, layout, and neatness. The student's portfolio design lacks creativity in organization and/or final product. The portfolio is acceptably attractive though it may be a bit messy. The student's portfolio design does not meet expectations. The portfolio is distractingly messy or very poorly designed. It is not attractive. Graphic Images File Types Portfolio Planning Portfolio Goal Portfolio Worksheet Organizational Structure Supporting Documents Tracking Spreadsheet Grammar and Mechanics Comments: Graphic images of work are of exceptional quality throughout the portfolio. The file types used are appropriate for the portfolio content. Student fully participated in the portfolio planning process. All elements/documents are of exceptional quality. There are no grammatical mistakes. Capitalization and punctuation are correct throughout the portfolio. The quality of graphic images is acceptable. Most of the file types used are appropriate for the portfolio content. Student participated in the portfolio planning process. One or two of the planning elements/documents were not created. There is one grammatical mistake. There is one error in capitalization or punctuation. More than half of the graphic images of work are unacceptable. More than half of the file types used are inappropriate for the content. Student minimally participated in the portfolio planning process. Three or more of the planning elements/documents were not created. There are two grammatical mistakes. There are two errors in capitalization or punctuation. The quality of graphic images is unacceptable. The file types used are inappropriate for the portfolio content. Student did not participate in the portfolio planning process. There are three or more grammatical mistakes. There are three or more errors in capitalization or punctuation. TOTAL POINTS: Point to grade = A conversion: = B = C = D 16 and below = F AAVTC: Graphic Design Illustration: Your Portfolio 14