NEWTOWN GRAPHICS THE COMPANY CURRICULUM

Transcription

1 NEWTOWN GRAPHICS THE COMPANY CURRICULUM Kurt Ryder NEWTOWN PUBLIC SCHOOLS NEWTOWN, CT. Adopted by the Board of Education August 16, 2005

2 Newtown High School Mission and Learning Expectations Newtown High School is committed to building a community that pursues rigorous academic goals and personal responsibility. We also encourage dignity, civility, and tolerance. At Newtown High School, students and teachers work together so that all members of the school community can reach the highest possible level of individual potential. In our partnership of students, teachers, parents, and community members, we work to promote success in a challenging environment and to cultivate competent, contributing, and productive citizens. In pursuit of academic and personal goals, Newtown High School students are expected to create and produce significant work, pursue learning beyond what is required, and engage in a lifelong contribution to self and society. The student sets goals and develops a plan to complete an assigned project or solve a problem in a timely manner taking responsibility for his or her actions. The student accesses, organizes, analyzes, interprets, and synthesizes information to create a standards-based project. The student communicates to a variety of audiences effectively and appropriately through the use of written work, speech, media, and visual presentation. The student implements guidelines, performance standards, and established criteria. The student evaluates and improves his or her work through revision and reflection. The student uses interaction with others, experiences, research, and technology as sources of knowledge, ideas, perspectives, and inquiry. The student demonstrates personal integrity and respect for others through civil and tolerant actions that promote appreciation for diversity and for the dignity of all community members. The student develops informed opinions on a variety of issues, balancing personal freedom with public responsibility. The student shares responsibility with others to address and resolve issues and applies conflict resolution strategies. The student exhibits commitment to self and to others in the classroom, the school, the community, the nation, and the world. The student understands the democratic process and exercises his or her rights responsibly. The student actively participates in service to the school and community, recognizing the necessity for and the rewards of public service. 1

3 A Toolkit for Understanding the District Model In April of 1996 the Board of Education adopted the Success-Oriented School Model as the underlying belief system that forms the basis for what we do and the way we go about it. Parents, teachers, administrators, and members of the community developed this common purpose collaboratively over a period of several years. Now a group of parents and educators meet regularly as District Quality Council to assure that the model continues to guide the way we work together as a system. The following information was developed by the members of District Quality Council as a tool to communicate more effectively with parents and new staff our common goals and beliefs. Core Beliefs We believe that if we are going to help all students to be successful, the environment in which we work and play together must have the following characteristics: Trust -- confidence in the actions of others Respect -- preservation of dignity -- acceptance of individual differences Flexibility -- exploration of alternatives -- adaptation to new situations -- acceptance of change Responsibility -- accountability for individual and collective action -- self-direction Inclusion -- the opportunity to learn is an entitlement that will not be determined by individual differences -- high expectations, high standards for all Interdependence -- community, parents, teachers, and students working together for success -- students, teachers, and parents learning from each other Communication -- open exchange of thought -- clear definition of goals and expectations Success -- continuous improvement -- quality achievement Risk Taking -- daring to take action -- the right to make mistakes 2

4 In our mission: All Children Can and Will Learn Well, we commit ourselves to academic excellence for all children, regardless of their abilities or needs. We set for ourselves the goal of a curriculum that establishes high standards for students, faculty, and staff. We accept that we will be judged based on what each student learns, applies, and retains. Success of our students depends on the effort and persistence of the learner, support from the parents, and the strategies and persistence of the staff. Basic Human Needs Each person has basic human needs that must be met. If we are aware of these needs, we can choose the behaviors that we use to meet them. With young children, parents and teachers strive to provide a setting that meets the child s basic needs. As children grow and mature, they need to be aware of their needs and the choices they are making. When children are having difficulty in school, we need to identify the basic human needs that are not being met as part of solving the problem so that students are able to learn and grow. The basic human needs are: Love and Belonging -- is feeling a close relationship with others. Students need to feel that they are valued members of the school. When students feel a sense of belonging, they are able to be more responsive and are more willing to take risks in their learning. Competence -- is feeling important, feeling able to do the task that needs to be done. When students are productive and active participants in their learning, they will feel powerful or competent. We need to structure our help so that students maintain this sense of competence and do not develop a sense of helplessness. Freedom -- is a feeling of being in charge of oneself, independent, responsible. Fun -- a feeling of pleasure, enjoyment, making Discoveries Survival -- satisfaction of the needs for hunger, thirst, sleep, and warmth 3

5 PHILOSOPHY Business and Technology Education The philosophy of Business and Technology Education is to assist students in becoming productive and contributing members of society capable of self-sufficiency, lifelong learning and adaptation to change. Business and Technology programs are competency-based, providing experiential learning that uses employment-related content to contribute to the development of a student s basic, academic and problem-solving skills, general employability attributes, and specific occupational knowledge. The acquisition of these skills, knowledge and attributes prepares students for success in employment, further education and their personal lives. Business and Technology education serve diverse individual interests, accommodate different learning styles, and provide students with opportunities to master essential skills through practical application. Courses within our departments require students to demonstrate their knowledge, skills and attitudes through hands-on experiences. 4

6 STATEMENT OF PURPOSE Business and Technology Education This curriculum has been organized to align with the Newtown High School Business and Technology Education programs, with the State of Connecticut Vocational- Technical Education Policy Statement, the National Standards for Business Education, the Newtown School District Quality Model and the High School Common Denominator. As stated in our philosophy, our Business and Technology programs are competency based, providing experiential learning for our students to become contributing citizens of our society. Further, the acquisition and melding of skills, knowledge and attributes prepare students for success in employment, additional education, and their personal lives. Analogous to this philosophy is the vision statement of the Common Denominator document, The purpose of our school is to prepare all students to be productive workers, lifelong learners, and responsible citizens. To this end, our curricula is designed with heavy emphasis on the common denominator s productive worker. In addressing the productive worker essential question, How do I know that I have created and produced significant work?, we endorse and adhere to the following content standards: The student accesses, organizes, analyzes, interprets, and uses information to create an accurate and sound project. The student communicates effectively with others in completing a project. The student evaluates both process and product to improve the project. The student sets goals, develops a plan to meet the goals, monitors and readjusts when necessary for goal attainment. The student demonstrates pride in workmanship. We believe that these standards are the essential operating elements within all the courses taught in our programs. 5

7 Newtown Graphics - The Company Curriculum Guide The Course Newtown Graphics - The Company, is a two-semester course. It is one of several student run enterprises under the umbrella organization, The Newtown Nighthawk Enterprises. The course is open to students who have successfully completed the Graphic Arts Industries course of study. It is therefore an advanced course, which requires responsible students as decision-making members of a company which designs and produces printed products for customers within the Newtown Public School District, the Newtown community and beyond. Because the course is based in part on the district philosophy of continuous improvement and owes its existence to its customer base, a certain amount of flexibility is inherent in this curriculum. In order for The Company (Newtown Graphics - The Company, referred to as The Company ) and the members (students) of the Company to be successful it is necessary to update/modify the information taught as needed. It is intended that students and teachers will stretch their limits of capabilities through risk taking by accepting and developing work that requires the expansion of their knowledge and skill base. Company Structure The Company is organized into design/production teams. Each student has a specific job function for each team assigned but may be required at times to carry out any job. The student must therefore be familiar with the characteristics of all jobs in the team. As customer jobs flow into The Company, teams are developed to coordinate the jobs. The teams will then take full responsibility for the jobs from dealing with the customer, design, production, finishing and packaging, and finally delivery of the product. In addition, each student will be working on a personal job of his/her choosing. This job/project will act as a filler for any down time but more importantly give the student the opportunity to expand his/her knowledge and experience in specific areas of interest. The Student The student involved in this course has successfully completed the Graphic Arts Industries course of study. He/she will be in grade10-12 with more than a passing interest in the graphic arts including computers, offset press, darkroom, screen printing, prepress, heat transfer, digital photography, art, design, team work and more. The student has also been exposed to some quality tools to include brainstorming, flow charting and team work. This course will expose the student to additional quality tools. Finally, the student must be interested in expanding his/her knowledge in the field through risk taking knowing that he/she is doing so in a positive and supportive environment. 6

8 The Staff The course was developed and implemented by Technology Education teachers. However, it has been enhanced by the involvement of professionals from other areas such as Cooperative Work Experience, Career Education, Art, English, college level personnel, and members of the printing and publishing fields. In addition, as previously mentioned, The Company is a member of an umbrella organization, the Newtown Nighthawk Enterprises which meets approximately six times per school year to discuss many issues. Through this organization we also have guest speakers and workshops on topics of concern to all members. Student representatives from each of the enterprises attend these meetings. Materials and Facilities A Graphic Arts facility is available for this course. It includes a darkroom, computers and related equipment including photo quality printers, offset press, screen printing area, classroom area, storage facilities, preparation areas, light tables, sink area and more. Supplies include but are not limited to inks, papers, films, drafting supplies, screen-printing supplies, offset printing supplies, digital cameras, photo quality papers and inks, and more. Resources Students are encouraged to make use of available resources both in the Graphic Arts lab and outside the lab. Within the lab are textbooks, trade publications and catalogs to mention a few. Of course one of our best resources are the students themselves. All students come to this course with different experiences and interests. Students can often be found helping each other in any given area of the lab. In addition we have available an excellent Career Center and Library/Media Center. Guest speakers are brought in to speak on both careers and related technology. Field trips are also used to expose students to up to date techniques and careers in related fields. Overall Value Students gain an awareness of the problems and benefits of producing printed work for a real customer. Students often deal directly with the customer in the design and proofing of jobs. Further, the student must learn to work cooperatively in a team as well as research answers to problems. Student will also learn that deadlines are a very real part of the world of work. One of the greatest values of this course as mentioned by many students is the feeling of success and accomplishment in producing a product to be used by individuals, organizations and companies. 7

9 Methods of Assessment Assessment of student progress is accomplished through the use of three vehicles, 1) Personal and customer jobs. Students will be working on personal and customer jobs. When a job is completed the student will self evaluate the personal job or the design/production team as a unit will evaluate the customer job. Forms are available in the lab for this process. 2) Daily Journal. Each student will keep a Daily Journal which will include entries of all activities in or outside the lab related to personal or company jobs. The purpose of the journal is to encourage students to write about activities, suggestions for improvement on a personal and company level as well as accomplishments or any other topic about which the student wishes to write. 3) Portfolio. Each student will maintain a portfolio to contain the following, Personal jobs and evaluation forms Design/production team jobs and evaluation forms in which the student was involved Daily Journal Goals of Newtown Graphics - The Company It is hoped that the goals of this course will allow the student experiences, which will lead to the development of positive personal and career decisions. The students will Take calculated risks leading to the attainment of knowledge and experience in the Graphic Arts, printing and small enterprise fields. Expand his/her knowledge of quality and its attainment. Learn to work cooperatively and in teams. Expand his/her base of responsibility. Expand his/her self-evaluation techniques. The Course of Study Taking into account the district philosophy of continuous improvement it must be understood that The Company course of study is an evolving document, which will change with the attainment of new knowledge and technology. The units described here may not be taught in the order listed depending on the needs of the students and The Company at any given time. Units may also be added or updated as needed. It must be realized that as an advanced course of study in a technically evolving field the student is allowed to move toward areas of interest. Because not all students will do exactly the same personal or customer jobs not all students will receive identical experiences. Students also come to this course with different levels of experience and competence. 8

10 Unit 1: Safety Essential Question: What must you be aware of and do to protect yourself, others and equipment from injury and problems, while working in the Graphic Arts facility? Content Standard: The student will work safely in a laboratory/mechanical environment so as to avoid and/or eliminate any injuries or malfunctions. Objectives: The student will: Wear safety equipment when needed Behave properly in the lab Select the proper tools, and supplies and equipment for the process to be performed Use/operate all tools/equipment properly Dress appropriately for work in the lab Be familiar with fire alarm procedures Report all injuries/accidents to the teacher Know the purpose and proper handling of all shop chemical supplies Locate and properly use the laboratory electrical kill switches Suggested Performance Assessment: The student will successfully work in all parts of the lab in such a way that there are no injuries, malfunctions or damage created. Performance Standards: The student wears safety equipment at the proper time. The student avoids all personal injury. The student uses all equipment and supplies in a safe manner. The student passes the safety test with a grade of 100. The student properly exits the lab during a fire drill. The student quickly kills all shop electrical power when asked to do so. 9

11 Unit 2: Newtown Graphics - The Company Guiding Principles Essential Question: What basic principles of operation will guide us in our work? Content Standards: The student assimilates basic company doctrine in his/her daily performance. Objectives: The student will: Elaborate an understanding of quality as it pertains to The Company Explain why customers are the focus of our work Continuously improve the quality of his/her work Explain why the success of The Company is based on employee involvement Treat our suppliers with courtesy as our partners in business. Suggested Performance Assessment: Evaluation of the customer jobs, feedback from the customer and other members of the design/production team and observation by the teacher. Performance Standards: The student produces work, which meets customer needs. The student produces work, which is complemented by the customer. The student increases his/her involvement in The Company and related operations. The student treats customers and supplies courteously. 10

12 Unit 3: The Newtown Success-Oriented School Model Essential Question: What is The Newtown Success-Oriented School Model and why is it important in our daily lives as employees of The Company? Content Standard: The student develops an understanding of the value of a mission statement, quality outcomes and related basic human needs. Objectives: The student will: Explain the purpose of a mission statement Demonstrate the five quality outcomes through daily activities. Explain the importance of each basic human need when asked Suggested Performance Assessment: As observed by the teacher, other members of The Company and written statements. Performance Standards: The student integrates the Quality Outcomes in whole or part in his/her daily activities in The Company. The student develops a mission statement for The Company. The student treats all employees of The Company with respect and understanding. 11

13 Essential Question: How will students be evaluated? Unit 4: Assessment Content Standard: The student develops an understanding of the evaluation techniques used in the course, Newtown Graphics - The Company. Objectives: The student will: Understand the methods of self-evaluation used in The Company. Understand the purpose of self-evaluation. Understand the purpose of a portfolio as used in The Company Understand the purpose of a daily journal as used in The Company Suggested Performance Assessment: As observed by the teacher, through self-evaluation forms and customer feedback. Performance Standards: The student successfully assesses his/her own work or teamwork using required forms. The student maintains a daily journal containing appropriate entries using acceptable writing techniques. The student maintains a portfolio containing samples of personal and team work. 12

14 Unit 5: The Company Structure Essential Question: What will be the standard operating procedures and structure as used in The Company? Content Standard: The Student will successfully use the standard operation procedures when working as a company employee. Objectives: The Student will: Become familiar with various Quality Tools. Be able to list positions of responsibility as found in The Company. Identify and develop leadership attributes used in both individual and team environments. Suggested Performance Assessment: As observed by the teacher, company employees, self-evaluation techniques and customer satisfaction. Performance Standards: The student develops a flow chart for each personal and customer job. The student is involved in the selection of employees for each company leadership position. The student functions successfully in at least one company leadership position. The student successfully uses customer job folders. The student participates in a team environment 13

15 Unit 6: Basic and Advanced Graphic Arts/Printing Techniques Essential Question: What techniques, processes and equipment are used in the Graphic Arts Lab at Newtown High School to produce printed products for customers of The Company? Content Standard: The student will produce quality products using both basic and advanced Graphic Arts/printing techniques. Objectives: The student will: Review and practice through the development of both personal and customer work the techniques, processes and equipment as learned in the basic course, Graphic Arts Industries. Perform tasks that require him/her to operate and use all equipment and processes found in the Graphic Arts lab of Newtown High School. Extend him/herself in the attainment of advanced techniques/skills as used in the Graphic Arts lab of Newtown High School. Suggested Performance Assessment: Observation by the teacher during work sessions, and through the production and evaluation of personal and customer work. Performance Standards: The student successfully produces products using the following equipment, facilities and techniques as taught in the Graphic Arts Lab at Newtown High School: - The darkroom - Computers, scanners, laser printers, photo quality printers, related computer software, and standard computer techniques as related to the graphics/printing fields. - Screen printing equipment, techniques and processes. - Offset printing press/duplicator and related supplies and techniques. - Dye sublimation, heat transfer and other image producing techniques as may be introduced and taught by the teacher. The student voluntarily assists other team/company members when needed. The student conducts him/herself professionally when working in the Graphic Arts Lab as a member of The Company. 14