MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM
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1 MANCHESTER TOWNSHIP SCHOOL DISTRICT CURRICULUM Content Area: Visual and Performing Arts / Career Awareness / Technology Course Title: Advanced Graphic Design Grade Level: Foundations of Graphic Design September Isometric Rendering September / October Advanced Advertising November Photography December April Air Brush Rendering April June Portfolio Presentation September June Date Created: April, 2012 Board Approved on:
2 MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Visual and Performing Arts / Career Awareness / Technology Unit Title: Foundations of Graphic Design Target Course/Grade Level: Unit Summary This unit introduces students to historical artistic individuals and inventions that aesthetically shaped modern graphic communication with a relationship between art and business. Students will learn fundamentals of aesthetics origins and related career opportunities through research, analysis, and project application. In addition they will participate in safety awareness in a graphics studio. Primary interdisciplinary connections: The History of Arts and Culture 21 st century themes: Career Awareness, Exploration and Preparation, chemical and mechanical safety Learning Targets Standards: 1.2 History of the Arts and Culture. Students will the role, development, and influence of the arts throughout history and across cultures. Content Statements: Students will demonstrate proficiency in cultural and historical events that impact art making, response to works of art and influence on personal, community, and global graphic expression. CPI # A A.2 RST Cumulative Progress Indicator (CPI) Determine influences of visual art on culture throughout history Justify impact of innovation on society and habits of mind Determine meanings of symbols used in specific technical context Unit Essential Questions What is the main reason why graphic technology has advanced? How have creative influences created career opportunities? What is the relationship between art and communication? Has technology affected arts media? Unit Enduring Understandings Relationship of origins of art making versus hitech graphic production Appreciation of archetypal works of art Applications of media
3 Unit Learning Targets (Objectives) Students will be able to develop and relate Historical advancements and contemporary technology Career and industrial advancement in the global graphics arena Evidence of Learning Formative Assessments Lab activities Projects Internet research assignments Current event presentations Equipment needed: computers, display monitor, overhead projector Teacher Resources:
4 Formative Assessments See above Summative Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented) Preferred seating Syllabus Community brainstorming Small group or independent instruction Worksheets, graphic organizers, guided notes Review IEP and 504 modifications Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Student computer access Overhead projector DVD player Auto art magazine Teacher Notes:
5 MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Visual and Performing Arts / Career Awareness / Technology Unit Title: Isometric Rendering Target Course/Grade Level: Unit Summary This unit introduces students to the understanding and application of isometric rendering Students will learn fundamentals of shape, color, depth and spacial perception. Primary interdisciplinary connections: elements, principles, and aesthetic layout of multi - dimensional art 21 st century themes: Designed world technology Learning Targets Standards: 1.1 Students will demonstrate an understanding of elements and principles that govern creation of dimensional art works Content Statements: Students will demonstrate proficiency in common themes that exist in art, symbolism, with different mediums used in advertising with application to design for products and systems CPI # D D G.1 RST N-VM.1. Cumulative Progress Indicator (CPI) Distinguish innovative applications of art and design Translate various compositions to use as stimulus and inspiration for art creation Analyze interactions among technologies and collaborate to create a product or system Translate technical information into visual form Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. Unit Essential Questions What is the main part of simple shapes? How can rendered graphics create career opportunities? What is the relationship between shapes and depth? Why are color and shading important in good aesthetics? Unit Enduring Understandings Relationship simple line art and complicated a Creation of dimensional art General understanding of depth and shadowing
6 Unit Learning Targets (Objectives) Students will be able to develop and relate Simple shapes to complicated art All shapes rendered in isometric form Evidence of Learning Formative Assessments Lab activities Projects Internet research assignments Current event presentations Summative Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented) Preferred seating Syllabus Community brainstorming Small group or independent instruction Worksheets, graphic organizers, guided notes Review IEP and 504 modifications Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Student computer access Overhead projector DVD player Auto art magazine Air Brush Action Magazine Teacher Notes:
7 MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Visual and Performing Arts / Career Awareness / Technology Unit Title: Advertising Design Target Course/Grade Level: Unit Summary This unit introduces students to graphic communication that focuses layout and design processes that aid in the development in positive aesthetic art works Students will learn fundamentals of aesthetics, typography, advertising layout, relationship between comprehensive and electronic layout. Primary interdisciplinary connections: elements, principles, and aesthetic layout of art and lettering 21 st century themes: Career Awareness, Exploration and Preparation Learning Targets Standards: 1.1 Students will demonstrate an understanding of elements and principles that govern creation of art works Content Statements: Students will demonstrate proficiency in common themes that exist in art, symbolism, with different mediums used in advertising CPI # D D.2 RST A.1 Cumulative Progress Indicator (CPI) Distinguish innovative applications of art and design Translate various compositions to use as stimulus and inspiration for ad creation Follow a complex procedure when carrying out tasks attending to detailed completion Analyze the relationship between various careers and personal earning goals. Unit Essential Questions What is the main reason balanced layout? How can advertising create career opportunities? What is the relationship between art and communication? Why are graphics and lettering important in drawing attention? Unit Learning Targets (Objectives) Students will be able to develop and relate Elements and balance to produce good layout Learn and apply functional lettering Learn and apply good aesthetics Unit Enduring Understandings Relationship of organized layout and aesthetic product Appreciation of different lettering design Important parts of an ad
8 Formative Assessments Lab activities Projects Internet research assignments Current event presentations Evidence of Learning Summative Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented) Preferred seating Syllabus Community brainstorming Small group or independent instruction Worksheets, graphic organizers, guided notes Review IEP and 504 modifications Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Student computer access Overhead projector DVD player Auto art magazine Teacher Notes:
9 MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Visual and Performing Arts / Career Awareness / Technology Unit Title: Digital Photography Target Course/Grade Level: Unit Summary This unit continues application of camera mechanics and photographic image composition with various manipulation activities performed on Adobe software. Students will learn camera settings in relation to light and movement, photographic composition and photographic software. Primary interdisciplinary connections: elements and principles of digital cameras and photography 21 st century themes: Designed world technology Learning Targets Standards: 1.1 Students will demonstrate an understanding of elements and principles that govern creation of photographic art works Content Statements: Students will demonstrate proficiency in common themes that exist in art and composition, using photography with application to design for other products and systems CPI # D D G.1 RST Cumulative Progress Indicator (CPI) Distinguish innovative applications of art, design, and photo layout Translate various compositions to use as stimulus and inspiration for photo creation Analyze interactions among technologies and collaborate to create a product or system Translate technical information into visual form Unit Essential Questions What are basic elements of photography? How can photography create career opportunities? What makes a good photo? What are ways to manipulate pixel imaging? Are various photo scenarios related to specific camera settings? Unit Learning Targets (Objectives) Students will be able to develop and relate Camera operation Image composition Image manipulation Unit Enduring Understandings Camera use Good photos Critique of photos
10 Formative Assessments Lab activities Projects Internet research assignments Current event presentations Evidence of Learning Summative Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented) Preferred seating Syllabus Community brainstorming Small group or independent instruction Worksheets, graphic organizers, guided notes Review IEP and 504 modifications Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Student computer access Overhead projector DVD player Auto art magazine Popular Photography Magazine Teacher Notes:
11 MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Visual and Performing Arts / Career Awareness / Technology Unit Title: Air Brush Rendering Target Course/Grade Level: Unit Summary This unit introduces students to the understanding and application of air brush generated art. Students will learn fundamentals of rendering shape, color, shadowing, tools, and function of air brush equipment. Primary interdisciplinary connections: elements, principles, and aesthetic layout of air brushed images 21 st century themes: Designed world technology Learning Targets Standards: 1.1 Students will demonstrate an understanding of elements and principles that govern creation of air brushed art works Content Statements: Students will demonstrate proficiency in common themes that exist in art, symbolism, with different applications used in air brushed art and equipment maintenance. CPI # D D G.1 RST Cumulative Progress Indicator (CPI) Distinguish innovative applications of art and design Translate various compositions to use as stimulus and inspiration for art creation Analyze interactions among technologies and collaborate to create a product or system Translate technical information into visual form Unit Essential Questions What is a general description of air brush generated images? How can air brushed graphics create career opportunities? What is the relationship between overspray and masked shading? Why is airbrushing a more rapid way of creating art than traditional painting? Unit Enduring Understandings Relationship air brushed art and fine art? Creation of shading Masking
12 Unit Learning Targets (Objectives) Students will be able to develop and relate Air control Paint control Masking Evidence of Learning Formative Assessments Lab activities Projects Internet research assignments Current event presentations Summative Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented) Preferred seating Syllabus Community brainstorming Small group or independent instruction Worksheets, graphic organizers, guided notes Review IEP and 504 modifications Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Student computer access Overhead projector DVD player Auto art magazine Air Brush Action Magazine Teacher Notes:
13 MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Visual and Performing Arts / Career Awareness / Technology Unit Title: Portfolio Preparation Target Course/Grade Level: Unit Summary This unit demonstrates methods and practice in maintaining an art portfolio Students will learn fundamental presentation practices for review of individual works of art Primary interdisciplinary connections: elements, principles, and aesthetic layout jobs 21 st century themes: Designed world technology Learning Targets Standards: 9.4 Employability skills and career / entrepreneurship opportunities and success in the global economy Content Statements: Roles within work units to impact business operations, organizational skills, and understand global context of contemporary industry, careers and business operations. CPI # D.1 Cumulative Progress Indicator (CPI) Demonstrate knowledge of how aesthetic presentation can enhance available opportunities Unit Essential Questions How are creative careers in Graphic Design related to presentation of individual works? What creative careers are important in a global industrial world? How is presentation of a diverse assembly of work most useful toward career attainment? Unit Learning Targets (Objectives) Students will be able to develop and relate Career as a part of the big picture Presentation Unit Enduring Understandings Worldwide Career Opportunities Diverse career opportunities Aesthetic presentation
14 Formative Assessments Lab activities Projects Internet research assignments Current event presentations Evidence of Learning Summative Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented) Preferred seating Syllabus Community brainstorming Small group or independent instruction Worksheets, graphic organizers, guided notes Review IEP and 504 modifications Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Student computer access Overhead projector DVD player Auto art magazine Teacher Notes:
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