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: Introduction to Computer Aided Graphic Design Grade Level: 9 12 Foundations of Graphic Design September Advertising Design September / October Vector Imaging November Digital Photography December Raster Imaging January Careers in Graphic Design January Date Created: June 2011 Board Approved on: August 22, 2012 Date Revised: April 13, 2015 Board Approved on: July 22, 2015
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: 9-12 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. Primary interdisciplinary connections: The History of Arts and Culture 21 st century themes: Career Awareness, Exploration and Preparation 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 D.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 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 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 Formative Assessments Lab activities Projects Internet research assignments Current event presentations Evidence of Learning Summative/Benchmark Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented, SRSF) Differentiated instruction Follow all IEP modifications/504 Plans Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Tests and Assignments Native language texts and native language to English dictionary Retesting Student Driven/Choice Assessments Flexible Grouping Tiered Assignments 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
4 Auto art magazine Teacher Notes: MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview
5 Content Area: Visual and Performing Arts / Career Awareness / Technology Unit Title: Advertising Design Target Course/Grade Level: 9-12 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 G G.1 Cumulative Progress Indicator (CPI) Distinguish innovative applications of art and design Translate various compositions to use as stimulus and inspiration for ad creation Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity. Analyze the interactions among various technologies and collaborate to create a product or system demonstrating their interactivity. 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 Enduring Understandings Relationship of organized layout and aesthetic product Appreciation of different lettering design Important parts of an ad
6 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 Formative Assessments Lab activities Projects Internet research assignments Current event presentations Evidence of Learning Summative/Benchmark Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented, SRSF) Differentiated instruction Follow all IEP modifications/504 Plans Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Tests and Assignments Native language texts and native language to English dictionary Retesting Student Driven/Choice Assessments Flexible Grouping Tiered Assignments 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
7 DVD player Auto art magazine Teacher Notes: MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Visual and Performing Arts / Career Awareness / Technology Unit Title: Vector Art Target Course/Grade Level: 9-12
8 Unit Summary This unit introduces students to the understanding and application of basic vector based computer art Students will learn fundamentals of shape, color, tools, and function of computer vector art software. Primary interdisciplinary connections: elements, principles, and aesthetic layout of vector 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 computer 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 N-VM.1. (+) 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 Analyze interactions among technologies and collaborate to create a product or system 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 Design and create a technology product or system that improves the quality of life and identify trade-offs, risks, and benefits. 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 computer graphics create career opportunities? What is the relationship between shapes and typography? Why are graphics, color and lettering important in drawing attention? Unit Enduring Understandings Relationship simple line art and complicated art? Manipulation of line art General layout creation
9 Unit Learning Targets (Objectives) Students will be able to develop and relate Simple shapes to complicated art Manipulation of vector based software Formative Assessments Lab activities Projects Internet research assignments Current event presentations Evidence of Learning Summative/Benchmark Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented, SRSF) Differentiated instruction Follow all IEP modifications/504 Plans Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Tests and Assignments Native language texts and native language to English dictionary Retesting Student Driven/Choice Assessments Flexible Grouping Tiered Assignments 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
10 Auto art magazine Teacher Notes: MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Visual and Performing Arts / Career Awareness / Technology Unit Title: Digital Photography Target Course/Grade Level: 9-12
11 Unit Summary This unit introduces students to the understanding and application of camera mechanics and photographic image composition Students will learn fundamentals of camera settings, photographic composition and camera 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 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information Unit Essential Questions What are basic elements of photography? How can photography create career opportunities? What makes a good photo? Unit Enduring Understandings Camera use Good photos Critique of photos Unit Learning Targets (Objectives) Students will be able to develop and relate Camera operation Image composition Evidence of Learning
12 Formative Assessments Lab activities Projects Internet research assignments Current event presentations Summative/Benchmark Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented, SRSF) Differentiated instruction Follow all IEP modifications/504 Plans Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Tests and Assignments Native language texts and native language to English dictionary Retesting Student Driven/Choice Assessments Flexible Grouping Tiered Assignments) 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
13 Teacher Notes: MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview Content Area: Visual and Performing Arts / Career Awareness / Technology Unit Title: Raster Imaging Target Course/Grade Level: 9-12 Unit Summary This unit introduces students to the understanding and application of basic pixel based computer art Students will learn fundamentals of shape, color, tools, and function of computer raster imaging software. Primary interdisciplinary connections: elements, principles, and aesthetic layout of raster imaging 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 computer art works Content Statements: Students will demonstrate proficiency in common themes that exist in art, symbolism, with different mediums used in digital imaging with application to design for products and systems 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 ad creation Analyze interactions among technologies and collaborate to create a product or system 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
14 Unit Essential Questions What computer tool manipulate imaging? How can Photoshop graphics create career opportunities? What is the relationship between photography and raster images? Why is Photoshop used for photo retouching? Unit Enduring Understandings Relationship raster art and fine art? Manipulation of photos General image manipulation Unit Learning Targets (Objectives) Students will be able to develop and relate Raster tool manipulation Manipulation of raster based software Photo manipulation Formative Assessments Lab activities Projects Internet research assignments Current event presentations Evidence of Learning
15 Summative/Benchmark Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented, SRSF) Differentiated instruction Follow all IEP modifications/504 Plans Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Tests and Assignments Native language texts and native language to English dictionary Retesting Student Driven/Choice Assessments Flexible Grouping Tiered Assignments 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: MANCHESTER TOWNSHIP SCHOOL DISTRICT Unit Overview
16 Content Area: Visual and Performing Arts / Career Awareness / Technology Unit Title: Careers in Graphic Design Target Course/Grade Level: 9-12 Unit Summary This unit introduces students to the understanding of Graphic Arts Careers Students will learn fundamental Global career choices 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 A A.4 Cumulative Progress Indicator (CPI) Demonstrate knowledge of how technical production can enhance available oppurtunities Analyze the relationship between various careers and personal earning goals. Summarize the financial risks and benefits of entrepreneurship as a career choice. Unit Essential Questions What are creative careers in Graphic Design? What support careers are important in a global industrial world? Unit Learning Targets (Objectives) Students will be able to develop and relate Career as a part of the big picture Formative Assessments Lab activities Projects Internet research assignments Current event presentations Evidence of Learning Unit Enduring Understandings Worldwide Career Opportunities
17 Summative/Benchmark Assessments Creative projects Portfolio assessment Modifications (ELLs, Special Education, Gifted and Talented, SRSF) Differentiated instruction Follow all IEP modifications/504 Plans Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Tests and Assignments Native language texts and native language to English dictionary Retesting Student Driven/Choice Assessments Flexible Grouping Tiered Assignments 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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