COURSE DESCRIPTION 1) AIM:

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1 COURSE SYLLABUS - COMMERCIAL ART 1 & 2 Print Advertising & Graphic Design; Caddo Career & Technology Center Instructor: Annette Yeates Tolbert School Year (Revised August 2011) (Codes in parentheses throughout the syllabus indicate the Louisiana Arts Content Standards & Benchmarks.) COURSE DESCRIPTION 1) AIM: Commercial Art 1: Over the course of study, the student will learn the basic knowledge, acquire the skills, and develop a portfolio necessary to further the student s second-year career education in Commercial Art 2 at Caddo Career & Technology Center; or, upon high school graduation, to pursue a post-secondary education in preparation for a successful career. Commercial Art 2: Over the course of study, the student will further advance the basic knowledge and skills learned in the first year; perfect a portfolio and resume; develop independent study habits; establish professional contacts; and make preparations to pursue a post-secondary education in the career field. 2) TOPICS TO BE COVERED: Commercial Art 1 is primarily a hands-on, project-oriented course of study in which students are given project assignments, closely resembling real working conditions, while producing imaginative works of art generated from individual and group ideas. (VA-CE-H5) They will pursue projects/works of art, many of which are reallife: competition/contest entries and graphic design works of art for community businesses and organizations. They will learn about and acquire team working and leadership skills. Project topics include: Introduction to Advertising Design Theory Introduction to InDesign, Photoshop, and Illustrator Software Graphic Design and Illustration with Applications to Various Print Media Internet and Mentoring Collaborative Team Advertising Projects Midterm and Final Portfolio with Resume Lecture and demonstrations, along with classwork and homework projects/works of art, are designed to develop necessary skills and work habits. Students are expected to develop a business-like approach to problem solving and completion of the projects/works of art. Commercial Art 2 is an extension of the first-year course. Second-year students will follow a project-oriented, but more independent, course of study to that of first-year students. They will pursue advanced projects/ works of art, many of which are real-life: competition/contest entries and graphic design works of art for community businesses and organizations. Second-year students are expected to further develop leadership and team working skills, as well as contacts within the professional community, to enable them to assess career opportunities and various roles within the professional visual arts community. (VA-HP-H5) Project topics include: Advanced Advertising Design Theory Advanced InDesign, Photoshop, and Illustrator Software

2 Advanced Graphic Design and Illustration with Applications to Various Print Media Internet and Mentoring Collaborative Team Advertising Projects Midterm and Final Portfolio with Resume Lecture and demonstrations, along with classwork and homework projects/works of art, are designed to develop necessary skills and work habits. Students are expected to develop independent study habits, as well as a business-like approach to problem solving and completion of the projects/works of art. 3) PLACE WITHIN THE COURSE OF STUDY: Secondary Education: Although not part of a career cluster or major, Commercial Art 1 & 2, along with prior courses in art, provide a natural course of study for those seriously considering a career in Commercial Art fields. Both Commercial Art 1 & 2 are enriched courses. Academic courses such as English/communications, keyboarding, marketing, social studies, and psychology are an integral part of the career field. (VA-CE-H6) Students should also have a good foundation in math and science. Post-Secondary Education: Sustained success in the career field usually demands additional study following high school graduation, either a two-year program at a vocational or design school, or a four-year liberal arts degree program at a college or university. Commercial Art 1 & 2 provide students with an enriched advantage for post-secondary education. Dual Enrollment: Students who qualify can earn college credits while attending CC&TC Commercial Art classes. 4) LENGTH: Both Commercial Art 1 & 2 are full-year courses of study earning students two credits. No credit or partial credit is given for students failing to complete the full course of study. 5) PREREQUISITES: Students must be Caddo Parish sophomores, juniors or seniors in good standing. Although not a prerequisite, it is strongly recommended that the student desiring a successful outcome and those seriously considering a career in the field of Commercial Art take fine art courses and keyboarding prior to enrolling in Commercial Art 1. Commercial Art 1 is a prerequisite for Commercial Art 2. In order to enroll for Commercial Art 2, students must have excellent attendance and punctuality, good work habits and behavior, good skills, and at least a 3.0 grade point average from Commercial Art 1. INSTRUCTIONAL PHILOSOPHY Both first- and second-year Commercial Art students will be expected to meet the course goals and be able to produce works of art that successfully convey central themes based on imagery and ideas while demonstrating an understanding of the underlying concepts of the elements and principles of design. (VA-CE-H1 & VA- CE-H5) The instruction will be heavily project-oriented with appropriate demonstrations and lecture. The course requires students to work independently and in groups to express their ideas while exploring compositional problems designed to teach basic skills. (VA-CE-H3 & VA-CE-H5) As the projects/works of art escalate in difficulty, students will be occasionally required to work in teams. Assignments will require students to draw upon academic skills in mathematics, science, social studies, and English/language arts. Required

3 homework enhances the students learning experiences and supports the classwork projects/works of art. First- and second-year student assessment will be based on completion of projects/works of art and assignments, group work with team projects/works of art, classroom work behavior and attitude toward projects/works of art, written testing regarding advertising concepts and information, skills demonstrations, project/work of art presentations, homework assignments including the How to Think Like Leonardo da Vinci workbook/journal, and portfolios. (VA-CE-H7) In carrying out projects/works of art, students will account for time spent, and will verbally or through thumbnail sketches explain their thought processes and the various alternatives through which they worked in order to arrive at their design conclusions to satisfy the requirements. First- and second-year students will be expected to fully utilize the resources available to them both inside and outside the classroom, such as professional mentors, field trips to businesses, and classroom speakers, the use of the Internet and homework. Second-year students will be expected to further use mentoring with market professionals to full advantage in solving project/work of art problems. These multiple resources enable students to develop and justify personal interpretations of works of art based on their own assessments and the information of others. (VA-CA-H5) If necessary, both first- and second-year students will be given more than one opportunity to complete assignments to meet industry and Louisiana Arts Content Standards, but all students will complete all course requirements within acceptable educational requirements of the Caddo Parish School Board and within acceptable standards mandated by the profession and the state in order to pass the course. To help meet these requirements, students will learn how to evaluate their own progress, receive instruction and counseling based on their progress with regard to industry and state standards, and learn how to make adjustments as needed throughout the course. COURSE GOALS COMMERCIAL ART 1 Through the course of study, the first-year student through classwork and homework will: use the elements and principles of design to explore compositional problems, while developing the required skills for layout and graphic design with various print formats. (VA-CE-H3) develop a basic understanding of creative concept to produce imaginative works of art based on individual understanding and group ideas (VA-CE-H5), as well as the comparison and contrasting of symbolism used in works of art from different cultures and time periods. (VA-CA-H2) learn about Macintosh computers, and develop a basic proficiency in InDesign, Photoshop, and Illustrator software. learn about the Internet and other forms of modern technology. gain a basic understanding of commercial printing processes and production requirements. acquire an understanding of the advertising business, including basic business procedures, imaginative group art work, professional requirements for success, and career opportunities. (VA-CE-H5 & VA- HP-H5) create works of art that make the connection with related disciplines such as copywriting, photography, public relations, and marketing. (VA-CE-H6) develop a professional portfolio and resume, maintain the How to Think Like Leonardo da Vinci workbook/journal, and acquire basic teamworking, interview and presentation skills. (VA-CE-H7) COMMERCIAL ART 2 Through the course of study, the second-year student through classwork and homework will: use the elements and principles of design to further explore compositional problems while developing the required skills for layout and graphic design with various print formats. (VA-CE-H3) develop a broader understanding of creative concept by producing imaginative works of art based on individual understanding and group ideas (VA-CE-H5), as well as the comparison and contrasting of

4 symbolism used in works of art from different cultures and time periods. (VA-CA-H2) learn to work independently and develop higher-order thinking processes. gain intermediate Macintosh computer skills in InDesign, Photoshop, and Illustrator software. incorporate Internet research with specific projects/works of art and develop mentoring relationships with market professionals. gain a broader understanding of commercial printing processes and production requirements. acquire a broader understanding of the advertising business, including basic business procedures, imaginative group art work, professional requirements for success, and career opportunities. (VA-CE-H5 & VA-HP-H5) create works of art that continue strengthen the connection with related disciplines such as copywriting, photography, public relations, and marketing. (VA-CE-H6) continue to develop a professional portfolio and resume, maintain a journal of notes and thumbnail sketches, and acquire basic teamworking, interview and presentation skills. (VA-CE-H7) COMMERCIAL ART 1 Over the course of study, first-year students will be expected to: learn the basic principles of layout and design, color theory, and advertising concepts through projects/ works of art using InDesign, Illustrator, and Photoshop software and homework. Students must demonstrate skill competencies and basic proficiencies in all three software, as well as an understanding of creative themes and imagery to produce projects/works of art that convey advertising concepts. (VA-CE-H1 & VA-CE-H3) participate in Team Advertising Projects and Mini-Advertising Campaigns which demonstrate a culmination of the year s course of study and requires the student to exhibit all of the competencies learned. Students must be able to compare and contrast multiple possibilities and options available for artistic expression (VA-AP-H4), and be able to question and weigh evidence and information, examine intuitive reactions, and articulate personal attitudes toward visual works. (VA-AP-H5) prepare and present a midterm and a final portfolio of completed projects/works of art, including creative concept statements about their portfolio work and a resume. (VA-CE-H7) COMMERCIAL ART 2 Over the course of study, second-year students will be expected to: show advanced skills and proficiencies in InDesign, Illustrator, and Photoshop software along with an advanced understanding of creative themes and imagery, as demonstrated through projects/works of art and homework. (VA-CE-H1 & VA-CE-H3) participate in Team Advertising Projects and Mini-Advertising Campaigns which demonstrate a culmination of the year s course of study and requires the student to exhibit all of the competencies learned. Students must be able to compare and contrast multiple possibilities and options available for artistic expression (VA-AP-H4), and be able to question and weigh evidence and information, examine intuitive reactions, and articulate personal attitudes toward visual works. (VA-AP-H5) prepare and present a midterm and a final portfolio of completed projects/works of art, including creative concept statements about their portfolio work and a resume. (VA-CE-H7) Selected students who meet qualifications will regularly consult with a professional mentor and may participate in six- to eight-weeks, non-paid internships with area businesses when available. TEAM ADVERTISING PROJECTS & MINI-ADVERTISING CAMPAIGNS Commercial Art 1 & 2 First- and second-year students will participate in teams, completing projects/works of art and advertising campaigns, some for real-life community sponsors. Advertising teams will be in direct competition with the

5 other teams. These team projects/works of art will vary in duration of time from two weeks to six weeks. These projects/works of art require each student to exhibit basic competencies learned throughout the year, while working within a business framework and utilizing team working skills. Students must be able to compare and contrast multiple possibilities and options available for artistic expression (VA-AP-H4), and be able to question and weigh evidence and information, examine intuitive reactions, and articulate personal attitudes toward visual works. (VA-AP-H5) OBJECTIVES: Each student will: learn to work as a creative business team under the same conditions that occur in a real working environment, such as comparing and contrasting multiple possibilities and options for artistic expression, developing people skills, organizational skills, delegation of duties and responsibilities, learning group integrity and individual responsibility. (VA-AP-H4) learn more about the creative process and how it evolves within creative groups by producing imaginative works of art generated from individual and group team member ideas. The student will use the elements and principles of design for individual expression while exploring compositional problems presented by the overall project/works of art. (VA-CE-H5 & VA-CE-H3) investigate and assess the basic structure and professional roles and career areas of print advertising. (VA-HP-H5) learn the importance of marketing research and how it affects the development of the creative concept by questioning and weighing evidence and information, by examining intuitive reactions, and by articulating personal attitudes toward visual design work. (VA-AP-H5) learn the importance of and how to develop a production budget. learn the importance of meeting deadlines and time management. learn more about the details of print production and mechanics. (VA-CE-H6) acquire competition and presentation skills, and develop the materials necessary for effective sales presentations. REQUIREMENTS: As a team, the students will: complete all creative projects/works of art components that successfully convey a central theme based on imagery appropriate to the project. (VA-CE-H1) develop and justify personal interpretations of works of art and project components based on marketing and research from the client, group members, the instructor, and from professional mentors. (VA-CA-H5) complete all business project components. make a formal business presentation of the completed projects/works of art before a judging panel by comparing and contrasting advertising symbolism used in the projects/works of art from appropriate cultures and time periods. (VA-CA-H2) evaluate individual team members and team group performance. EVALUATION: Each student will receive a grade for the projects/works of art based on: the instructor s observation of each student s performance during the projects/works of art - 70% of the grade. the assessment of fellow team members of each student s performance during the projects/works of art - 10% of the grade. the assessment of the judging panel of the team s performance during the presentation - 20% of the grade.

6 Areas of observation and assessment by the teacher (70%) and team members (10%) of each student during the course of the projects/works of art include: participation and attitude towards the projects/works of art; attendance; work habits; performance of individual duties and responsibilities; and willingness to give maximum effort as a team member. completion of and level of skills achievement for assigned work. Areas of observation and assessment by the judging panel (20%) of each team during the projects/works of art presentations include: the completion of the projects/works of art components. the creative quality and continuity of the projects/works of art components. the business appropriateness and sales effectiveness of the advertising concepts. the level of professionalism and effectiveness of the team presentations. MIDTERM AND FINAL PORTFOLIOS Commercial Art 1 & 2 First- and second-year students will prepare and maintain throughout the course of study a portfolio of work comprised of completed projects/works of art, along with creative concept statements about the portfolio work and a resume. (VA-CE-H7) OBJECTIVES: The student will: learn the importance of a portfolio in securing a job. learn what comprises a professional portfolio. learn how to professionally prepare work for inclusion in a portfolio. if necessary, rework and improve projects/works of art for inclusion in the portfolio. produce a professional resume. learn how to properly present a portfolio. REQUIREMENTS: The student will complete and present a midterm and final portfolio of projects/works of art, creative concept statements, and a resume. EVALUATION: Each student will receive a midterm and final exam grade based on the content and presentation of their portfolio. ADOBE CREATIVE SUITE 4 INDESIGN, ILLUSTRATOR, AND PHOTOSHOP SOFTWARE USING A MACINTOSH COMPUTER Commercial Art 1 First-year students will receive instruction in the use of a Macintosh computer with Adobe CS4 InDesign, Illustrator, and Photoshop software. The students will complete a series of projects/works of art successfully conveying central themes based on appropriate imagery. (VA-CE-H1) These works of art are designed to develop basic competencies in the use of a Macintosh computer and the three pieces of software, while incorporating the fundamental use of the elements and principles of layout/design, color theory, and advertising principles to explore compositional problems (VA-CE-H3), and to compare and contrast the importance of symbolism from various cultures and periods as relating to advertising design. (VA-CA-H2)

7 OBJECTIVES: MACINTOSH COMPUTER Through instruction and exercises, the student will: learn computer use rules and procedures. learn the basic fundamentals involved with the use of a Macintosh computer. BASIC ELEMENTS & PRINCIPLES OF DESIGN Through completion of various projects/works of art and exercises, the student will: use the basic elements and principles of design to explore compositional problems through individual and group efforts. (VA-CE-H3) learn how to apply the basic elements and principles of design to advertising, such as: the basic ad elements, the stages of the layout/design process leading to finished print, common ad layouts and media formats and their specific requirements. compare and contrast multiple possibilities and options to convey artistic expression through continuity and creative concepts. (VA-AP-H4) question and weigh evidence and information, examine intuitive reactions, and articulate personal attitudes toward the visual works of art by communicating and articulating layout/design decisions. (VA-AP-H5) compare and contrast the role symbolism from various cultures and time periods plays in advertising design. (VA-CA-H2) COLOR THEORY Through completion of various projects/works of art and exercises, the student will: learn about the color wheel. learn the principles of color temperature, advancing and receding colors, color values, and color harmonies. learn the psychology of color and its applied use in advertising design by comparing and contrasting symbolism used in works of art from different cultures and time periods. (VA-CA-H2) learn to apply the basic principles of color theory to advertising design. INDESIGN Through completion of various projects/works of art and exercises, the student will: learn the fundamental principles of typography and typesetting, while developing a working vocabulary. learn about InDesign typesetting and document functions. learn how to use the menus, tools, and palettes in InDesign. learn how to import and size images within a document. learn how to produce various documents utilizing InDesign. learn about commercial printing processes and acquire the basic knowledge to produce documents ready for printing. continue to develop skills and mastery in layout and design by applying the knowledge of design elements and principles; analyze, compare or contrast the compositional design of the projects/works of art. (VA-CA-H1) improve keyboarding skills. ILLUSTRATOR Through completion of various projects/works of art and exercises, the student will: learn how to use the menus, tools, and palettes in Illustrator. learn how to export images for use in InDesign. learn how to produce a variety of artwork and illustrations utilizing the functions of Illustrator.

8 learn about commercial printing processes and acquire the basic knowledge to produce artwork for commercial printing. continue to develop skills and mastery in layout/design and drawing by applying the knowledge of design elements and principles; analyze, compare or contrast the compositional design of the projects/ works of art. (VA-CA-H1) improve keyboarding skills. PHOTOSHOP Through completion of various projects/works of art and exercises, the student will: learn about the importance of photography to advertising by comparing and contrasting the ways in which photography and imagery have been used historically to communicate ideas, themes and messages. (VA-HP-H3) learn how to use the menus, tools, and palettes in Photoshop. learn how to manipulate photographs and other images in Photoshop. learn how to use Photoshop to create illustrations. learn how to export images for use in InDesign. learn about commercial printing processes and acquire the basic knowledge to produce artwork ready for printing. continue to develop skills and mastery in layout/design and drawing by applying the knowledge of design elements and principles; analyze, compare or contrast the compositional design of the projects/ works of art. (VA-CA-H1) improve keyboarding skills. REQUIREMENTS: The student will: complete all projects/works of art or exercises and their components. prepare written concept statements for each project that demonstrate the student s ability to compare and contrast multiple possibilities and options available for artistic expression (VA-AP-H4), to question and weigh information, to examine intuitive reactions and to articulate personal attitudes toward their visual work (VA-AP-H5), and to develop and justify personal interpretations of works of art based on information from both inside and outside the work. (VA-CA-H5) maintain portfolio, journal, time records and and internet logs. (VA-CE-H7) EVALUATION: The student will receive a grade for each project/work of art based on: meeting the job specifications and the completion of the project/work of art and its components by assignment deadline - 10%. the level of creative quality, concept, and/or skills - 80%. the student s attitude and job performance during the project/work of art - 10%. ADOBE CREATIVE SUITE 4 INDESIGN, ILLUSTRATOR, AND PHOTOSHOP SOFTWARE USING A MACINTOSH COMPUTER Commercial Art 2 OBJECTIVES: Second-year students will further their mastery in the use of InDesign, Illustrator, and Photoshop software. The students will complete a series of projects/works of art designed to develop their skills in the use of the software. Students will also further their understanding of advertising principles and concepts as exhibited by comparing and contrasting multiple design options, the use of cultural and historical symbolism, and by the communication of appropriate ideas and themes. (VA-HP-H3, VA-CA-H2, & VA-AP-H4) Students will

9 also be required to maintain time and other business records. Second-year students will work to enhance their communication skills through the development of written concept statements and oral presentations that justify personal interpretations of works of art based on information from inside and outside the work. (VA-CA-H5) REQUIREMENTS: The student will: complete all projects/works of art or exercises and their components. communicate on a regular basis with a professional mentor regarding design concepts. prepare written concept statements for each project that demonstrate the student s ability to compare and contrast multiple possibilities and options available for artistic expression (VA-AP-H4), to question and weigh information, to examine intuitive reactions and to articulate personal attitudes toward their visual work (VA-AP-H5), and to develop and justify personal interpretations of works of art based on information from both inside and outside the work. (VA-CA-H5) maintain portfolio, journal, time records and and internet logs. (VA-CE-H7) EVALUATION: The student will receive a grade for each project based on: meeting the job specifications and the completion of the project/work of art and its components by assignment deadline - 10%. the level of creative quality, concept, and/or skills - 80%. the student s attitude and job performance during the project/work of art - 10%.meeting the job specifications - 10%. MENTORING Commercial Art 1 & 2 First- and second-year students who qualify will establish mentoring relationships with area professionals. OBJECTIVES: The student will: learn about and how to utilize it to maximum advantage with their course of study. develop written communication skills. learn more about career choices in the field, training and educational requirements. (VA-HP-H5) experience professional critique and creative collaboration by producing imaginative projects/works of art which will be generated by the student s individual ideas and collaboration with the mentor. (VA-CE-H5) develop working relationships with their mentors. receive additional, valuable insight into their course of study from area professionals. (VA-HP-H5) CRITERIA TO QUALIFY FOR PROJECT: First-year students are not required to participate in this project. It is at the discretion of the instructor and based on the student s performance during the first nine weeks. This project does not take the place of other required course work. It is intended for use with accelerated students. Students who participate in this project are still required to complete all other projects/works of art for the course in a timely manner. In order to qualify to participate in this project, first-year students must: be current in their classroom work, have at least a 3.0 grade average for course projects/works of art, and have good attendance. exhibit excellent classroom work habits, attitude and performance. possess a high level of responsibility and independent work ethic. have parental permission.

10 Second-year students are required to participate in this project throughout their second-year course of study unless they fail to meet the above criteria. REQUIREMENTS: The student will: establish initial contact with their mentor, exchanging information about themselves and their work. The student will develop a profile of their mentor. maintain weekly communication with their mentor. learn how to attach work in progress for critique. The student will develop and justify personal interpretations of projects/works of art based on information acquired by the student and from the mentor (VA-CA-H5), and with the mentor, will compare and contrast the symbolism used in the projects/works of art from a cultural aspect. (VA-CA-H2) create and maintain a log and file of communications between themselves and their mentor. explore Internet web sites suggested by the mentor for research purposes and further education. The student will keep a log of sites visited and evaluations of each site. EVALUATION: The student will receive a grade for the project based on: completion of mentor profile and maintenance of logs, evaluation of sites visited on the Internet, and file of communications between mentor and student - 80%. the mentor s assessment of the student s work and attitude - 20%. INTERNSHIPS Commercial Art 2 Second-year students who qualify may serve a four- to eight-weeks, nonpaid internship when available with an area business in the career field. This takes the place of their regularly scheduled classroom time. The student will report to the classroom instructor and work-based learning coordinator on a regularly scheduled basis for review, assessment and/or additional training. Students are required to complete work-based learning assignments and certain classwork/homework assignments in addition to the internships. OBJECTIVES: The student will: experience real-life work in the career field. (VA-HP-H5) learn about a specific career area. (VA-HP-H5) learn more about career training, professional and educational requirements. (VA-HP-H5) establish a working relationship with an area business and professionals in the field. (VA-HP-H5) further develop people and team working skills. improve career skills. CRITERIA TO QUALIFY FOR PROJECT: Second-year students are not required to participate in this project. It is at the discretion of the instructor and based on the student s performance during the first semester. It is intended for use with accelerated students. In order to qualify to participate in this project, students must: be current in their classroom work and have at least a 3.0 grade average for course projects/works of art. have an excellent attendance record. must exhibit excellent classroom work habits, attitude and performance. must possess a high level of responsibility and independent work ethic. must have parental permission and personal source of transportation.

11 REQUIREMENTS: The student will: maintain a daily work log/journal. (VA-CE-H7) make a written and verbal weekly report of work experiences. add appropriate work, evaluations and reports to their portfolio. (VA-HP-H5) complete all work-based learning assignments, as well as certain classwork/homework assignments. EVALUATION: The student will receive a grade for the project based on: attendance and punctuality. instructor evaluation of written and verbal weekly reports, classwork/homework assignments, and journal. evaluations by the employer of the student s performance and attitude. work-based learning coordinator s assessment and evaluation of the student s assignments, performance and attitude. INSTRUCTIONAL DELIVERY PLAN INTRODUCTION TO THE COURSE OF STUDY AND PROJECT CONSTRUCTION: Students are given an overview by the instructor at the beginning of the course of study to the exciting profession of Commercial Art, career fields and opportunities, education and training requirements, salaries and benefits, etc. (VA-HP-H5) This is accomplished by lecture/discussion, videos, examples of professional work, professional speakers, and field trips. The instructor outlines class operational procedures, course of study, course objectives, course projects/works of art, grading criteria and expectations for student performance, and special opportunities or projects/works of art and student criteria for each through the course syllabus. This is intended to correct any prior misconceptions or misunderstandings the students might have of the nature of the course of study, and from the very beginning advises them of the standards they will be expected to meet in order to pass the course and achieve the best possible grade. Students are given visual, verbal and written instructions for each project/work of art. The teacher introduces, discusses, demonstrates and outlines each project/work of art through the use of student samples, demonstrations, lecture, handouts, and/or class discussion. The projects/works of art are designed to accommodate students with no prior knowledge and/or skills, as well as those with accelerated knowledge and/ or skills. Each project/work of art takes the student step-by-step to completion. The projects/works of art as a whole are designed for learning continuity upon which the student builds a foundation for successive levels of difficulty and achievement, culminating in Team Advertising Projects which utilize all of the knowledge learned and skills acquired during the course of study. These team projects with their works of art require students: to apply design principles and knowledge, and to analyze, compare and contrast possible compositional solutions (VA-CA-H5); to develop and justify their personal design interpretations based on personal thought and the critique of others (VA-CA-H5); to question/weigh evidence, information, and intuitive reactions, and then to articulate their creative position to a formal panel of judges. (VA-AP-H5) Portfolio presentations provide assessment for each student s individual stages of progression. In addition, homework assignments enhance classroom learning. Upon completion of the course of study, the student should have a clear understanding of the nature of the profession and its requirements for success, which will aid the student in deciding whether or not to continue further education in the career area and to pursue it as a career choice.

12 CLASS OPERATION: The course of study for both first- and second-year Commercial Art students is primarily project-oriented, allowing for maximum individual student development. In brief class meetings, the instructor will provide group direction and instruction through lecture, demonstration, videos, and/or project examples. The instructor provides parameters for student performance with as many options as are feasible. The instructor manages the class, but gives students as much responsibility as possible for individual development and acceleration in the course of study. Students are given one-on-one guidance by the instructor during projects/works of art. As peer tutors, accelerated students will frequently be paired with students experiencing difficulties during the course of study to aid them in overcoming specific problems. Area professionals offer students additional instruction as classroom speakers, during field trips, as sponsors/clients of Team Advertising Projects, and through accelerated projects/works of art such as job shadowing, mentoring, and internships. Projects/works of art require students to use resources such as handouts based on professional manuals and textbook sources, art books, the Internet, computer manuals and tutorials, and information from area professionals to develop and justify personal interpretations. (VA-CA-H5) Projects/works of art also require the students to utilize and improve English/language skills, written and verbal communication skills, basic mathematics and science skills, literature and social studies knowledge. Students develop higher-order thinking skills through projects/works of art requiring them to analyze and develop creative visual-verbal themes and imagery that form the solutions to compositional problems. (VA- CE-H1 & VA-CE-H3) They are required to write creative concept statements for each project that prove higherorder thinking skills. Through class critique of projects/works of art, students develop the ability to compare and contrast their own work with other students work, thereby examining the multiple possibilities and options available with a single work of art. (VA-AP-H4) With critique, students further learn to question and weigh information and the intuitive reactions of others; to analytically evaluate the merits of creative concept and design within the context of marketing strategies and appropriate business concerns; and (VA-CE-H6) to articulate their personal attitudes toward the visual works of others as well as themselves. (VA-AP-H5) MONITORING, EVALUATING AND GRADING PERFORMANCE: The instructor observes each student s progress throughout the assigned projects/works of art to monitor their development of basic skills. The instructor occasionally conducts class discussions and critique to assure each student s understanding of necessary information. Students are given homework assignments to enhance classroom learning. Students who are experiencing problems with skill development, understanding basic information, or are falling behind in progression are given additional instruction by the teacher and/or paired with classmates who serve as peer tutors. Students are encouraged to engage in active learning situations to develop skills and to foster exchanges of information with fellow classmates during projects/works of art. Students are also encouraged to work to mastery in both classwork and homework assignments. If they do so, they may earn additional points toward final grades. The evaluation system that is used to measure both the qualitative as well as quantitative performance of each student is clearly stated and explained at the beginning and specifically in the course outlines. The student s grades come primarily from completion and quality of course projects/works of art, and homework assignments, along with portfolio presentations at midterm and year s end. Progress reports are issued by the instructor at midpoint during each nine-weeks period. Progress reports may be delayed a week if project grades classwide are pending completion. This insures a clearer representation of the student s current grade. Students and parents can also access assignments, attendance and grades through the parish and school websites.

13 HOME LEARNING POLICY Home learning is the out-of-class tasks (homework) assigned to extend the classroom learning of each student. It is any assignment planned or approved by the instructor to be completed by the student outside of the regular classroom. Commercial Art 1 students read and complete exercises and keep a journal and sketchbook in their How to Think Like Leonardo da Vinci workbooks. These exercises have them question and weigh evidence and information, examine intuitive reactions and articulate personal attitude toward visual works of art. (VA- AP-H5) They learn to compare and contrast multiple possibilities and options available for artistic expression. (VA-AP-H4) Exercises also teach students how to compare and contrast ways art has been used to communicate ideas and themes throughout history (VA-HP-H3); and helps them compare and contrast symbolism used in works of visual art from different cultures and time periods. (VA-CA-H2) Commercial Art 2 students are given specific home learning assignments designed to enhance current class work assignments and the student s skills and development needs. Home learning plays an important role in supporting each student s success in school and life. It provides opportunities for individuals to reflect on their classroom learning, strengthen their skills and understanding, and operate independently as a learner. CC&TC values home learning as a strategy for improving student performance. It assists in: supporting student learning; developing sound study habits; developing student independence, initiative, and personal responsibility; engaging parents in the learning program; and giving parents a better idea of work being explored in school. Home learning supports the career program and is designed to be relevant and worthwhile. Useful home learning assignments for Commercial Art 1 and 2 may include: research, reflecting on a period of learning or particular project/work of art, (VA-AP-H5) engaging in assignments, projects/works of art and relevant artwork, mastering key academic skills, developing career focus, (VA-HP-H5) keeping a course workbook/journal, and (VA-CE-H7) interactive assignments shared with parent/guardian/other. Home learning for high school students should develop or expand content knowledge and should include practice/review, preparation, and extension/skill integration assignments. Research indicates that high school students should complete minutes of assigned home learning each school day in the areas of practice/ review, preparation and extension/skill integration. Course Credit: 2 Minutes/Day: Minutes/Week: Practice assignments reinforce newly acquired skills or knowledge. These assignments are designed to review material presented in class and/or develop mastery of skills. Preparation assignments are designed to introduce material that will be helpful in understanding future instruction. They are intended to provide background information and can include Internet reading and research, image capture for use in class work, thumbnails/roughs for layout and design, collecting materials for a class demonstration, and other activities requiring the gathering or organizing of information before a class discussion or demonstration. Effective preparation includes guidelines on why and how the assignment should be completed.

14 Extension/skill integration assignments encourage individualized and creative learning by emphasizing student initiative and research. These assignments are designed to use separately learned skills and concepts and apply them in the completion of a single product such as research, an imaginative project/work of art generated from individual or group ideas, or writing assignment. (VA-CE-H5) Extension assignments should transfer previously learned skills and concepts to other situations such as making real world and cross-curricular connections. (VA-CE-H6) Frequently long-term, continuing projects/works of art that parallel classwork require students to apply previous learnings such as design elements and principles to draw analysis and comparisons. (VA-CA-H1) STUDENT RESPONSIBILITIES: There is strong evidence that students who complete appropriate home learning assignments will demonstrate significant improvement in academic achievement. Therefore, students have a responsibility to develop the discipline and study skills necessary to complete home learning on a regular basis. Students must: complete assignments and tasks by the due date; negotiate with the instructor before the due date if illness or another reason causes a student to get behind in work due; negotiate with the instructor to develop a timeline to catch up on work missed through short-term absence; have a system for recording home learning assignments; have a clear understanding of the home learning assignments before leaving school; have the books and materials necessary to complete the assigned home learning; allocate an appropriate amount of time daily for the completion of home learning; and turn in home learning assignments as requested. TEACHER RESPONSIBILITIES: Assignments and projects/works of art require students to organize their time and meet deadlines. The instructor will design home learning assignments that can be reasonably executed within the timeline given. There is substantial evidence that the quality of the home learning assigned and instructor response to home learning enhances its value in improving student performance. While it is not practical or necessary to give in-depth feedback on every home learning assignment, the instructor will use strategies to maximize the effectiveness of home learning assignments. Therefore, the instructor must: design regular, relevant and meaningful home learning assignments; design home learning so that it can be accomplished independently of direct support; clearly communicate to the student the purpose, directions, and expectations; clearly establish and communicate to parents the general purpose and expectations for home learning and encourage feedback regarding quantity and difficulty of assignments; and provide timely and appropriate feedback to students and parents using strategies that will: o acknowledge receipt of the home learning; o monitor for completion and accuracy; and o give timely, significant feedback on key assignments. ASSESSMENT PLAN PERFORMANCE STANDARDS: Grades for all students will be based on the following levels of performance and follow Caddo Parish School Board guidelines. This is an enriched class and, along with students qualifying for dual enrollment, a ten-point grading scale is used.

15 GRADE A (100-90) B (89-80) C (79-70) D (69-60) F (59-0) PERFORMANCE STANDARD Independent Learner Did research, designed and planned; applied academic skills; evaluated work and made adjustments; did quality work; needed little help from the instructor; sought and found resources independently; demonstrated knowledge and skills with a grade of 90% or higher; showed an excellent understanding of basic concepts; showed excellent work habits and exhibited excellent work attitude; completed all projects/works of art - homework and classwork; produced an excellent quality portfolio. Semi-Independent Learner Did research, designed and planned; needed some help from the instructor; did quality work with few flaws; needed some feedback from the instructor to realize work did not meet highest standards; redid work to meet higher standards; demonstrated knowledge and skills with a grade of 80% to 89%; showed above average understanding of basic concepts; showed good work habits and exhibited good work attitude; completed all projects/works of art homework and classwork; produced a quality portfolio. Semi-Dependent Learner Needed help to research, design and plan, or had to be given a plan; relied a great deal on the instructor or fellow students for help; had to be given procedures for performing tasks; required significant help to produce an average quality product; needed help to evaluate a product; final product still did not meet above average standards; demonstrated knowledge and skills with a grade of 70% to 79%; showed an acceptable understanding of basic concepts; showed acceptable work habits and exhibited acceptable work attitudes; completed a majority of projects/works of art - homework and classwork; produced an average portfolio. Dependent Learner Needed a great deal of help to research, design and plan, or had to be given a plan; relied heavily on the instructor or fellow students for help; had to be given procedures for performing tasks; rarely produced a quality product; needed substantial help to evaluate a product; final product still did not meet average standards; demonstrated knowledge and skills with a grade of 60% to 69%; showed a less than acceptable understanding of basic concepts; showed less than acceptable work habits and exhibited less than acceptable work attitudes; failed to complete a majority of projects/works of art - homework and classwork; produced a below average portfolio. Failure Did not complete projects/works of art - homework and classwork; if projects/works of art were completed, they were of such low quality that they did not pass; failed to learn from instructor and fellow students; failed to document procedures; did not show criteria for determining quality; scored less than 59% or less on knowledge skills; failed to show understanding of basic concepts; failed to show acceptable work habits and exhibited very poor work attitudes; produced a poor portfolio or none at all.

16 STUDENT EVALUATION All students will be evaluated as follows: Evaluation Criteria Method of Evaluation Percentage of Grade Daily Participation Attendance, work habits, behavior and attitude, preparation for and & Performance, participation in class, evidence of competency and performance (creativity, Class Work Projects skills and technical knowledge). Completion of classwork projects/works of art and assignments, quality of finished products, adherence to specifications and deadlines, business records, presentation. 75% Midterm & Final Exams Quality of midterm and final portfolio. 10% Homework Exercises in the Learning How to Think Like da Vinci workbook/journal and other home learning assignments. 15% INSTRUCTOR CONTACT INFORMATION Classroom Phone: School Cell Phone: