Elizabethtown Area School District

Transcription

1 Graphic Design Course Number: 845 Grade Level: 9-12 Length of Course: 1 Semester Total Clock Hours: Length of Period: 80 minutes Date Written: Periods per Week/Cycle: 5 days/week Written By: Kevin Goss Credits (if app.): 1 Course Description: This course will further emphasize the basic elements of art and introduce the principles of organization by which artists unify their work. Drawing, advertising, lettering, printmaking, environmental design, and product design will be covered in this course. Students will use design procedures to work in traditional media and digital media (photography, drawing, and painting programs). Course Prerequisite: Foundation of Art page 1

2 Overall Course/Grade Level Standards Students will KNOW and be able TO DO the following as a result of taking this course. A. Explore the importance of composition and design through creating compositionally sound (two-dimensional or three-dimensional) graphic designs utilizing various methods and media. B. Produce and discuss two-dimensional and three-dimensional design compositions using appropriate terminology, techniques, and equipment. C. Identify successful graphic images according to specific design considerations evidenced by analysis of design images (prints, publications, illustrations, advertisements). D. Present research on a specific visual design career area or artist, present a short report and/or produce a project reflecting knowledge gained from that research. E. Support their understanding that the development of a theme is an artist's way of expressing particular personal/universal concerns by completing a portfolio self-assessment of a selection of quality work that was produced during the year. F. Identify personal feelings and thoughts necessary in the creative process through the use of a visual record for creative and organizational purposes. Explore and analyze designs to support the importance of building an internal repository of art experiences on which to base aesthetic evaluations. Understand that many different kinds of visual designs can be appreciated by using appropriate criteria and the Art Criticism Method for judging their purpose and aesthetic success page 2

3 I Content Major Areas of Study List all units of study below: Unit Estimated Time Materials 1. Graphic Fundamentals 5 weeks Drawing materials 2. Graphic Drawing 4 weeks Drawing materials, clay 3. Illustration 3 week Computers, scanners, various art materials 4. Advertising 3 weeks Computers, scanners, various art materials 5. Environment al Design 3 weeks Foamcore, graph paper, rulers, adhesives, drawing materials 6. Printmaking 2 weeks Printmaking supplies, printing press 7. Research A Graphic Artist 2 weeks Computers, scanners, reference books 8. Portfolio Review 2 weeks Body of student work, teacher resources 9. page 3

4 Name of Course: Graphic Design Name of Unit: Graphic Fundamentals Essential Question for the Unit: What makes Graphic Design a powerful tool in our culture? Priority Aligned to Course Standard Aligned to PA Standard A. What areas are encompassed by Graphic Design? E C A-L B. How do the Principles of Design and the Elements of Art relate in a graphic design? E A, B A-G H-K C. What process is used to prepare a design? E A A-G D. How has technology impacted Graphic Design? I B H-K E. What criteria are used to judge the success of a design? I B, G H-K A, B F. What terminology is necessary to effectively critique design qualities? How does a journal of sketches and ideas aid the creative and production process? I H A-G C F A-D page 4a

5 Name of Course: Graphic Design Name of Unit: Graphic Drawing Essential Question for the Unit: What produces the qualities of an effective graphic drawing? A. What must be considered when selecting media to produce a graphic design? B. How does a grid-ratio system enable the transfer and enlargement of an image? C. How does the manipulation of the Principles of Design effect the clarity of a Graphic Design? D. How can a computer graphic program be use to produce a graphic design? E. How can the method of presenting, displaying or exhibiting work affect its visual statement? E A A-G E B H-K E C A-L I B H-K C C A-L F. J. page 4b

6 Name of Course: Graphic Design Name of Unit: Illustration Essential Question for the Unit: How can text and design merge to produce a visual statement? A. What makes a font? E B H-K B. What must be considered when selecting images of text for a chosen topic? C. How does the selection of art material and methods impact an illustration? D. How have contemporary technologies influenced illustration methods? E. How do graphic designers create a two-page magazine spread on a chosen theme? F. How can various disciplines be employed in the preparation of a printed page? E C A-L E C A-L I B H-K C A A-G C B H-K J. page 4c

7 Name of Course: Graphic Design Name of Unit: Advertising Essential Question for the Unit: How do graphic artists use design to persuade consumers? A. How can the Principles of Design be used to create an eye-catching merchandise item? B. How does a computer graphics program deconstruct and reorganize a graphic design? C. How can collage methods and media be used for creative effects? D. How can multipe images from an artist s oeuvre or motifs from a single work be used to create a united visual design? E. E C A-L E B H-K I A A-G C D J-L F. page 4d

8 Name of Course: Graphic Design Name of Unit: Environmental Design Essential Question for the Unit: How do graphic artists manipulate the space we live in? A. How can the Principles of Design organize a physical space? B. What are methods for preparing the design from conception to final adaptation with a chosen medium? E A A-G E B, C A-L C. What disciplines impact environmental design? I D J-L D. How can an artwork be extended by adding additional materials? C A A-G E. F. J. page 4e

9 Name of Course: Graphic Design Name of Unit: Printmaking Essential Question for the Unit: How has printmaking influenced what we know about our world? A. What are the methods, tools and equipment of printmaking? E B H-K B. How can the printmaking process or techniques be E A A-G used to alter the content of a print? C. How has digital technology affected printmaking? I J,K D. E. F. J. page 4f

10 Name of Course: Graphic Design Name of Unit: Research a Graphic Artist Essential Question for the Unit: Who has influenced the development of graphic design? A. What research methods and sources can be employed to find information on a subject? B. How does research on methods, techniques and themes serve as a catalyst for artistic expression? E D J-L I D J-L C. D. E. F. page 4g

11 Name of Course: Graphic Design Name of Unit: Portfolio Review Essential Question for the Unit: Why is it important to assess personal growth through a portfolio review? A. How should works be selected to be part of a portfolio? E F A-D B. How can a portfolio be shared? E E I C. In what ways does your portfolio reflect your personal creative process? D. How can the strengths and weakness in artworks inform future work? E. I F A-D C H A-G F. J. page 4h

12 II Course Assessments Check types of assessments to be used in the teaching of the course. (Provide examples of each type.) Objective Tests/Quizzes Constructed Responses Essays Reports _ X_ Projects Portfolios _X_ Presentations Performance tasks Response Journals Logs Computer Simulations Research Papers Class Participation Notetaking Daily Assignments Writing Samples Provide copies of common assessments that will be utilized for all students taking this course. Overall course/grade level standards will be measured by a common course assessment. Unit objectives will be measured on an ongoing basis as needed by the classroom teacher to assess learning and plan for instruction. List common assessements below and recommended date/time frame for administration (at least quarterly). Name of Common Assessment When given? 1. Rubrics Following each assignment and presentation 2. Need to Know test Following the research unit page 5

13 IV. Expected levels of achievement Current grading scale: PA Proficiency Levels Same as High School Advanced Proficient Basic Below Basic Attach rubrics, checklists, or other documentation noting how levels of proficiency will be determined for common assessments. The following scoring documents have been developed for this course: page 6