Manitoba Technical-Vocational Curriculum Framework of Outcomes Graphic Design Overview 2015 Draft

Transcription

1 Manitoba Technical-Vocational Curriculum Framework of Outcomes Graphic Design Overview 2015 Draft Acknowledgements Manitoba Education gratefully acknowledges the contributions of the following individual in the development of the Grades 9 to 12 Graphic Design: Manitoba Curriculum Framework of Outcomes. Marcus Fowler R B Russell Vocational School Winnipeg School Division Brent Lowrie Crocus Plains Regional Secondary School Brandon School Division George van der Walt Swan River Regional Secondary School Swan Valley School Division Jan Hamilton Jason Bilous Sandra Lee Trish Goldrup Manitoba Institute of Trades and Technology Sturgeon Heights Regional Secondary School St. James Assiniboia School Division Lord Selkirk Regional Secondary School Lord Selkirk School Division Tec Voc High School Winnipeg School Division 17 August 2015 Graphic Design Overview Page 1 of 8

2 Technical-Vocational Education Overview In 2013, Manitoba Education released the document Technical-Vocational Education Overview < to provide the philosophical and pedagogical underpinnings for curriculum development and the teaching of courses in the Senior Years Technology Education Program. This overview presents educators with the vision and goals of technical-vocational education (TVE) in Manitoba. Topics include the following: curriculum revitalization and renewal curriculum framework and implementation articulation assessment and reporting safety employability/essential skills and career development sustainable development The TVE curriculum includes Grades 9 to 12 courses in a variety of areas, including graphic design. Introduction Grades 9 to 12 Graphic Design: Manitoba Technical-Vocational Curriculum Framework of Outcomes identifies the goals, general learning outcomes (GLOs), and specific learning outcomes (SLOs) for nine interactive digital media courses. This framework is intended for use in all Manitoba schools teaching Graphic Design as part of the Senior Years Technology Education Program. Curriculum Description Graphic design is the creative practise of conveying an idea, or communicating a message esthetically with images, graphics and type. Graphic design often refers to both the process (designing) by which the communication is created and the products (designs) which are generated. Graphic designers work in a variety of areas; producing visual identity (logos and branding), publications (magazines, newspapers and books), print media (posters, billboards, signs, product packaging), illustration and interactive design (animation, websites, apps, games, and emerging technologies). The graphic design program gives students the opportunity to learn the skills and knowledge required to function within the graphic design industry. Students use industry standard software and traditional media to visually express their ideas. By the end of the program, they will be able to produce graphic design and layout, 17 August 2015 Graphic Design Overview Page 2 of 8

3 illustration, and interactive graphic design to gain entry-level industry employment. Students also have the opportunity to work as self-employed graphic designers, or to continue their studies in graphic design at the post-secondary level. Delivery of the Graphic Design Subject Area To receive a Senior Years Technical Education diploma, a student must complete eight departmentally developed courses from an approved technical-vocational cluster, together with 16 compulsory credits and six optional credits. The grade level in which the courses are offered are a local, school-based decision, but it is highly recommended that the sequencing of credits follow the schedule set out below. Cross-curricular learning outcomes include essential skills from subject areas including, but not limited to, English language arts, mathematics and the sciences. These essential skills are to be integrated into the authentic activities of the course. Learning outcomes dealing with the following topics are also integrated into most courses: health and safety sustainability ethical and legal standards employability skills the IT industry evolution, technological progression, and emerging trends In most courses, the emphasis is on applied activities. For instructional purposes, the sequence of learning outcomes can vary based on the activities within the course. Teachers are advised to select the activities best suited to teach the learning outcomes, based on a variety of factors, including access to resources or regional needs. The curriculum is not sequential. In other words, learning outcomes might be taught in an order different from how they appear in the document. In light of rapid changes in technology, teachers are encouraged to update their activities in order to meet the needs of students. 17 August 2015 Graphic Design Overview Page 3 of 8

4 Graphic Design Goals, General Learning Outcomes (GLOs) and Specific Learning Outcomes (SLOs) Grades 9 to 12 Graphic Design: Manitoba Technical- Vocational Curriculum Framework of Outcomes identifies specific learning outcomes (SLOs) for use in all Manitoba schools teaching the Grades 9 to 12 graphic design as part of the Senior Years Technology Education Program. SLO statements define what students are expected to achieve by the end of a course. It is essential for students to learn and to demonstrate safety practices and employability skills; therefore, some SLOs related to health and safety, as well as to employability skills are repeated in several courses. Please note that SLOs are not identified for the goals and GLOs that are not addressed in a given course. Goal 1: Describe and apply appropriate health and safety practices. GLO 1.1: Describe and apply appropriate health and safety practices Goal 2 Demonstrate an awareness of the evolution, technological progression, and emerging trends in graphic design. GLO 2.1: Understand the evolution, technological progression and emerging trends in graphic design. Goal 3: Demonstrate theoretical understanding of design theory in order to solve design challenges. GLO 3.2: Demonstrate theoretical understanding of the elements and principles of design. GLO 3.3: Demonstrate theoretical understanding of colour. GLO 3.4: Demonstrate theoretical understanding of layout and composition. GLO 3.5: Demonstrate theoretical understanding of typography. GLO 3.6: Demonstrate theoretical understanding of drawing and illustration. GLO 3.7: Demonstrate theoretical understanding of the use of the use of photographic images. GLO 3.8: Demonstrate theoretical understanding of interactive design. GLO 3.9: Demonstrate theoretical understanding of file preparation for intended media. GLO 3.10: Demonstrate theoretical understanding of the design process. 17 August 2015 Graphic Design Overview Page 4 of 8

5 Goal 4: Demonstrate the practical application of graphic design techniques to solve design challenges. GLO 4.1: Demonstrate the practical application of creativity. GLO 4.2: Demonstrate the practical application of elements and principles of design. GLO 4.3: Demonstrate the practical application of colour. GLO 4.4: Demonstrate the practical application of layout and composition. GLO 4.5: Demonstrate the practical application of typography. GLO 4.6: Demonstrate the practical application of drawing and illustration. GLO 4.7: Demonstrate the practical application of photographic images. GLO 4.8: Demonstrate the practical application of interactive design. GLO 4.9: Demonstrate the practical application of file preparation for intended media. GLO 4.10: Solve challenges using the design process. Goal 5: Identify, select, use and manage tools, equipment and materials. GLO 5.1: Identify, select, use and manage tools, including software. GLO 5.2: Identify, select, use and manage equipment, including hardware. GLO 5.3: Identify, select, use and manage materials. Goal 6: Describe and demonstrate the transferable cross-curricular knowledge and skills relevant to graphic design. GLO 6.1: Read, interpret and communicate information relevant to graphic design. GLO 6.2: Apply the knowledge and skills from mathematics relevant to graphic design. GLO 6.3: Apply the knowledge and skills from other subject areas relevant to graphic design. 17 August 2015 Graphic Design Overview Page 5 of 8

6 Goal 7: Demonstrate awareness of sustainability as it pertains to graphic design. GLO 7.1: Describe the graphic industry s sustainability practices and impact on the environment. GLO 7.2: Describe the impact of human sustainability on the well-being of those employed in graphic design and the users of their services. GLO 7.3: Describe sustainable business practices within the graphic design industry. Goal 8: Demonstrate awareness of the ethical and legal standards as they pertain to graphic design. GLO 8.1: Demonstrate an awareness of the ethical and legal standards as they pertain to graphic design. Goal 9: Demonstrate employability skills. GLO 9.1: Demonstrate fundamental employability skills. GLO 9.2: Demonstrate cultural awareness, and its importance in the workplace. GLO 9.3: Demonstrate an understanding of the business operation of a graphics organization. GLO 9.4: Demonstrate critical thinking skills. GLO 9.5: Demonstrate project management skills. Goal 10: Demonstrate understanding of the graphic design industry. GLO 10.1: Demonstrate an understanding of the scope of the graphic design industry. GLO 10.2: Demonstrate understanding of the educational and career opportunities, as well as industry and professional associations. GLO 10.3: Demonstrate understanding of working conditions in the graphic design industry. 17 August 2015 Graphic Design Overview Page 6 of 8

7 Course Descriptions 9135 Exploration of Graphic Design 15S / 15E / 15M 10S / 10E / 10M This optional course is intended for students wishing to explore graphic design. Students will be encouraged to think creatively as they solve basic design challenges Fundamentals of Graphic Design 20S / 20E / 20M This course introduces students to the field of graphic design. Students will begin to focus on basic design theory, the design process, and their practical application Graphic Design and Layout 30S / 30E / 30M Students will expand the knowledge and skills acquired in Fundamentals of Graphic Design, and focuses on the theory and practical application of graphic design and layout Illustration for Graphic Design 30S / 30E / 30M Students will expand the knowledge and skills acquired in Fundamentals of Graphic Design, and focuses on the theory and practical application of illustration Interactive Graphic Design 30S / 30E / 30M Students will expand the knowledge and skills acquired in Fundamentals of Graphic Design, and focuses on the theory and practical application of interactive graphic design Advanced Graphic Design and Layout 40S / 40E / 40M Students will expand the knowledge and skills acquired in Graphic Design and Layout, and focuses on the theory and practical application of graphic design and layout to solve client-driven design challenges Advanced Illustration for Graphic Design 40S / 40E / 40M Students will expand the knowledge and skills acquired in illustration for Graphic Design, and focuses on the theory and practical application of illustration to solve client-driven design challenges Advanced Interactive Graphic Design 40S / 40E / 40M Students will expand the knowledge and skills acquired in Interactive Graphic Design, and focuses on the theory and practical application of interactive graphic design to solve client-driven design challenges Graphic Design Portfolio 40S / 40E / 40M In this course, students apply the knowledge and skills learned in previous courses to produce a graphic design portfolio to obtain entry-level employment or self-employment opportunities, or gain admittance to a post-secondary program. 17 August 2015 Graphic Design Overview Page 7 of 8

8 Curriculum Implementation Dates During voluntary implementation, teachers have the option of teaching the entire new draft curriculum as soon as Manitoba Education and Advanced Learning releases it on the Technology Education website. Voluntary implementation of all interactive digital media courses began in the fall of 2015 and will continue until their respective system-wide implementation dates. Date System-Wide Implementation Fall 2016 Grade 9 (optional) Fall 2017 Grade 10 Fall 2018 Grade 11 Fall 2019 Grade 12 Under system-wide implementation, all teachers in Manitoba teach the new curriculum and use the new course codes. Teachers will no longer be able to use the previous course codes. Course codes are found in the Subject Table Handbook: Technology Education. 17 August 2015 Graphic Design Overview Page 8 of 8