Content Area: Visual and Performing Arts Subject: Visual Art Course: Advanced Graphic Design

Transcription

1 SHORE REGIONAL HIGH SCHOOL DISTRICT West Long Branch, New Jersey Content Area: Visual and Performing Arts Subject: Visual Art Course: Advanced Graphic Design Mr. Leonard Schnappauf, Superintendent/Principal Dr. Robert McGarry, Director of Curriculum and Instruction BOARD OF EDUCATION Anthony F. Moro, Jr., President Tadeusz Ted Szczurek, Vice President Nancy DeScenza David Baker Elizabeth Garrigal Diane Merla Russell T. Olivadotti Ronald O Neill Frank J. Pingitore Paul Rolleri Date of Last Revision and Board Adoption: 9/24/2009

2 Visual and Performing Arts Advanced Graphic Design REVISION PREPARED BY Tracey Caltaiblota 2

3 Table of Contents Visual and Performing Arts Program Mission Statement Course Description and Big Ideas Essential Questions.4 Advanced Level Expectations.. 4 Primary (P) Content Area and Secondary (S) Areas of Focus.5 Benchmark Objectives. 6 Scope and Sequence 6 Learning Resources..6 Grading Procedures. 6-7 Course Evaluation 7 New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course Units of Study

4 Visual and Performing Arts Program Mission Statement The mission of Shore Regional High School s Visual and Performing Arts program is to empower students to create and fully participate in personal and cultural environments while developing a wide range of skills significant to many aspects of life and work. Course Description and Big Ideas This course is designed to acquaint students with the basic principles of Graphic Design found in a standard advertising and/or design studio. Emphasis will be placed on conceptual design, illustration, and color theory. Students will also explore the fundamentals of advertising layout, graphic design and typography. Advanced Level Expectations All Shore Regional High School coursework is essentially and organically-developed within a solid, academic college preparatory framework. Advanced level coursework requires that students exhibit substantially more advanced skill level, critical analysis skills, and production skills than do College Preparatory courses, as well as the work ethic necessary for highly rigorous academic and artistic pursuits. Utilizing the same curricular materials and objectives found within the College Prep level curriculum, Advnaced level teachers augment these and alter such strategies with deeper investigations of materials and development of more sophisticated products. Close analysis, inference, synthesis, and higher-order problem solving/application abilities are essential, developmental skills for the Shore Regional student learner engaged in advanced curricula such as this. Essential Questions Throughout this course and in the sequence of courses in this content area, students are consistently guided to consider the following essential questions: 1. Aesthetics a. Why do people have different opinions about artwork? b. What is aesthetically pleasing? c. What value does artwork have? 4

5 2. Design a. How does design relate to your daily life? b. How do elements and principles of design shape artwork? 3. Exploration a. How does art medium effect emotions? b. What medium is the most effective? What style is the most effective? c. How do certain colors make you feel? 4. Critique a. How do you determine the success of a piece of art? b. How do people know what your artwork is saying? 5. Culture/History a. How does culture shape art? b. How does art shape culture? c. How have artists of the past influenced contemporary artists? 6. Self Expression a. What would life be like without self expression? b. How does artwork gain a voice? c. How can you create something self expressive? The course also reinforces learning of other Standards and CPI s already mastered and contributes to the development of mastery of other standards in the areas of language arts, the visual and performing arts, technology and careers. Primary (P) Content Area and Secondary (S) Areas of Focus NJCCC Standard NJCCC Standard NJCCCS Standard 1. Visual and Performing Arts P 5. Science 9. Career Education and Consumer/ Family/ Life Skills 2. Health and Physical Education 6. Social Studies S 3. Language Arts Literacy S 7. World Languages 4. Mathematics S 8. Technology Literacy P 5

6 Benchmark Objectives These objectives focus on the achievement of the Standards/Big Ideas as they pertain to the specific course content and are listed in the units of study found within this document. Summative assessment of these objectives may occur at the point in the course when instruction of the components parts is completed (typically at the end of a unit), at the end of a marking period, end of the year, or in areas tested by the State when the tests are scheduled. Scope and Sequence This represents the order in which units or the big ideas of the course are taught. The specific unit content, CPI s addressed, time frame for instruction and how proficiency will be addressed is included in the units that follow. This list serves the teacher as an overview of course implementation and administrators as a basis for review of lesson plans and orientation for classroom observation. The Units included in this course include: 1. What is Graphic Design 2. Design Process 3. Elements and principals of Design 4. Typography 5. Working for a Client Grading Procedures The final course proficiency grade will be the average of the marking period grades and the department prepared mid-year and/or final examinations aligned with NJCCCS/CPI and benchmarks for the content studied in the course. Marking period grades will be based on the average of unit grades and any special cross-unit projects. Unit assessments, delineated for each unit, will include such measures as: 1. Written and Performance Measures of proficiency objectives (coded to NJCCS/CPI s) 2. Records of oral participation in classroom discussions related to unit objectives 6

7 3. Records of achievement of lesson objectives (i.e. quizzes, relevant homework) 4. Research paper and Oral Defense assessment Course Evaluation Course achievement will be evaluated as the percent of all pupils who achieve the minimum level of proficiency (final average grade) in the course. Student achievement levels above minimum proficiency will also be reported. Final grades, and where relevant midterm and final exams, will be analyzed by staff for the total cohort and for sub-groups of students to determine course areas requiring greater support or modification). Course evaluation requires the pursuit of answers to the following questions: 1. To what extent is the course content, instruction and assessments aligned with the required NJCCS? 2. Are content, instruction and assessments sufficient to demonstrate student mastery of the Standards/CPI s? 3. Do all students achieve the set proficiencies/benchmarks set for the course, including CPI s designated to be reinforced, introduced, and developed? In this course, the goal is that a minimum of 95% of the pupil s will meet at least the minimum proficiency level (D or better) set for the course. The department will analyze the achievement of students on Unit Assessments, Mid-term and Final Exams and Final Course Grades, with specific attention to the achievement of sub-groups identified by the state to determine if modifications in the curriculum and instructional methods are needed. 7

8 New Jersey Core Curriculum Content Standards/Cumulative Progress Indicators Addressed in the Course Primary: Visual and Performing Arts 1.1 (Aesthetics) All students will use aesthetic knowledge in the creation of and in response to dance, music, theater, and visual art. A. Knowledge Cumulative Progress Indicator 1. Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form. 2. Discern the value of works of art, based on historical significance, craftsmanship, cultural context, and originality using appropriate domain specific terminology. 3. Determine how historical responses affect the evolution of various artistic styles, trends and movements in art forms from classicism to post-modernism. Addressed Type Yes or No B. Skills 1. Compose specific and metaphoric cultural messages in works of art, using contemporary methodologies. 2. Formulate a personal philosophy or individual statement on the meaning(s) of art. 8

9 1.2 (Creation and Performance) All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art. Visual Art Cumulative Progress Indicator Addressed in this course? 1. Interpret themes using symbolism, allegory, or irony through the production of two or threedimensional art. 2. Perform various methods and techniques used in the production of works of art. 3. Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques. 4. Outline a variety of pathways and the requisite training for careers in the visual arts. 1.3 (Elements and Principles) All students will demonstrate an understanding of the elements and principles of dance, music, theater, and visual art. Visual Art Cumulative Progress Indicator Addressed in this course? 1. Compare and contrast innovative applications of the elements of art and principles of design. 2. Analyze how a literary, musical, theatrical, and/or dance composition can provide inspiration for a work of art 1.4 (Critique) All students will develop, apply and reflect upon knowledge of the process of critique. 9

10 Cumulative Progress Indicator A. Knowledge 1. Examine the artwork from a variety of historical periods in both western and non-western culture(s). 2. Categorize the artistic subject, the formal structure, and the principal elements of art used in exemplary works of art. Addressed in this course? 3. Determine the influence of tradition on arts experience, as an arts creator, performer, and consumer. B. Skills 1. Develop criteria for evaluating art in a specific domain and use the criteria to evaluate one s personal work and that of their peers, using positive commentary for critique. 2. Provide examples of how critique may affect the creation and/or modification of an existing or new work of art. 1.5 (History/Culture) All students will understand and analyze the role, development, and continuing influence of the arts in relation to world cultures, history, and society. Cumulative Progress Indicator Addressed in A. Knowledge this course? 1. Parallel historical events and artistic development found in dance, music, theater, and visual art. 2. Summarize and reflect upon how various art forms and cultural resources preserve cultural heritage and influence contemporary art. B. Skills 10

11 1. Evaluate the impact of innovations in the arts from various historical periods in works of dance, music, theater, and visual art stylistically representative of the times. 2. Compare and contrast the stylistic characteristics of a given historical period through dance, music, theater, and visual art. Secondary Content Area: Language Arts Literacy 3.2 (Writing) All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Employ the most effective writing formats and strategies for the purpose and audience. 2. Write a variety of essays (for example, a summary, an explanation, a description, a literary analysis essay) that: Develops a thesis; Creates an organizing structure appropriate to purpose, audience and context; Includes relevant information and excludes extraneous information; Makes valid inferences; Supports judgments with relevant and substantial evidence and well-chosen details; and provides a coherent conclusion. 3. Evaluate the impact of an author's decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness. 4. Apply all copyright laws to information used in written work. 5. When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles. 6. Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, college applications, and written proposals. 11

12 7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing. 8. Analyze deductive arguments (if the premises are all true and the argument s form is valid, the conclusion is true) and inductive arguments (the conclusion provides the best or most probable explanation of the truth of the premises, but is not necessarily true.) Secondary Content Area Social Studies 6.1 ALL STUDENTS WILL UTILIZE HISTORICAL THINKING, PROBLEM SOLVING, AND RESEARCH SKILLS TO MAXIMIZE THEIR UNDERSTANDING OF CIVICS, HISTORY, GEOGRAPHY, AND ECONOMICS. 6. Apply problem-solving skills to national, state, and local issues and propose reasoned solutions. 7. Analyze social, political, and cultural change and evaluate the impact of each on local, state, national, and international issues and events. 8. Evaluate historical and contemporary communications to identify factual accuracy, soundness of evidence, and absence of bias, and discuss strategies used by the government, political candidates, and the media to communicate with the public. Secondary Content Area Math 4.2 (Geometry and measurement) All students will develop spatial sense and the ability to use geometric properties, relationships, and measurement to model, describe and analyze phenomena. D. Units of Measurement 1. Understand and use the concept of significant digits. 2. Choose appropriate tools and techniques to achieve the specified degree of precision and error needed in a situation. Degree of accuracy of a given measurement tool Finding the interval in which a computed measure (e.g., area or volume) lies, given the degree of precision of linear measurements 12

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14 Unit 1: Foundations of Visual Computing Unit Question(s) Objectives Resources Formative Assessment Strategies Pacing Guide Marking Period 1. What is Graphic Design? Students will be able to: 1. Identify many examples of Graphic Design 2. create collages and layered images and use the tools required to display work on the world wide web 1. computers 2. world wide web 3. Software 4. Course Texts 1. Verbal and written analysis 2. Skill tests 6-12 weeks 1, 2, 3 & 4 Standards Instructional Activities, Methods, and Assignments Unit Summative Assessment(s) 1. Computer Literacy 1. Project - Collage 1.1 A1-3, B Analysis paper Software introduction A1-3, B A1-2, B

15 Unit 2: Design Process Unit Question(s) Objectives Resources Formative Assessment Strategies Pacing Guide Marking Period 1. What is the design process? 2. What inspires me? 3. How do people express themselves through art today? 4. How does an artist organize an artwork? Students will be able to: 1. Correct: brightness and contrast of a photo, highlights, shadows, understand layers, use manipulation tools, set up a page layout, print a contact sheet, use the large format plotter printer. 2. use layers and different Photoshop tools to rearrange, size, distort, warp, scale, rotate, skew, perspective, flip each picture to create a large scale collage using repetition of different images that describe students individuality. 1. computers 2. world wide web 3. Software 4. Course Texts 1.Verbal and written analysis 2.Skill tests 3. Sketchbook 6-12 weeks 2, 3 & 4 Standards Instructional Activities, Methods, and Assignments Unit Summative Assessment(s) 1. Computer Literacy 2. Project Album Cover 1.1 A1-3, B Analysis paper Software A1-3, B A1-2, B

16 Unit 3: Elements and Principals of Design Unit Question(s) Objectives Resources Formative Assessment Strategies Pacing Guide Marking Period 1. How do the elements and principles of design shape an artwork? 2. How do people express themselves through art today? 3. What elements, principles, and expressive qualities are necessary to create art? Standards Students will be able to: 1. Work with the Math Department to create a Pi Day logo that will be printed on t-shirts and purchased by the faculty and staff. After researching logo design and Pi Day the students will create 4 different Pi Day Logos- using Graphic Design Software Instructional Activities, Methods, and Assignments 1. computers 2. world wide web 3. Software 4. Course Texts 5. Teacher generated materials 6. Worksheets 1.Verbal and written analysis 2.Skill tests 3. Sketchbook 4. Class participation (on task behavior) 6-12 weeks 1, 2, 3 or 4 Unit Summative Assessment(s) 1.1 A1-3, B PowerPoint presentation 2. elements of art identification 3. Principles of art presentation and identification 7. Art supplies 1. Project - Logo 1.4 A1-3, B A1-2, B

17 Unit 4: Typography Unit Question(s) Objectives Resources Formative Assessment Strategies Pacing Guide Marking Period 1. What does typography represent? 2. How does font evoke a mood? Standards Students will be able to: 1. Understand and identify different styles of font and what they are used for. 2. Understand and appreciate color theory. Instructional Activities, Methods, and Assignments 1. computers 2. world wide web 3. Software 4. Course Texts 5. Sketchbook 1.Verbal and written analysis 2.Skill tests 3. Sketchbook 6-12 weeks 1, 2, 3 or 4 Unit Summative Assessment(s) 1.1 A1-3, B Research font 2. Draw four different styles of font and label what they represent 3.Use scanner to digitize your font 1. Project-create your own font and use it to create a sentence. 1.4 A1-3, B Use your hand made font to create a sentence and print on poster paper. 1.5 A1-2, B

18 Unit 5: Working for a Client Unit Question(s) Objectives Resources Formative Assessment Strategies Pacing Guide Marking Period 1. What is art? 2. What makes art appeal to a customer? 3. Who is going to be your target audience? Students will be able to: 1. Create a Business System for a made up company that they own or work for. 2. Create: logo, business card, brochure, stationary, magazine ad, package design. 1. computers 2. world wide web 3. Software 4. Course Texts 5. Sketchbook 1.Verbal and written analysis 2.Skill tests 3. Sketchbook 6-12 weeks 1, 2, 3 or 4 Standards Instructional Activities, Methods, and Assignments Unit Summative Assessment(s) 1. Mini readings from texts 1. Project - Business System 1.1 A1-3, B sketchbook problems 2. Project Book Cover discussion of Business System A1-3, B A1-2, B