CURRICULUM MAP: 10164.map

Design Center (ACP) 838
Working with Clients

TIME FRAME:
GRADE: 9-12
CONTACT:

         MAP LEVEL:
01.4 THE ARTS - VISUAL ART

01.4.2.9.1 -- Students will judge the effectiveness of different ways of using visual characteristics in conveying ideas

01.4.5.9.3 -- Students will defend personal interpretations using reasoned argument

01.4.6.9.3 -- Students will create and solve interdisciplinary problems using multimedia

01.4.6.9.4 -- Students will apply visual arts skills and unde4rstandings to solve problems relevant to a variety of careers.

01.4.1.9.1 -- Students will apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood

04.2 LRIT - COMPUTER TECHNOLOGY

04.2.1.9.1 -- Students will make informed choices among technology systems, resources and services

04.2.3.9.3 -- Students will create written, oral, numeric and visual communications using appropriate applications (spreadsheet, database, hypermedia, etc.) to construct, organize, and analyze and interpret ideas and data, and present conclusion

04.2.4.9.1 -- Students will use technology tools and resources for managing and communicating personal/professional information

04.2.4.9.2 -- Students will routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity

04.2.5.9.8 -- Students will independently select and use an appropriate search engine or directory related to a specific task

03.0 LANGUAGE ARTS

03.0.2.9.1 -- Students will communicate effectively by determining the appropriate text structure on the basis of audience, purpose and point of view; students will select from the complete variety of text structures (essay, short story, 0oetry, academic essay, report, research paper, response to literature, documentary, etc.) the appropriate organizational pattern for addressing audience, purpose and point of view.

03.0.1.9.1 -- Students will describe the text by giving an initial reaction to the text and describing its general content and purpose;



1. What are the qualities of graphic design?
2. How does one communicate an idea?
3. How does an artist work independently creating an idea?
4. How does a designer communicate and respond to a client?
5. How does a designer work with typography?






This unit emphasizes the use of graphics software: Illustrator and Photoshop, the elements of art and principles of design in creating visual images, the visual and emotional qualities of color, the history of graphic design and visual communication,
effective presentation skills, the anatomy and expressive qualities of typography, and working with a client.



When creating visual images for communication of ideas, students will develop the ability to:
-- use modern graphics software (Illustrator and Photoshop) effectively and efficiently,
-- apply the elements of design,
-- demonstrate an understanding of hand-building techniques: measuring,cutting, and pasting,
-- apply the visual and emotional qualities of color,
-- demonstrate an understanding of the history of graphic design and visual communication,
-- show effective presentation skills,
-- identify the anatomy and expressive qualities of typography,
-- generate and create works for one's portfolio,
-- present and create a format to display work.




All students will:

-- work with the creative process,
-- use Illustrator and Photoshop software,
-- demonstrate the use of scanners, digital cameras, and printers,
-- use color in visual design,
-- work with the anatomy and use of typography in communicating ideas,
-- manipulate the elements and principles of art,
-- demonstrate cutting, measuring, and gluing techniques,
-- be exposed to examples of good visual design,
--be introduced to careers in visual graphics and communication,
-- recieve feedback on their own artwork,
-- be required to communicate ideas through writing,
-- effectively present their work,
- develop a body of work to express personal ideas.




1. Homework is used as a formative and summative evaluation tool.
2. Project evaluations may take the form of critiques, rating scales, checklists, written evaluations, and teacher interviews.
3. A portfolio demonstrates skills learned and personal, aesthetic growth. The body of work stands as a visual record of the creative process experienced throughout the semester.





Field trips to local art colleges and art museums
guest speakers for communication arts and higher education options
interaction with the school community for visual projects
applications for state and national design competitions



Equipment:
One fully equiped, up-to-date Macintosh computer system per student
One computer system for the teacher with additional RAM, processor speed, and storage to handle the course requirements
One digital projector system for presentation
Up to four, efficient color printers with abilities to print sizes up to 24X34"
Three digital scanners
Three, 5+ megapixel digital cameras
Other hands-on building equipment for cutting and pasting



Prerequisite courses are: Art 1 and Electronic Design 1& 2

Course Description: The Design Center will serve as a resource for the school, students, and community. It will provide students real world experiences through design-related projects. Assignments will come from the school and community. Client-generated projects will be balanced with teacher assignments and students' personal interests. Through the course, students will develop a portfolio of authentic design work.