CURRICULUM MAP: 10167.map

Electronic Design I (ACP) 836
Learning about the history of graphic design and visual communication

TIME FRAME:
GRADE: 9-12
CONTACT:

         MAP LEVEL:

01.4 THE ARTS - VISUAL ART --- 01.4.2.9.1 --- 01.4.5.9.3 --- 01.4.6.9.3 --- 01.4.6.9.4 --- 01.4.1.9.1
04.2 LRIT - COMPUTER TECHNOLOGY --- 04.2.1.9.1 --- 04.2.3.9.1 --- 04.2.4.9.1 --- 04.2.5.9.8
03.0 LANGUAGE ARTS --- 03.0.2.9.1 --- 03.0.1.9.1



1. Where did the ideas of graphics communication come from?
2. How does the world we live in affect how we design for communication?
3. What makes good design work?
4. How has graphic design changed over time?



This unit emphasizes learning the progressive history of graphic design, evaluating the designs of the "masters," applying historic design techniques to student work, learning effective research techniques on the web, and looking at modern design and how it relates to one's world.



When learning the history of graphic design, students will develop the ability to:
-- Choose efficient research techniques and technologies to find information on the web,
-- Explore their own interests in graphic design styles from the history of design,
-- Apply the design techniques of the masters to their on work,
-- Evaluate the work of other "master designers" using the language of design,
-- Interpret how modern communication design affects their own lives.



All students will:

-- demonstrate an understanding of the use of color in visual design,
-- demonstrate an understanding of the elements and principles of art,
-- demonstrate an understanding of good visual design,
-- review careers in visual graphics and communication,
-- be involved in group discussions of their work,
-- be required to communicate ideas through writing,
-- be instructed on the effective presentation of their work to a group.



1. Homework is used as a formative and summative evaluation tool.
2. Quizzes and tests are used to access concrete information such as vocabulary, equipment use, and procedures.
3. Project evaluations may take the form of group critiques, rating scales, checklists, written evaluations, and teacher interviews.
4. 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.
5. Group discussions give insight into the creative process and problem solving, providing an avenue for learning, how to talk about art, how to view art, and how to improve one's skills.



field trips to local art colleges and art museums
guest speakers for communication arts and higher education options
applications for state and national design competitions



Equipment:
One fully equipped, 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