100 10167
120 Electronic Design I (ACP) 836
130 Learning about the history of graphic design and visual communication
140 
150 9-12
160 
170 
180 
210 01.4 The Arts - Visual Art
211 2.9.1
212 5.9.3
213 6.9.3
214 6.9.4
215 1.9.1
216 
220 
221 
222 
223 
224 
225 
226 
230 04.2 LRIT - Computer Technology
231 1.9.1
232 3.9.1
233 4.9.1
234 
235 5.9.8
236 
240 
241 
242 
243 
244 
245 
246 
250 03.0 Language Arts
251 2.9.1
252 1.9.1
253 
254 
255 
256 
300 1. Where did the ideas of graphics communication come from?
300 2. How does the world we live in affect how we design for communication?
300 3. What makes good design work?
300 4. How has graphic design changed over time?
400 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.
500 When learning the history of graphic design, students will develop the ability to:
500 -- Choose efficient research techniques and technologies to find information on the web,
500 -- Explore their own interests in graphic design styles from the history of design,
500 -- Apply the design techniques of the masters to their on work,
500 -- Evaluate the work of other "master designers" using the language of design,
500 -- Interpret how modern communication design affects their own lives.
600 All students will:
600 
600 -- demonstrate an understanding of the use of color in visual design, 
600 -- demonstrate an understanding of the elements and principles of art,
600 -- demonstrate an understanding of good visual design,
600 -- review careers in visual graphics and communication,
600 -- be involved in group discussions of their work,
600 -- be required to communicate ideas through writing,
600 -- be instructed on the effective presentation of their work to a group.
700 1. Homework is used as a formative and summative evaluation tool.
700 2. Quizzes and tests are used to access concrete information such as vocabulary, equipment use, and procedures.
700 3. Project evaluations may take the form of group critiques, rating scales, checklists, written evaluations, and teacher interviews.
700 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.
700 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.
800 field trips to local art colleges and art museums
800 guest speakers for communication arts and higher education options
800 applications for state and national design competitions
820 Equipment: 
820 One fully equipped, up-to-date Macintosh computer system per student
820 One computer system for the teacher with additional RAM, processor speed, and storage to handle the course requirements
820 One digital projector system for presentation
820 Up to four, efficient color printers with abilities to print sizes up to 24X34"
820 Three digital scanners
820 Three, 5+ megapixel digital cameras
820 Other hands-on building equipment for cutting and pasting
840 Prerequisite courses are: Art 1