art750 graphic designsharepoint.pthsd.k12.nj.us/ci/approved curriculum...expressive features in work...

Parsippany Troy Hills Township Schools

Approved by the Board of Education ____________

ART750 GRAPHIC DESIGN A Course Outline for Art Education

Approved by the Board of Education February 26, 2013

Developed: January 2013 Revised: February 2013

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STATEMENT OF PURPOSE

ART – High School The high school art program is a continuation of the philosophy, concepts and skills learned in the kindergarten through eighth grade art curriculum. These concepts and skills have been outlined and sequenced according to the levels of complexity appropriate for students at each grade level. Students will understand the historical and social contexts associated with the skills in the production of art. The students will be familiar with the disciplines of art criticism, art history, philosophy of art and studio production. The proficiencies listed at each grade level indicate when the concept is formally introduced. The art curriculum promotes the use of a variety of evaluative procedures. Emphasis is placed on the development of art critiquing skills and self-assessment techniques. This course of study has been revised to reflect the integration of the NJSLS standards for visual and performing arts (See Appendix). In addition, computer technology and interdisciplinary skills are integrated.

Graphic Des ign Graphic Design is a full-year course designed to introduce art students to the computer as a medium for creating art. Students will work with a variety of contemporary peripheral devices. Students will develop a working proficiency in the language of advertising and design. This course has been designed to address visual problem solving through contemporary graphic design for the twenty-first century and its relationship to traditional graphic design methodology and history via hands-on exploration of visual ideas and solutions. It will incorporate group learning, authentic assessment methods, and the use of technology as a means of learning throughout the year. Real world, visual problem solving will be an important part of the Graphic Design curriculum. The desktop computer and its inherent peripherals will be used in the final production of all projects.

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K-12 GENERAL ART GOALS

All students will: 1. understand the principles of drawing using the elements of art. (* See List) 2. understand the principles of two-dimensional design using the elements of art.* 3. understand the principles of three-dimensional design using the elements of art.* 4. based on these studies, develop skills in the production of art projects utilizing a wide variety of media and techniques. 5. recognize ethnic diversity through the study of art history and artifacts of diverse cultures. 6. understand that the complex history of a civilization is reflected in the visual and verbal expressions of selected time periods. 7. be introduced to aesthetic inquiry. 8. utilize specific artifacts or artists from diverse time periods and cultures to present and implement art projects. 9. integrate technology into the art curriculum. 10. exhibit proficiency in the terminology and techniques related to areas of art study. 11. develop skills in the safe use of art supplies and equipment. 12. explore careers in the field of art.

*Elements and Principles of Art

Line Emphasis Color Contrast Texture Movement Shape Balance Form Pattern Value Rhythm Space Unity

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THE LIVING CURRICULUM

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION

During the development of this course of study, particular attention was paid to material which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course.

M O D I FI C A T I O N S A N D A D A PT A T I O N S

For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the Curriculum Modifications and Adaptations included as an Appendix in this curriculum. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.

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PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS

COURSE PROFICIENCIES AND GRADING PROCEDURES COURSE NUMBER: ART750 TITLE: GRAPHIC DESIGN IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE AND THE NEW JERSEY CORE CURRICULUM CONTENT STANDARDS, THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE SUCCESSFUL COMPLETION OF THE ABOVE NAMED COURSE. The student will: 1. demonstrate basic principles of graphic design. 2. apply the basic principles of art in graphic design. 3. demonstrate and utilize the Adobe Creative Suite. 4. recognize color applications used in the Adobe Creative Suite. 5. incorporate and use technology and various peripherals. 6. understand the use of typography. 7. recognize and incorporate various fonts using the Adobe Creative Suite. 8. understand and use a scanner and digital camera. 9. understand the elements of design in digital photography. 10. learn production procedures used in digital photography. 11. become skilled at using filter effects in Adobe Photoshop CS. 12. learn about layers and their effects in the Adobe Creative Suite. 13. understand logo design. 14. demonstrate how to assemble a layout using the Adobe Creative Suite. 15. learn basic animation techniques. 16. learn how to create a basic character for animation. 17. use freeform modeling techniques. 18. learn how to produce textures and edit them in the computer environment. 19. show an understanding of photo retouching techniques. 20. recognize and use the Adobe Creative Suite’s offering of tools and effects.

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C O U R S E PR O FI C I E N C I E S A N D GR A D I N G PR O C E D U R E S ( c o n t i n u e d )

21. understand the creative process. 22. understand various mass media of design: e.g., posters, magazines, etc. 23. identify and compare the principles and elements of design in advertising. 24. understand the principles used to create a successful advertising campaign. 25. develop a simple creative brief. 26. organize finished pieces for presentation in a digital portfolio. 27. learn to prepare a resume for a career in graphic design.

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GRADING PROCEDURES

Students’ grades are based on the following: Performance: 80%

Meets/Exceeds personal ability Demonstrates mastery of skills

Stays on task Ensures all criteria have been met for assignment Concept Analysis: 20% Shows evidence of planning Participates in oral and/or written critiques of individual and peer work Expresses ideas through class discussions Comprehends individual progress and strives for improvement

Final Grade – Full Year Course

Full Year Course • Each marking period shall count as

20% of the final grade (80% total).

The midterm assessment will count as 10% of the final grade, and the final assessment will count as 10% of the final grade.

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PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS

ESSENTIAL QUESTIONS

1. How do artists use the language of art in communication? 2. Why and how do artists apply the elements of art and principles of design in works of art? 3. Why is the exploration and application of materials, tools, techniques, processes and technology in a safe and responsible manner important in

visual art? 4. How does art impact the world and the world impact art? 5. How is art analyzed and understood? 6. How does the art of graphic design communicate ideas to the world?

ENDURING UNDERSTANDINGS

1. Art is a universal language that encompasses all forms of communication to express a variety of viewpoints, ideas, and feelings. 2. Artists use a variety of problem solving and decision making skills to apply the elements of art, principles of design, and sensory and

expressive features in work of art. 3. Artists’ experiences with materials, tools, techniques, processes, and technology in combination with concepts and themes result in well-

crafted works of art. 4. Art allows the world to see personal experiences, new perspectives, and shapes, criticizes, and reflects on society.

5. Through the study of art, people learn to make informed critical judgments, gain knowledge about visual communication, and learn to respect One’s own expression and those of others.

6. Graphic Design focuses on visual communication and presentation using typography, visual art, and layout techniques to capture the eye of a broad and expansive audience.

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GRAPHIC DESIGN

PROFICIENCIES/

CONTENT OUTLINE

STANDARDS

SUGGESTED ACTIVITIES

EVALUATIONS/ ASSESSMENTS

TEACHER'S NOTES

The student will: Students will: 1. demonstrate basic

principles of graphic design.

1.2.12.A.1 1.2.12.A.2 1.4.12.A.2 8.1.12.B.1

• design a simple poster layout. • introduce a simple color

enhancement using the Adobe Creative Suite.

• explain how the use of this color enhancement adds to the overall concept of the poster.

• Teacher observation • Student class

participation

Adobe Creative Suite: Photoshop, InDesign Duotone Image

2. apply the basic principles of art in graphic design.

1.2.12.A.1 1.4.12.A.3 1.1.12.D.2 1.3.12.D.3 8.1.12.B.1

• create a movie poster that utilizes emphasis, movement, & balance.

• dissect one contemporary and one classic movie poster as a means of both historical comparison and a demonstration of correct design hierarchy as it pertains to the principles of art.


participation

Adobe Creative Suite: Photoshop, InDesign Saul Bass’ movie poster design

3. demonstrate and utilize the Adobe Creative Suite.

1.2.12.A.1 1.1.12.D.2 1.3.12.D.3 8.1.12.A.2

• create an ad using the Adobe Creative Suite.

• discuss proper design terminology in order to critique the ad.

• critique the ad.


participation

Adobe Creative Suite: Photoshop, InDesign

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PROFICIENCIES/

CONTENT OUTLINE

STANDARDS



TEACHER'S NOTES

The student will: Students will: 4. recognize color

applications used in the Adobe Creative Suite.

1.2.12.A.1 1.1.12.D.2 1.3.12.D.3 8.1.12.A.2 8.1.12.B.1

• create a four color digital illustration by copying the work of a master artist taken from art history.

• Teacher observation • Class presentation &

critique

Adobe Creative Suite: Photoshop

5. incorporate and use technology and various peripherals.

1.2.12.A.1 1.3.12.D.3 8.1.12.A.2

• design a simple book cover incorporating a scanned texture.

• discuss the application and the reason for its applied use.

• critique the work utilizing proper design terminology.

• discuss the efficacy of students’ design solution.

• Teacher observation • Class presentation &

critique

Adobe Creative Suite: Photoshop, Illustrator

6. understand the use of Typography.

1.2.12.A.1 1.1.12.D.1 1.1.12.D.2 8.1.12.A.2

• design a poster solely using type. • discuss typography’s history. • demonstrate point size, leading,

and kerning using various type specimens.

• Teacher observation • Student self assessment

Adobe Creative Suite: InDesign, Illustrator


PROFICIENCIES/

CONTENT OUTLINE

STANDARDS



TEACHER'S NOTES

The student will: Students will: 7. recognize and

incorporate various fonts using the Adobe Creative Suite.

1.2.12.A.1 1.1.12.D.2 8.1.12.A.2

• design a package design to be made into a three-dimensional product.

• create an ad to accompany the package design.

• present the finished package design to the class.

• poll the class to establish the effectiveness of the presentation.

• Teacher observation • Class presentation and

critique

Adobe Creative Suite: Illustrator, InDesign, Photoshop Reverse Tuck Box Templates

8. understand and use a scanner and digital camera.

1.1.12.D.2 8.1.12.A.2

• create a photo-retouched self-portrait.

• plan a photoshoot featuring a product; retouch the image.

• create a montage utilizing scanned images.


participation

Photoshop


PROFICIENCIES/

CONTENT OUTLINE

STANDARDS



TEACHER'S NOTES

The student will: Students will: 9. understand the elements

of design in digital photography.

1.3.12.D.1 8.1.12.A.2

• take a digital image and photo-edit it.

• present and explain the editing process using proper design terminology to the class.

• discuss the efficacy of the final composition.

• create a self-generated evaluation sheet for editing.


critique


10. learn production procedures used in digital photography.

1.1.12.D.2 1.3.12.D.3 8.1.12.A.2 8.1.12.B.1

• develop a production list showing the process and development of a digital design.

• explain the duplicating and production equipment associated with Mac and Adobe CS.

• discuss history, contemporary trends and necessary equipment for producing digital photography.


critique

Adobe Creative Suite: Photoshop Teacher Demonstration iPhoto


PROFICIENCIES/

CONTENT OUTLINE

STANDARDS



TEACHER'S NOTES

The student will: Students will: 11. become skilled at using filter effects in Adobe Photoshop CS.

1.1.12.D.2 1.3.12.D.1 8.1.12.A.2

• add filter effects to a scanned image; discuss the applied effects in a critique.

• consider revisions offered in a critique.


critique


12. learn about layers and their effects in the Adobe Creative Suite.

1.4.12.A.1 1.3.12.D.1 8.1.12.A.2

• design an ad for a small business adding layer effects in the background and foreground.

• show finished ad to class for critique and discussion.


critique


13. understand logo design. 1.2.12.A.1 8.1.12.A.2

• design a logo for a fictitious company.

• design collateral (letterhead, business card, envelope, mailing label, postcard) that incorporates the logo design.

• learn the importance of corporate brand management as it pertains to corporate identity systems.


critique

Adobe Creative Suite: Illustrator Sketching: thumbnails, tight sketches The Cooper-Hewitt, National Design Museum


PROFICIENCIES/

CONTENT OUTLINE

STANDARDS



TEACHER'S NOTES

The student will: Students will: 14. demonstrate how to

assemble a layout using the Adobe Creative Suite.

1.1.12.D.2 1.3.12.D.3 8.1.12.A.2

• layout a multipage brochure design.

• design a high-end marketing advertisement.


Adobe Creative Suite: InDesign New York Times Magazine

15. learn basic animation techniques.

1.1.12.D.1 1.1.12.D.2 8.1.12.A.2

• produce an animation of a figure using appropriate software.

• create an animation emphasizing a simple common object.

• explain and present to the class the creative process used to complete the animation.


critique

Adobe Creative Suite: Photoshop, Flash Digital Camera iMovie

16. learn how to create a basic character for animation.

1.4.12.B.1 1.1.12.D.2 8.1.12.A.2

• produce an animation of a figure using appropriate software.

• create an animation emphasizing a simple/complex character.

• explain and present to the class the creative process used to complete the animation.


critique

Adobe Creative Suite: Photoshop, Flash, Illustrator iMovie


PROFICIENCIES/

CONTENT OUTLINE

STANDARDS



TEACHER'S NOTES

The student will: Students will: 17. use freeform modeling

techniques. 1.1.12.D.2 1.3.12.D.3 8.1.12.A.2 8.1.12.B.1

• sculpt a character made of modeling clay.

• create a character made of Sculpey®.

• animate their creation(s).


participation

Adobe Creative Suite: Photoshop, Flash Digital Camera iMovie

18. learn how to produce textures and edit them in the computer environment.

1.1.12.D.2 8.1.12.A.2

• reproduce found, organic textures. • create a surface pattern design

and simulate environmental installation/application.

• Teacher observation • Class presentation an

critique

Adobe Creative Suite: Photoshop, Illustrator Digital Camera Scanner

19. display an understanding of photo retouching techniques.

1.2.12.A.1 1.1.12.D.2 8.1.12.A.2

• understand and analyze how the image and its overall composition is affected.

• demonstrate the correct use of the Adobe Creative Suite’s variety of editing tools.

• Photo retouch an instructor provided image.


critique

Adobe Creative Suite: Photoshop Digital Camera


PROFICIENCIES/

CONTENT OUTLINE

STANDARDS



TEACHER'S NOTES

The student will: Students will: 20. recognize and use the

Adobe Creative Suite’s offering of tools and effects.

1.2.12.A.1 1.1.12.D.2 1.3.12.D.3 8.1.12.A.2

• create a digitally illustrated self-portrait from a ¾ turn, digitally captured headshot of themselves.


Adobe Creative Suite: Photoshop Digital Camera

21. understand the creative process.

1.2.12.A.1 1.1.12.D.2 8.1.12.A.2

• present a case study that dissects the design [creative] process

• design their own case so as to experience the design process first-hand as the designer as opposed to the client.


critique

Adobe Creative Suite


PROFICIENCIES/

CONTENT OUTLINE

STANDARDS



TEACHER'S NOTES

The student will: Students will: 22. understand various mass

media of design: e.g., posters, magazines, etc.

1.2.12.A.2 1.4.12.B.1 1.3.12.D.1 8.1.12.A.2

• develop a long-term advertising campaign addressing contemporary styles and attitudes of the day.

• present finished campaign to client.

• critique and discuss with the class.



23. identify and compare the principles and elements of design in advertising.

1.2.12.A.1 1.3.12.D.1 1.4.12.B.2 8.1.12.A.2

• redesign an existing magazine ad • enhance an existing ad- introduce

improved color and typographic revisions.

• present the revised ad juxtaposed with the original version.


critique

Adobe Creative Suite: InDesign, Photoshop


PROFICIENCIES/ CONTENT OUTLINE

STANDARDS



TEACHER'S NOTES

The student will: Students will: 24. understand the

principles used to create a successful ad campaign.

1.1.12.D.1 1.1.12.D.2 1.3.12.D.1 8.1.12.A.2

• create an advertising campaign for a single product using three different forms of ads: poster, magazine layout, newspaper layout, etc.

• work in groups of three, each managing a different ad format in the advertising campaign.

• group presentations of the finished campaign to the class for critique.


critique


25. develop a simple creative brief.

1.1.12.D.2 8.1.12.A.2 8.1.12.B.1

• write a creative brief addressing a particular visual problem.

• brainstorm in small groups. • present final creative brief to the

class.


critique

Adobe Creative Suite iLife

26. organize finished pieces for presentation in a digital portfolio.

1.4.12.B.2 1.4.12.B.1 8.1.12.A.2

• design a digital or online portfolio showcasing work of various mediums.


critique

Adobe Creative Suite Flash, Dreamweaver

27. learn to prepare a resume for a career in graphic design.

1.3.12.D.4 1.4.12.B.1 8.1.12.A.2

• prepare a resume targeted toward employment as a Communications Design professional.

• Graphic Design, Illustration, Art Direction.


critique


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BIBLIOGRAPHY Text: Art and Man Magazine. Jefferson City, MO. Scholastic, Inc.

Artist’s Magazine. Cincinnati, OH. Jeffry Lopen Publisher.

Barker, Phyllis. Short Lessons in Art History. New York, NY. Weston Walch, 1987.

Brommer, Gerald. Wire Sculpture. Worcester, MA. Davis Publication, Inc., 1998.

---. The Art of Collage. Worcester, MA. Davis Publication, Inc., 1998.

Brommer, Gerald and Joseph A. Gatto. Careers in Art, An Illustrated Guide. Worcester, MA. Davis Publication, Inc., 1984.

Brooks, Walter. The Art of Watercolor Painting. New York, NY. Western Publishing, 1998.

Canaday, John. Mainstreams of Modern Art. New York, NY. Simon and Schuster, 1982.

Doyle, Michael E. Color Drawing. New York, NY. Van Nostrand Reinhold, 1989.

Edwards, Betty. Drawing on the Artist Within. New York, NY. Simon and Schuster, 1986.

Encyclopedia of Art. Volumes 1-5. New York, NY. Praeger Publishers, 1991.

Faulkner, Ray and Edwin Ziegfeld. Art Today. New York, NY. Holt, Reinhardt and Winston, 1990.

Garchik, Morton. Art Fundamentals. New York, NY. Stravon Educational Press, 1988.

Gatta, Kevin and Claire Mowbray Golding. Communicating Through Graphic Design. Worcester, MA. Davis Publications, Inc., 2010.

Gilbert, Creighton. Michelangelo. New York, NY. McGraw Hill, 1997.

Glory of the Page. London, England. Harvey Miller Publishers, 1987.

Henkes, Robert. 300 Lessons in Art. Portland, ME. J. Weston Walch, 1991.

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BIBLIOGRAPHY/Text (continued)

Hubbard, Guy and Mary J. Rouse. Art, Choosing and Creating. Westchester, IL. Benefic Press, 1987.

---. Art, Choosing and Expressing. Westchester, IL. Benefic Press, 1997.

Johnson, Mary Grace. Paper Sculpture. Worcester, MA. Davis Publications, Inc., 1984.

Lansing, Kenneth. Art, Artists and Art Education. New York, NY. McGraw Hill, 1994.

Lipman, Jean. Calder’s Universe. New York, NY. Viking Press, 1986.

Loretta, Santini. Michelangelo. Florence, Italy. 1997.

Malcolm, Dorothea. Design Elements and Principles. Worcester, MA. Davis Publications, Inc., 1992.

Parramon, José. The Big Book of Watercolor. New York, NY. Watson-Guptill Publications, 1985.

Penrose, Roland. Sculpture of Picasso. New York, NY. Museum of Modern Art, 1990.

Raboff, Ernest. Art for Children, Series 1-16. New York, NY. Harper Trophy, 1990.

Reeve, James K. The Showing of Art. New York, NY. Consultant Press, 1986.

Reid, William. Studio Projects in Art History. Portland, ME. J. Weston Walch Publications, 1990.

Reinhold Visuals: New York. New York, NY. Van Nostrand Reinhold Co., ND.

Renaissance Maker of Modern Man. Washington, DC. National Geographic Society, 1990.

Rossol, Monona. The Artist’s Complete Guide of Health and Safety. New York, NY. Allworth Press, 1990.

Santini, Loretta. Rome, The Eternal City. Rome, Italy. McGraw-Hill, 1982.

Sarnoff, Robert. Paper Mache. Portland, ME. J. Weston Walch Publisher, 1986.

Scholastic Art Magazine. Jefferson City, MO.

Schuman, Jo Miles. Art from Many Hands, Multicultural Art Projects. Worcester, MA. Davis Publications, Inc., 1986.

Shorewood Prints. Sandy Hook, CT. Shorewood Publishers, Inc., ND.

Speedball Textbook. Philadelphia, PA. Hunt Manufacturing Co., 1992.

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BIBLIOGRAPHY/CD-ROM Software (continued)

CD-ROM Software: Art Explosion 125,000 Images. Calabasas, CA. Nova Development Corp.

Art of Imperial China. New York, NY. Metropolitan Museum.

Bouton and Kubieck. Photoshop 3 Filters and Effects. New Riders Publishers, 1995.

Coburm and McCormick. Corel Draw 8. McGraw-Hill, 1998.

Corel Draw Special Effects. New Riders Publishers, 1993.

Dayton and Davis. Photoshop 5.5 Macintosh Edition. Peachpit Press, 1998.

Egypt. New York, NY. Brooklyn Museum.

Fun With Architecture. New York, NY. Metropolitan Museum.

The Louvre Museum. Paris, France. Voyager.

Time Traveler. Pound Ridge, NY. New Media Schoolhouse.

Treasures of Art. Museum of Natural History. New York, NY. Voyager.

Twentieth Century Art. New York, NY. Metropolitan Museum.

Bryce, Poser, Fantographer, Painter, Flash and others to be cataloged shortly.

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BIBLIOGRAPHY/Film-Video-Slides (continued)

Film/Video/Slides:

Bass, Saul. Why Man Creates. Santa Monica, CA. Pyramid, 1990. (FILM)

Brady, Sharon. Artists of the Southwest. (VIDEO)

Chesek, Carol. Design and Techniques in Pottery Making. (SLIDES)

Introduction to Figure Drawing. Stamford, CT. Educational Dimensions. (SLIDES)

Lettering. Educational Dimensions. (SLIDES)

Perspective Drawing. Stamford, CT. Educational Dimensions. (SLIDES)

Survey of World Art. Weymuth, MA. Universal Color Slides Co., ND. (SLIDES)

All resources are available in the Art Room or within the school.

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APPENDIX A SAMPLE AUTHENTIC ASSESSMENT

Link to Previous SAMPLE AUTHENTIC ASSESSMENT TASK: An art gallery in your area is in need of a reproduction of a famous painting by Picasso. They have asked you as the artist to do the work. The client needs the work in a particular color scheme and has asked to see some samples. FOR TEACHER USE (Can students follow these procedures independently?): Look on the Internet using Google Images for the work you will be using. Drag the image from the web page to the desktop. Open your image in Photoshop. Change the resolution to 300. Create a new layer for the image. Using a small paint brush, make a line drawing of the work. Trace over everything you will be reproducing. Create a new layer to paint on Recreate the painting using the brush tools. Alter the color of the original work for client samples. Look carefully to identify brushstrokes and try to mimic them. Sit with client to select final piece.

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SAMPLE AUTHENTIC ASSESSMENT RUBRIC

CATEGORY

EXEMPLARY

DEVELOPING

BEGINNING

ORGANIZATION ELEMENTS AND PRINCIPLES

Project planned carefully Several preliminary sketches Used elements/principles effectively Strong composition

Project shows adequate understanding of elements/principles Evidence of some planning

Project complete but shows little evidence of planning Limited understanding of elements/ principles

EFFORT AND PRESENTATION

Project finished with all additions properly used Student has achieved the desired effect Finished product presented in a professional manner to client

Project finished but lacking some details Project shows some planning and design Composition does not fill the entire format asked for by client

Project finished with minimum effort Met the minimum requirements of the client Composition weak with not enough planning

CRAFTMANSHIP AND SKILL

Project completely finished, including all relevant details Planning, composition and technical skill apparent Finished project shows effective application of knowledge

Project finished but some details lacking Minor flaws in planning and composition Overall project shows effort but needs to be developed more

Project finished with no attention to details Project shows little evidence of planning and attention to composition Material application skills need attention

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APPENDIX B WORK FOLDER AND PORTFOLIO DATA SHEET

Link to Previous WORK FOLDER AND PORTFOLIO DATA SHEET – ART NAME Grade Subject Teacher Room

STUDENT ASSESSMENT PERFORMANCE LEVELS 4 3 2 1 0 GRADES Completed Projects Works Independently Works in Groups Shows Creativity Shows Talent in this Area Develops Critiquing Skills Develops Appropriate Art Vocabulary Follows Directions Total Performance TESTS TESTS

P DRAWING R DESIGN O COLOR J CONSTRUCTION E CERAMICS C GRAPHICS: LETTERING T PRINTMAKING S COMPUTER GRAPHICS

LEVELS OF PERFORMANCE: 4 - EXCELLENT 3 - GOOD 2 - FAIR 1 - IMPROVEMENT NEEDED 0 - INCOMPLETE

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APPENDIX C SAMPLE STUDENT CRITIQUE

Link to Previous SAMPLE STUDENT CRITIQUE NAME:

GRADE:

PERIOD:

GRAPHIC AD COVER CRITIQUE 1. What was the format that you used on your journal cover? 2. How did you use repetition in your composition? Give examples of how you used shape, pattern, color and lettering style in a repeat manner. 3. What area of your composition was the focal point? How did you make it stand out? 4. How does your journal cover show the use of unity? 5. What were two of the most important things that you learned from this lesson?

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APPENDIX D SAMPLE STUDENT SELF-ASSESSMENT

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SAMPLE SELF-ASSESSMENT NAME:

GRADE:

PERIOD:

SELF-ASSESSMENT FOR PERSPECTIVE DRAWING 1. What is perspective? 2. Where do all lines go? 3. What is the horizon line? 4. Objects look when they are close up. 5. Objects look when they are far away. 6. All vertical lines are . 7. All horizontal lines are . 8. The three things that I learned about perspective are

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APPENDIX E NEW JERSEY STUDENT LEARNING STANDARDS

1 - Visual and Performing Arts 8 - Technology 9 - 21st Century Life and Careers

http://www.state.nj.us/education/cccs/2014/arts/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/

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APPENDIX F CURRICULUM MODIFICATIONS & ADAPTATIONS

ART750 Graphic Design 35

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