digital graphics i...may 19, 2020 · digital graphics i curriculum grades 9-12 neptune township...

NEPTUNE TOWNSHIP SCHOOL DISTRICT

Digital Graphics I

Curriculum Grades 9-12


Office of the Superintendent

60 Neptune Blvd.

Neptune, NJ 07753-4836

July 31, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President

Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green

Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss

Donna Puryear Antonio Lopez, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D.

Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard

Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D.

Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Lakeda Demery-Alston

Supervisor of Humanities & ESL

Charles Kolinofsky

Supervisor of Data & Information

Kathleen M. Thomsen

Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables

James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community

Janelle Williams, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal

Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Jennifer C. Joseph, Principal

Titania M. Hawkins, Ed.D., Vice Principal

Kevin McCarthy, Vice Principal

James H. Whitson, Vice Principal

Richard Arnao, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino

Juan Beltran

Dawn Reinhardt

Nicole Sanyigo

Tara L. Stephenson

Karen Watt

Hillary L. Wilkins


DIGITAL GRAPHICS I

CURRICULUM

Table of Contents

Acknowledgements ............................................................................................................i

District Mission Statement ............................................................................................... ii

District Educational Outcome Goals .............................................................................. iii

Course Description........................................................................................................... iv

Curriculum

Unit Title Page

Pacing Guide ..................................................................................................................... 1

Integrated Social and Emotional Learning Competencies ................................................ 2

Unit 1: Introduction of Elements & Principles of Design................................................. 3

Unit 2: Applicable Creative Process ............................................................................... 14

Unit 3: Using Digital Graphics ....................................................................................... 25

Unit 4: Developing Artist Identity .................................................................................. 35


Digital Graphics I

Acknowledgements

The Digital Graphics I Curriculum guide was developed for Neptune High School through the

efforts of Alex DiGiovanni, Neptune High School Visual and Media Arts Teacher, in

cooperation with Karen Watt, Department Chairperson for the Visual & Performing Arts, and

under the guidance of Sally A. Millaway, Ed.D., Director for Curriculum, Instruction and

Assessment.

The teachers is to be commended for his dedication in formatting this curriculum into UbD and

his expertise in the area of Arts Education. This curriculum guide goes beyond skill instruction,

and devotes a greater percentage of instructional time to problem-solving and active learning. It

is our hope that this guide will serve as a valuable resource for the staff members who teach this

course and that they will feel free to make recommendations for its continued improvement.

Also, it is our hope that this guide will support and advance the Arts in our school district.

The Digital Graphics I Curriculum guide was written in alignment to the New Jersey Student

Learning Standards for Visual and Performing Arts (2014), and the National Core Arts Standards

(2014).

i


DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare students for a life-

long learning process in a complex and diverse world. It is with high expectations that our

schools foster:

• A strong foundation in academic and modern technologies.

• A positive and varied approach to teaching and learning.

• An emphasis on critical thinking skills and problem-solving techniques.

• A respect for and an appreciation of our world, its resources, and its people.

• A sense of responsibility, good citizenship, and accountability.

• An involvement by the parents and the community in the learning process.

ii

Neptune Township School District

Educational Outcome Goals

The students in the Neptune Township schools will become life-long learners and will:

Become fluent and critical readers, writers, speakers, listeners, and viewers who can

comprehend, respond to, and produce across multiple modalities.

Develop mathematical skills, understandings, and attitudes to apply to the types of

problem-solving and mathematical discourse that are needed to be successful in their

careers and everyday life.

Understand fundamental scientific principles, develop critical thinking skills, and

demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,

and interpreting information.

Demonstrate proficiency and responsibility in utilizing and producing technology in an

ever-changing global society.

Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).

Become globally responsible citizens with a high degree of literacy in civics, history,

economics and geography.

Develop a respect for their own and different cultures and demonstrate trustworthiness,

responsibility, fairness, caring, and citizenship.

Become culturally literate by being aware of the historical, societal, and multicultural

aspects and implications of the arts.

Demonstrate skills in decision-making, goal-setting, self-compassion, empathy, and

effective communication, with a focus on character development.

Understand and practice the skills of family living, health, wellness, and safety for their

physical, mental, emotional, and social development.

Develop consumer, family, and life skills necessary to be a functioning member of

society.

Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts, and feelings.

Develop career awareness and essential technical and workplace readiness skills, which

are significant to many aspects of life and work.

iii


DIGITAL GRAPHICS I

CURRICULUM

COURSE DESCRIPTION

(5 credits)

This course will introduce students to the field of digital graphics. Students will examine

computer graphics concepts at an introductory level. Students will be introduced to file

management, copyright ethics, elements and principles of art, digital art, scanning and the use of

a digital camera. Students will study typography, layout design, advertising & packaging and

corporate identity. Adobe Photoshop and InDesign, and a variety of current graphic programs

will be explored through student-driven projects. Students will produce various creative and

innovative compositions. Students will also learn how to critique work properly and analyze

work using design theory. By the end of this course, students will have a portfolio by the end of

the course.

iv

2

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES

The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness

X Recognize one’s own feelings and thoughts

Recognize the impact of one’s feelings and thoughts on one’s own behavior

X Recognize one’s personal traits, strengths and limitations

X Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management

X Understand and practice strategies for managing one’s own emotions, thoughts and

behaviors

X Recognize the skills needed to establish and achieve personal and educational goals

X Identify and apply ways to persevere or overcome barriers through alternative methods

to achieve one’s goals

Social Awareness

X Recognize and identify the thoughts, feelings, and perspectives of others

X Demonstrate an awareness of the differences among individuals, groups, and others’

cultural backgrounds

X Demonstrate an understanding of the need for mutual respect when viewpoints differ

Demonstrate an awareness of the expectations for social interactions in a variety of

settings

Responsible Decision Making

X Develop, implement and model effective problem solving and critical thinking skills

X Identify the consequences associated with one’s action in order to make constructive

choices

X Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills

X Establish and maintain healthy relationships

X Utilize positive communication and social skills to interact effectively with others

X Identify ways to resist inappropriate social pressure

Demonstrate the ability to present and resolve interpersonal conflicts in constructive

ways

Identify who, when, where, or how to seek help for oneself or others when needed

3

Unit 1

Introduction of Elements and Principles of Design

Suggested Time

Frame

Ongoing and continuous exploration

Overview / Rationale

In this unit, students will learn about and how to utilize the elements and principles of design

with respect to digital graphics. These concepts are integrated throughout the course reinforcing

student understanding and practical application. Understanding of the elements and principles

ties into the vertical articulation from the elementary art practices, and builds further

understanding and eventual mastery.

Stage 1 – Desired Results

2014 New Jersey Student Learning Standards for Visual and Performing Arts

1.1-The Creative Process All students will demonstrate an understanding of the elements and principles that govern the

creation of works of art in dance, music, theatre, and visual art.

1.2-History of the Arts and Culture

All students will understand the role, development, and influence of the arts throughout

history and across cultures.

1.3-Performance

All students will synthesize those skills, media, methods, and technologies appropriate to

creating, performing, and/or presenting works of art in visual art.

1.4-Aesthetic Responses & Critique Methodologies

All students will demonstrate and apply an understanding of arts, philosophies, judgement,

and analysis to works of art in visual art.

National Core Art Standards for Media Arts

Students who participate in this course will achieve the High School Proficient Level.

Artistic Strand: Creating

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Select MA:Cr1.1.

I

Use identified generative methods to formulate multiple ideas,

develop artistic goals, and problem solve in media arts creation

processes.

Anchor Standard 2: Organize and develop artistic ideas and work.

Develop MA:Cr2.1.

I

Apply aesthetic criteria in developing, proposing, and refining

artistic ideas, plans, prototypes, and production processes for media

arts productions, considering original inspirations, goals, and

presentation context.

Anchor Standard 3: Refine and complete artistic work.

4

Construct MA:Cr3.1.

I

a. Consolidate production processes to demonstrate deliberate

choices in organizing and integrating content and stylistic

conventions in media arts productions, demonstrating understanding

of associated principles, such as emphasis and tone.

b. Refine and modify media artworks, honing aesthetic quality and

intentionally accentuating stylistic elements, to reflect an

understanding of personal goals and preferences.

Artistic Strand: Producing

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

Integrate MA:Pr4.1.

I

Integrate various arts, media arts forms, and content into unified

media arts productions, considering the reaction and interaction of

the audience, such as experiential design.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Practice MA:Pr5.1.

I

a. Demonstrate progression in artistic, design, technical, and soft

skills, as a result of selecting and fulfilling specified roles in the

production of a variety of media artworks.

b. Develop and refine a determined range of creative and adaptive

innovation abilities, such as design thinking, and risk taking, in

addressing identified challenges and constraints within and through

media arts productions.

c. Demonstrate adaptation and innovation through the combination

of tools, techniques and content, in standard and innovative ways, to

communicate intent in the production of media artworks.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Present MA:Pr6.1.

I

a. Design the presentation and distribution of collections of media

artworks, considering combinations of artworks, formats, and

audiences.

b. Evaluate and implement improvements in presenting media

artworks, considering personal and local impacts, such as the

benefits for self and others.

Artistic Strand: Responding

Anchor Standard 7: Perceive and analyze artistic work.

Perceive MA:Re7.1

.I

a. Analyze the qualities of and relationships between the

components, style, and preferences communicated by media

artworks and artists.

b. Analyze how a variety of media artworks manage audience

experience and create intention through multimodal perception.

Anchor Standard 8: Interpret intent and meaning in artistic work.

5

Interpret MA:Re8.1

.I

Analyze the intent, meanings, and reception of a variety of media

artworks, focusing on personal and cultural contexts.

Anchor Standard 9: Apply criteria to evaluate artistic work.

Evaluate MA:Re9.1

.I

Evaluate media art works and production processes at decisive

stages, using identified criteria, and considering context and artistic

goals.

Artistic Strand: Connecting

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Synthesize MA:Cn10.

1.I

a. Independently and proactively access relevant and qualitative

resources to inform the creation of cogent media artworks.

b. Demonstrate and expound on the use of media artworks to

consummate new meaning, knowledge, and impactful cultural

experiences.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context

to deepen understanding.

Relate MA:Cn11.

1.I

a. Demonstrate and explain how media artworks and ideas relate to

various contexts, purposes, and values, such as social trends, power,

equality, and personal/cultural identity.

b. Explain and demonstrate the use of media artworks to synthesize

new meaning and knowledge, and reflect and form cultural

experiences, such as new connections between themes and ideas,

local and global networks, and personal influence.

National Core Art Standards for Visual Arts

Students who successfully complete this course will meet the

High School Proficient standards.



VA:Cr1.1.Ia

Investigate -

Planning

Use multiple approaches to begin creative endeavors.

VA:Cr1.2.Ia Investigate -

Planning

Shape an artistic investigation of an aspect of present

day life using a contemporary practice of art or design.

Anchor Standard 2: Organize and develop artistic ideas and work

VA.Cr2.1.Ia Investigate

Engage in making a work of art or design without

having a preconceived plan.

VA.Cr2.2.Ia Investigate Explain how traditional and nontraditional materials

may impact human health and the environment and

demonstrate safe handling of materials, tools, and

equipment.

6


Collaboratively develop a proposal for an installation,

artwork, or space design that transforms the perception

and experience of a particular place.


VA:Cr3.1.Ia Reflect - Refine -

Continue

Apply relevant criteria from traditional and

contemporary cultural contexts to examine, reflect on,

and plan revisions for works of art and design in

progress.

Artistic Strand: Presenting


VA:Pr4.1.Ia Select

Analyze, select, and curate artifacts and/or artworks for

presentation and preservation.


VA:Pr5.1.Ia Analyze

Analyze and evaluate the reasons and ways an

exhibition is presented.


VA:Pr6.1.Ia Share

Analyze and describe the impact that an exhibition or

collection has on personal awareness of social, cultural,

or political beliefs and understandings.



VA:Re.7.1.Ia Perceive

Hypothesize ways in which art influences perception

and understanding of human experiences.


Analyze how one’s understanding of the world is

affected by experiencing visual imagery.


VA:Re.8.Ia Analyze

Interpret an artwork or collection of works, supported

by relevant and sufficient evidence found in the work

and its various contexts.


VA:Re.9.Ia Interpret

Establish relevant criteria in order to evaluate a work of

art or collection of works.

Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

VA:Cn10.1.Ia Synthesis

Document the process of developing ideas from early

stages to fully elaborated ideas. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

VA:Cn11.1.Ia Relate Describe how knowledge of culture, traditions, and

history may influence personal responses to art.

7

Essential Questions:

● What is required to produce a media

artwork that conveys purpose, meaning,

and artistic quality?

● How do media artists improve/refine

their work?

● How do we 'read' media artworks and

discern their relational components?

● How do media artworks function to

convey meaning and manage audience

experience?

● How do media artists organize and

develop ideas and models into process

structures to achieve the desired end

product?

Enduring Understandings: ● Media artists plan, organize, and

develop creative ideas, plans, and

models into process structures that can

effectively realize the artistic idea.

● The forming, integration, and

refinement of aesthetic components,

principles, and processes creates

purpose, meaning, and artistic quality in

media artworks.

● Media artists require a range of skills

and abilities to creatively solve

problems within and through media arts

productions.

Knowledge: Students will know…

● How to utilize the elements and

principles of design in their projects.

● Proper application of the elements and

principles of design.

Skills: Students will be able to…

● Utilize raster based software to create

artwork while demonstrating various

rules of design.

● Articulate design elements and

principles.

● Identify elements and principles used in

existing work during critique.

In this unit plan, the following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – encouraged

● T – taught

● A – assessed

Career Ready Practices

9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and

contributing citizen and employee.

X Income and Careers ETA CRP2. Apply appropriate academic

and technical skills.

Money Management ET CRP3. Attend to personal health and

financial well-being.

Credit and Debt Management ETA CRP4. Communicate clearly and

effectively and with reason.

Planning, Saving, and Investing ET CRP5. Consider the environmental,

social and economic impacts of

decisions.

X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and

innovation.

8

Civic Financial Responsibility ETA CRP7. Employ valid and reliable

research strategies.

Insuring and Protecting ETA CRP8. Utilize critical thinking to

make sense of problems and persevere

in solving them.

9.2 Career Awareness, Exploration,

and Preparation

ETA CRP9. Model integrity, ethical

leadership and effective management.

X Career Awareness ET CRP10. Plan education and career

paths aligned to personal goals.

X Career Exploration ETA CRP11. Use technology to enhance

productivity.

X Career Preparation ETA CRP12. Work productively in teams

while using cultural global

competence.

Interdisciplinary Connections

New Jersey Student Learning Standards for English Language Arts

Key Ideas and Details -NJSLSA.R3. Analyze how and why individuals, events, and ideas

develop and interact over the course of a text.

Craft and Structure -NJSLSA.R4. Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific word

choices shape meaning or tone.

New Jersey Student Learning Standards for Social Studies:

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think

analytically and systematically about how past interactions of people, cultures, and the

environment affect issues across time and cultures. Such knowledge and skills enable students to

make informed decisions as socially and ethically responsible world citizens in the 21st century. .

Student Resources

Primary Source

Readings

NPR.com, youtube.com. www.digitalartsonline.co.uk

http://americanart.si.edu/, https://www.pixeden.com/,

Teacher Resources

Supplemental Workbooks: online tutorials

Websites: adobe.com, kahoot, www.digitalartsonline.co.uk, https://www.pixeden.com/,

https://educators.brainpop.com/bp-topic/graphic-design/, google classroom

Videos: various youtube channels

Photoshop, and other software programs appropriate for digital design

Google Apps for Education

Other appropropriate resources at the discretion of the instructor, with approval from

administration.

Stage 2 – Assessment Evidence

Performance Task(s):

Other Evidence:

http://americanart.si.edu/

https://www.pixeden.com/

http://www.digitalartsonline.co.uk/


https://educators.brainpop.com/bp-topic/graphic-design/

9

● Using line shape color value space and

texture within a design.

● Color theory

● Magazine cover design

● Abstract design

● Logo designs

● Aesthetic analysis responses

● Feedback sessions

● Class critique

● Notebooks/portfolios

● Classwork

● Do-Now questions

● Tests and Quizzes

● Department created common

summative assessments and rubrics

Stage 3 – Learning Plan

Instructional

Strategies

Descriptions

Suggested

Learning

Activities

● Teacher demonstrations

● Flipped classroom

● Student centered exploration

● Tutorials

● Student led presentations

● Group projects

● Other learning activities at the discretion of the instructor, used to

meet appropriate standards.

Accommodations and Modifications

Below please find a list of suggestions for accommodations and modifications to meet the

diverse needs of our students. Teachers should consider this a resource and understand that

they are not limited to the recommendations included below.

An accommodation changes HOW a student learns; the change needed does not alter the

grade-level standard. A modification changes WHAT a student learns; the change alters the

grade-level expectation.

Special Education and 504 Plans

All modifications and accommodations must be specific to each individual child’s IEP

(Individualized Educational Plan) or 504 Plan.

Pre-teach or preview vocabulary

Repeat or reword directions

Have students repeat directions

Use of small group instruction

Pair visual prompts with verbal presentations

Ask students to restate information, directions, and assignments

Repetition and time for additional practice

Model skills/techniques to be mastered

Extended time to complete task/assignment/work

Provide a copy of class notes

Strategic seating (with a purpose - eg. less distraction)

10

Flexible seating

Repetition and additional practice

Use of manipulatives

Use of assistive technology (as appropriate)

Assign a peer buddy

Emphasize key words or critical information by highlighting

Use of graphic organizers

Scaffold with prompts for sentence starters

Check for understanding with more frequency

Provide oral reminders and check student work during independent practice

Chunk the assignment - broken up into smaller units, work submitted in phases

Encourage student to proofread assignments and tests

Provide regular home/school communication

Teacher checks student planner

Provide student with clear expectations in writing and grading criteria for assignments

(rubrics)

Testing Accommodations:

Students should receive all testing accommodations for Benchmark assessments that they

receive for State testing.

Setting: Alternate setting for assessments, small groups, screens to block distractions

Presentation: large print, test readers, use of audio, fewer questions on each page

Response: answer verbally, use large block answer sheet, speech-to-text dictation,

accept short answers

Allow for retakes

Provide study guides

Use of reference aids such as glossary

Choice of test format (multiple-choice, essay, true-false)

Alternate ways to evaluate (projects or oral presentations instead of written tests)

Open-book or open-note tests

English Language Learners:

All modifications and accommodations should be specific to each individual child’s LEP level

as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.





Scaffold language based on their Can Do Descriptors

Alter materials and requirements according to Can Do Descriptors

Adjust number of paragraphs or length of writing according to their Can Do Descriptor

TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts

through multi-sensory forms such as with body language, intonation



Model skills and techniques to be mastered

11

Native Language translation (peer, assistive technology, bilingual dictionary)





Use of self-assessment rubrics

Increase one-on-one conferencing; frequent check ins

Use study guide to organize materials

Make vocabulary words available in a student created vocabulary notebook,

vocabulary bank, Word Wall, or vocabulary ring

Extended time

Select text complexity and tiered vocabulary according to Can Do Descriptors

Projects completed individually or with partners

Use online dictionary that includes images for words:

http://visual.merriamwebster.com/.

Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure:

Use of self-assessment rubrics for check-in


Ask students to restate information and/or directions

Opportunity for repetition and additional practice


Extended time

Provide copy of class notes

Strategic seating with a purpose

Provide students opportunity to make corrections and/or explain their answers

Support organizational skills

Check daily planner

Encourage student to proofread work

Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal);

Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of

self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with

others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles:

Visual; Auditory; Tactile; Kinesthetic; Verbal

High Achieving:

Extension Activities

Allow for student choice from a menu of differentiated outcomes; choices grouped by

complexity of thinking skills; variety of options enable students to work in the mode

that most interests them

Allow students to pursue independent projects based on their individual interests

Provide enrichment activities that include more complex material

Allow opportunities for peer collaboration and team-teaching

http://visual.merriamwebster.com/

http://www.reverso.net/text_translation.aspx?lang=EN

12

Set individual goals

Conduct research and provide presentation of appropriate topics

Provide students opportunity to design surveys to generate and analyze data to be used

in discussion

Allow students to move through the assignment at their own pace (as appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population

Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of

similar/different rather than memorizing definitions

Provide “Realia” (real life objects to relate to the five senses) and ask questions

relating to the senses

Role Play-students create or participate in role playing situations or Reader’s Theater

Moving Circle-an inside and outside circle partner and discuss, circles moves to new

partner (Refer to Kagan Differentiated Strategies)

Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to

music. Group discusses topic and responses on paper. Groups rotate twice to see

comments of others. (Refer to Kagan Differentiated Strategies)

Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts

and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular

elements.

Think Pair Share Write

Think Talk Write

Think Pair Share

Note-taking -can be done through words, pictures, phrases, and sentences depending on

level

KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I

Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ

(Know, What to Know, Learned, Questions I Still Have) Charts

Corners Cooperative Learning Strategy:

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.

Circle Map strategy- place the main topic in a small circle and add student ideas in a

bigger circle around the topic. Students may use their native language with peers to

brainstorm.

Flexible grouping -as a whole class, a small group, or with a partner, temporary groups

are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-

strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible

for becoming an "expert" on one section of the assigned material and then "teaching" it

to the other members of the team: http://www.adlit.org/strategies/22371/.

Technology Integration

8.2 Technology Integration, Engineering, Design and Computational Thinking -

Programming

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy


http://www.adlit.org/strategies/22371/

13

All students will develop an understanding of the nature and impact of technology,

engineering, technological design, computational thinking and the designed world as they

relate to the individual, global society, and the environment.

14

Unit 2

Applicable Creative Process

Suggested Time

Frame

Ongoing and continuous


Students will learn how to create artwork using the creative process. Students will be taught how

to use critical thinking skills during the research and brainstorming sessions for thumbnails and

apply them in which creative direction to pursue. Students will then be shown how to create

rough designs and then the final composite. Teaching students about this process demonstrates

how to conceptualize ideas, while editing them down and fine tuning them.








1.3-Performance











VA:Cr1.1.Ia

Investigate -

Planning



Planning









15


equipment.







Continue




progress.



VA:Pr4.1.Ia Select




VA:Pr5.1.Ia Analyze




VA:Pr6.1.Ia Share













VA:Re.8.Ia Analyze

















16


Select MA:Cr1.1.

I



processes.


Develop MA:Cr2.1.

I






Construct MA:Cr3.1.

I










Integrate MA:Pr4.1.

I





Practice MA:Pr5.1.

I












Present MA:Pr6.1.

I



audiences.




17



Perceive MA:Re7.1

.I







Interpret MA:Re8.1

.I




Evaluate MA:Re9.1

.I



goals.



Synthesize MA:Cn10.

1.I





experiences.


to deepen understanding

Relate MA:Cn11.

1.I








18

8.1.12.F.1 Evaluate the strengths and limitations of emerging

technologies and their impact on educational, career,

personal and or social needs.


● How do media artists generate ideas?

● How can ideas for media arts

productions be formed and developed

to be effective and original?

● How do media artists organize and

develop ideas and models into process

structures to achieve the desired end

product?

● How are complex media arts

experiences constructed?

Enduring Understandings:

● Media arts ideas, works, and processes

are shaped by the imagination, creative

processes, and by experiences, both

within and outside of the arts.

● Media artists plan, organize, and

develop creative ideas, plans, and

models into process structures that can

effectively realize the artistic idea.

● Media artists integrate various forms

and contents to develop complex,

unified artworks.

Knowledge:

Students will know...

● Identified generative methods to

formulate multiple creative ideas.

● Aesthetic principles with a variety of

generative methods.

● How to develop aesthetic criteria for

the developing, proposing, and refining

artistic ideas.

● How to articulate a personal aesthetic in

designing, testing, and refining original

artistic ideas.

Skills:

Students will be able to...

● Conceptualize artwork from research,

and thumbnail brainstorming process.

● Synthesize ideas and use editing skills

to create a rough draft of expressed

ideas.

● Create a comprehensive piece of work

based on the proposed process of ideas.

● Present and curate their work in a

professional capacity.

● Use raster and vector based software to

create their artwork and convey their

concept.

● Display their work both physically and

digitally.



21st Century Themes



● T – taught

● A – assessed


9.1

Personal Financial Literacy ET CRP1. Act as a responsible and






19



Planning, Saving, and Investing ETA CRP5. Consider the environmental,


decisions.


innovation.




make sense of problems and

persevere in solving them.

9.2

Career Awareness, Exploration,

and Preparation

ET CRP9. Model integrity, ethical


X Career Awareness ETA CRP10. Plan education and career



productivity.



competence.





Craft and Structure -NJSLSA.R4. Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific

word choices shape meaning or tone.





make informed decisions as socially and ethically responsible world citizens in the 21st century.

Student Resources

Primary Source

Readings



Teacher Resources











20



administration.



● Business card design

● Symbol design

● Album design

● Typeface design

● Webpage design

● Toy design

● Personal projects

Other Evidence:



● Class critique


● Classwork






Instructional

Strategies

Descriptions

Suggested

Learning

Activities




● Tutorials


● Group projects





diverse needs of our students. Teachers should consider this a resource and understand that they

are not limited to the recommendations included below.

An accommodation changes HOW a student learns; the change needed does not alter the grade-

level standard. A modification changes WHAT a student learns; the change alters the grade-level

expectation.









21







Flexible seating




Assign a peer buddy











(rubrics)


Students should receive all testing accommodations for Benchmark assessments that they receive

for State testing.



Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept

short answers

Allow for retakes







All modifications and accommodations should be specific to each individual child’s LEP level as

determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.







22















Make vocabulary words available in a student created vocabulary notebook, vocabulary

bank, Word Wall, or vocabulary ring

Extended time













Extended time





Check daily planner


Assign a peer buddy

Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical

(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual

Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others

effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;

Auditory; Tactile; Kinesthetic; Verbal

High Achieving:




23


complexity of thinking skills; variety of options enable students to work in the mode that

most interests them






Provide students opportunity to design surveys to generate and analyze data to be used in

discussion





Provide “Realia” (real life objects to relate to the five senses) and ask questions relating

to the senses




Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.

Group discusses topic and responses on paper. Groups rotate twice to see comments of

others. (Refer to Kagan Differentiated Strategies)


and rotate.

Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.


Think Talk Write

Think Pair Share


level








brainstorm.



strategy.

Jigsaw Activities -cooperative learning in a group, each group member is responsible for

becoming an "expert" on one section of the assigned material and then "teaching" it to the

other members of the team: http://www.adlit.org/strategies/22371/.






24


Programming All students will develop an understanding of the nature and impact of technology, engineering,

technological design, computational thinking and the designed world as they relate to the

individual, global society, and the environment.

25

Unit 3

Using Digital Graphics

Suggested Time

Frame

Ongoing and continuous


In this unit, students will be introduced to the use of digital graphics in various forms. Students

will be taught a comprehensive history of graphic design, how it relates to design today, and its

influences on our lives. This unit will then be woven into other lessons, as it ties to the creative,

production and connection process in art and design.








1.3-Performance



1-4-Aesthetic Responses & Critique Methodologies







Select MA:Cr1.1.

I



processes.


Develop MA:Cr2.1.

I






26

Construct MA:Cr3.1.

I










Integrate MA:Pr4.1.

I





Practice MA:Pr5.1.

I












Present MA:Pr6.1.

I



audiences.






Perceive MA:Re7.1

.I







27

Interpret MA:Re8.1

.I




Evaluate MA:Re9.1

.I



goals.



Synthesize MA:Cn10.

1.I





experiences.



Relate MA:Cn11.

1.I













VA:Cr1.1.Ia

Investigate -

Planning



Planning










equipment.

28







Continue




progress.



VA:Pr4.1.Ia Select




VA:Pr5.1.Ia Analyze




VA:Pr6.1.Ia Share













VA:Re.8.Ia Analyze













history may influence personal responses to art

29


● What specific skills and techniques are

needed in various Digital Graphic

styles?

● How does media arts relate to its

various contexts, purposes, and values?

● How does investigating these

relationships inform and deepen the

media artist's understanding and work?

● How does art help us understand the

lives of people of different times,

places, and cultures?

● How is art used to impact the views of

a society?

● How does art preserve aspects of life?

Enduring Understandings:

● Media artworks and ideas are better

understood and produced by relating

them to their purposes, values, and

various contexts.

● People develop ideas and

understandings of society, culture, and

history through their interactions with

and analysis of art.


● Operating procedures for various

programs to create digital graphics.

● Resources to find content when

working with digital graphics.

● Technical skills to create different types

of digital graphics.

Skills: Students will be able to..

● Look at the progression of design

through the years and see how it

reflects the time it comes from.

● Look at the progression of graphic

design resources and tools and how far

design has come over the years.

● Learn how visual graphics are all

around them and how not only do they

tell a story but serve as a tool.



21st Century Themes



● T – taught

● A – assessed












decisions.

30


innovation.




make sense of problems and

persevere in solving them.


and Preparation



X Career Awareness ET CRP10. Plan education and career



productivity.



competence.





Craft and Structure -NJSLSA.R4. Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific

word choices shape meaning or tone.






Student Resources

Primary Source

Readings



Teacher Resources







Other appropriate resources at the discretion of the instructor, with approval from administration.







31


● Research paper

● Designer Presentation

● Projects that involve finding specific

content, as appropriate to standards

Other Evidence:



● Class critique


● Classwork


● Tests and quizzes




Instructional

Strategies

Descriptions

Suggested

Learning

Activities

● Teacher demonstration



● Tutorials


● Group projects









expectation.















Flexible seating

32




Assign a peer buddy











(rubrics)



for State testing.




short answers

Allow for retakes






















33










Extended time













Extended time





Check daily planner


Assign a peer buddy






High Achieving:




most interests them







34



discussion






to the senses








and rotate.



Think Talk Write

Think Pair Share


level








brainstorm.



strategy.













35

Unit 4

Developing Artist Identity

Suggested Time

Frame

Ongoing and continuous exploration


This unit focuses on the ongoing self discovery of the artist's identity. This is an ongoing unit, as

it puts focus on the development of the artist. Through all of the performance tasks, research of

design practices, and keeping a portfolio of growing work, the student will be taught how to be a

professional artist, the practices involved, and professional expectations, while developing their

creativity. This will not only help the student with the progress of their work, but be translatable

when the student goes into the workforce, integrating 21st century skills and Social and

Emotional Learning Competencies.



Note: The instructor and administration will work to align this course to the most recent New

Jersey Student Learning Standards for the Visual and Performing Arts, as set by the

Department of Education.






1.3-Performance










Select MA:Cr1.1.

I



processes.


Develop MA:Cr2.1.

I






36

Construct MA:Cr3.1.

I










Integrate MA:Pr4.1.

I





Practice MA:Pr5.1.

I












Present MA:Pr6.1.

I



audiences.






Perceive MA:Re7.1

.I







37

Interpret MA:Re8.1

.I




Evaluate MA:Re9.1

.I



goals.



Synthesize MA:Cn10.

1.I





experiences.



Relate MA:Cn11.

1.I













VA:Cr1.1.Ia

Investigate -

Planning



Planning










equipment.

38







Continue




progress.



VA:Pr4.1.Ia Select




VA:Pr5.1.Ia Analyze




VA:Pr6.1.Ia Share





Anchor Standard 7: Perceive and analyze artistic work








VA:Re.8.Ia Analyze














Essential Questions: ● How does media arts relate to its

various contexts, purposes, and values?

Enduring Understandings: ● Media artworks and ideas are better

understood and produced by relating

39

● How does investigating these

relationships inform and deepen the

media artist's understanding and work?

● How are complex media arts

experiences constructed?

them to their purposes, values, and

various contexts.

● Media artists integrate various forms

and contents to develop complex,

unified artworks.


● The importance of tracking their

progress in the creation of new artistic

work.

● How to choose work for a personal

portfolio.

● How to develop criteria when creating a

personal artistic statement.

● How to articulate their artistic point of

view when responding to artistic work.

Skills: Students will be able to...

● Track their progress, and reflect on

their progression.

● Create a portfolio of their own work.

● Utilize their point of view into their

work.

● Use raster and vector based software in

creating their work.

● Present their work using presentation

techniques taught to them.

● Identify presentation techniques such as

matting, mounting, etc.



21st Century Themes



● T – taught

● A – assessed




X Income and Careers ETA CRP2. Apply appropriate academic and

technical skills.







decisions.


innovation.



Insuring and Protecting ETA CRP8. Utilize critical thinking to make

sense of problems and persevere in

solving them.


and Preparation



40

X Career Awareness ET CRP10. Plan education and career paths

aligned to personal goals.


productivity.


while using cultural global competence.





Craft and Structure -NJSLSA.R4. Interpret words and phrases as they are used in a text, including

determining technical, connotative, and figurative meanings, and analyze how specific word

choices shape meaning or tone.






Student Resources

Primary Source

Readings



Teacher Resources








administration.



● Portfolio Development

● Creation of an Artistic Statement

● Projects to find content, unique to a

student's’ personal artistic vision

Other Evidence:



● Class critique


● In progress critique

● Classwork







41





Instructional

Strategies

Descriptions

Suggested

Learning

Activities




● Tutorials


● Group projects









expectation.















Flexible seating




Assign a peer buddy




42








(rubrics)



for State testing.




short answers

Allow for retakes





























43



Extended time













Extended time





Check daily planner


Assign a peer buddy






High Achieving:




most interests them







discussion





44




to the senses








and rotate.



Think Talk Write

Think Pair Share


level








brainstorm.



strategy.














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60 Neptune Blvd.

Neptune, NJ 07753

An Affirmative Action Equal Opportunity Employer

2019

digital graphics i...may 19, 2020 · digital graphics i curriculum grades 9-12 neptune township...

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