pennsville school district curriculum cover sheet & instructi… · wong, wucius. principles of...

PENNSVILLE SCHOOL DISTRICT

CURRICULUM COVER SHEETAligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Curriculum Design Template

Content Area: Related Arts

Course Title: Advanced Print Production Grade Level: 9-12

Design 8 weeks

Printing 8 weeks

Auxiliary Operations 8 weeks

Workplace Readiness 8 weeks

Unit Plan 5 Pacing Guide

Unit Plan 6 Pacing Guide

Date Created: 1/11/12, Mike Adams

Board Approved on: January 30, 2012


Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills

UNIT PLAN

Course Title: Adv Print Production Unit Name: Design Grade Level: 9-12

Content StatementsThe Elements of Art and Principles of Design are intrinsic to design regardless of style, genre, or the culture that produces it.

Designers draw upon their exposure to design and ideas from other eras and cultures in creating their own personal style.

An designer’s understanding of tools, materials and techniques influences their creative results.

Critiquing art work relies on the reviewer’s objectivity and understanding of the Elements of Art and Principles of Design.

A designer’s ideas must often go through many stages of development and refinement.

Stimuli for the creation of design work can come from many places, including other arts disciplines.

Timelines and planning are important to a designer when working on a design project.

Roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment impact operations.

Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency.

Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.

Cumulative Progress Indicators1.1.12.D.1 Identify innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphic software.8.1.12.D.2 Demonstrate appropriate use of copyrights, fair use and creative commons.9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.9.2.12.A.5 Evaluate current advances in technology that apply to a selected occupational career cluster.9.4.12.H.49 Identify and demonstrate positive work behaviors and personal qualities needed to succeed in the classroom and/or to be employable.9.4.12C.48 Demonstrate personal habits and procedures that ensure personal safety and well-being while on work-related assignments in various locations.9.4.12C.50 Employ organizational skills to foster positive working relationships and accomplish organizational goals in the classroom and/or worksite9.4.12C.51 Employ teamwork skills to achieve collective goals and use team members’ talents effectively in theclassroom and/or worksite.9.4.12C.52 Establish and maintain effective working relationships with classmates and/or worksite mentors and coworkers in order to accomplish objectives and tasks.9.4.12C.59 Identify and demonstrate positive work behaviors and personal qualities needed to succeed in classrooms and/or be employable in the worksite.9.4.12.C.(3).1 Demonstrate knowledge of the printing

process, including customer service and sales, scheduling, and quality control, to deliver products that meet customer needs and expectations.9.4.12.C.(3).3 Examine the finishing and distribution operations related to printing to build an understanding of how to complete the printing process.9.4.12.C.(3).4 Employ knowledge of basic printing processes to demonstrate readiness for careers in the pathway.9.4.12.C.(3).5 Employ processes required for the production of various printed products to build an understanding of print technologies.9.4.12.C.(3).6Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations.9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project.

9.4.12C.49 Employ leadership skills to accomplish classroom and/or organizational goals and objectives.

9.4.12C.53 Conduct and participate in meetings to accomplish classroom and/or worksite work tasks.

9.4.12C.54 Employ mentoring skills to inspire and assist classmates.

Overarching Essential Questions What is a layout and what steps does a

designer use to reach an effective final design?

What are the Principles of Design and how does an artist use them when composing a graphic design?

Overarching Enduring Understandings The use of design is part of our everyday existence. Design is a universal medium used for a broad range

of purposes. The language of design is a universal voice known in

cultures worldwide.

Unit Essential Questions Can an effective layout act as a

foundation for successful design? Can the incorporation of the Principles

of Design assist the designer in creating more effective designs?

Unit Enduring Understandings Use of the Principles of Design is needed when

designing artistic images. The use of effective layout allows the designer a

framework in which to successfully design work tofit his/her personal style and vision.

Incorporating the Principles of Design and following the steps of an effective layout are “building blocks” that lead to new design innovations.

Unit Rationale In a time of rapidtechnological flux, consistency can be found in the foundations of design.

Unit Overview In this unit students will investigate the importance of design and its practical uses.

Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)1. Introduce advertisement; purpose, need, intended audience2. Introduce advertisement design- balance, page proportion, contrast, unity, rhythm; emphasis, continuity, contrast.3. Begin with brainstorming; thumbnail sketches on paper.4. Planning stages; rough drafts, color, refined.5. Final Design; Photoshop, Illustrator, Indesign.6. Critique and review.7. Make changes; ready for printing.

Integration of 21st Century ThemesGlobal Perspectives Students will become more attuned to how design spans cultural barriers. Civic Literacy Students will become more cognizant of design use in utilitarian and decorative circumstances.21st Century Learning and Innovation Skills(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving Reason Effectively °Use various types of reasoning to identify a design’s “target group”. E

Use Systems Thinking °Analyze what design elements are particularly effective on various packaging. E, T, A

Make Judgments and Decisions °Make decisions on color choices to achieve desired affects. T,Ao Make decisions on tools and techniques that will help achieve the desired affects. E,T,A

Solve Problems °Arrive at multiple solutions to a design that will appeal to a variety of demographics.

Learning Targets/Scaffolding Explain the parameters of the Principles of design. Explain the importance of planning in design (thumbnail sketches and rough drafts). Define vocabulary needed in understanding and discussing advertisement and design.

Evidence of LearningSummative Assessment (x Days) 10 Thumbnail sketches. 3 Rough Drafts. Final written critique- Students will relate how Principles of Design are evident in their design. Equipment needed: computerTeacher Resources:

Key TermsAdvertisement: a paid announcement, as of goods for sale, in newspapers or magazines, on radio or television, etc.

Intended Audience: Person or persons you are specifically aiming your design at.

Elements of art: The compositional building blocks of visual art, including line, color, shape, form, texture, and space.

Media Arts: For example, television, film, video, radio, and electronic media.

New art media and methodologies: Artistic works that have a technological component, such as digital art, computer graphics, computer animation, virtual art, computer robotics, and others.

Principles of design: Balance, proportion, rhythm, emphasis, and unity.

Rough Drafts: Drawings which are improved or refined versions of thumbnail sketches.

Thumbnail Sketches: Simple idea sketches which help the designer quickly think through a number of options.

Utilitarian and non-utilitarian art: Art may be functional (i.e., utilitarian) or decorative (i.e., non-utilitarian).

Visual communication: The sharing of ideas primarily through visual means—a concept that is commonly associated with two-dimensional images. Visual communication explores the notion that visual messages have power to inform, educate or persuade. The success of visual communication is often determined by measuring the audience’s comprehension of the artist’s intent, and is not based aesthetic or artistic preference. In the era of electronic communication, the importance of visual communication is heightened because visual displays help users understand the communication taking place.

Visual literacy: The ability to understand subject matter and the meaning of visual artworks within a given cultural context; the ability to communicate in a wide array of art media and express oneself in at least one visual discipline.

Instructional Strategies Lecture/demonstration- Students will be presented information as well as modeling of techniques and

skills needed to accomplish studio work. Critique- Students are encouraged to participate in group critiques of designs by professional artists,

classmates and themselves. It is understood that the art critique is also an ongoing informal studio practice on the one-to-one level.

Idea Generation- Sketching exercises will be presented to encourage idea development and improve visualization and rendering skills.

Integration of TechnologyUse of Indesign, Illustrator, Photoshop, and clipart will allow students to design final advertisments.Customizing Learning/Differentiation Special Needs

Students are encouraged to take notes during lectures and demonstrations. All information will be made available as resource packets. The students will also participate in discussions and critiques. All students are encouraged to state their subjective opinions. Through the students with special needs will have a different outlet to learn about the design discipline . ELL

The visual arts are very adaptable to English Language Learners. In many cultures, design is an important and integral part of life. ELL students would be encouraged to share their ideas and cultural differences to the discussion. Gifted Learners

Offer opportunities to attempt complex designs, incorporating alteration on clipart and font design. Mainstream Learners

There will be many times during the class period where discussions and one-to-one critiques are encouraged. Students are asked to participate and share their ideas. It is important for collaboration in these settings because it gives the students a different perspective on the material that is being taught. Formative AssessmentsDaily warm up activities.Thumbnail sketch, Rough Draft, and computer assignments.Ongoing design critiques.Long term design projects.

Primary Interdisciplinary Connections9.1.12.A.1- Apply critical thinking and problem-solving strategies during structured learning experiences.9.1.12.B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.9.1.12.F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.9.2.12.A.1 -Analyze the relationship between various careers and personal earning goals.9.3.12.C.3 - Develop personal interests and activities that support declared career goals and plans.ResourcesReferencesAlbers, Josef. The Interaction of Color. 10th ed. London: Yale University Press, 1979

Chaet, Bernard. An Artist’s Notebook. New York: Harcourt Brace, 1979

Hume, Helen D., The Art Teacher’s Book of Lists, Paramus, New Jersey: Prentice Hall, 1998

Roukes, Nicholas, Art Synectics, Worcester, Massachusetts: Davis Publications, Inc., 1979.

Roukes, Nicholas, Design Synectics: Stimulating Creativity in Design. Worcester, Massachusetts: Davis Publications, Inc., 1988

Themal, Joachim, A Contemporary Approach to Art Teaching, New York, NY: Van Nostrand Reinhold Company 1977

Wong, Wucius. Principles of Color Design. 2nd ed. New York: Wiley, 1997

Collaboration Tools Digital Tools ArtStor.com Photoshop InDesign Illustrator ClipartSuggested Activities for Inclusion in Lesson Planning

Unit TimelineLesson Timeframe

Lesson 1Personalized Stationery

10 days

Lesson 2Tickets

10 days

Lesson 3Advertisements

10 days

Lesson 4Programs

10 days

Sample Lesson Plan 1 Template


Lesson Title: Advertisement Design Timeframe: 10 days

Lesson Components

21st Century Themes

x Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy

x Civic Literacy Health Literacy

21st Century Skills

x Creativity and Innovation

x Critical Thinking and Problem Solving

x Communication and Collaboration

x Information Literacy

x Media Literacy ICT Literacy Life and Career Skills

Interdisciplinary Connections: Art, History, Consumer Science

Integration of Technology: InDesign, Photoshop, Illustrator

Equipment needed: LCD projector, Computer

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks

Students: Will understand and

recognize the principles of advertisement design.

Will understand and recognize use of the Principles of Design.

Will self-critique

Lesson Sequence1. Introduce advertisement; purpose, need, intended audience2. Introduce advertisement design- balance, page proportion, contrast, unity, rhythm; emphasis, continuity, contrast.3. Begin with brainstorming; thumbnail sketches on paper.4. Planning stages; rough drafts, color,

Students will do sketches and rough drafts showing their understanding of the principles of ad design.

Students will create final advertisementsbased on aesthetics and needs of intended audience

while refining and developing designwork.

refined.5. Final Design; Photoshop, Illustrator, Indesign.6. Critique and review.7. Make changes; ready for printing.

Final written critique-Students will relate how Principles of Design are evident in their design.

Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need.

Resources Provided Teacher prepared examples both professional and student created. Digital Presentations of design exemplars.

PENNSVILLE SCHOOL DISTRICTEngaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills

UNIT PLAN

Course Title: Adv Print Production Unit Name: Printing Grade Level 9-12











Cumulative Progress Indicators1.1.12.D.1 Identify innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphic software.8.1.12.D.2 Demonstrate appropriate use of copyrights, fair use and creative commons.9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.9.2.12.A.5 Evaluate current advances in technology that apply to a selected occupational career cluster.9.4.12.H.49 Identify and demonstrate positive work behaviors and personal qualities needed to succeed in the classroom and/or to be employable.9.4.12C.48 Demonstrate personal habits and procedures that ensure personal safety and well-being while on work-related assignments in various locations.9.4.12C.50 Employ organizational skills to foster positive working relationships and accomplish organizational goals in the classroom and/or worksite9.4.12C.51 Employ teamwork skills to achieve collective goals and use team members’ talents effectively in theclassroom and/or worksite.9.4.12C.52 Establish and maintain effective working relationships with classmates and/or worksite mentors and coworkers in order to accomplish objectives and tasks.9.4.12C.59 Identify and demonstrate positive work behaviors and personal qualities needed to succeed in classrooms and/or be employable in the worksite.9.4.12.C.(3).1 Demonstrate knowledge of the printing process, including customer service and sales,

scheduling, and quality control, to deliver products that meet customer needs and expectations.9.4.12.C.(3).3 Examine the finishing and distribution operations related to printing to build an understanding of how to complete the printing process.9.4.12.C.(3).4 Employ knowledge of basic printing processes to demonstrate readiness for careers in the pathway.9.4.12.C.(3).5 Employ processes required for the production of various printed products to build an understanding of print technologies.9.4.12.C.(3).6Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations.9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project.




Overarching Essential Questions Why is print medium such an essential

medium for the designer? How does printing effect everyday life?

Overarching Enduring Understandings Print is part of our everyday existence. Print media is an essential way to spread information

to all people.Unit Essential Questions How does an artist’s choice of building

technique affect the image? What kinds of studio activities help an

artist to improve their artwork?

Unit Enduring Understandings Print is recognized as both a utilitarian medium and a

fine art. Artists and designers can spread their

designs/artworks on a larger scale thanks to printing.Unit Rationale Print/Printing’s importance cannot be understated. It was able to spread reading materials to an largely illiterate world, making the world a smarter place. It was and continues to be an essential way to disseminate information to the masses.

Unit Overview In this unit students will begin to investigate how to harness and improve their hand building skills, the various effects created by utilizing different tools and techniques, and the influence of surface decoration on form.

Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)

1. Overview of printing terms & development of printing through history.2. Examples of printing techniques: Digital, Offset, Litho, Screen, risograph.3. Introduction to techniques for different printing processes.4. Students will take notes during demonstrations.5. Students practice printing process.6. Students prepare designs for printing.7. Students will learn how to use Risograph. Including print prep, solving problems, changing ink,etc…8. Students produce a body of work that includes 1. Notepads, 2. Tickets, 3. Programs, 4. Flyers.

Integration of 21st Century ThemesGlobal Perspectives There is no place in the world where one cannot find print media. Civic Literacy Students will become more attuned to how culture influences print forms.21st Century Learning and Innovation Skills(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving Reason Effectively °Use various types of reasoning to identify a print medium’s most appropriate surfaces. E, T, A

Use Systems Thinking °Examine drawings with the intent to discern what medium/media were used to create the image. E, T, A

Make Judgments and Decisions °Make decisions on print media to achieve desired affects. T,Ao Make decisions on tools and techniques that will help achieve the desired affects. E,T,A

Solve Problems °Decide how placement, design, contrast must be addressed to complete design/print work.

Learning Targets/Scaffolding Explain the use of print techniques in graphic design. Define vocabulary needed in understanding and discussing printing.

Evidence of LearningSummative Assessment (x Days) Creating a master for printing. Successful completion of print job, start to finish.Equipment needed: Computer, RisographTeacher Resources:

Key TermsArt media: Artistic methods, processes, or means of expression (e.g., presentation mechanisms such as screen, print, auditory, or tactile modes) used to produce a work of art.

Art medium(s): Any material or technique used for expression in art. In art, “medium” refers to the physical substance used to create artwork. Types of materials include clay, pencil, paint, and others.

Digital Printing: The reproduction of digital images on a physical surface. It is generally used for low quantity print runs, and for the customization of print media.


Exemplary works: Works representing genres of art that may be examined from structural, historical, and cultural perspectives.

Intaglio Printing: Technique in which the image is incised into a surface, known as the matrix or plate



Offset Printing: Printing technique where the inked image is transferred (or “offset”) from a plate to a rubber blanket, then to the printing surface.


Risograph: A high-speed digital printing system designed mainly for high-volume photocopying and printing.







Integration of TechnologyUse of Indesign, Illustrator, Photoshop, and clipart will allow students to print final designs.

Customizing Learning/Differentiation Special Needs




There will be many times during the class period where discussions and one-to-one critiques are encouraged. Students are asked to participate and share their ideas. It is important for collaboration in these settings because it gives the students a different perspective on the material that is being taught.

Formative AssessmentsDaily warm up activities.Thumbnail sketch, Rough Draft, and computer assignments.Ongoing design critiques.Long term design projects.








Collaboration Tools

Digital Tools ArtStor.com Photoshop InDesign Illustrator ClipartSuggested Activities for Inclusion in Lesson Planning


Lesson 1Personalized Pads

20 days

Lesson 2Print Tickets

10 days

Lesson 3Print Programs

15 days



Lesson Title: Personalized Pads Timeframe: 20 days

Lesson Components

21st Century Themes



21st Century Skills






Interdisciplinary Connections: Art, History


Equipment needed: LCD projector, Risograph, computer



recognize how to best design for printing purposes.

Will understand and recognize use of risograph printing.

Will self-critique while refining and developing notepadwork.

Lesson Sequence:

Overview of stationery & notepad design.

Examples of notepad design: layout, ¼ page pads, ½ page pads.

Introduction to techniques for each type of notepad.

Students will take notes during demonstrations and develop 10 thumbnailsketches.

Students will do 3 rough drafts to refine sketches.

Students will design 1 final set of pads.

Students will print pads using the risograph

Students will pad, glue, and cut pads.

Students will do sketches and rough drafts showing theirunderstanding of the principles of stationery/ notepad design.

Students will create final pads based on aesthetics and needs of intended audience

Final written critique-Students will relate how Principles of Design are evident in their design.



PENNSVILLE SCHOOL DISTRICTEngaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills

UNIT PLAN

Course Title: Adv Print Production Unit Name: Auxiliary Operations Grade Level 9-12











Cumulative Progress Indicators1.1.12.D.1 Identify innovative applications of theelements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphic software.8.1.12.D.2 Demonstrate appropriate use of copyrights, fair use and creative commons.9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.9.2.12.A.5 Evaluate current advances in technology that apply to a selected occupational career cluster.9.4.12.H.49 Identify and demonstrate positive work behaviors and personal qualities needed to succeed in the classroom and/or to be employable.9.4.12C.48 Demonstrate personal habits and procedures that ensure personal safety and well-being while on work-related assignments in various locations.9.4.12C.50 Employ organizational skills to foster positive working relationships and accomplish organizational goals in the classroom and/or worksite9.4.12C.51 Employ teamwork skills to achieve collective goals and use team members’ talents effectively in theclassroom and/or worksite.9.4.12C.52 Establish and maintain effective working relationships with classmates and/or worksite mentors and coworkers in order to accomplish objectives and tasks.9.4.12C.59 Identify and demonstrate positive work behaviors and personal qualities needed to succeed in classrooms and/or be employable in the worksite.9.4.12.C.(3).1 Demonstrate knowledge of the printing process, including customer service and sales,

scheduling, and quality control, to deliver products that meet customer needs and expectations.9.4.12.C.(3).3 Examine the finishing and distribution operations related to printing to build an understanding of how to complete the printing process.9.4.12.C.(3).4 Employ knowledge of basic printing processes to demonstrate readiness for careers in the pathway.9.4.12.C.(3).5 Employ processes required for the production of various printed products to build an understanding of print technologies.9.4.12.C.(3).6Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations.9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project.




Overarching Essential Questions What tools do you need to complete a

pad, program, ticket,etc..? How does a design go from computer to

finished piece of design?

Overarching Enduring Understandings The use of design is part of our everyday existence. Design is a universal medium used for a broad range

of purposes. The language of design is a universal voice known in

cultures worldwide.

Unit Essential Questions How does a design determine what steps

must be taken in order to complete final product?

What kinds of machinery help a designer complete a successful design?

Unit Enduring Understandings Use of the auxiliary processes is needed when

designing a product start to finish. Knowledge of auxiliary operations allows the

designer the tools needed to successfully complete design work to fit his/her personal style and vision.

Unit Rationale Design is a process. It does not necessarily end when the layout is printed. Each project has its own combination of processes which each need special attention and expertise.

Unit Overview In this unit students will begin to explore auxiliary operations and machinery needed to bring design projects to completion.

Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)

1. Overview of printing terms & development of print production through history.2. Examples of auxiliary operations : Padding, binding, cutting, folding, stapling, collating.3. Introduction to techniques for different operations and machinery.4. Students will take notes during demonstrations.5. Students practice processes.6. Students prepare designs for production.7. Students will learn how to use machinery safely.8. Students produce a body of work that includes 1. Notepads, 2. Tickets, 3. Programs

Integration of 21st Century ThemesGlobal Perspectives Students will become attuned to use of design across cultures in fine arts, crafts and in everyday life.Civic LiteracyBy being exposed to the extensive use of design media throughout the world and its use through much of recorded history, students will become more receptive to new ideas and designs in their everyday lives.21st Century Learning and Innovation Skills(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving Reason Effectively °Use various types of reasoning to identify a design’s “target group”. E

Use Systems Thinking °Analyze what color families are particularly effective when used together. E, T, A

Make Judgments and Decisions °Make decisions on color choices to achieve desired affects. T,Ao Make decisions on tools and techniques that will help achieve the desired affects. E,T,A

Solve Problems °Arrive at a solutions that will allow creation of best possible end product.

Learning Targets/Scaffolding Explain the image outcomes based on tool use and media application . Explain the use of tools and finishing techniques. Define vocabulary needed in understanding and discussing art and design.

Evidence of LearningSummative Assessment (x Days) Padding using proper techniques for padding press.. Successful completion of binding, stamping, stapling, folding, collating, cutting ..Equipment needed: Computer, Risograph, padding presses, stamp machine, folding machine, stapling machine, paper cutter. Teacher Resources:

Key TermsAdvertisement: a paid announcement, as of goods for sale, in newspapers or magazines, on radio or television, etc.

Binding: act of combining pages into one complete unit. (books, booklets,etc…)

Intended Audience: Person or persons you are specifically aiming your design at.





Rough Drafts: Drawings which are improved or refined versions of thumbnail sketches.

Thumbnail Sketches: Simple idea sketches which help the designer quickly think through a number of options.



Visual literacy: The ability to understand subject matter and the meaning of visual artworks within a given cultural context; the ability to communicate in a wide array of art media and express oneself in at least one visual discipline.


skills needed to accomplish production work. Critique- Students are encouraged to participate in group critiques of designs by professional artists,



Integration of TechnologyUse of Indesign, Illustrator, Photoshop, and clipart; risograph; paper cutter, stapler, folding machine will allow students to complete final designs.Customizing Learning/Differentiation Special Needs




There will be many times during the class period where discussions and one-to-one critiques are encouraged. Students are asked to participate and share their ideas. It is important for collaboration in these settings because it gives the students a different perspective on the material that is being taught. Formative AssessmentsDaily warm up activities.Thumbnail sketch, Rough Draft, and computer assignments.Ongoing design critiques.Long term design projects.Primary Interdisciplinary Connections9.1.12.A.1- Apply critical thinking and problem-solving strategies during structured learning experiences.9.1.12.B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives.9.1.12.F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.9.2.12.A.1 -Analyze the relationship between various careers and personal earning goals.9.3.12.C.3 - Develop personal interests and activities that support declared career goals and plans.ResourcesReferencesAlbers, Josef. The Interaction of Color. 10th ed. London: Yale University Press, 1979







Collaboration Tools Digital Tools Photoshop InDesign Illustrator Clipart

Suggested Activities for Inclusion in Lesson Planning


Lesson 1Padding

20 days

Lesson 2Tickets

5 days

Lesson 3Programs

15 days



Lesson Title: Padding Timeframe: 20 days

Lesson Components

21st Century Themes



21st Century Skills






Interdisciplinary Connections: Art, History, Math

Integration of Technology: ArtStor.com, www.painting-techniques.com

Equipment needed: LCD projector, scanner, light board



recognize how to best design for printing purposes.

Will understand and recognize use of risograph printing.

Will self-critique while refining and developing notepad work.

Lesson Sequence:

Overview of stationery & notepad design.

Examples of notepad design: layout, ¼ page pads, ½ page pads.

Introduction to techniques for each type of notepad.

Students will take notes during demonstrations and develop 10 thumbnail

Students will do sketches and rough drafts showing their understanding of the principles of stationery/ notepad design.

Students will create final pads based on aesthetics and needs of intended audience

Final critique will relate how the use of

sketches.

Students will do 3 rough drafts to refine sketches.

Students will design 1 final set of pads.

Students will print pads using the risograph

Students will use the padding presses to set-up and glue

Students will apply several layers of bindingglue,

Students will separate and trim pads.

auxiliary operationsare evident in their product.


Resources Provided Teacher prepared resource packets PowerPoint and slide show presentations of design exemplars.


Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills

UNIT PLAN

Course Title: Adv Print Production Unit Name: Workplace Readiness Grade Level 9-12

Content StatementsContent StatementsThe Elements of Art and Principles of Design are intrinsic to design regardless of style, genre, or the culture that produces it.










Cumulative Progress Indicators1.1.12.D.1 Identify innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.1.4.12.B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world.8.1.12.A.2 Produce and edit a multi-page document for a commercial or professional audience using desktop publishing and/or graphic software.8.1.12.D.2 Demonstrate appropriate use of copyrights, fair use and creative commons.9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences.9.2.12.A.5 Evaluate current advances in technology that apply to a selected occupational career cluster.9.4.12.H.49 Identify and demonstrate positive work behaviors and personal qualities needed to succeed in the classroom and/or to be employable.9.4.12C.48 Demonstrate personal habits and procedures that ensure personal safety and well-being while on work-related assignments in various locations.9.4.12C.50 Employ organizational skills to foster positive working relationships and accomplish organizational goals in the classroom and/or worksite9.4.12C.51 Employ teamwork skills to achieve collective goals and use team members’ talents effectively in theclassroom and/or worksite.9.4.12C.52 Establish and maintain effective working relationships with classmates and/or worksite mentors and coworkers in order to accomplish objectives and tasks.9.4.12C.59 Identify and demonstrate positive work behaviors and personal qualities needed to succeed in classrooms and/or be employable in the worksite.9.4.12.C.(3).1 Demonstrate knowledge of the printing

process, including customer service and sales, scheduling, and quality control, to deliver products that meet customer needs and expectations.9.4.12.C.(3).3 Examine the finishing and distribution operations related to printing to build an understanding of how to complete the printing process.9.4.12.C.(3).4 Employ knowledge of basic printing processes to demonstrate readiness for careers in the pathway.9.4.12.C.(3).5 Employ processes required for the production of various printed products to build an understanding of print technologies.9.4.12.C.(3).6Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs andexpectations.9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project.




Overarching Essential Questions Who takes the the lead on a design

team? What traits should a professional

designer exhibit? How do the pressures of working in the

print field prepare for everyday life?

Overarching Enduring Understandings A designer must take responsibility for his work. The workplace requires organization and planning in

order to meet deadlines and responsibilities. Teamwork is difficult without leadership

Unit Essential Questions How does a designer create quality

design work while keeping to deadlines? How do you complete a design project as

a team?

Unit Enduring Understandings Teamwork is part of our everyday existence. Working within deadlines is a universal theme in

the workplace and everyday life.

Unit Rationale Workplace readiness prepares students for a current job as well as a future career. Having these skills gives the student life long knowledge on how to handle themselves at work as well as in the community.

Unit Overview In this unit students will begin to investigate how to work and complete work within strict deadlines. Students will also learn how to work in a group setting, where teamwork is essential to success.

Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collabora tion Skills, Technology Skills)1. Introduce expectations for print production shop.2. Establish team and individual responsibilities.3. Determine roles needed for specific print jobs.4. Set timelines and due dates based on specific deadlines.5. Design and assemble6. Critique and review.7. Make changes; ready for client.

Integration of 21st Century ThemesGlobal Perspectives The need for workplace readiness is universal. Civic Literacy Students will become more attuned to how culture influences effect the workplace.21st Century Learning and Innovation Skills(T,A = Taught and assessed in the unit, E = encouraged through the unit)Critical Thinking and Problem Solving Reason Effectively °Use various types of reasoning to identify a print medium’s most appropriate surfaces. E, T, A

Use Systems Thinking °Examine drawings with the intent to discern what medium/media were used to create the image. E, T, A

Make Judgments and Decisions °Make decisions on roles and deadlines to achieve desired affects. T,Ao Make decisions on tools and techniques that will help achieve the desired affects. E,T,A

Solve Problems °Decide who is best suited for specific tasks and plan who does what to complete design/print work.

Learning Targets/Scaffolding Explain the use of teamwork in graphic design. Define vocabulary needed in understanding and discussing production printing.

Evidence of LearningSummative Assessment (x Days) Complete print job while adhering to a timeline with strict deadlines. Follow a plan successful completion of print job, start to finish.Equipment needed: Computer, Risograph,Teacher Resources:

Key TermsArt media: Artistic methods, processes, or means of expression (e.g., presentation mechanisms such as screen, print, auditory, or tactile modes) used to produce a work of art.

Art medium(s): Any material or technique used for expression in art. In art, “medium” refers to the physical substance used to create artwork. Types of materials include clay, pencil, paint, and others.

Digital Printing: The reproduction of digital images on a physical surface. It is generally used for low quantity print runs, and for the customization of print media.


Exemplary works: Works representing genres of art that may be examined from structural, historical, and cultural perspectives.

Intaglio Printing: Technique in which the image is incised into a surface, known as the matrix or plate



Offset Printing: Printing technique where the inked image is transferred (or “offset”) from a plate to a rubber blanket, then to the printing surface.


Risograph: A high-speed digital printing system designed mainly for high-volume photocopying and printing.







Integration of TechnologyUse of Indesign, Illustrator, Photoshop, and clipart will allow students to print final designs.

Customizing Learning/Differentiation Special Needs




There will be many times during the class period where discussions and one-to-one critiques are encouraged. Students are asked to participate and share their ideas. It is important for collaboration in these settings because it gives the students a different perspective on the material that is being taught.

Formative AssessmentsDaily warm up activities.Thumbnail sketch, Rough Draft, and computer assignments.Ongoing design critiques.Long term design projects.








Collaboration Tools

Digital Tools ArtStor.com Photoshop InDesign Illustrator ClipartSuggested Activities for Inclusion in Lesson Planning


Lesson 1Pads

20 days

Lesson 2Tickets

10 days

Lesson 3Programs

15 days



Lesson Title: Tickets Timeframe: 10 days

Lesson Components

21st Century Themes



21st Century Skills






Interdisciplinary Connections: Art, History


Equipment needed: LCD projector, Risograph, computer, paper cutter, stamping machine



recognize importance of deadlines and cooperation in a workplace setting.

Will understand and recognize use of teamwork when completing a printproject.

Will self-critique while refining and developing ticketwork.

Lesson Sequence:

Overview of ticket design.

Examples of ticket layout/ design.

Students will work on a project plan. (who will design, print, cut, stamp.)

Deadlines will be set for designing, printing, cutting, and stamping for completed tickets

Students will design 1 final set of tickets to use as a master.

Students will print ticket sheets using the risograph

Students will cut tickets and trim for uniform product.

Students will stamp each ticket.

Finalized tickets will be prepared and sent to client.

Students will do sketches and rough drafts showing their understanding of the principles of ticketdesign.

Students will create final tickets based on aesthetics and needs of intended audience

Final critique-Students will relate how teamwork allowed them to successfully complete the project.



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