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Slide Notes
In an effort toward a more holistic view of the task, I am presenting my Digital Arts class "Graphic Design is Visual Communication" unit in this format.
It seemed only natural that I visually communicate the Stage 1 unit frame-work.
I hope you will enjoy seeing Understanding by Design from this new perspective.
It seemed only natural that I visually communicate the Stage 1 unit frame-work.
I hope you will enjoy seeing Understanding by Design from this new perspective.
UbD meets DbMe
Published on Nov 19, 2015
Graphic artists are visual communicators. Middle School students at RSMS immerse themselves in this role as they learn fundamental skills and processes of graphic design. The unit of instruction follows the Understanding by Design format for Stage 1.
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
UbD
Moving out of the box
In an effort toward a more holistic view of the task, I am presenting my Digital Arts class "Graphic Design is Visual Communication" unit in this format.
It seemed only natural that I visually communicate the Stage 1 unit frame-work.
I hope you will enjoy seeing Understanding by Design from this new perspective.
It seemed only natural that I visually communicate the Stage 1 unit frame-work.
I hope you will enjoy seeing Understanding by Design from this new perspective.
Photo by Ben Mortimer Photography
VISUAL COMMUNICATION
A Graphic Artist's Passion, Purpose & Pride
In addition to the Essential Learning goals established locally, guidance from the National Arts Standards (http://www.nationalartsstandards.org/) and ISTE Standards (http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf) provide additional substantive learning goals for the unit.
Photo by University of the Fraser Valley
Essential Learning Goals
- EL 1:Techniques and Processes
- EL 2: Elements and Principles
- EL 3: Reflection and Critique
- EL 4: Making connections
- EL 5: Approach to work
EL 1:Techniques and Processes: Understand, select and implement appropriate artistic techniques and processes to achieve a desired outcome.
EL 2: Elements and Principles: Understand and apply Elements and Principles of Art in the creation of art works.
EL 3: Reflection and Critique
Reflect, describe, analyze and interpret their own work and other’s work using the vocabulary of art and artists
EL 4: Making connections
Make connections
between art and history, culture, personal life and other disciplines and career fields
EL 5:Approach to work
Approach a range of art explorations through problem-solving, creative thinking, effective collaboration and responsible work habits
EL 2: Elements and Principles: Understand and apply Elements and Principles of Art in the creation of art works.
EL 3: Reflection and Critique
Reflect, describe, analyze and interpret their own work and other’s work using the vocabulary of art and artists
EL 4: Making connections
Make connections
between art and history, culture, personal life and other disciplines and career fields
EL 5:Approach to work
Approach a range of art explorations through problem-solving, creative thinking, effective collaboration and responsible work habits
EL 1. Understand, select, and implement appropriate artistic techniques and processes to achieve a desired outcome.
EL 1:Techniques and Processes: Student will understand, select and implement appropriate artistic techniques and processes to achieve a desired outcome.
Photo by gravity_grave
EL 2. Understand and apply the Elements and Principles of Art in the creation of art works.
EL 2: Elements and Principles: Student will understand and apply the Elements of
Art and Principles of Design in the creation of art works.
Photo by See-ming Lee 李思明 SML
EL 3. Reflect on, describe, analyze, and interpret my own work, and that of others, using the vocabulary of art and artists
EL 3: Reflection and Critique
Student will reflect, describe, analyze and interpret his/her own work and the work of others using the vocabulary of art and artists
Photo by Redhead Cobweb
EL 4: Make connections
between art and history, culture, personal life and other disciplines and career fields
EL 4: Making connections:
Student will make connections
between art and history, culture, personal life and other disciplines and career fields
Photo by Keoni Cabral
EL 5: Approach a range of art explorations through problem-solving, creative thinking, effective collaboration, and responsible work habits
EL 5:Approach to work
Student will approach a range of art explorations through problem-solving, creative thinking, effective collaboration and responsible work habits
Photo by epSos.de
TRANSFER GOALS
I CAN communicate ideas effectively and artistically using images and text.
I CAN seek out learning opportunities for myself and deploy my independent learning to solve problems.
I CAN work cooperatively with others to achieve important goals.
Students will take on the "real world" role of graphic designer in this unit. The class structure will balance mini instructional units (sketchbook activities), independent learning tutorials (weekly homework assignments), and team projects (collaborative learning).
Students will explore a variety of creative platforms to complete personal projects. These learning opportunities prepare students to self-select the design platforms by encouraging exploration of a wide variety of web-based and Adobe CS4 applications.
Homework assignments will provide targeted instruction, and will help students explore the many opportunities for self-guided learning available for "just in time learning."
Establishing the project design teams early on will give students the opportunity to have ownership of the learning, see the real-world application of the activities, and develop the essential habitudes of the graphic designer.
Students will explore a variety of creative platforms to complete personal projects. These learning opportunities prepare students to self-select the design platforms by encouraging exploration of a wide variety of web-based and Adobe CS4 applications.
Homework assignments will provide targeted instruction, and will help students explore the many opportunities for self-guided learning available for "just in time learning."
Establishing the project design teams early on will give students the opportunity to have ownership of the learning, see the real-world application of the activities, and develop the essential habitudes of the graphic designer.
Photo by martinak15
Essential Questions
- How do graphic artists communicate information and ideas?
- What does it take to be a successful graphic artist and a professional member of a design team?
- Why do I need to know the Elements of Art and Principles of Design?
- Where do I go to learn specific skills I need for a project?
This unit will place the students in the role of graphic designers, who have the central task of communicating information and ideas visually using words and images.
How to communicate effectively in a graphic design, work together in a collaborative environment, and solve visual problems are at the core of our learning experiences.
How to communicate effectively in a graphic design, work together in a collaborative environment, and solve visual problems are at the core of our learning experiences.
Photo by djking
Key Understanding
- I can artfully combine images and words to communicate a desired message.
- I need to know about and use the Elements of Art and Principles of Design for successful Graphic Arts projects.
Students will understand the need to follow established design principles while seeking new and creative solutions to visual problems. They will view themselves as both artists and craftsmen, understanding that it requires both a strong set of digital skills and design knowledge to communicate effectively.
Photo by Frank Wuestefeld
Key Understanding
- I understand that visual communication is a unique form of communication with its own special set of technical skills and processes..
- I know how to find resources to help me learn a specific skill.
Students will understand and appreciate the ever-changing technologies used by graphic artists. In this time of rapid technological advancement, knowing where to find the latest training opportunities, evaluating their own learning styles to choose the best learning platform for their needs, and developing the self-discipline to take on new challenges is critical.
Photo by Frank Wuestefeld
Knowledge
- Graphic designers are artists; they solve visual problems using typography, images, and effective design.
- Graphic designers are communicators; they determine the needs of their clients and design a message targeted to a specific audience for a designated purpose.
In this unit, students develop knowledge by grappling with authentic visual communication problems. Acting in design teams, the students will secure clients, assess their needs, and create graphic design solutions that meet the client's needs on time and in budget.
Photo by JonathanCohen
Knowledge
- Typography is 95% of graphic design; a driving force in all forms of visual communication.
- Visual literacy is the ability to process and make meaning from images, communicate our own ideas through the elements and principles of design, and create messages that capture our visual thinking.
Photo by JonathanCohen
Essential Knowledge
Students will know the language of design.The elements are the designers essential building blocks. Students will be able to define and demonstrate the effective use of the elements of design.
Yep, this too.
Students will know the language of design.The principles guide the designers use of the elements for effective visual communication. Students will be able to define and select the principles of design that will lead to a desired outcome.
Typography is an art and a craft; its purpose is making the written word both effective and beautiful.
Students will know the history and purpose of typography in graphic design. Appreciation of the typographer's ability to carry out a dual mandate of aesthetics and functionality will help students approach type selection with a more critical eye.
Photo by arnoKath
I CAN DO THIS
skills my digital designers will master
Digital Platforms
- Adobe CS4: Photoshop and Illustrator
- Web-based design sites, including but not limited to: Canva, Picmonkey, Pixlr
- Students will use instructor provided and self-selected tutorials and utilize in-platform training resources to complete specific design tasks.
Students will be able to use Photoshop and Illustrator along with other web-based programs to create digital art projects.
They will learn to select for themselves the types of independent learning that work best for their own personal learning styles by experiencing a variety of tutorial formats and from "Sandbox" experiences.
Students will learn by teaching each other one-on-one and by creating their own tutorials.
Students will also learn to use in-platform training resources for web-based graphic art programs.
Photoshop skills include:
1. Opening, editing and saving files.
2. Creating new files
3. Navigating the user interface.
4. Working with text.
5. Combining images from two or more sources.
6. Managing layers and history panel.
Illustrator Skills include:
1-4 above
5. Tools specific to most Illustrator graphic designs including: stroke, fill, and path; scaling and rotating; layers and guides
6. Color techniques: gradients, live paint and the Blob brush.
7. Managing multiple artboards.
They will learn to select for themselves the types of independent learning that work best for their own personal learning styles by experiencing a variety of tutorial formats and from "Sandbox" experiences.
Students will learn by teaching each other one-on-one and by creating their own tutorials.
Students will also learn to use in-platform training resources for web-based graphic art programs.
Photoshop skills include:
1. Opening, editing and saving files.
2. Creating new files
3. Navigating the user interface.
4. Working with text.
5. Combining images from two or more sources.
6. Managing layers and history panel.
Illustrator Skills include:
1-4 above
5. Tools specific to most Illustrator graphic designs including: stroke, fill, and path; scaling and rotating; layers and guides
6. Color techniques: gradients, live paint and the Blob brush.
7. Managing multiple artboards.
Photo by bearepresa
Digital Asset Management
- Students name a file for easy retrieval.
- Students choose file extensions correctly to ensure preservation of data.
- Students use folders to efficiently manage work flow and share information.
Managing files, extensions and folders is a challenge for middle school students. Through a system of routine procedures, students will learn the essential skills and best practices of file management.
Photo by downhilldom1984
More digital asset management
- Students create and manage a digital desktop portfolio
- Students move files and folders from one location to another
- Students edit files for a specific application
Photo by downhilldom1984
COLLABORATION
- I take ownership of the success of the team
- I am responsible for my own contribution
- I am respectful, helpful, and work to bring out the best in others
- I help create and follow the norms and the established work flow procedures of the team
Please refer to the collaboration Rubric from BIE for more details:
http://bie.org/object/document/6_12_collaboration_rubric_ccss_aligned
http://bie.org/object/document/6_12_collaboration_rubric_ccss_aligned
Photo by giulia.forsythe
UbD
stage one unboxed
There you have it, UbD Stage one for the unit: Visual Communication; the Graphic Artist's Passion, Purpose and Pride
Photo by Ben Mortimer Photography
