Curriculum Map - School - Department -PANTHER PRESS DESIGN

                                                                         Stage 1 Desired Results

ESTABLISHED GOALS

Visual Arts Course Standards

*Massachusetts Curriculum Frameworks for Visual Art

Creating

Generate and conceptualize artistic ideas and work. (F.V.Cr.01)

Organize and develop artistic ideas and work. (F.V.Cr.02)

Refine and complete artistic work. (F.V.Cr.03)

Presenting

Select, analyze and interpret artistic work for presentation. (F.V.P.04)

Develop and refine artistic techniques and work for presentation. (F.V.P.05)

Convey meaning through the presentation of artistic work. (F.V.P.06)

Responding

Perceive and analyze artistic work. (F.V.R.07)

Interpret intent and meaning in artistic work. (F.V.R.08)

Apply criteria to evaluate artistic work. (F.V.R.09)

Connecting

Synthesize and relate knowledge and personal experiences to make art. (F.V.Co.10)

Relate artistic ideas and works to societal, cultural and historical contexts to deepen understanding. (F.V.Co.11) 

                     

Transfer

Students will be able to independently use their learning to…

  • Use a variety of software and traditional material to create works for portfolios, personal use and Panther Press Design
  • Use the language of elements and principles of design to analyze their own work, the work of their peers and the work of other designers/artists.
  • Use a variety of artistic conventions including observation, abstraction, invention and expression to convey their message.
  • Understand how to search and find images that are acceptable to use and appropriate.
  • Evaluate their own work by creating drafts, getting feedback, revising, creating and repeating the cycle. Exhibit works created on a series of products both physically at selling events, in our display case and on-line at the website.
  • Maintain a digital portfolio.
  • Contribute as  an integral part of a team, using individual strengths.
  • Conduct research to develop products for a specific audience.
  • Communicate through images, text and from physical interactions with peers, customers, stakeholders.

Meaning

UNDERSTANDINGS        

Students will understand that…

The goal is for all students in the class to reach a level of comfort in using both the traditional and technological tools to create works of art. Students will then transfer that work into products for sale that allows students a real world experience. Students will be able to see their work outside of the classroom assignment context, create awareness for a cause they may be passionate about, and connect to the community.

ESSENTIAL QUESTIONS

  • Why do people use a variety of methods, materials and techniques to make art?
  • What is design?
  • How can you convey your idea through observation, abstraction, invention & expression?
  • When is a work of art complete??
  • How and why do people interpret and evaluate their own artwork and the artwork of others?

Acquisition

Students will know…        

What types of materials are available to them both at school and outside of school.  How to use them to create art. How to  maintain the art studio.

What design is.

What thinking for artistic behavior looks like in practice. - How to convey their ideas through observation, abstraction, invention & expression.

How to maintain a digital portfolio of completed and in progress work.

How to critically respond to works created.

Students will be skilled at…        

  • Select and use the best method, material and technique to create specific works of art .
  • Understand how elements and principles of design work to create strong design.
  • Choose when to use observation, abstraction, invention and expression to convey a message in their work.
  • Use the design process of draft, edit, revise, exhibit to create iterations of their ideas.
  • Critically respond in written and oral form to their own work, the work of their peers and the work of other artists.
  • Work as a team to come up with ideas and create products for Panther Press Design.
  • Learn communication skills in visual and oral form.
  • Research other business models connect to the community and promote the products they are creating through an internet as well as a physical presence.

Stage 2 - Evidence

Evaluative Criteria

Assessment Evidence

Individual critique in class - formative

  • Teachers works one on one with student while they are working  in class

Creation of a digital portfolio-summative

  • All work from the class is uploaded to a digital process portfolio. This includes sketches, brainstorming, iterations, photos of products, original work and critical responses. Students identify methods, materials & techniques, elements and principles of design, use of observation, abstraction, invention and expression, drafts, and finished work in their portfolio.

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

  • Review of tools and techniques in Photoshop
  • Projects to review elements and principles of design
  • working with line, shape, color, texture, form, space,
  • Projects to review when to use observation, abstraction, invention, expression to emphasize personal message
  • Continued drafting, editing and revising.
  • Introduction to other software available in the Adobe Suite
  • Introduction to Silhouette Software, Bamboo Tablet
  • How and what to print and where - which printers to use
  • Sublimation- how to design and print for sublimation. How to use the Heat Press. How to use the mug press.
  • Permanent and Heat Transfer Vinyl applications - How to prepare files for cutting with Silhouette Cameo. How to use the Silhouette software - import Photoshop files, prepare images for cutting, printing and thermal transfer
  • How to use a thermal laminator to create images with foil.
  • How to  create a vinyl stencil for use with a traditional silkscreen process.
  • Using prompts from the community to create works, PSA’s, posters, contests
  • Written and oral communication around critical response. How to respond to their own work and the work of their peers.
  • Introduction to Real World Scholars and EdCorps.
  • Entrepreneurship - how to run the business Panther Press Design
  • Designing website, business and thank you cards
  • Re-create the brand
  • Deciding on products to sell
  • Create surveys
  • Have pop-up shops
  • Find a problem in the community to raise funds for
  • work as a team to build the business
  • work on accounting, production, design, expediting, website, customer service
  • find mentors in the community