Unit | Time Frame | Big Ideas (Statements or Essential Questions) | Major Learning Experiences from Unit | Standards
(Including WIDA Standards) | Resources
(Assessments, Vocabulary,
Projects, etc) |
|---|
Introduction | 2 class periods | An introduction to the class syllabus, rules and expectations, and icebreaker activities to get to know one another. | Introductions to all Classroom Rules
& Expectations Class Syllabus Icebreaker Activities
| | Icebreaker websites |
Unit I Safety
| 4 class periods | Students will learn about the process of design, thumbnail sketches and traditional techniques and sketchbooks. Focus will be placed on illustrations needed to communicate something. They will also learn the evacuation route and lock down procedures. | Individual and Group Discussions and Critiques.
Project Assessments based on the following lessons; Classroom rules Ergonomics Fire Exit poster
| Strand 3: Embedded Academic Knowledge and Skills - English Language Arts | Defining “Respect” Safety first |
Unit II Illustrators in History Careers in DVC (Design & Visual Communication) | 2-4 class periods | Students will research and learn about the career through individuals working in the illustration field—including the multiple genres and styles of artwork, as well as usage. | Individual and Group Discussions and Critiques.
Project Assessments based on the following lessons; Overview of Illustration History Research Exemplars Illustration Careers
| Graphic Communications Frameworks: Strands 3, 4 and 5 | Slides of Illustration Dept of Labor website
Assessment on Exemplar Presention |
Unit III Process & Techniques | 2-4 class periods | Students will learn the process of creativity and illustration through exercises and observation drawings. | Individual and Group Discussions and Critiques.
Project Assessments based on the following lessons; The Drawing Ritual Art as Process Observation Drawings Artist Reference
| Graphic Communications Frameworks: Strands 3, 4 and 5 | Scaffolding assignments on drawing exercises
Performance assessment on Observation drawing |
Unit IV VTS & Storytelling | 2 class periods | Students will learn VTS by examining fine art and illustration exemplars—examining the techniques artists use to create visual stories. | Individual and Group Discussions and Critiques.
Project Assessments based on the following lessons; Visual Thinking Strategies Critical Eye Visual Narrative
| Graphic Communications Frameworks: Strands 3, 4 and 5 | Assessment on class discussions using VTS |
Unit V Photoshop | 2-4 class periods | Students will learn the basic techniques and workspaces for creating digital paintings, including using the Wacom pen tablet, digital file formats, resolution and output concerns. | Individual and Group Discussions and Critiques.
Project Assessments based on the following lessons; PS workspace Resolution & Layers Brush tool basics
| Graphic Communications Frameworks: Strands 3, 4 and 5 | Naviating Photoshop |
Unit VI Concept Artist | 4-6 class periods | Students will learn the process of brainstorming, sketching and collecting references in the creation of characters, creatures and locations, as well as a look into the career of Concept artist. | Individual and Group Discussions and Critiques.
Project Assessments based on the following lessons; Digital Sketching Character, Creature & Location
| Graphic Communications Frameworks: Strands 1, 2 and 6 | Character Creation Project |
Depending on time, the following lessons may become optional “choice” projects for students to decide on. |
Unit VII Graphic Novel/Comic Book | 6-8 class periods | Students will learn the process of creating visual stories using professional comic book formatting and Adobe Photoshop. | Individual and Group Discussions and Critiques.
Project Assessments based on the following lessons; Flats, Fills & Special effect techniques Comic Cover Comic Pages
| Graphic Communications Frameworks: Strands 1, 2 and 6 | Comic Book/Graphic Nove. illustration page project |
Unit VIII Childrens Book Illustration | 6-8 class periods | Students will learn about the career path of children’s book illustrator, and how to apply text directly into
the artwork. | Individual and Group Discussions and Critiques.
Project Assessments based on the following lessons; Underpainting technique Advanced Brush Tools The Text Tool Picture Book
| Graphic Communications Frameworks: Strands 1, 2 and 6 | Childrens Book project |
Unit IX Fantasy & Sci-Fi | 6-8 class periods | This unit will focus on synthesizing all we have learned so far, and adding more special effect painting in Photoshop through layer styles and filters,
for the sci-fi/fantasy genre. | Individual and Group Discussions and Critiques.
Project Assessments based on the following lessons; Adv PS effects Re-Imagining Tolkien A Galaxy Far, Far Away
| Graphic Communications Frameworks: Strands 1, 2 and 6 | Fantasy Illustration project
Science Fiction project |
Unit X Editorial Illustration | 4-6 class periods | Students will be introduced into the “real world” in illustration, with a focus on fictional book covers and editorial magazine illustration. | Individual and Group Discussions and Critiques.
Project Assessments based on the following lessons; Art as Mirror and Hammer to Society
| Graphic Communications Frameworks: Strands 1, 2 and 6 | Editorial Project |
Unit XI Digital Painting Personal Project | 4-6 class periods | Students will learn multiple printing formats, page layouts and presentations for their illustrated stories,
as well as creating digital art for arts sake. | Individual and Group Discussions and Critiques.
Project Assessments based on the following lessons; Illustration for Arts Sake
| Graphic Communications Frameworks: Strands 1, 2 and 6 | Creating Art for self expression |
