Project Description: The Graphic Arts class serves the school community by designing and producing a host of brochures, signs, magnets, billboards, invitations, playbills for school events. The usual procedure is the target audience presents its needs to the class, e.g. design a poster for the Battle of the Bands to support the efforts of REBEL (Reaching Everyone by Exposing Lies); design a calendar for Mr. Marlboro contest or the program for the National Honor Society. Depending on the intricacy of the task, the teacher works out a schedule. Although students work individually on designing the project, they collaborate with one another in teaching new skills and seeking help in adding difficult touches. At the conclusion of the project, the best design is chosen and is used. The multiplicity of projects provides opportunities for all students to shine, and use their ingenuity, knowledge of graphic design and craftsmanship to develop professional skills in real-life situations.
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GRAPHIC DESIGN; VISUAL ARTS; LANGUAGE ARTS; CONSUMER, FAMILY & LIFE SKILLS
Serving as the Public Relations and Advertising Arm of the High School
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By: Cynthia Vercammen School: Marlboro HS Grade Levels: Graphic Design Class- mixed grades 11-12. Academic Focus/ Visual and Performing Arts
1.1, 1.2
Language Arts Literacy
3.1, 3.2, 3.3, 3.4,
Social Studies
6.2,
Technology
8.1A, B
Consumer, Family & Life Skills
9.1A, 9.1B, 9.2A, 9.2B, 9.2C, 9.2D
Core Ethical Values:
Personal responsibility; punctuality in meeting deadlines; industry; teamwork; civic responsibility; citizenship; commitment, respect for the opinions of others. |
Project Description:
Target Audience: The Marlboro HS school community. Among the many organizations utilizing this service are: National Honor Society, ADAPT, REBEL, school play, gymnastics banquet, Candlelight Vigil, Marlboro Police Department Timeline: Projects vary in length from one week to one month. Timeline determined by the intricacy of the task and the specific needs of the recipient. Project Scheduling: During class; students may meet after school for additional work. Equipment Needed: Computers; Design Software and Desk Top Publishing; paper supplies and notions as needed Academic Focus:
Graphic Design: Students develop skill in using software as well as in using their own imagination and creativity by designing and executing projects demanded by real-life situations. They have the opportunity of developing an electronic portfolio of their work. Visual Arts: Students demonstrate their knowledge of artistic design and put that knowledge into practice through designing flyers, advertising, invitations, posters, etc. that demonstrate that artistry. Students critique each other’s contributions and give suggestions. Language Arts Literacy: Students utilize writing skills in creating slogans and their listening and speaking skills in discussing the projects and coming to a consensus.
Social Studies: Students put into practice good citizenship. Technology: Students demonstrate technological skills in creating flyers as well as advertising, signs for the event.
Consumer, Family & Life Skills: Students demonstrate employability skills in each stage of the project. They also show critical thinking and decision-making in planning & executing this project. |
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Hurdles Encountered: Hurdles: Solution: |
Educational Strategies:
Performance-based Education: Students have an opportunity to demonstrate how they would use graphic design skills in the real world Cooperative Learning; Students work together in various stages of the project, in reaching a consensus and helping one another over tough spots. Interdisciplinary Approach: Several disciplines are involved in order to complete the project. Personal Growth Outcomes: Students find these projects as wonderful ways to discover career interests and to develop skills that could not be developed in the traditional classroom assignments. Also, by being exposed to many volunteer activities, the students often find themselves contributing long hours to a cause introduced in these projects. |
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Celebration: Vercammen’s Brownies, termed the “food of the gods,” serve as both a motivation and celebration staple. Recognition: Key Findings: Students work very hard in these projects, often contributing many hours after school to achieve perfection. Many students willingly forsake AP credits to take this course because it provides them with such satisfying real-life experiences. |
Community Involvement:
Many community organizations (e.g. Marlboro Police Department) are involved. Parents and Volunteer Involvement:
Parents give help in providing food. Reflection Activities: (Link with core ethical values) A written assignment and discussion take place after the project is completed. Topics: What skills that you developed previously were involved in this project? What new skills did you use? What surprised you in doing the work? What did you learn about yourself in the process? How did collaboration help you at any point? How might this project affect your career goals? Means of Assessment: Rubrics to evaluate each phase of the project. .
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