NEPTUNE TOWNSHIP SCHOOL DISTRICT Digital Graphics I Curriculum Grades 9-12 NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent 60 Neptune Blvd. Neptune, NJ 07753-4836 July 31, 2019 Document C1#1
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Digital Graphics I
Curriculum Grades 9-12
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753-4836
July 31, 2019 Document C1#1
NEPTUNE TOWNSHIP BOARD OF EDUCATION
Dorothea L. Fernandez, President
Laura G. Granelli, Vice President
Brady M. Connaughton Nicole M. Green
Jerome H. Hubbard Jason A. Jones
Mark A. Matson Michelle A. Moss
Donna Puryear Antonio Lopez, Neptune City Rep.
SCHOOL DISTRICT ADMINISTRATION
Tami R. Crader, Ed.D.
Superintendent of Schools
Matthew Gristina, Ed.D.
Assistant Superintendent of Schools
Peter J. Leonard
Business Administrator/Board Secretary
Peter I. Bartlett
Assistant Business Administrator/Assistant Board Secretary
Sally A. Millaway, Ed.D.
Director for Curriculum, Instruction & Assessment
Kathleen M. Skelton
Director of Special Services
Lakeda Demery-Alston
Supervisor of Humanities & ESL
Charles Kolinofsky
Supervisor of Data & Information
Kathleen M. Thomsen
Supervisor of Early Childhood Education
ELEMENTARY SCHOOL ADMINISTRATION
Principals
Lori B. Burns, Ed.D., Early Childhood Center
Joshua Loveland, Gables
James M. Nulle, Green Grove
Mark K. Alfone, Ed.D., Midtown Community
Janelle Williams, Shark River Hills
Jerard L. Terrell, Ed.D., Summerfield
MIDDLE SCHOOL ADMINISTRATION
Arlene M. Rogo, Ed.D., Principal
Thomas Decker, Vice Principal
Michael V. Smurro, Vice Principal
HIGH SCHOOL ADMINISTRATION
Jennifer C. Joseph, Principal
Titania M. Hawkins, Ed.D., Vice Principal
Kevin McCarthy, Vice Principal
James H. Whitson, Vice Principal
Richard Arnao, Administrator for Athletic & Co-Curricular Activities
DEPARTMENT CHAIRPERSONS
Kelly Baldino
Juan Beltran
Dawn Reinhardt
Nicole Sanyigo
Tara L. Stephenson
Karen Watt
Hillary L. Wilkins
NEPTUNE TOWNSHIP SCHOOL DISTRICT
DIGITAL GRAPHICS I
CURRICULUM
Table of Contents
Acknowledgements ............................................................................................................i
District Mission Statement ............................................................................................... ii
District Educational Outcome Goals .............................................................................. iii
Course Description........................................................................................................... iv
Curriculum
Unit Title Page
Pacing Guide ..................................................................................................................... 1
Integrated Social and Emotional Learning Competencies ................................................ 2
Unit 1: Introduction of Elements & Principles of Design................................................. 3
Unit 2: Applicable Creative Process ............................................................................... 14
Unit 3: Using Digital Graphics ....................................................................................... 25
Unit 4: Developing Artist Identity .................................................................................. 35
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Digital Graphics I
Acknowledgements
The Digital Graphics I Curriculum guide was developed for Neptune High School through the
efforts of Alex DiGiovanni, Neptune High School Visual and Media Arts Teacher, in
cooperation with Karen Watt, Department Chairperson for the Visual & Performing Arts, and
under the guidance of Sally A. Millaway, Ed.D., Director for Curriculum, Instruction and
Assessment.
The teachers is to be commended for his dedication in formatting this curriculum into UbD and
his expertise in the area of Arts Education. This curriculum guide goes beyond skill instruction,
and devotes a greater percentage of instructional time to problem-solving and active learning. It
is our hope that this guide will serve as a valuable resource for the staff members who teach this
course and that they will feel free to make recommendations for its continued improvement.
Also, it is our hope that this guide will support and advance the Arts in our school district.
The Digital Graphics I Curriculum guide was written in alignment to the New Jersey Student
Learning Standards for Visual and Performing Arts (2014), and the National Core Arts Standards
(2014).
i
NEPTUNE TOWNSHIP SCHOOL DISTRICT
DISTRICT MISSION STATEMENT
The primary mission of the Neptune Township School District is to prepare students for a life-
long learning process in a complex and diverse world. It is with high expectations that our
schools foster:
• A strong foundation in academic and modern technologies.
• A positive and varied approach to teaching and learning.
• An emphasis on critical thinking skills and problem-solving techniques.
• A respect for and an appreciation of our world, its resources, and its people.
• A sense of responsibility, good citizenship, and accountability.
• An involvement by the parents and the community in the learning process.
ii
Neptune Township School District
Educational Outcome Goals
The students in the Neptune Township schools will become life-long learners and will:
Become fluent and critical readers, writers, speakers, listeners, and viewers who can
comprehend, respond to, and produce across multiple modalities.
Develop mathematical skills, understandings, and attitudes to apply to the types of
problem-solving and mathematical discourse that are needed to be successful in their
careers and everyday life.
Understand fundamental scientific principles, develop critical thinking skills, and
demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing,
and interpreting information.
Demonstrate proficiency and responsibility in utilizing and producing technology in an
ever-changing global society.
Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS).
Become globally responsible citizens with a high degree of literacy in civics, history,
economics and geography.
Develop a respect for their own and different cultures and demonstrate trustworthiness,
responsibility, fairness, caring, and citizenship.
Become culturally literate by being aware of the historical, societal, and multicultural
aspects and implications of the arts.
Demonstrate skills in decision-making, goal-setting, self-compassion, empathy, and
effective communication, with a focus on character development.
Understand and practice the skills of family living, health, wellness, and safety for their
physical, mental, emotional, and social development.
Develop consumer, family, and life skills necessary to be a functioning member of
society.
Develop the ability to be creative, inventive decision-makers with skills in
communicating ideas, thoughts, and feelings.
Develop career awareness and essential technical and workplace readiness skills, which
are significant to many aspects of life and work.
iii
NEPTUNE TOWNSHIP SCHOOL DISTRICT
DIGITAL GRAPHICS I
CURRICULUM
COURSE DESCRIPTION
(5 credits)
This course will introduce students to the field of digital graphics. Students will examine
computer graphics concepts at an introductory level. Students will be introduced to file
management, copyright ethics, elements and principles of art, digital art, scanning and the use of
a digital camera. Students will study typography, layout design, advertising & packaging and
corporate identity. Adobe Photoshop and InDesign, and a variety of current graphic programs
will be explored through student-driven projects. Students will produce various creative and
innovative compositions. Students will also learn how to critique work properly and analyze
work using design theory. By the end of this course, students will have a portfolio by the end of
the course.
iv
1
2
INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES
The following social and emotional competencies are integrated in this curriculum document:
Self-Awareness
X Recognize one’s own feelings and thoughts
Recognize the impact of one’s feelings and thoughts on one’s own behavior
X Recognize one’s personal traits, strengths and limitations
X Recognize the importance of self-confidence in handling daily tasks and challenges
Self-Management
X Understand and practice strategies for managing one’s own emotions, thoughts and
behaviors
X Recognize the skills needed to establish and achieve personal and educational goals
X Identify and apply ways to persevere or overcome barriers through alternative methods
to achieve one’s goals
Social Awareness
X Recognize and identify the thoughts, feelings, and perspectives of others
X Demonstrate an awareness of the differences among individuals, groups, and others’
cultural backgrounds
X Demonstrate an understanding of the need for mutual respect when viewpoints differ
Demonstrate an awareness of the expectations for social interactions in a variety of
settings
Responsible Decision Making
X Develop, implement and model effective problem solving and critical thinking skills
X Identify the consequences associated with one’s action in order to make constructive
choices
X Evaluate personal, ethical, safety and civic impact of decisions
Relationship Skills
X Establish and maintain healthy relationships
X Utilize positive communication and social skills to interact effectively with others
X Identify ways to resist inappropriate social pressure
Demonstrate the ability to present and resolve interpersonal conflicts in constructive
ways
Identify who, when, where, or how to seek help for oneself or others when needed
3
Unit 1
Introduction of Elements and Principles of Design
Suggested Time
Frame
Ongoing and continuous exploration
Overview / Rationale
In this unit, students will learn about and how to utilize the elements and principles of design
with respect to digital graphics. These concepts are integrated throughout the course reinforcing
student understanding and practical application. Understanding of the elements and principles
ties into the vertical articulation from the elementary art practices, and builds further
understanding and eventual mastery.
Stage 1 – Desired Results
2014 New Jersey Student Learning Standards for Visual and Performing Arts
1.1-The Creative Process All students will demonstrate an understanding of the elements and principles that govern the
creation of works of art in dance, music, theatre, and visual art.
1.2-History of the Arts and Culture
All students will understand the role, development, and influence of the arts throughout
history and across cultures.
1.3-Performance
All students will synthesize those skills, media, methods, and technologies appropriate to
creating, performing, and/or presenting works of art in visual art.
1.4-Aesthetic Responses & Critique Methodologies
All students will demonstrate and apply an understanding of arts, philosophies, judgement,
and analysis to works of art in visual art.
National Core Art Standards for Media Arts
Students who participate in this course will achieve the High School Proficient Level.
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Select MA:Cr1.1.
I
Use identified generative methods to formulate multiple ideas,
develop artistic goals, and problem solve in media arts creation
processes.
Anchor Standard 2: Organize and develop artistic ideas and work.
Develop MA:Cr2.1.
I
Apply aesthetic criteria in developing, proposing, and refining
artistic ideas, plans, prototypes, and production processes for media
arts productions, considering original inspirations, goals, and
presentation context.
Anchor Standard 3: Refine and complete artistic work.
4
Construct MA:Cr3.1.
I
a. Consolidate production processes to demonstrate deliberate
choices in organizing and integrating content and stylistic
conventions in media arts productions, demonstrating understanding
of associated principles, such as emphasis and tone.
b. Refine and modify media artworks, honing aesthetic quality and
intentionally accentuating stylistic elements, to reflect an
understanding of personal goals and preferences.
Artistic Strand: Producing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Integrate MA:Pr4.1.
I
Integrate various arts, media arts forms, and content into unified
media arts productions, considering the reaction and interaction of
the audience, such as experiential design.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Practice MA:Pr5.1.
I
a. Demonstrate progression in artistic, design, technical, and soft
skills, as a result of selecting and fulfilling specified roles in the
production of a variety of media artworks.
b. Develop and refine a determined range of creative and adaptive
innovation abilities, such as design thinking, and risk taking, in
addressing identified challenges and constraints within and through
media arts productions.
c. Demonstrate adaptation and innovation through the combination
of tools, techniques and content, in standard and innovative ways, to
communicate intent in the production of media artworks.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Present MA:Pr6.1.
I
a. Design the presentation and distribution of collections of media
artworks, considering combinations of artworks, formats, and
audiences.
b. Evaluate and implement improvements in presenting media
artworks, considering personal and local impacts, such as the
benefits for self and others.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
Perceive MA:Re7.1
.I
a. Analyze the qualities of and relationships between the
components, style, and preferences communicated by media
artworks and artists.
b. Analyze how a variety of media artworks manage audience
experience and create intention through multimodal perception.
Anchor Standard 8: Interpret intent and meaning in artistic work.
5
Interpret MA:Re8.1
.I
Analyze the intent, meanings, and reception of a variety of media
artworks, focusing on personal and cultural contexts.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Evaluate MA:Re9.1
.I
Evaluate media art works and production processes at decisive
stages, using identified criteria, and considering context and artistic
goals.
Artistic Strand: Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Synthesize MA:Cn10.
1.I
a. Independently and proactively access relevant and qualitative
resources to inform the creation of cogent media artworks.
b. Demonstrate and expound on the use of media artworks to
consummate new meaning, knowledge, and impactful cultural
experiences.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context
to deepen understanding.
Relate MA:Cn11.
1.I
a. Demonstrate and explain how media artworks and ideas relate to
various contexts, purposes, and values, such as social trends, power,
equality, and personal/cultural identity.
b. Explain and demonstrate the use of media artworks to synthesize
new meaning and knowledge, and reflect and form cultural
experiences, such as new connections between themes and ideas,
local and global networks, and personal influence.
National Core Art Standards for Visual Arts
Students who successfully complete this course will meet the
High School Proficient standards.
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.Ia
Investigate -
Planning
Use multiple approaches to begin creative endeavors.
VA:Cr1.2.Ia Investigate -
Planning
Shape an artistic investigation of an aspect of present
day life using a contemporary practice of art or design.
Anchor Standard 2: Organize and develop artistic ideas and work
VA.Cr2.1.Ia Investigate
Engage in making a work of art or design without
having a preconceived plan.
VA.Cr2.2.Ia Investigate Explain how traditional and nontraditional materials
may impact human health and the environment and
demonstrate safe handling of materials, tools, and
equipment.
6
VA.Cr2.3.Ia Investigate
Collaboratively develop a proposal for an installation,
artwork, or space design that transforms the perception
and experience of a particular place.
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.Ia Reflect - Refine -
Continue
Apply relevant criteria from traditional and
contemporary cultural contexts to examine, reflect on,
and plan revisions for works of art and design in
progress.
Artistic Strand: Presenting
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
VA:Pr4.1.Ia Select
Analyze, select, and curate artifacts and/or artworks for
presentation and preservation.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
VA:Pr5.1.Ia Analyze
Analyze and evaluate the reasons and ways an
exhibition is presented.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
VA:Pr6.1.Ia Share
Analyze and describe the impact that an exhibition or
collection has on personal awareness of social, cultural,
or political beliefs and understandings.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
VA:Re.7.1.Ia Perceive
Hypothesize ways in which art influences perception
and understanding of human experiences.
VA:Re.7.2.Ia Perceive
Analyze how one’s understanding of the world is
affected by experiencing visual imagery.
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re.8.Ia Analyze
Interpret an artwork or collection of works, supported
by relevant and sufficient evidence found in the work
and its various contexts.
Anchor Standard 9: Apply criteria to evaluate artistic work.
VA:Re.9.Ia Interpret
Establish relevant criteria in order to evaluate a work of
art or collection of works.
Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.Ia Synthesis
Document the process of developing ideas from early
stages to fully elaborated ideas. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
VA:Cn11.1.Ia Relate Describe how knowledge of culture, traditions, and
history may influence personal responses to art.
7
Essential Questions:
● What is required to produce a media
artwork that conveys purpose, meaning,
and artistic quality?
● How do media artists improve/refine
their work?
● How do we 'read' media artworks and
discern their relational components?
● How do media artworks function to
convey meaning and manage audience
experience?
● How do media artists organize and
develop ideas and models into process
structures to achieve the desired end
product?
Enduring Understandings: ● Media artists plan, organize, and
develop creative ideas, plans, and
models into process structures that can
effectively realize the artistic idea.
● The forming, integration, and
refinement of aesthetic components,
principles, and processes creates
purpose, meaning, and artistic quality in
media artworks.
● Media artists require a range of skills
and abilities to creatively solve
problems within and through media arts
productions.
Knowledge: Students will know…
● How to utilize the elements and
principles of design in their projects.
● Proper application of the elements and
principles of design.
Skills: Students will be able to…
● Utilize raster based software to create
artwork while demonstrating various
rules of design.
● Articulate design elements and
principles.
● Identify elements and principles used in
existing work during critique.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers ETA CRP2. Apply appropriate academic
and technical skills.
Money Management ET CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing ET CRP5. Consider the environmental,
social and economic impacts of
decisions.
X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and
innovation.
8
Civic Financial Responsibility ETA CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and persevere
in solving them.
9.2 Career Awareness, Exploration,
and Preparation
ETA CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness ET CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance
productivity.
X Career Preparation ETA CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
New Jersey Student Learning Standards for English Language Arts
Key Ideas and Details -NJSLSA.R3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Craft and Structure -NJSLSA.R4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
New Jersey Student Learning Standards for Social Studies:
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century. .
Student Resources
Primary Source
Readings
NPR.com, youtube.com. www.digitalartsonline.co.uk
http://americanart.si.edu/, https://www.pixeden.com/,
Teacher Resources
Supplemental Workbooks: online tutorials
Websites: adobe.com, kahoot, www.digitalartsonline.co.uk, https://www.pixeden.com/,
https://educators.brainpop.com/bp-topic/graphic-design/, google classroom
Videos: various youtube channels
Photoshop, and other software programs appropriate for digital design
Google Apps for Education
Other appropropriate resources at the discretion of the instructor, with approval from
administration.
Stage 2 – Assessment Evidence
Performance Task(s):
Other Evidence:
9
● Using line shape color value space and
texture within a design.
● Color theory
● Magazine cover design
● Abstract design
● Logo designs
● Aesthetic analysis responses
● Feedback sessions
● Class critique
● Notebooks/portfolios
● Classwork
● Do-Now questions
● Tests and Quizzes
● Department created common
summative assessments and rubrics
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
● Teacher demonstrations
● Flipped classroom
● Student centered exploration
● Tutorials
● Student led presentations
● Group projects
● Other learning activities at the discretion of the instructor, used to
meet appropriate standards.
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the
diverse needs of our students. Teachers should consider this a resource and understand that
they are not limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the
grade-level standard. A modification changes WHAT a student learns; the change alters the
grade-level expectation.
Special Education and 504 Plans
All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - eg. less distraction)
10
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they
receive for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation,
accept short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners:
All modifications and accommodations should be specific to each individual child’s LEP level
as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi-sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
11
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook,
vocabulary bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure:
Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal);
Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of
self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with
others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles:
Visual; Auditory; Tactile; Kinesthetic; Verbal
High Achieving:
Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode
that most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
12
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used
in discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population
Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
Provide “Realia” (real life objects to relate to the five senses) and ask questions
relating to the senses
Role Play-students create or participate in role playing situations or Reader’s Theater
Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to
music. Group discusses topic and responses on paper. Groups rotate twice to see
comments of others. (Refer to Kagan Differentiated Strategies)
Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
Chunking-chunk reading, tests, questions, homework, etc to focus on particular
elements.
Think Pair Share Write
Think Talk Write
Think Pair Share
Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible
for becoming an "expert" on one section of the assigned material and then "teaching" it
to the other members of the team: http://www.adlit.org/strategies/22371/.
Technology Integration
8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming
13
All students will develop an understanding of the nature and impact of technology,
engineering, technological design, computational thinking and the designed world as they
relate to the individual, global society, and the environment.
14
Unit 2
Applicable Creative Process
Suggested Time
Frame
Ongoing and continuous
Overview / Rationale
Students will learn how to create artwork using the creative process. Students will be taught how
to use critical thinking skills during the research and brainstorming sessions for thumbnails and
apply them in which creative direction to pursue. Students will then be shown how to create
rough designs and then the final composite. Teaching students about this process demonstrates
how to conceptualize ideas, while editing them down and fine tuning them.
Stage 1 – Desired Results
2014 New Jersey Student Learning Standards for Visual and Performing Arts
1.1-The Creative Process All students will demonstrate an understanding of the elements and principles that govern the
creation of works of art in dance, music, theatre, and visual art.
1.2-History of the Arts and Culture
All students will understand the role, development, and influence of the arts throughout
history and across cultures.
1.3-Performance
All students will synthesize those skills, media, methods, and technologies appropriate to
creating, performing, and/or presenting works of art in visual art.
1.4-Aesthetic Responses & Critique Methodologies
All students will demonstrate and apply an understanding of arts, philosophies, judgement,
and analysis to works of art in visual art.
National Core Art Standards for Visual Arts
Students who successfully complete this course will meet the
High School Proficient standards.
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.Ia
Investigate -
Planning
Use multiple approaches to begin creative endeavors.
VA:Cr1.2.Ia Investigate -
Planning
Shape an artistic investigation of an aspect of present
day life using a contemporary practice of art or design.
Anchor Standard 2: Organize and develop artistic ideas and work.
VA.Cr2.1.Ia Investigate
Engage in making a work of art or design without
having a preconceived plan.
VA.Cr2.2.Ia Investigate Explain how traditional and nontraditional materials
may impact human health and the environment and
15
demonstrate safe handling of materials, tools, and
equipment.
VA.Cr2.3.Ia Investigate
Collaboratively develop a proposal for an installation,
artwork, or space design that transforms the perception
and experience of a particular place.
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.Ia Reflect - Refine -
Continue
Apply relevant criteria from traditional and
contemporary cultural contexts to examine, reflect on,
and plan revisions for works of art and design in
progress.
Artistic Strand: Presenting
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
VA:Pr4.1.Ia Select
Analyze, select, and curate artifacts and/or artworks for
presentation and preservation.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
VA:Pr5.1.Ia Analyze
Analyze and evaluate the reasons and ways an
exhibition is presented.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
VA:Pr6.1.Ia Share
Analyze and describe the impact that an exhibition or
collection has on personal awareness of social, cultural,
or political beliefs and understandings.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
VA:Re.7.1.Ia Perceive
Hypothesize ways in which art influences perception
and understanding of human experiences.
VA:Re.7.2.Ia Perceive
Analyze how one’s understanding of the world is
affected by experiencing visual imagery.
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re.8.Ia Analyze
Interpret an artwork or collection of works, supported
by relevant and sufficient evidence found in the work
and its various contexts.
Anchor Standard 9: Apply criteria to evaluate artistic work.
VA:Re.9.Ia Interpret
Establish relevant criteria in order to evaluate a work of
art or collection of works.
Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.Ia Synthesis
Document the process of developing ideas from early
stages to fully elaborated ideas. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
VA:Cn11.1.Ia Relate Describe how knowledge of culture, traditions, and
history may influence personal responses to art.
National Core Art Standards for Media Arts
Students who participate in this course will achieve the High School Proficient Level.
Artistic Strand: Creating
16
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Select MA:Cr1.1.
I
Use identified generative methods to formulate multiple ideas,
develop artistic goals, and problem solve in media arts creation
processes.
Anchor Standard 2: Organize and develop artistic ideas and work.
Develop MA:Cr2.1.
I
Apply aesthetic criteria in developing, proposing, and refining
artistic ideas, plans, prototypes, and production processes for media
arts productions, considering original inspirations, goals, and
presentation context.
Anchor Standard 3: Refine and complete artistic work.
Construct MA:Cr3.1.
I
a. Consolidate production processes to demonstrate deliberate
choices in organizing and integrating content and stylistic
conventions in media arts productions, demonstrating understanding
of associated principles, such as emphasis and tone.
b. Refine and modify media artworks, honing aesthetic quality and
intentionally accentuating stylistic elements, to reflect an
understanding of personal goals and preferences.
Artistic Strand: Producing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Integrate MA:Pr4.1.
I
Integrate various arts, media arts forms, and content into unified
media arts productions, considering the reaction and interaction of
the audience, such as experiential design.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Practice MA:Pr5.1.
I
a. Demonstrate progression in artistic, design, technical, and soft
skills, as a result of selecting and fulfilling specified roles in the
production of a variety of media artworks.
b. Develop and refine a determined range of creative and adaptive
innovation abilities, such as design thinking, and risk taking, in
addressing identified challenges and constraints within and through
media arts productions.
c. Demonstrate adaptation and innovation through the combination
of tools, techniques and content, in standard and innovative ways, to
communicate intent in the production of media artworks.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Present MA:Pr6.1.
I
a. Design the presentation and distribution of collections of media
artworks, considering combinations of artworks, formats, and
audiences.
b. Evaluate and implement improvements in presenting media
artworks, considering personal and local impacts, such as the
benefits for self and others.
17
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
Perceive MA:Re7.1
.I
a. Analyze the qualities of and relationships between the
components, style, and preferences communicated by media
artworks and artists.
b. Analyze how a variety of media artworks manage audience
experience and create intention through multimodal perception.
Anchor Standard 8: Interpret intent and meaning in artistic work.
Interpret MA:Re8.1
.I
Analyze the intent, meanings, and reception of a variety of media
artworks, focusing on personal and cultural contexts.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Evaluate MA:Re9.1
.I
Evaluate media art works and production processes at decisive
stages, using identified criteria, and considering context and artistic
goals.
Artistic Strand: Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Synthesize MA:Cn10.
1.I
a. Independently and proactively access relevant and qualitative
resources to inform the creation of cogent media artworks.
b. Demonstrate and expound on the use of media artworks to
consummate new meaning, knowledge, and impactful cultural
experiences.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context
to deepen understanding
Relate MA:Cn11.
1.I
a. Demonstrate and explain how media artworks and ideas relate to
various contexts, purposes, and values, such as social trends, power,
equality, and personal/cultural identity.
b. Explain and demonstrate the use of media artworks to synthesize
new meaning and knowledge, and reflect and form cultural
experiences, such as new connections between themes and ideas,
local and global networks, and personal influence.
18
8.1.12.F.1 Evaluate the strengths and limitations of emerging
technologies and their impact on educational, career,
personal and or social needs.
Essential Questions:
● How do media artists generate ideas?
● How can ideas for media arts
productions be formed and developed
to be effective and original?
● How do media artists organize and
develop ideas and models into process
structures to achieve the desired end
product?
● How are complex media arts
experiences constructed?
Enduring Understandings:
● Media arts ideas, works, and processes
are shaped by the imagination, creative
processes, and by experiences, both
within and outside of the arts.
● Media artists plan, organize, and
develop creative ideas, plans, and
models into process structures that can
effectively realize the artistic idea.
● Media artists integrate various forms
and contents to develop complex,
unified artworks.
Knowledge:
Students will know...
● Identified generative methods to
formulate multiple creative ideas.
● Aesthetic principles with a variety of
generative methods.
● How to develop aesthetic criteria for
the developing, proposing, and refining
artistic ideas.
● How to articulate a personal aesthetic in
designing, testing, and refining original
artistic ideas.
Skills:
Students will be able to...
● Conceptualize artwork from research,
and thumbnail brainstorming process.
● Synthesize ideas and use editing skills
to create a rough draft of expressed
ideas.
● Create a comprehensive piece of work
based on the proposed process of ideas.
● Present and curate their work in a
professional capacity.
● Use raster and vector based software to
create their artwork and convey their
concept.
● Display their work both physically and
digitally.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1
Personal Financial Literacy ET CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers ETA CRP2. Apply appropriate academic
and technical skills.
Money Management ET CRP3. Attend to personal health and
financial well-being.
19
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing ETA CRP5. Consider the environmental,
social and economic impacts of
decisions.
X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility ETA CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2
Career Awareness, Exploration,
and Preparation
ET CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness ETA CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance
productivity.
X Career Preparation ETA CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
New Jersey Student Learning Standards for English Language Arts
Key Ideas and Details -NJSLSA.R3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Craft and Structure -NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
New Jersey Student Learning Standards for Social Studies:
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
Student Resources
Primary Source
Readings
NPR.com, youtube.com. www.digitalartsonline.co.uk
http://americanart.si.edu/, https://www.pixeden.com/,
Teacher Resources
Supplemental Workbooks: online tutorials
Websites: adobe.com, kahoot, www.digitalartsonline.co.uk, https://www.pixeden.com/,
https://educators.brainpop.com/bp-topic/graphic-design/, google classroom
Videos: various youtube channels
Photoshop, and other software programs appropriate for digital design
20
Google Apps for Education
Other appropropriate resources at the discretion of the instructor, with approval from
administration.
Stage 2 – Assessment Evidence
Performance Task(s):
● Business card design
● Symbol design
● Album design
● Typeface design
● Webpage design
● Toy design
● Personal projects
Other Evidence:
● Aesthetic analysis responses
● Feedback sessions
● Class critique
● Notebooks/portfolios
● Classwork
● Do-Now questions
● Tests and Quizzes
● Department created common
summative assessments and rubrics
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
● Teacher demonstrations
● Flipped classroom
● Student centered exploration
● Tutorials
● Student led presentations
● Group projects
● Other learning activities at the discretion of the instructor, used to
meet appropriate standards.
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the
diverse needs of our students. Teachers should consider this a resource and understand that they
are not limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the grade-
level standard. A modification changes WHAT a student learns; the change alters the grade-level
expectation.
Special Education and 504 Plans
All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
21
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - eg. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners:
All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
22
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi-sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure:
Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
High Achieving:
Extension Activities
23
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used in
discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population
Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
Role Play-students create or participate in role playing situations or Reader’s Theater
Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.
Group discusses topic and responses on paper. Groups rotate twice to see comments of
others. (Refer to Kagan Differentiated Strategies)
Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.
Think Pair Share Write
Think Talk Write
Think Pair Share
Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to the
other members of the team: http://www.adlit.org/strategies/22371/.
Technology Integration
24
8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
25
Unit 3
Using Digital Graphics
Suggested Time
Frame
Ongoing and continuous
Overview / Rationale
In this unit, students will be introduced to the use of digital graphics in various forms. Students
will be taught a comprehensive history of graphic design, how it relates to design today, and its
influences on our lives. This unit will then be woven into other lessons, as it ties to the creative,
production and connection process in art and design.
Stage 1 – Desired Results
2014 New Jersey Student Learning Standards for Visual and Performing Arts
1.1-The Creative Process All students will demonstrate an understanding of the elements and principles that govern the
creation of works of art in dance, music, theatre, and visual art.
1.2-History of the Arts and Culture
All students will understand the role, development, and influence of the arts throughout
history and across cultures.
1.3-Performance
All students will synthesize those skills, media, methods, and technologies appropriate to
creating, performing, and/or presenting works of art in visual art.
1-4-Aesthetic Responses & Critique Methodologies
All students will demonstrate and apply an understanding of arts, philosophies, judgement,
and analysis to works of art in visual art.
National Core Art Standards for Media Arts
Students who participate in this course will achieve the High School Proficient Level.
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Select MA:Cr1.1.
I
Use identified generative methods to formulate multiple ideas,
develop artistic goals, and problem solve in media arts creation
processes.
Anchor Standard 2: Organize and develop artistic ideas and work.
Develop MA:Cr2.1.
I
Apply aesthetic criteria in developing, proposing, and refining
artistic ideas, plans, prototypes, and production processes for media
arts productions, considering original inspirations, goals, and
presentation context.
Anchor Standard 3: Refine and complete artistic work.
26
Construct MA:Cr3.1.
I
a. Consolidate production processes to demonstrate deliberate
choices in organizing and integrating content and stylistic
conventions in media arts productions, demonstrating understanding
of associated principles, such as emphasis and tone.
b. Refine and modify media artworks, honing aesthetic quality and
intentionally accentuating stylistic elements, to reflect an
understanding of personal goals and preferences.
Artistic Strand: Producing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Integrate MA:Pr4.1.
I
Integrate various arts, media arts forms, and content into unified
media arts productions, considering the reaction and interaction of
the audience, such as experiential design.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Practice MA:Pr5.1.
I
a. Demonstrate progression in artistic, design, technical, and soft
skills, as a result of selecting and fulfilling specified roles in the
production of a variety of media artworks.
b. Develop and refine a determined range of creative and adaptive
innovation abilities, such as design thinking, and risk taking, in
addressing identified challenges and constraints within and through
media arts productions.
c. Demonstrate adaptation and innovation through the combination
of tools, techniques and content, in standard and innovative ways, to
communicate intent in the production of media artworks.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Present MA:Pr6.1.
I
a. Design the presentation and distribution of collections of media
artworks, considering combinations of artworks, formats, and
audiences.
b. Evaluate and implement improvements in presenting media
artworks, considering personal and local impacts, such as the
benefits for self and others.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
Perceive MA:Re7.1
.I
a. Analyze the qualities of and relationships between the
components, style, and preferences communicated by media
artworks and artists.
b. Analyze how a variety of media artworks manage audience
experience and create intention through multimodal perception.
Anchor Standard 8: Interpret intent and meaning in artistic work.
27
Interpret MA:Re8.1
.I
Analyze the intent, meanings, and reception of a variety of media
artworks, focusing on personal and cultural contexts.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Evaluate MA:Re9.1
.I
Evaluate media art works and production processes at decisive
stages, using identified criteria, and considering context and artistic
goals.
Artistic Strand: Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Synthesize MA:Cn10.
1.I
a. Independently and proactively access relevant and qualitative
resources to inform the creation of cogent media artworks.
b. Demonstrate and expound on the use of media artworks to
consummate new meaning, knowledge, and impactful cultural
experiences.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context
to deepen understanding.
Relate MA:Cn11.
1.I
a. Demonstrate and explain how media artworks and ideas relate to
various contexts, purposes, and values, such as social trends, power,
equality, and personal/cultural identity.
b. Explain and demonstrate the use of media artworks to synthesize
new meaning and knowledge, and reflect and form cultural
experiences, such as new connections between themes and ideas,
local and global networks, and personal influence.
National Core Art Standards for Visual Arts
Students who successfully complete this course will meet the
High School Proficient standards.
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.Ia
Investigate -
Planning
Use multiple approaches to begin creative endeavors.
VA:Cr1.2.Ia Investigate -
Planning
Shape an artistic investigation of an aspect of present
day life using a contemporary practice of art or design.
Anchor Standard 2: Organize and develop artistic ideas and work.
VA.Cr2.1.Ia Investigate
Engage in making a work of art or design without
having a preconceived plan.
VA.Cr2.2.Ia Investigate Explain how traditional and nontraditional materials
may impact human health and the environment and
demonstrate safe handling of materials, tools, and
equipment.
28
VA.Cr2.3.Ia Investigate
Collaboratively develop a proposal for an installation,
artwork, or space design that transforms the perception
and experience of a particular place.
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.Ia Reflect - Refine -
Continue
Apply relevant criteria from traditional and
contemporary cultural contexts to examine, reflect on,
and plan revisions for works of art and design in
progress.
Artistic Strand: Presenting
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
VA:Pr4.1.Ia Select
Analyze, select, and curate artifacts and/or artworks for
presentation and preservation.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
VA:Pr5.1.Ia Analyze
Analyze and evaluate the reasons and ways an
exhibition is presented.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
VA:Pr6.1.Ia Share
Analyze and describe the impact that an exhibition or
collection has on personal awareness of social, cultural,
or political beliefs and understandings.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
VA:Re.7.1.Ia Perceive
Hypothesize ways in which art influences perception
and understanding of human experiences.
VA:Re.7.2.Ia Perceive
Analyze how one’s understanding of the world is
affected by experiencing visual imagery.
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re.8.Ia Analyze
Interpret an artwork or collection of works, supported
by relevant and sufficient evidence found in the work
and its various contexts.
Anchor Standard 9: Apply criteria to evaluate artistic work.
VA:Re.9.Ia Interpret
Establish relevant criteria in order to evaluate a work of
art or collection of works.
Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.Ia Synthesis
Document the process of developing ideas from early
stages to fully elaborated ideas. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
VA:Cn11.1.Ia Relate Describe how knowledge of culture, traditions, and
history may influence personal responses to art
29
Essential Questions:
● What specific skills and techniques are
needed in various Digital Graphic
styles?
● How does media arts relate to its
various contexts, purposes, and values?
● How does investigating these
relationships inform and deepen the
media artist's understanding and work?
● How does art help us understand the
lives of people of different times,
places, and cultures?
● How is art used to impact the views of
a society?
● How does art preserve aspects of life?
Enduring Understandings:
● Media artworks and ideas are better
understood and produced by relating
them to their purposes, values, and
various contexts.
● People develop ideas and
understandings of society, culture, and
history through their interactions with
and analysis of art.
Knowledge: Students will know…
● Operating procedures for various
programs to create digital graphics.
● Resources to find content when
working with digital graphics.
● Technical skills to create different types
of digital graphics.
Skills: Students will be able to..
● Look at the progression of design
through the years and see how it
reflects the time it comes from.
● Look at the progression of graphic
design resources and tools and how far
design has come over the years.
● Learn how visual graphics are all
around them and how not only do they
tell a story but serve as a tool.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers ETA CRP2. Apply appropriate academic
and technical skills.
Money Management ET CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing ET CRP5. Consider the environmental,
social and economic impacts of
decisions.
30
X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility ETA CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to
make sense of problems and
persevere in solving them.
9.2 Career Awareness, Exploration,
and Preparation
ETA CRP9. Model integrity, ethical
leadership and effective management.
X Career Awareness ET CRP10. Plan education and career
paths aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance
productivity.
X Career Preparation ETA CRP12. Work productively in teams
while using cultural global
competence.
Interdisciplinary Connections
New Jersey Student Learning Standards for English Language Arts
Key Ideas and Details -NJSLSA.R3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Craft and Structure -NJSLSA.R4. Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings, and analyze how specific
word choices shape meaning or tone.
New Jersey Student Learning Standards for Social Studies:
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
Student Resources
Primary Source
Readings
NPR.com, youtube.com. www.digitalartsonline.co.uk
http://americanart.si.edu/, https://www.pixeden.com/,
Teacher Resources
Supplemental Workbooks: online tutorials
Websites: adobe.com, kahoot, www.digitalartsonline.co.uk, https://www.pixeden.com/,
https://educators.brainpop.com/bp-topic/graphic-design/, google classroom
Videos: various youtube channels
Photoshop, and other software programs appropriate for digital design
Google Apps for Education
Other appropriate resources at the discretion of the instructor, with approval from administration.
Stage 2 – Assessment Evidence
31
Performance Task(s):
● Research paper
● Designer Presentation
● Projects that involve finding specific
content, as appropriate to standards
Other Evidence:
● Aesthetic analysis responses
● Feedback sessions
● Class critique
● Notebooks/portfolios
● Classwork
● Do-Now questions
● Tests and quizzes
● Department created common
summative assessments and rubrics
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
● Teacher demonstration
● Flipped classroom
● Student centered exploration
● Tutorials
● Student led presentations
● Group projects
● Other learning activities at the discretion of the instructor, used to
meet appropriate standards.
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the
diverse needs of our students. Teachers should consider this a resource and understand that they
are not limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the grade-
level standard. A modification changes WHAT a student learns; the change alters the grade-level
expectation.
Special Education and 504 Plans
All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - eg. less distraction)
Flexible seating
32
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners:
All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi-sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
33
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure:
Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
High Achieving:
Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
34
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used in
discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population
Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
Role Play-students create or participate in role playing situations or Reader’s Theater
Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.
Group discusses topic and responses on paper. Groups rotate twice to see comments of
others. (Refer to Kagan Differentiated Strategies)
Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.
Think Pair Share Write
Think Talk Write
Think Pair Share
Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to the
other members of the team: http://www.adlit.org/strategies/22371/.
Technology Integration
8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
35
Unit 4
Developing Artist Identity
Suggested Time
Frame
Ongoing and continuous exploration
Overview / Rationale
This unit focuses on the ongoing self discovery of the artist's identity. This is an ongoing unit, as
it puts focus on the development of the artist. Through all of the performance tasks, research of
design practices, and keeping a portfolio of growing work, the student will be taught how to be a
professional artist, the practices involved, and professional expectations, while developing their
creativity. This will not only help the student with the progress of their work, but be translatable
when the student goes into the workforce, integrating 21st century skills and Social and
Emotional Learning Competencies.
Stage 1 – Desired Results
2014 New Jersey Student Learning Standards for Visual and Performing Arts
Note: The instructor and administration will work to align this course to the most recent New
Jersey Student Learning Standards for the Visual and Performing Arts, as set by the
Department of Education.
1.1-The Creative Process All students will demonstrate an understanding of the elements and principles that govern the
creation of works of art in dance, music, theatre, and visual art.
1.2-History of the Arts and Culture
All students will understand the role, development, and influence of the arts throughout
history and across cultures.
1.3-Performance
All students will synthesize those skills, media, methods, and technologies appropriate to
creating, performing, and/or presenting works of art in visual art.
1.4-Aesthetic Responses & Critique Methodologies
All students will demonstrate and apply an understanding of arts, philosophies, judgement,
and analysis to works of art in visual art.
National Core Art Standards for Media Arts
Students who participate in this course will achieve the High School Proficient Level.
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
Select MA:Cr1.1.
I
Use identified generative methods to formulate multiple ideas,
develop artistic goals, and problem solve in media arts creation
processes.
Anchor Standard 2: Organize and develop artistic ideas and work.
Develop MA:Cr2.1.
I
Apply aesthetic criteria in developing, proposing, and refining
artistic ideas, plans, prototypes, and production processes for media
arts productions, considering original inspirations, goals, and
presentation context.
Anchor Standard 3: Refine and complete artistic work.
36
Construct MA:Cr3.1.
I
a. Consolidate production processes to demonstrate deliberate
choices in organizing and integrating content and stylistic
conventions in media arts productions, demonstrating understanding
of associated principles, such as emphasis and tone.
b. Refine and modify media artworks, honing aesthetic quality and
intentionally accentuating stylistic elements, to reflect an
understanding of personal goals and preferences.
Artistic Strand: Producing
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Integrate MA:Pr4.1.
I
Integrate various arts, media arts forms, and content into unified
media arts productions, considering the reaction and interaction of
the audience, such as experiential design.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Practice MA:Pr5.1.
I
a. Demonstrate progression in artistic, design, technical, and soft
skills, as a result of selecting and fulfilling specified roles in the
production of a variety of media artworks.
b. Develop and refine a determined range of creative and adaptive
innovation abilities, such as design thinking, and risk taking, in
addressing identified challenges and constraints within and through
media arts productions.
c. Demonstrate adaptation and innovation through the combination
of tools, techniques and content, in standard and innovative ways, to
communicate intent in the production of media artworks.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Present MA:Pr6.1.
I
a. Design the presentation and distribution of collections of media
artworks, considering combinations of artworks, formats, and
audiences.
b. Evaluate and implement improvements in presenting media
artworks, considering personal and local impacts, such as the
benefits for self and others.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work.
Perceive MA:Re7.1
.I
a. Analyze the qualities of and relationships between the
components, style, and preferences communicated by media
artworks and artists.
b. Analyze how a variety of media artworks manage audience
experience and create intention through multimodal perception.
Anchor Standard 8: Interpret intent and meaning in artistic work.
37
Interpret MA:Re8.1
.I
Analyze the intent, meanings, and reception of a variety of media
artworks, focusing on personal and cultural contexts.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Evaluate MA:Re9.1
.I
Evaluate media art works and production processes at decisive
stages, using identified criteria, and considering context and artistic
goals.
Artistic Strand: Connecting
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Synthesize MA:Cn10.
1.I
a. Independently and proactively access relevant and qualitative
resources to inform the creation of cogent media artworks.
b. Demonstrate and expound on the use of media artworks to
consummate new meaning, knowledge, and impactful cultural
experiences.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context
to deepen understanding.
Relate MA:Cn11.
1.I
a. Demonstrate and explain how media artworks and ideas relate to
various contexts, purposes, and values, such as social trends, power,
equality, and personal/cultural identity.
b. Explain and demonstrate the use of media artworks to synthesize
new meaning and knowledge, and reflect and form cultural
experiences, such as new connections between themes and ideas,
local and global networks, and personal influence.
National Core Art Standards for Visual Arts
Students who successfully complete this course will meet the
High School Proficient standards.
Artistic Strand: Creating
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
VA:Cr1.1.Ia
Investigate -
Planning
Use multiple approaches to begin creative endeavors.
VA:Cr1.2.Ia Investigate -
Planning
Shape an artistic investigation of an aspect of present
day life using a contemporary practice of art or design.
Anchor Standard 2: Organize and develop artistic ideas and work.
VA.Cr2.1.Ia Investigate
Engage in making a work of art or design without
having a preconceived plan.
VA.Cr2.2.Ia Investigate Explain how traditional and nontraditional materials
may impact human health and the environment and
demonstrate safe handling of materials, tools, and
equipment.
38
VA.Cr2.3.Ia Investigate
Collaboratively develop a proposal for an installation,
artwork, or space design that transforms the perception
and experience of a particular place.
Anchor Standard 3: Refine and complete artistic work.
VA:Cr3.1.Ia Reflect - Refine -
Continue
Apply relevant criteria from traditional and
contemporary cultural contexts to examine, reflect on,
and plan revisions for works of art and design in
progress.
Artistic Strand: Presenting
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
VA:Pr4.1.Ia Select
Analyze, select, and curate artifacts and/or artworks for
presentation and preservation.
Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
VA:Pr5.1.Ia Analyze
Analyze and evaluate the reasons and ways an
exhibition is presented.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
VA:Pr6.1.Ia Share
Analyze and describe the impact that an exhibition or
collection has on personal awareness of social, cultural,
or political beliefs and understandings.
Artistic Strand: Responding
Anchor Standard 7: Perceive and analyze artistic work
VA:Re.7.1.Ia Perceive
Hypothesize ways in which art influences perception
and understanding of human experiences.
VA:Re.7.2.Ia Perceive
Analyze how one’s understanding of the world is
affected by experiencing visual imagery.
Anchor Standard 8: Interpret intent and meaning in artistic work.
VA:Re.8.Ia Analyze
Interpret an artwork or collection of works, supported
by relevant and sufficient evidence found in the work
and its various contexts.
Anchor Standard 9: Apply criteria to evaluate artistic work.
VA:Re.9.Ia Interpret
Establish relevant criteria in order to evaluate a work of
art or collection of works.
Artistic Strand: Connecting Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
VA:Cn10.1.Ia Synthesis
Document the process of developing ideas from early
stages to fully elaborated ideas. Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
VA:Cn11.1.Ia Relate Describe how knowledge of culture, traditions, and
history may influence personal responses to art.
Essential Questions: ● How does media arts relate to its
various contexts, purposes, and values?
Enduring Understandings: ● Media artworks and ideas are better
understood and produced by relating
39
● How does investigating these
relationships inform and deepen the
media artist's understanding and work?
● How are complex media arts
experiences constructed?
them to their purposes, values, and
various contexts.
● Media artists integrate various forms
and contents to develop complex,
unified artworks.
Knowledge: Students will know…
● The importance of tracking their
progress in the creation of new artistic
work.
● How to choose work for a personal
portfolio.
● How to develop criteria when creating a
personal artistic statement.
● How to articulate their artistic point of
view when responding to artistic work.
Skills: Students will be able to...
● Track their progress, and reflect on
their progression.
● Create a portfolio of their own work.
● Utilize their point of view into their
work.
● Use raster and vector based software in
creating their work.
● Present their work using presentation
techniques taught to them.
● Identify presentation techniques such as
matting, mounting, etc.
In this unit plan, the following 21st Century Life and Careers skills are addressed:
Check ALL that apply –
21st Century Themes
Indicate whether these skills are:
● E – encouraged
● T – taught
● A – assessed
Career Ready Practices
9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and
contributing citizen and employee.
X Income and Careers ETA CRP2. Apply appropriate academic and
technical skills.
Money Management ET CRP3. Attend to personal health and
financial well-being.
Credit and Debt Management ETA CRP4. Communicate clearly and
effectively and with reason.
Planning, Saving, and Investing ET CRP5. Consider the environmental,
social and economic impacts of
decisions.
X Becoming a Critical Consumer ETA CRP6. Demonstrate creativity and
innovation.
Civic Financial Responsibility ETA CRP7. Employ valid and reliable
research strategies.
Insuring and Protecting ETA CRP8. Utilize critical thinking to make
sense of problems and persevere in
solving them.
9.2 Career Awareness, Exploration,
and Preparation
ETA CRP9. Model integrity, ethical
leadership and effective management.
40
X Career Awareness ET CRP10. Plan education and career paths
aligned to personal goals.
X Career Exploration ETA CRP11. Use technology to enhance
productivity.
X Career Preparation ETA CRP12. Work productively in teams
while using cultural global competence.
Interdisciplinary Connections
New Jersey Student Learning Standards for English Language Arts
Key Ideas and Details -NJSLSA.R3. Analyze how and why individuals, events, and ideas
develop and interact over the course of a text.
Craft and Structure -NJSLSA.R4. Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
New Jersey Student Learning Standards for Social Studies:
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think
analytically and systematically about how past interactions of people, cultures, and the
environment affect issues across time and cultures. Such knowledge and skills enable students to
make informed decisions as socially and ethically responsible world citizens in the 21st century.
Student Resources
Primary Source
Readings
NPR.com, youtube.com. www.digitalartsonline.co.uk
http://americanart.si.edu/, https://www.pixeden.com/,
Teacher Resources
Supplemental Workbooks: online tutorials
Websites: adobe.com, kahoot, www.digitalartsonline.co.uk, https://www.pixeden.com/,
https://educators.brainpop.com/bp-topic/graphic-design/, google classroom
Videos: various youtube channels
Photoshop, and other software programs appropriate for digital design
Google Apps for Education
Other appropropriate resources at the discretion of the instructor, with approval from
administration.
Stage 2 – Assessment Evidence
Performance Task(s):
● Portfolio Development
● Creation of an Artistic Statement
● Projects to find content, unique to a
student's’ personal artistic vision
Other Evidence:
● Aesthetic analysis responses
● Feedback sessions
● Class critique
● Notebooks/portfolios
● In progress critique
● Classwork
● Do-Now questions
41
● Tests and Quizzes
● Department created common
summative assessments and rubrics
Stage 3 – Learning Plan
Instructional
Strategies
Descriptions
Suggested
Learning
Activities
● Teacher demonstrations
● Flipped classroom
● Student centered exploration
● Tutorials
● Student led presentations
● Group projects
● Other learning activities at the discretion of the instructor, used to
meet appropriate standards.
Accommodations and Modifications
Below please find a list of suggestions for accommodations and modifications to meet the
diverse needs of our students. Teachers should consider this a resource and understand that they
are not limited to the recommendations included below.
An accommodation changes HOW a student learns; the change needed does not alter the grade-
level standard. A modification changes WHAT a student learns; the change alters the grade-level
expectation.
Special Education and 504 Plans
All modifications and accommodations must be specific to each individual child’s IEP
(Individualized Educational Plan) or 504 Plan.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Pair visual prompts with verbal presentations
Ask students to restate information, directions, and assignments
Repetition and time for additional practice
Model skills/techniques to be mastered
Extended time to complete task/assignment/work
Provide a copy of class notes
Strategic seating (with a purpose - eg. less distraction)
Flexible seating
Repetition and additional practice
Use of manipulatives
Use of assistive technology (as appropriate)
Assign a peer buddy
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
42
Check for understanding with more frequency
Provide oral reminders and check student work during independent practice
Chunk the assignment - broken up into smaller units, work submitted in phases
Encourage student to proofread assignments and tests
Provide regular home/school communication
Teacher checks student planner
Provide student with clear expectations in writing and grading criteria for assignments
(rubrics)
Testing Accommodations:
Students should receive all testing accommodations for Benchmark assessments that they receive
for State testing.
Setting: Alternate setting for assessments, small groups, screens to block distractions
Presentation: large print, test readers, use of audio, fewer questions on each page
Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept
short answers
Allow for retakes
Provide study guides
Use of reference aids such as glossary
Choice of test format (multiple-choice, essay, true-false)
Alternate ways to evaluate (projects or oral presentations instead of written tests)
Open-book or open-note tests
English Language Learners:
All modifications and accommodations should be specific to each individual child’s LEP level as
determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.
Pre-teach or preview vocabulary
Repeat or reword directions
Have students repeat directions
Use of small group instruction
Scaffold language based on their Can Do Descriptors
Alter materials and requirements according to Can Do Descriptors
Adjust number of paragraphs or length of writing according to their Can Do Descriptor
TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts
through multi-sensory forms such as with body language, intonation
Pair visual prompts with verbal presentations
Repetition and additional practice
Model skills and techniques to be mastered
Native Language translation (peer, assistive technology, bilingual dictionary)
Emphasize key words or critical information by highlighting
Use of graphic organizers
Scaffold with prompts for sentence starters
Check for understanding with more frequency
Use of self-assessment rubrics
Increase one-on-one conferencing; frequent check ins
Use study guide to organize materials
43
Make vocabulary words available in a student created vocabulary notebook, vocabulary
bank, Word Wall, or vocabulary ring
Extended time
Select text complexity and tiered vocabulary according to Can Do Descriptors
Projects completed individually or with partners
Use online dictionary that includes images for words:
http://visual.merriamwebster.com/.
Use online translator to assist students with pronunciation:
http://www.reverso.net/text_translation.aspx?lang=EN.
Students at Risk of Failure:
Use of self-assessment rubrics for check-in
Pair visual prompts with verbal presentations
Ask students to restate information and/or directions
Opportunity for repetition and additional practice
Model skills/techniques to be mastered
Extended time
Provide copy of class notes
Strategic seating with a purpose
Provide students opportunity to make corrections and/or explain their answers
Support organizational skills
Check daily planner
Encourage student to proofread work
Assign a peer buddy
Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical
(reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual
Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others
effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual;
Auditory; Tactile; Kinesthetic; Verbal
High Achieving:
Extension Activities
Allow for student choice from a menu of differentiated outcomes; choices grouped by
complexity of thinking skills; variety of options enable students to work in the mode that
most interests them
Allow students to pursue independent projects based on their individual interests
Provide enrichment activities that include more complex material
Allow opportunities for peer collaboration and team-teaching
Set individual goals
Conduct research and provide presentation of appropriate topics
Provide students opportunity to design surveys to generate and analyze data to be used in
discussion
Allow students to move through the assignment at their own pace (as appropriate)
Strategies to Differentiate to Meet the Needs of a Diverse Learning Population
44
Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of
similar/different rather than memorizing definitions
Provide “Realia” (real life objects to relate to the five senses) and ask questions relating
to the senses
Role Play-students create or participate in role playing situations or Reader’s Theater
Moving Circle-an inside and outside circle partner and discuss, circles moves to new
partner (Refer to Kagan Differentiated Strategies)
Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music.
Group discusses topic and responses on paper. Groups rotate twice to see comments of
others. (Refer to Kagan Differentiated Strategies)
Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts
and rotate.
Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.
Think Pair Share Write
Think Talk Write
Think Pair Share
Note-taking -can be done through words, pictures, phrases, and sentences depending on
level
KWL (Know, Want to Know, Learned)/KWHL(Know, What to Know, How Will I
Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ
(Know, What to Know, Learned, Questions I Still Have) Charts
Corners Cooperative Learning Strategy:
http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.
Circle Map strategy- place the main topic in a small circle and add student ideas in a
bigger circle around the topic. Students may use their native language with peers to
brainstorm.
Flexible grouping -as a whole class, a small group, or with a partner, temporary groups
are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-
strategy.
Jigsaw Activities -cooperative learning in a group, each group member is responsible for
becoming an "expert" on one section of the assigned material and then "teaching" it to the
other members of the team: http://www.adlit.org/strategies/22371/.
Technology Integration
8.2 Technology Integration, Engineering, Design and Computational Thinking -
Programming All students will develop an understanding of the nature and impact of technology, engineering,
technological design, computational thinking and the designed world as they relate to the
individual, global society, and the environment.
NEPTUNE TOWNSHIP SCHOOL DISTRICT
Office of the Superintendent
60 Neptune Blvd.
Neptune, NJ 07753
An Affirmative Action Equal Opportunity Employer
2019