Career Technical Education (CTE) Linked Learning:
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Art 1 Project Overview: Logo Design Group Project
Student scenario: Your design firm has been hired by a company to create a new logo for them. Each artist in your design firm creates 1 final logo and as a group, you will collectively present all your designs together to pitch your design options to your client (the class and teacher). Project Expectations: Students will be able to:
Weekly Progress Report: Each student will be recording their individual weekly progress with a report worksheet provided by the teacher. This self-assessment will influence the overall end of the project assessment given by the teacher. Report includes a description of:
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CTE_linked_learning_lessonplan.pdf | |
File Size: | 316 kb |
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CTE_PBLproject_presentation.pptx | |
File Size: | 5366 kb |
File Type: | pptx |
CTE Pathway w/ Literacy Focus:
21st Century Interdisciplinary Theme
Visual Thinking Strategies Exercise
21st Century Interdisciplinary Theme: Global Awareness Learning from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts.
Content Objective(s): Students will be able to: ● analyze and describe how the principles of design and art elements, specifically the incorporation of balance, affects artworks in an oral class discussion ● analyze and describe how the principles of design and art elements, specifically the incorporation of balance, affects artworks in written critique ● draw sketches supporting the use of balance in the design ● determine the purposeful design intent of an artwork |
Language Objective(s):
Students will be able to: ● orally demonstrate art vocabulary and concept knowledge in Visual Thinking Strategies (VTS) exercise class discussion ● articulate insightful reasoning behind applied principles of design and art elements within artworks in a VTS class discussion ● describe effective use of principles of design and art elements, specifically the incorporation of balance, within presented artwork in a written critique ● reflect and discuss how the sketches drawn support the use of balance in designs
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Word-Image Association Card Game:
Check for Understanding
Check for Understanding
Focal Point Identity Portraits
Literacy Focus: ELD Differentiation
w/ SDAIE Strategies
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Content Objective(s):
Students will be able to: • Distinguish between warm and cool colors. • Apply grayscale values with watercolors for a painting. • Identify a focal point of an artwork. • Create a painting that has a recognizable focal point. Language Objective(s): Students will be able to: • Collaborate with peers in paired cooperative learning exercises. • Express elemental reasoning towards a recognizable focal point. • Analyze artwork to interpret elemental reasoning towards a recognizable focal point. • Compose a written text that demonstrates a main idea with supportive details |
Mini-Lesson: Focal Point- VTS
w/ Differentiation Focus
c.nadler_minilesson.pdf | |
File Size: | 242 kb |
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Spectrum Objects: Color Studies
c.nadler.health.lessonplan2.docx | |
File Size: | 22 kb |
File Type: | docx |
Movement
MovementLPnadler_caroline.pdf | |
File Size: | 850 kb |
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movement_powerpoint.pdf | |
File Size: | 3582 kb |
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Integrating Subjects: Group Lesson Planning
w/ Science & Art
flower_power_Lesson_PowerPointPresentation.pdf | |
File Size: | 5997 kb |
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Integrating Subjects: Group Lesson Planning
w/ Music & Art
edss300_group_lesson_planning__2_.pdf | |
File Size: | 135 kb |
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