Grades 9 To 12 Graphic Design - Province Of Manitoba
Grades 9 to 12Graphic DesignManitoba Technical-VocationalCurriculum Frameworkof Outcomes
Gr ades 9 to 12Graphic DesignManitoba Technical-Vocational CurriculumFramework of Outcomes2016M a ni t o b a E d u c a t i o n a n d Tr ainin g
Manitoba Education and Training Cataloguing in Publication DataGrades 9 to 12 graphic design : Manitoba technical-vocationalcurriculum framework of outcomesIncludes bibliographical referencesISBN: 978-0-7711-7421-6 (pdf)1. Graphic arts—Study and teaching (Secondary)—Manitoba.2. Graphic artists—Study and teaching (Secondary)—Manitoba.3. Technical education—Manitoba—Curricula.4. Vocational education—Manitoba—Curricula.I. Manitoba. Manitoba Education and Training.741.6Copyright 2016, the Government of Manitoba, represented by the Minister ofEducation and Training.Manitoba Education and TrainingSchool Programs DivisionWinnipeg, Manitoba, CanadaEvery effort has been made to acknowledge original sources and to complywith copyright law. If cases are identified where this has not been done, pleasenotify Manitoba Education and Training. Errors or omissions will be correctedin a future edition. Sincere thanks to the authors and publishers who allowedtheir original material to be used.Any websites referenced in this resource are subject to change without notice.Educators are advised to preview and evaluate websites and online resourcesbefore recommending them for student use.This resource is available on the Manitoba Education and Training websiteat www.edu.gov.mb.ca/k12/cur/teched/sy tech program.html .Available in alternate formats upon request.
ContentsAcknowledgementsvCurriculum Implementation Dates7Guide to Reading Graphic Design Goals and LearningOutcomes8Technical-Vocational Education Overview1Graphic Design Overview1Introduction1Goal 1: Describe and apply health and safety practices. 11Curriculum Description1Implementation of the Graphic Design Courses2The Graphic Design Profession2Goal 2: Demonstrate an awareness of the evolution,technological progression, and emerging trends ingraphic design.13Graphic Design Goals and General Learning Outcomes(GLOs)3Goal 3: Demonstrate a theoretical understanding ofdesign theory in order to solve design challenges.14Specific Learning Outcomes (SLOs)5Goal 4: Demonstrate the practical application ofgraphic design techniques to solve design challenges.24Course Descriptions5Goal 5: Identify, select, use, and manage tools,equipment, and materials.39Goal 6: Describe and demonstrate the transferablecross-curricular knowledge and skills relevant tographic design.40Goal 7: Demonstrate an awareness of sustainabilityas it pertains to graphic design.42Goal 8: Demonstrate an awareness of the ethicaland legal standards as they pertain to graphic design.43Goal 9: Demonstrate employability skills.44Goal 10: Demonstrate an understanding of thegraphic design industry.469135 Exploration of Graphic Design59136 Fundamentals of Graphic Design59137 Graphic Design and Layout59138 Illustration for Graphic Design69139 Interactive Graphic Design69140 Advanced Graphic Design and Layout69141 Advanced Illustration for Graphic Design69142 Advanced Interactive Graphic Design69144 Graphic Design Portfolio6Grades 9 to 11 Graphic Design: General andSpecific Learning Outcomes by GoalContents9iii
Grade 12 Graphic Design: General and SpecificLearning Outcomes by Goal47Goal 1: Describe and apply health and safety practices. 49Goal 2: Demonstrate an awareness of the evolution,technological progression, and emerging trends ingraphic design.51Goal 3: Demonstrate a theoretical understanding ofdesign theory in order to solve design challenges.51Goal 4: Demonstrate the practical application ofgraphic design techniques to solve design challenges.57Goal 5: Identify, select, use, and manage tools,equipment, and materials.68Goal 6: Describe and demonstrate the transferablecross-curricular knowledge and skills relevant tographic design.69Goal 7: Demonstrate an awareness of sustainabilityas it pertains to graphic design.70Goal 8: Demonstrate an awareness of the ethicaland legal standards as they pertain to graphic design.71Goal 9: Demonstrate employability skills.71Goal 10: Demonstrate an understanding of thegraphic design industry.74BibliographyivGrades 9 to 12 Graphic Design77
AcknowledgementsManitoba Education and Training gratefully acknowledges the contributions of the following individuals in the development ofGrades 9 to 12 Graphic Design: Manitoba Technical-Vocational Curriculum Framework of Outcomes.Development TeamManitoba Education and TrainingSchool Programs Division StaffMarcus FowlerR B Russell Vocational SchoolWinnipeg School DivisionBrent LowrieCrocus Plains Regional Secondary SchoolBrandon School DivisionGeorge van der WaltSwan River Regional Secondary SchoolSwan Valley School DivisionJan HamiltonManitoba Institute of Trades and TechnologyJason BilousSturgeon Heights Regional Secondary SchoolSt. James – Assiniboia School DivisionSandra LeeLord Selkirk Regional Secondary SchoolLord Selkirk School DivisionTrish GoldrupTec Voc High SchoolWinnipeg School DivisionCarole BilykCoordinatorDevelopment UnitInstruction, Curriculum and Assessment BranchLouise BoissonneaultCoordinatorDocument Production Services UnitEducational Resources BranchJohn FinchCoordinator(from September 2013)Learning Support and Technology UnitInstruction, Curriculum and Assessment BranchGilles LandryProject LeaderDevelopment UnitInstruction, Curriculum and Assessment BranchAcknowledgementsv
viDaniel LemieuxConsultantLearning Support and Technology UnitInstruction, Curriculum and Assessment BranchGrant MoorePublications EditorDocument Production Services UnitEducational Resources BranchKen NimchukConsultant(until August 2015)Learning Support and Technology UnitInstruction, Curriculum and Assessment BranchKim PoirierConsultant(from January 2016)Learning Support and Technology UnitInstruction, Curriculum and Assessment BranchLindsay WalkerDesktop PublisherDocument Production Services UnitEducational Resources BranchGrades 9 to 12 Graphic Design
Te c h n i c a l- V o c a t i o n a lEduc at ion Overv iewGraphic Design OverviewIntroductionIn 2013, Manitoba Education released the documentTechnical-Vocational Education Overview to provide thephilosophical and pedagogical underpinnings for curriculumdevelopment and the teaching of courses in the Senior YearsTechnology Education Program. This overview presentseducators with the vision and goals of technical-vocationaleducation (TVE) in Manitoba. Topics include the following:QQcurriculum revitalization and renewalQQcurriculum framework and implementationQQarticulation of programmingQQassessment and reportingQQsafetyQQemployability/essential skills and career developmentQQsustainable developmentThe TVE curriculum includes Grades 9 to 12 courses in avariety of areas, including graphic design.Grades 9 to 12 Graphic Design: Manitoba Technical-VocationalCurriculum Framework of Outcomes identifies the goals,general learning outcomes (GLOs), and specific learningoutcomes (SLOs) for the nine interactive digital mediacourses. This framework is intended for use in all Manitobaschools teaching graphic design as part of the Senior YearsTechnology Education Program.Curriculum DescriptionThis curriculum is intended for students pursuing a careerin the graphic design profession. This graphic designcurriculum gives students the opportunity to learn the skillsand knowledge required to function within the graphicdesign industry. Students use industry standard softwareand traditional media to visually express their ideas. By theend of the program, they will be able to produce graphicdesign and layout, illustration, and interactive graphicdesign to gain entry-level industry employment. Studentsalso have the opportunity to work as self-employed graphicdesigners, or to continue their studies in graphic design atthe post-secondary level.Overview1
Implementation of the Graphic Design CoursesTo receive a Senior Years Technical Education diploma, astudent must complete eight departmentally developedcourses from an approved technical-vocational cluster,together with 16 compulsory credits and six optional credits.The grade level in which the courses are offered are a local,school-based decision, but it is highly recommended that thesequencing of credits follow the schedule set out at the end ofthis introduction.Cross-curricular learning outcomes include essential skillsfrom subject areas including, but not limited to, Englishlanguage arts, mathematics, and the sciences. These essentialskills are to be integrated into the authentic activities of thecourse.Learning outcomes dealing with the following topics are alsointegrated into most courses:2QQhealth and safetyQQsustainabilityQQethical and legal standardsQQemployability skillsQQthe IT industryQQevolution, technological progression, and emerging trendsGrades 9 to 12 Graphic DesignIn most courses, the emphasis is on applied activities. Forinstructional purposes, the sequence of learning outcomes canvary based on the activities within the course. When teachersare selecting the activities that are best suited to teach thelearning outcomes, they are advised to base their decisions ona variety of factors, including access to resources or regionalneeds.The curriculum is not sequential. In other words, learningoutcomes might be taught in an order different from howthey appear in the document. In light of rapid changes intechnology, teachers are encouraged to update their activitiesin order to meet the needs of students.The Graphic Design ProfessionGraphic design is the creative practice of conveying an ideaor communicating a message aesthetically with images,graphics, and type. Graphic design often refers to both theprocess (designing) by which the communication is createdand the products (designs) that are generated. Graphicdesigners work in a variety of areas, producing visualidentities (logos and branding), publications (magazines,newspapers, and books), print media (posters, billboards,signs, and product packaging), and illustration andinteractive design (animation, websites, apps, games, andemerging technologies).
Graphic Design Goals and General LearningOutcomes (GLOs)Grades 9 to 12 Graphic Design: Manitoba Technical-VocationalCurriculum Framework of Outcomes identifies specific learningoutcomes (SLOs) for use in all Manitoba schools teachingGrades 9 to 12 Graphic Design as part of the Senior YearsTechnology Education Program. SLO statements define whatstudents are expected to achieve by the end of a course.It is essential for students to learn and to demonstrate safetypractices and employability skills; therefore, some SLOsrelated to health and safety, as well as to employability skills,are repeated in several courses.Goal 3: Demonstrate a theoretical understanding ofdesign theory in order to solve design challenges.GLO 3.1: Demonstrate a theoretical understanding ofcreativity.GLO 3.2: Demonstrate a theoretical understanding of theelements and principles of design.GLO 3.3: Demonstrate a theoretical understanding ofcolour.GLO 3.4: Demonstrate a theoretical understanding oflayout and composition.GLO 3.5: Demonstrate a theoretical understanding oftypography.GLO 3.6: Demonstrate a theoretical understanding ofdrawing and illustration.Please note that SLOs are not identified for the goals andGLOs that are not addressed in a given course.GLO 3.7: Demonstrate a theoretical understanding of theuse of photographic images.Goal 1: Describe and apply health and safety practices.GLO 3.9: Demonstrate a theoretical understanding of filepreparation for intended media.GLO 1.1: Describe and apply appropriate health andsafety practices.Goal 2: Demonstrate an awareness of the evolution,technological progression, and emergingtrends in graphic design.GLO 3.8: Demonstrate a theoretical understanding ofinteractive design.GLO 3.10: Demonstrate a theoretical understanding of thedesign process.GLO 2.1: Understand the evolution, technologicalprogression, and emerging trends in graphicdesign.Overview3
Goal 4: Demonstrate the practical application of graphicdesign techniques to solve design challenges.GLO 4.1: Demonstrate the practical application ofcreativity.GLO 4.2: Demonstrate the practical application ofelements and principles of design.GLO 4.3: Demonstrate the practical application of colour.GLO 4.4: Demonstrate the practical application of layoutand composition.GLO 4.5: Demonstrate the practical application oftypography.GLO 4.6: Demonstrate the practical application ofdrawing and illustration.GLO 4.7: Demonstrate the practical application ofphotographic images.GLO 6.1: Read, interpret, and communicateinformation relevant to graphic design.GLO 6.2: Apply the knowledge and skills frommathematics relevant to graphic design.GLO 6.3: Apply the knowledge and skills from othersubject areas relevant to graphic design.Goal 7: Demonstrate an awareness of sustainability as itpertains to graphic design.GLO 7.1: Describe the graphic design industry’ssustainability practices and impact on theenvironment.GLO 4.8: Demonstrate the practical application ofinteractive design.GLO 7.2: Describe the impact of human sustainabilityon the well-being of those employed in graphicdesign and the users of their services.GLO 4.9: Demonstrate the practical application of filepreparation for intended media.GLO 7.3: Describe sustainable business practiceswithin the graphic design industry.GLO 4.10: Solve challenges using the design process.Goal 5: Identify, select, use, and manage tools,equipment, and materials.GLO 5.1: Identify, select, use, and manage tools,including software.GLO 5.2: Identify, select, use, and manage equipment,including hardware.GLO 5.3: Identify, select, use, and manage materials.4Goal 6: Describe and demonstrate the transferable crosscurricular knowledge and skills relevant to graphicdesign.Grades 9 to 12 Graphic DesignGoal 8: Demonstrate an awareness of the ethical and legalstandards as they pertain to graphic design.GLO 8.1: Demonstrate an awareness of the ethical andlegal standards as they pertain to graphicdesign.
Goal 9: Demonstrate employability skills.GLO 9.1: Demonstrate fundamental employabilityskills.GLO 9.2: Demonstrate cultural awareness andan understanding of its importance in theworkplace.It is essential for students to learn and to demonstrate safetypractices and employability skills; therefore, some SLOsrelated to safety and to employability skills are repeated inall the graphic design courses.Please note that SLOs are not identified for the goals andGLOs that are not addressed in a given course.GLO 9.3: Demonstrate critical thinking skills.GLO 9.4: Demonstrate project management skills.GLO 9.5: Demonstrate an understanding of the businessoperation of a graphics organization.Goal 10: Demonstrate an understanding of the graphicdesign industry.GLO 10.1: Demonstrate an understanding of the scope ofthe graphic design industry.GLO 10.2: Demonstrate an understanding of theeducational and career opportunitiesin graphic design, as well as industry andprofessional associations.GLO 10.3: Demonstrate an understanding of workingconditions in the graphic design industry.Specific Learning Outcomes (SLOs)Grades 9 to 12 Graphic Design: Manitoba Technical-VocationalCurriculum Framework of Outcomes identifies specific learningoutcomes (SLOs) for use in all Manitoba schools teaching theGrades 9 to 12 Graphic Design courses as part of the SeniorYears Technology Education Program. SLO statementsdefine what students are expected to achieve by the end of acourse.Course Descriptions9135 Exploration of Graphic Design15S / 15E / 15M10S / 10E / 10MThis optional course is intended for students wishing toexplore graphic design. Students will be encouraged to thinkcreatively as they solve basic design challenges.9136 Fundamentals of Graphic Design 20S / 20E / 20MThis course introduces students to the field of graphicdesign. Students will begin to focus on basic design theory,the design process, and their practical application.9137 Graphic Design and Layout30S / 30E / 30MStudents will expand the knowledge and skills acquired inFundamentals of Graphic Design and focus on the theory andpractical application of graphic design and layout.Overview5
9138 Illustration for Graphic Design30S / 30E / 30MStudents will expand the knowledge and skills acquired inFundamentals of Graphic Design and focus on the theory andpractical application of illustration.9139 Interactive Graphic Design30S / 30E / 30MStudents will expand the knowledge and skills acquired inFundamentals of Graphic Design and focus on the theory andpractical application of interactive graphic design.9140 Advanced Graphic Design and Layout40S / 40E / 40MStudents will expand the knowledge and skills acquiredin Graphic Design and Layout and focus on the theory andpractical application of graphic design and layout to solveclient-driven design challenges.9141 Advanced Illustration for Graphic Design40S / 40E / 40MStudents will expand the knowledge and skills acquired inIllustration for Graphic Design and focus on the theory andpractical application of illustration to solve client-drivendesign challenges.6Grades 9 to 12 Graphic Design9142 Advanced Interactive Graphic Design40S / 40E / 40MStudents will expand the knowledge and skills acquiredin Interactive Graphic Design and focus on the theory andpractical application of interactive graphic design to solveclient-driven design challenges.9144 Graphic Design Portfolio40S / 40E / 40MIn this course, students apply the knowledge and skillslearned in previous courses to produce a graphic designportfolio to obtain entry-level employment or selfemployment opportunities, or gain admittance to a postsecondary program.
Curriculum Implementation DatesDuring voluntary implementation, teachers have theoption of teaching the entire new draft curriculum as soonas Manitoba Education and Training releases it on theTechnology Education website.Voluntary implementation of all interactive digital mediacourses began in the fall of 2015 and will continue until theirrespective system-wide implementation dates.DateSystem-Wide ImplementationFall 2016Grade 9 (optional)Fall 2017Grade 10Fall 2018Grade 11Fall 2019Grade 12Under system-wide implementation, all teachers inManitoba teach the new curriculum and use the new coursecodes. Teachers will no longer be able to use the previouscourse codes. Course codes are found in the Subject TableHandbook: Technology Education.Overview7
Guide to Reading Graphic Design Goals and Learning Outcomes8Grades 9 to 12 Graphic Design
G r a d e s 9 t o 11Graphic DesignGeneral and Specific LearningOutcomes by Goal
G r a d e s 9 t o 11 G r a p hic D e sig n:General and Specific Learning Outcomes9135Exploration ofGraphic Design15S / 15E / 15M10S / 10E / 10M9136Fundamentals ofGraphic Design20S / 20E / 20M9137Graphic Design andLayout30S / 30E / 30MbyGoal9138Illustration forGraphic Design30S / 30E / 30M9139InteractiveGraphic Design30S / 30E / 30MGoal 1: Describe and apply health and safety practices.GLO 1.1: Describe and apply appropriate health and safety practices.9.1.1.1 Follow safetypractices when usingtools, equipment, 1.1.2 Locate firstaid stations and 1.29.1.1.3 Describe thereporting process .1.4 Explain theWorkplace HazardousMaterial InformationSystem (WHMIS).10.1.1.411A.1.1.411B.1.1.411C.1.1.49.1.1.5 Match theWHMIS hazardousmaterials symbols andtheir meanings.10.1.1.511A.1.1.511B.1.1.511C.1.1.5Grades 9 to 11 Graphic Design11
9135Exploration ofGraphic Design15S / 15E / 15M10S / 10E / 10M9136Fundamentals ofGraphic Design20S / 20E / 20M9137Graphic Design andLayout30S / 30E / 30M9138Illustration forGraphic Design30S / 30E / 30M9139InteractiveGraphic Design30S / 30E / 30MGoal 1:
Graphic design is the creative practice of conveying an idea or communicating a message aesthetically with images, graphics, and type. Graphic design often refers to both the process (designing) by which the communication is created and the products (designs) that are generated. Graphic designers work in a variety of areas, producing visual
Graphic Organizer 8 Table: Pyramid 8 Graphic Organizer 9 Fishbone Diagram 9 Graphic Organizer 10 Horizontal Time Line 10 Graphic Organizer 11 Vertical Time Line 11 Graphic Organizer 12 Problem-Solution Chart 12 Graphic Organizer 13 Cause-Effect Chart 13 Graphic Organizer 14 Cause-Effect Chart 14
4. Does graphic show a relationship to the story? 5. Does graphic show a sound design technique? 6. Does graphic show an awareness of news value? 7. Does graphic utilize effective use of images? 8. Does graphic utilize effective fonts? 9. Does the graphic reflect accuracy of information? 10. Is the graphic free of grammatical and style errors? 11.
Third and fourth graders had access to 129 programs, while youth at both ends of the age spectrum had far fewer programs serving these critical transition periods. GRADES Preschool, K Grades 1-2 Grades 3-4 Grades 5-6 Grades 7-8 Grades 9-10 Grades 11-12 Transition to College 46 119 129 119 80 66 57 15 NUMBER OF PROGRAMS SERVED
Grades 6-8 Boys Athletics, Grades 7-8 Girls Athletics, Grades 7-8 Art, Levels 1-2 HS Art I Band, Levels 1-3 Mariachi, Levels 1-3 Choir, Levels 1-3 Theatre Arts, Levels 1-3 Spanish 1, Grades 7-8 Spanish 1 for Native Speakers, Grades 7-8 Spanish II, Grade 8 Leadership Grade 6 Intro to Comp. Sci., Grade 6 AVID, Grades 7-8 Multimedia Grades 7-8 .
at the graphic novel rubric in order to know you know what your teacher expects from you. Before you begin creating your own graphic novel/ comic, have a look at some samples of graphic novels / comics. Step four: Create a first draft for your own graphic novel/ comic and gather or sketch images. Now that you had a look at other graphic novels and comics, you may already have formed an idea .
The graphic mark was designed to work with the logo, but may also stand-alone. When the graphic mark is used as a stand-alone graphic, the full logo must also be used somewhere in the piece. When used as a stand-alone graphic, the primary graphic mark is the three-color version shown here. U
FUNCTIONAL AREA 1 APPLIED GRAPHIC DESIGN COMPETENCY LEVEL UNIT 1 Graphic Design Workflow TLO 7 APPLY graphic design workflow P ELO 7.1 Identify steps of the graphic design workflow ELO 7.2 Ideate elements for graphic design products ELO 7.3 Produce a design brief ELO 7.4 Present a design brief Unit 1 Hours: 3 UNIT 2 Digital Drawing
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
