Graphic Design Curriculum Framework
GRAPHIC DESIGNCURRICULUM FRAMEWORKThis document was prepared by:Office of Career, Technical, and Adult EducationNevada Department of Education755 N. Roop Street, Suite 201Carson City, NV 89701The State of Nevada Department of Education is an equal opportunity/affirmative action agency and does notdiscriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability,or national origin.
NEVADA CTE CURRICULUM FRAMEWORK2013INTRODUCTIONThe Nevada CTE Curriculum Frameworks are a resource for Nevada’s public and charter schools to design,implement, and assess their CTE programs and curriculum. The content standards identified in this documentare listed as a model for the development of local district programs and curriculum. They represent rigorousand relevant expectations for student performance, knowledge, and skill attainment which have been validatedby industry representatives.The intent of this document is to provide a resource to districts as they develop and implement CTE programsand curricula.This program ensures the following thresholds are met: The CTE course and course sequence teaches the knowledge and skills required by industrythrough applied learning methodology and, where appropriate, work-based learningexperiences that prepare students for careers in high-wage, high-skill and/or high-demandfields. Regional and state economic development priorities shall play an important role indetermining program approval. Some courses also provide instruction focused on personaldevelopment.The CTE course and course sequence includes leadership and employability skills as anintegral part of the curriculum.The CTE course and course sequence are part of a rigorous program of study and includesufficient technical challenge to meet state and/or industry-standards.The CTE program components include the following items: Program of StudyState Skill StandardsEmployability Skills for Career Readiness StandardsCareer Technical Student Organizations (CTSO)Curriculum FrameworkCTE Assessments: Workplace Readiness Skills Assessment End-of-Program Technical AssessmentCertificate of Skill AttainmentCTE Endorsement on a High School DiplomaCTE College CreditRevised: 03/04/20151
NEVADA CTE CURRICULUM FRAMEWORK2013NEVADA DEPARTMENT OF EDUCATIONCURRICULUM FRAMEWORK FORGRAPHIC DESIGNPROGRAM TITLE: GRAPHIC DESIGNSTATE SKILL STANDARDS: GRAPHIC DESIGNSTANDARDS REFERENCE CODE:CAREER CLUSTER :GRAA/V, ARTS AND TECHNOLGOYCAREER PATHWAY: VISUAL ARTSPROGRAM LENGTH: 3 LEVELS (L1, L2, L3C)PROGRAM ASSESSMENTS: GRAPHIC DESIGNWORKPLACE READINESS SKILLSCTSO: SKILLSUSA / FBLAGRADE LEVEL: 9-12AVAILABLE INDUSTRY ADOBE CERTIFIED ASSOCIATECERTIFICATIONS/LICENSESPROVIDERS:PROGRAM PURPOSEThe purpose of this program is to prepare students for postsecondary education and employment in theGraphic Design industry.The program includes the following state standards: Nevada CTE Skill Standards: Graphic DesignEmployability Skills for Career ReadinessNevada Academic Content Standards (alignment shown in the Nevada CTE Skill Standards): Science (based on the Next Generation Science Standards) English Language Arts (based on the Common Core State Standards) Mathematics (based on the Common Core State Standards)Common Career Technical Core (alignment shown in the Nevada CTE Skill Standards)CAREER CLUSTERSThe National Career Clusters Framework provides a vital structure for organizing and delivering qualityCTE programs through learning and comprehensive programs of study (POS). In total, there are 16 CareerClusters in the National Career Clusters Framework, representing more than 79 Career Pathways to helpstudents navigate their way to greater success in college and career. As an organizing tool for curriculumdesign and instruction, Career Clusters provide the essential knowledge and skills for the 16 CareerClusters and their Career Pathways.**Cite: National Association of State Directors of Career Technical Education Consortium. (2012). Retrievedfrom areerclusters.htmlRevised: 03/04/20152
NEVADA CTE CURRICULUM FRAMEWORK2013PROGRAM OF STUDYThe program of study illustrates the sequence of academic and career and technical education coursework thatis necessary for the student to successfully transition into postsecondary educational opportunities andemployment in their chosen career path. (NAC 389.803)PROGRAM STRUCTUREThe core course sequencing provided in the following table serves as a guide to schools for their programs ofstudy. Each course is listed in the order in which it should be taught and has a designated level. Completeprogram sequences are essential for the successful delivery of all state standards in each program area.GRAPHIC DESIGNCore Course SequenceCOURSE NAMELEVELGraphic Design IGraphic Design IIGraphic Design IIIL1L2L3CThe core course sequencing with the complementary courses provided in the following table serves as a guideto schools for their programs of study. Each course is listed in the order in which it should be taught and hasa designated level. A program does not have to utilize all of the complementary courses in order for theirstudents to complete their program of study. Complete program sequences are essential for the successfuldelivery of all state standards in each program area.GRAPHIC DESIGNCore Course Sequence with Complementary CoursesCOURSE NAMEGraphic Design IGraphic Design IIGraphic Design II LAB*Graphic Design IIIGraphic Design III LAB*Graphic Design Advanced Studies**Complementary CoursesLEVELL1L2L2LL3CL3LASSTATE SKILL STANDARDSThe state skill standards are designed to clearly state what the student should know and be able to do uponcompletion of an advanced high school career and technical education (CTE) program. The standards aredesigned for the student to complete all standards through their completion of a program of study. Thestandards are designed to prepare the student for the end-of-program technical assessment directly aligned tothe standards. (Paragraph (a) of Subsection 1 of NAC 389.800)Revised: 03/04/20153
NEVADA CTE CURRICULUM FRAMEWORK2013EMPLOYABILITY SKILLS FOR CAREER READINESS STANDARDSEmployability skills, often referred to as “soft skills”, have for many years been a recognizable component ofthe standards and curriculum in career and technical education programs. The twenty-one standards areorganized into three areas: (1) Personal Qualities and People Skills; (2) Professional Knowledge and Skills;and (3) Technology Knowledge and Skills. The standards are designed to ensure students graduate highschool properly prepared with skills employers prioritize as the most important. Instruction on all twenty-onestandards must be part of each course of the CTE program. (Paragraph (d) of Subsection 1 of NAC 389.800)CURRICULUM FRAMEWORKThe Nevada CTE Curriculum Frameworks are organized utilizing the recommended course sequencing listedin the Program of Study and the CTE Course Catalog. The framework identifies the recommended contentstandards, performance standards, and performance indicators that should be taught in each course.CAREER AND TECHNICAL STUDENT ORGANIZATIONS (CTSOS)To further the development of leadership and technical skills, students must have opportunities to participatein one or more of the Career and Technical Student Organizations (CTSOs). CTSOs develop character,citizenship, and the technical, leadership and teamwork skills essential for the workforce and their furthereducation. Their activities are considered a part of the instructional day when they are directly related to thecompetencies and objectives in the course. (Paragraph (a) of Subsection 3 of NAC 389.800)WORKPLACE READINESS SKILLS ASSESSMENTThe Workplace Readiness Skills Assessment has been developed to align with the Nevada CTEEmployability Skills for Career Readiness Standards. This assessment provides a measurement of studentemployability skills attainment. Students who complete a program will be assessed on their skill attainmentduring the completion level course. Completion level courses are identified by the letter “C”.(e.g., Level L3C) (Paragraph (d) of Subsection 1 of NAC 389.800)END-OF-PROGRAM TECHNICAL ASSESSMENTAn end-of-program technical assessment has been developed to align with the Nevada CTE Skill Standardsfor this program. This assessment provides a measurement of student technical skill attainment. Studentswho complete a program will be assessed on their skill attainment during the completion level course.Completion level courses are identified by the letter “C”. (e.g., Level L3C)(Paragraph (e) of Subsection 1 of NAC 389.800)CERTIFICATE OF SKILL ATTAINMENTEach student who completes a course of study must be awarded a certificate which states that they haveattained specific skills in the industry being studied and meets the following criteria: A student must maintaina 3.0 grade point average in their approved course of study, pass the Workplace Readiness Skills Assessment,and pass the end-of-program technical assessment. (Subsection 4 of NAC 389.800)CTE ENDORSEMENT ON A HIGH SCHOOL DIPLOMAA student qualifies for a CTE endorsement on their high school diploma after successfully completing thefollowing criteria: 1) successful completion of a CTE course of study in a program area, 2) successfulcompletion of academic requirements governing receipt of a standard diploma, and 3) meet all requirementsfor the issuance of the Certificate of Skill Attainment. (NAC 389.815)Revised: 03/04/20154
NEVADA CTE CURRICULUM FRAMEWORK2013CTE COLLEGE CREDITCTE College Credit is awarded to students based on articulation agreements established by each college forthe CTE program, where the colleges will determine the credit value of a full high school CTE program basedon course alignment. An articulation agreement will be established for each CTE program designating thenumber of articulated credits each college will award to students who complete the program.CTE College Credit is awarded to students who: (1) complete the CTE course sequence with a grade-pointaverage of 3.0 or higher; (2) pass the state end-of-program technical assessment for the program; and (3) passthe Workplace Readiness Assessment for employability skills.Pre-existing articulation agreements will be recognized until new agreements are established according tocurrent state policy and the criteria shown above.Please refer to the local high school’s course catalog or contact the local high school counselor for moreinformation. (Paragraph (b) of Subsection 3 of NAC 389.800)ACADEMIC CREDIT FOR CTE COURSEWORKCareer and technical education courses meet the credit requirements for high school graduation (1 unit of artsand humanities or career and technical education). Some career and technical education courses meetacademic credit for high school graduation. Please refer to the local high school’s course catalog or contactthe local high school counselor for more information. (NAC 389.672)Revised: 03/04/20155
NEVADA CTE CURRICULUM FRAMEWORK2013CORE COURSE:RECOMMENDED STUDENT PERFORMANCE STANDARDSCOURSE TITLE: Graphic Design IABBR. NAME: GRAPHIC DESG ICREDITS:1LEVEL: L1CIP CODE: 50.0409PREREQUISITE: NoneCTSO: SkillsUSA / FBLACOURSE DESCRIPTIONThis course is designed to introduce students to the fundamental skills and knowledge needed to create graphicworks using industry-standard hardware and software for a variety of purposes and outputs. Areas of study includethe understanding of the industry history, terminology, color, design principles, typography and ethical and legalissues related to graphic designs. Emphasis is placed on layout design and the creation and manipulation ofgraphics.TECHNICAL STANDARDSCONTENT STANDARD 1.0 :Performance Standard 1.1 :Performance Indicators :Performance Standard 1.2 :Performance Indicators :CONTENT STANDARD 2.0 :Performance Standard 2.1 :Performance Indicators :Performance Standard 2.2 :Performance Indicators :Performance Standard 2.3 :Performance Indicators :Performance Standard 2.4 :Performance Indicators :CONTENT STANDARD 3.0 :Performance Standard 3.1 :Performance Indicators :Performance Standard 3.2 :Performance Indicators :Performance Standard 3.3 :Performance Indicators :CONTENT STANDARD 4.0 :Performance Standard 4.1 :Performance Indicators :Revised: 03/04/2015DEMONSTRATE KNOWLEDGE OF THE GRAPHICS INDUSTRYDemonstrate Knowledge of the History of the Graphic Design Field1.1.1-1.1.2Communicate Ideas Using Appropriate Industry Terminology1.2.1APPLY ELEMENTS AND PRINCIPLES OF DESIGN TOCOMMUNICATE VISUALLYIdentify and Apply the Elements of Design2.1.1, 2.1.4-2.1.5Identify and Apply the Principles of Design2.2.3Identify and Apply the Principles of Typography2.3.1-2.3.2Apply Principles and Elements of Design to Layout2.4.6DEMONSTRATE KNOWLEDGE OF THE KEY ASPECTS OFPRODUCTION USING INDUSTRY STANDARD SOFTWAREDemonstrate Knowledge of Concept Development3.1.1-3.1.2Demonstrate Knowledge of Image Creation and Manipulation3.2.1-3.2.2Demonstrate Applications of Media Outputs3.3.1-3.3.2DEMONSTRATE KNOWLEDGE OF ETHICAL AND LEGAL ISSUESRELATED TO GRAPHIC DESIGNDemonstrate Knowledge of Copyright and Intellectual Property Law4.1.1, 4.1.3 . continue on next page6
NEVADA CTE CURRICULUM FRAMEWORKPerformance Standard 4.2 :Performance Indicators :CONTENT STANDARD 5.0 :Performance Standard 5.1 :Performance Indicators :2013Demonstrate Ethical Behavior as it Relates to the Industry4.2.3CREATE AND MAINTAIN A PERSONAL PORTFOLIOCreate and Maintain a Personal Portfolio5.1.1EMPLOYABILITY SKILLS FOR CAREER READINESS STANDARDSCONTENT STANDARD 1.0 :Performance Standard 1.1 :Performance Indicators :Performance Standard 1.2 :Performance Indicators :Performance Standard 1.3 :Performance Indicators :DEMONSTRATE EMPLOYABILITY SKILLS FOR CAREER READINESSDemonstrate Personal Qualities and People Skills1.1.1-1.1.7Demonstrate Professional Knowledge and Skills1.2.1-1.2.10Demonstrate Technology Knowledge and Skills1.3.1-1.3.4ALIGNMENT TO THE NEVADA ACADEMIC CONTENT STANDARDS*English Language Arts: Reading Standards for Literacy in Science and Technical SubjectsWriting Standards for Literacy in Science and Technical SubjectsSpeaking and ListeningMathematics: Mathematical Practices* Refer to the Graphic Design Standards for alignment by performance indicatorRevised: 03/04/20157
NEVADA CTE CURRICULUM FRAMEWORK2013CORE COURSE:RECOMMENDED STUDENT PERFORMANCE STANDARDSCOURSE TITLE: Graphic Design IIABBR. NAME: GRAPHIC DESG IICREDITS:1LEVEL: L2CIP CODE: 50.0409PREREQUISITE: Graphic Design ICTSO: SkillsUSA / FBLACOURSE DESCRIPTIONThis course is a continuation of Graphic Design I. This course provides advanced graphic design students withinstruction in advanced techniques and processes. Students will work on projects simulating challenges found in thedesign industry such as corporate identity, publishing, advertising, and web applications. Students will developtheir skills utilizing industry-standard software and equipment. Portfolio development will be emphasized. Theappropriate use of technology and industry-standard equipment is an integral part of this course.TECHNICAL STANDARDSCONTENT STANDARD 1.0 :Performance Standard 1.1 :Performance Indicators :Performance Standard 1.2 :Performance Indicators :CONTENT STANDARD 2.0 :Performance Standard 2.1 :Performance Indicators :Performance Standard 2.2 :Performance Indicators :Performance Standard 2.3 :Performance Indicators :Performance Standard 2.4 :Performance Indicators :CONTENT STANDARD 3.0 :Performance Standard 3.1 :Performance Indicators :Performance Standard 3.2 :Performance Indicators :Performance Standard 3.3 :Performance Indicators :Performance Standard 3.5 :Performance Indicators :DEMONSTRATE KNOWLEDGE OF THE GRAPHICS INDUSTRYDemonstrate Knowledge of the History of the Graphic Design Field1.1.1-1.1.4Communicate Ideas Using Appropriate Industry Terminology1.2.1-1.2.2APPLY ELEMENTS AND PRINCIPLES OF DESIGN TOCOMMUNICATE VISUALLYIdentify and Apply the Elements of Design2.1.1-2.1.5Identify and Apply the Principles of Design2.2.1-2.2.3Identify and Apply the Principles of Typography2.3.1-2.3.3Apply Principles and Elements of Design to Layout2.4.1-2.4.10DEMONSTRATE KNOWLEDGE OF THE KEY ASPECTS OFPRODUCTION USING INDUSTRY STANDARD SOFTWAREDemonstrate Knowledge of Concept Development3.1.1-3.1.2Demonstrate Knowledge of Image Creation and Manipulation3.2.1-3.2.5Demonstrate Applications of Media Outputs3.3.1-3.3.2Identify and Apply the Design Process3.5.1-3.5 . continue on next pageRevised: 03/04/20158
NEVADA CTE CURRICULUM FRAMEWORK2013CONTENT STANDARD 4.0 : DEMONSTRATE KNOWLEDGE OF ETHICAL AND LEGAL ISSUESRELATED TO GRAPHIC DESIGNPerformance Standard 4.1 : Demonstrate Knowledge of Copyright and Intellectual Property LawPerformance Indicators : 4.1.1-4.1.5Performance Standard 4.2 : Demonstrate Ethical Behavior as it Relates to the IndustryPerformance Indicators : 4.2.1, 4.2.3CONTENT STANDARD 5.0 : CREATE AND MAINTAIN A PERSONAL PORTFOLIOPerformance Standard 5.1 : Create and Maintain a Personal PortfolioPerformance Indicators : 5.1.1-5.1.3Performance Standard 5.2 : Demonstrate the Process of Evaluating PortfoliosPerformance Indicators : 5.2.1-5.2.2EMPLOYABILITY SKILLS FOR CAREER READINESS STANDARDSCONTENT STANDARD 1.0 :Performance Standard 1.1 :Performance Indicators :Performance Standard 1.2 :Performance Indicators :Performance Standard 1.3 :Performance Indicators :DEMONSTRATE EMPLOYABILITY SKILLS FOR CAREER READINESSDemonstrate Personal Qualities and People Skills1.1.1-1.1.7Demonstrate Professional Knowledge and Skills1.2.1-1.2.10Demonstrate Technology Knowledge and Skills1.3.1-1.3.4ALIGNMENT TO THE NEVADA ACADEMIC CONTENT STANDARDS*English Language Arts: Reading Standards for Literacy in Science and Technical SubjectsWriting Standards for Literacy in Science and Technical SubjectsSpeaking and ListeningMathematics: Mathematical Practices* Refer to the Graphic Design Standards for alignment by performance indicatorRevised: 03/04/20159
NEVADA CTE CURRICULUM FRAMEWORK2013CORE COURSE:RECOMMENDED STUDENT PERFORMANCE STANDARDSCOURSE TITLE: Graphic Design IIIABBR. NAME: GRAPHIC DESG IIICREDITS:1LEVEL: L3CCIP CODE: 50.0409PREREQUISITE: Graphic Design IIP ROGRAM ASSESSMENTS: GRAPHIC DESIGNWORKPLACE READINESS SKILLSCTSO: SkillsUSA / FBLACOURSE DESCRIPTIONThis course is a continuation of Graphic Design II. This course provides advanced graphic design students withinstruction in advanced techniques and processes. Students will work on projects simulating challenges found in thedesign industry such as corporate identity, publishing, advertising, web applications, and package design. Portfoliodevelopment will be emphasized. The appropriate use of technology and industry-standard equipment is an integralpart of this course. Upon successful completion of this course, students will have acquired entry-level skills foremployment and be prepared for postsecondary education.TECHNICAL STANDARDSCONTENT STANDARD 1.0 :Performance Standard 1.1 :Performance Indicators :Performance Standard 1.2 :Performance Indicators :CONTENT STANDARD 2.0 :Performance Standard 2.1 :Performance Indicators :Performance Standard 2.2 :Performance Indicators :Performance Standard 2.3 :Performance Indicators :Performance Standard 2.4 :Performance Indicators :CONTENT STANDARD 3.0 :Performance Standard 3.1 :Performance Indicators :Performance Standard 3.2 :Performance Indicators :Performance Standard 3.3 :Performance Indicators :Revised: 03/04/2015DEMONSTRATE KNOWLEDGE OF THE GRAPHICS INDUSTRYDemonstrate Knowledge of the History of the Graphic Design Field1.1.1-1.1.4Communicate Ideas Using Appropriate Industry Terminology1.2.1-1.2.2APPLY ELEMENTS AND PRINCIPLES OF DESIGN TOCOMMUNICATE VISUALLYIdentify and Apply the Elements of Design2.1.1-2.1.5Identify and Apply the Principles of Design2.2.1-2.2.3Identify and Apply the Principles of Typography2.3.1-2.3.3Apply Principles and Elements of Design to Layout2.4.1-2.4.10DEMONSTRATE KNOWLEDGE OF THE KEY ASPECTS OFPRODUCTION USING INDUSTRY STANDARD SOFTWAREDemonstrate Knowledge of Concept Development3.1.1Demonstrate Knowledge of Image Creation and Manipulation3.2.1-3.2.6Demonstrate Applications of Media Outputs3.3.1-3.3.2 . continue on next page10
NEVADA CTE CURRICULUM FRAMEWORK2013Performance Standard 3.4 : Demonstrate Knowledge of the Graphic Design Workflow to Increase Success andProductivityPerformance Indicators : 3.4.1-3.4.4Performance Standard 3.5 : Identify and Apply the Design ProcessPerformance Indicators : 3.5.1-3.5.2Performance Standard 3.6 : Demonstrate Knowledge of Branding and Corporate IdentityPerformance Indicators : 3.6.1-3.6.2CONTENT STANDARD 4.0 : DEMONSTRATE KNOWLEDGE OF ETHICAL AND LEGAL ISSUESRELATED TO GRAPHIC DESIGNPerformance Standard 4.1 : Demonstrate Knowledge of Copyright and Intellectual Property LawPerformance Indicators : 4.1.1-4.1.5Performance Standard 4.2 : Demonstrate Ethical Behavior as it Relates to the IndustryPerformance Indicators : 4.2.1-4.2.5CONTENT STANDARD 5.0 : CREATE AND MAINTAIN A PERSONAL PORTFOLIOPerformance Standard 5.1 : Create and Maintain a Personal PortfolioPerformance Indicators : 5.1.1-5.1.3Performance Standard 5.2 : Demonstrate the Process of Evaluating PortfoliosPerformance Indicators : 5.2.1-5.2.2EMPLOYABILITY SKILLS FOR CAREER READINESS STANDARDSCONTENT STANDARD 1.0 :Performance Standard 1.1 :Performance Indicators :Performance Standard 1.2 :Performance Indicators :Performance Standard 1.3 :Performance Indicators :DEMONSTRATE EMPLOYABILITY SKILLS FOR CAREER READINESSDemonstrate Personal Qualities and People Skills1.1.1-1.1.7Demonstrate Professional Knowledge and Skills1.2.1-1.2.10Demonstrate Technology Knowledge and Skills1.3.1-1.3.4ALIGNMENT TO THE NEVADA ACADEMIC CONTENT STANDARDS*English Language Arts: Reading Standards for Literacy in Science and Technical SubjectsWriting Standards for Literacy in Science and Technical SubjectsSpeaking and ListeningMathematics: Mathematical Practices* Refer to the Graphic Design Standards for alignment by performance indicatorRevised: 03/04/201511
NEVADA CTE CURRICULUM FRAMEWORK2013COMPLEMENTARY COURSE(S):Programs that utilize the complementary courses can include the following courses. The Advanced Studiescourse allows for additional study through investigation and in-depth research.COURSE TITLE: Graphic Design Advanced StudiesABBR. NAME: GRAPHIC DESG ASCREDITS:1LEVEL: ASCIP CODE: 50.0409PREREQUISITE: Graphic Design IIICTSO: SkillsUSA / FBLACOURSE DESCRIPTIONThis course is offered to students who have achieved all content standards in a program whose desire is to pursueadvanced study through investigation and in-depth research. Students are expected to work independently or in ateam and consult with their supervising teacher for guidance. The supervising teacher will give directions, monitor,and evaluate the students’ topic of study. Coursework may include various work-based learning experiences suchas internships and job shadowing, involvement in a school-based enterprise, completion of a capstone project,and/or portfolio development. This course may be repeated for additional instruction and credit.TECHNICAL STANDARDSStudents have achieved all program content standards and will pursue advanced study through investigation and indepth research.EMPLOYABILITY SKILLS FOR CAREER READINESS STANDARDSStudents have achieved all program content standards and will pursue advanced study through investigation and indepth research.SAMPLE TOPICS Student AssistantPortfolio DevelopmentCTSO LeadershipInternshipRevised: 03/04/201512
NEVADA CTE CURRICULUM FRAMEWORK2013COMPLEMENTARY COURSE(S):RECOMMENDED STUDENT PERFORMANCE STANDARDSPrograms that utilize the complementary courses can include the following courses. The lab courses allowadditional time to be utilized in developing the processes, concepts, and principles as described in theclassroom instruction. The standards and performance indicators for each lab course are shown in thecorresponding course listed in the previous section.COURSE TITLE: Graphic Design II LABABBR. NAME: GRAPHIC DESG II LCREDITS:1LEVEL: L2LCIP CODE: 50.0409PREREQUISITE: Concurrent enrollment in Graphic Design IICTSO: SkillsUSA / FBLACOURSE DESCRIPTIONThis course is designed to expand the students’ opportunities for applied learning. This course provides an in-depthlab experience that applies the processes, concepts, and principles as described in the classroom instruction. Thecoursework will encourage students to explore and develop advanced skills in their program area. The appropriateuse of technology and industry-standard equipment is an integral part of this course.COURSE TITLE: Graphic Design III LABABBR. NAME: GRAPHIC DESG III LCREDITS:1LEVEL: L3LCIP CODE: 50.0409PREREQUISITE: Concurrent enrollment in Graphic Design IIICTSO: SkillsUSA / FBLACOURSE DESCRIPTIONThis course is designed to expand the students’ opportunities for applied learning. This course provides an in-depthlab experience that applies the processes, concepts, and principles as described in the classroom instruction. Thecoursework will encourage students to explore and develop advanced skills in their program area. The appropriateuse of technology and industry-standard equipment is an integral part of this course.Revised: 03/04/201513
Graphic Design I L1 Graphic Design II L2 Graphic Design III L3C The core course sequencing with the complementary courses provided in the following table serves as a guide to schools for their programs of study. Each course is listed in the order
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
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
Early Childhood (K-3) Syllabus 1-4 The following diagram illustrates the connections among the Curriculum Framework, the progress maps, the Curriculum Framework Curriculum Guides and the K-10 syllabuses. Connections among the Curriculum Framework, the Curriculum Framework Progress Maps/Outcomes and Standards Framework, the Curriculum Framework Curriculum Guides and the Early Childhood (K-3 .
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.
what graphic design is and the design process. The basic elements, principles and process of graphic design will be explored and illustrated by works of famous graphic designers. Through the problem-solving approach, students will learn how to apply the design basics to create graphic design solutions. Class time is devoted to
3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
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 .
Andreas Wagner†‡ Historically, one of the most controversial aspects of Darwinian evolution has been the prominent role that randomness and random change play in it. Most biologists agree that mutations in DNA have random effects on fitness. However, fitness is a highly simplified scalar representation of an enormously complex phenotype .
