Lesson Plan
Course Title:
Graphic Design & Illustration
Session Title:
Your Portfolio
Lesson Duration: Approximately five 90-minute class periods
Proposed Schedule:
Day 1:
Cover portfolio concepts and how a portfolio can benefit students
(Outline 1-5; Slides 1 – 13)
Day 2:
Create portfolio structure
(Outline 6-8; Slides 14 - 25 )
Days 3-5:
Portfolio Documentation and Assembly
(Outline 9; Slides 26 – 29; Guided Practice/Independent Practice)
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this assignment, the student will create a portfolio for a specific
goal/purpose, complete with documentation and support documents.
Specific Objectives:
1. Define the term portfolio.
2. Identify uses for a portfolio.
3. Identify the benefits of creating and maintaining a portfolio.
4. Identify a personal goal/purpose for a portfolio.
5. Determine various types of content elements based upon portfolio purpose.
6. Create appropriate organizational filing structure.
7. Identify appropriate supporting documents - class assignment sheet, proposal request,
course syllabus, record of leadership – and select an appropriate file format.
8. Identify other important documents such as resume, transcripts, test results.
9. Propose a process for maintaining and adding content to portfolio.
Preparation
TEKS Correlations:
§130.88(C)
(1) The student applies academic knowledge and skills in art and design projects. The student
is expected to:
(A) apply English language arts knowledge and skills by demonstrating use of content,
technical concepts, and vocabulary; using correct grammar, punctuation, and
terminology to write and edit documents; and composing and editing copy for a
variety of written documents such as brochures, programs, posters, flyers, and
magazine covers.
(4) The student applies information technology applications. The student is expected to use
personal information management, email, Internet, writing and publishing, presentation,
and spreadsheet or database applications for art and design projects.
(8) The student applies ethical decision making and understands and complies with laws
regarding use of technology in graphic design and illustration. The student is expected to:
(B) discuss and apply copyright laws in relation to fair use and acquisition;
AAVTC: Graphic Design & Illustration: Your Portfolio
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1
(9)
(C) model respect for intellectual property; and
(D) demonstrate proper etiquette and knowledge of acceptable use policies.
The student develops employability characteristics. The student is expected to:
(A) identify and participate in training, education, or certification for employment;
(B) identify and demonstrate positive work behaviors and personal qualities needed to
be employable;
(C) demonstrate skills related to seeking employment to find and obtain a desired job;
(D) maintain a career portfolio to document work experiences, licenses, certifications,
and work samples.
(E) examine employment opportunities in entrepreneurship.
Instructor/Trainer
References/Resources:
Reese, Luke. Digital Portfolio.
https://www.msu.edu/course/tsm/251/DigitalPortfolioGuidebook.pdf
Fontenot, Renee J. Tips on Creating a Career Portfolio.
http://hercules.gcsu.edu/~rfonteno/Career%20Development/CareerPortfolio.pdf
Simmons, Angela & Lumsden, Jill. Preparing a Portfolio.
http://www.career.fsu.edu/experience/document/portfolio-guide.html
Instructional Aids:
1. Slide presentation for classroom display – Your Portfolio
2. Project Documentation Worksheet
3. Portfolio Organization Worksheet (Pre-Numbered and Blank)
4. Portfolio Checklist
5. Portfolio Rubric
6. File Log Template
Materials Needed:
1. Worksheets
2. Sample portfolios (teacher, former students, professionals)
3. Sample documents or projects
4. Storage media
Equipment Needed:
1. Projection system to display slide presentation
2. Digital camera
3. Computers with word processing, spreadsheet, presentation, and graphics applications
4. Printer
5. Scanner
6. Electronic media storage device (hard drive, flash drive, server-based folder, etc.)
Learner
None.
Introduction
MI
Introduction (LSI Quadrant I):
AAVTC: Graphic Design & Illustration: Your Portfolio
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ASK: What is a portfolio? Have you ever created or seen a portfolio? What did you
think about the portfolio that you created or saw?
[Allow students to share experiences, observations, etc.]
SHOW: Examples of exemplar portfolios (digital and hard copy).
SAY: A portfolio is collection of your best or most memorable pieces of work,
projects, or record of important events. It is used in many fields in support of
professional and personal activities. You might say it is a professional scrapbook or
view book. In today’s competitive school and job market, a well-designed portfolio
can set your work experience and skills apart from others applying for the same
program or position.
With a little preparation, you can create a portfolio that can help you achieve your
goals!
AAVTC: Graphic Design & Illustration: Your Portfolio
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Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
I. Define the term portfolio.
A. Synonyms include scrapbook, view book,
log book, professional diary, pitch book
B. Way to showcase talent
C. Training/professional development tool
D. Organizational tool
E. Industry-specific nomenclature
F. Collection of very best work
(Slides 1 – 4)
Discuss industry-specific uses
and requirements for a portfolio.
Note: Refer to the Teaching Vocabulary Terms
and Phrases best practice:
http://cte.unt.edu/content/files/_A%26C/A%26C_
BestPractices/Terms_Phrases/Terms_Phrases_L
esson_all.pdf
For a more personal example,
discuss your own portfolio from
school or discuss the current
philosophy for teachers to have
portfolios that contain lessons,
grading rubrics, examples of
work, supporting documents,
and TEKS information. Be
prepared to share your own
portfolio as an example.
II. Identify uses for a portfolio.
A. School admissions
B. Job applications
C. Record of work
D. Resource/reference for future work
E. Supports development of organizational
skills
F. Additional uses of portfolio will be
identified (extra-curricular activities and
leadership position in organizations,
marketing tool, historical record, etc.)
(Slides 5 – 8)
Use links in slide presentation to
illustrate schools, employers,
and organizations that
encourage or require creation
and use of portfolios.
III. Identify the benefits of creating and
maintaining a portfolio.
A. Structure and organization for filing
projects and supporting documents
B. Track work
C. Track skill development
D. Identify areas for personal/profession
improvement to support goals
E. Other benefits?
(Slides 9-10)
Instructor will lead discussion
with questions regarding benefits
to student for creating and
maintaining portfolio. Sample
questions:
• How can a great portfolio
help you in the job market?
• How can an average portfolio
be a barrier to your success?
AAVTC: Graphic Design & Illustration: Your Portfolio
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IV. Identify a personal goal/purpose for creating
a portfolio.
A. Documenting work
B. Resources for future work
C. Tools for assisting others
D. Examples to use for future projects
E. History of skill/knowledge progression
F. Acceptance into post-secondary program
G. Getting a job
(Slide 11)
Have students select a purpose
for the portfolio from the list
provided in the slide or identify
another purpose of their own
choosing.
NOTE: Students should record
this goal at the top of the
portfolio worksheet.
POINT FOR DISCUSSION:
Even though students may
change their minds during the
process of creating the portfolio
or later in life, it is important to
establish a goal/purpose now as
this goal will direct subsequent
decisions in the creation
process. Sometimes students
may be reluctant to commit to an
overarching purpose.
V. Determine various types of content
elements based upon portfolio purpose.
A. Graphics, word processing documents,
and other appropriate files
B. Appropriate support documents such as
course syllabus, awards, assignment
sheet, work order, grading rubric, etc.
C. Appropriate file types based on use
D. Appropriate filing structure for portfolio
content
E. Technology considerations
1. Computer capabilities
2. Software capabilities
3. Print capabilities
4. Access to camera/scanner
5. Storage media
6. Existing format of previous work
VI. Create appropriate organizational filing
structure.
A. Alphabetical, chronological, purpose, or
other defining characteristic
B. Flow chart
C. Electronic spreadsheet/tracking document
(Slides 12 – 13)
Discuss with students difference
between source documents
(word processing) and display
only (pdf) for sharing digital
portfolio with customers,
schools, employers.
Discuss organization of the
portfolio based upon purpose.
Because files are maintained
electronically, you can
reorganize easily based upon
audience and need.
(Slides 14 – 18)
Instructor will assist students in
identifying the best or most
appropriate organizational
structure based upon planned
purpose of portfolio. Instructor
will provide basic format for
electronic spreadsheet to be
used to document portfolio
organization.
AAVTC: Graphic Design & Illustration: Your Portfolio
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Allow students time to review
portfolio examples online to help
determine structure and
organization based upon best
practices.
VII. Identify appropriate supporting
documents for each item - class
assignment sheet, proposal request,
course syllabus – and select an
appropriate file format
A. Assignment sheets, syllabus, work orders,
awards, rubrics, test scores, etc.
B. Appropriate file format for each
document/file type to be contained in the
portfolio
C. Converting objects/items to digital format
as necessary to include them in the
portfolio
1. Considerations:
a. Original project/assignment
b. Graphics software
c. Digital camera
d. Storage media
e. High-quality print
f. Type of work
g. Lighting
h. Size/shape of work
i. Color
j. Materials
k. Resolution/quality of image
l. Background
2. Process:
a. Take practice shots
b. Upload/transfer for review
c. Select best shots or reshoot
d. Save images to storage media
e. Rename images based on filing
structure and established file
naming convention
(Slide 19 - 24)
Instructor will discuss
appropriate file types with
students to ensure portfolio
contents are appropriate based
upon purpose.
NOTE: Make sure students
understand that original
documents should not be
included in the portfolio.
ALWAYS use copies!
AAVTC: Graphic Design & Illustration: Your Portfolio
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VIII. Student will identify other important and
appropriate documents such as resume,
transcripts, and test results.
A. Scan and create digital copies of
certificates and awards
B. Documentation of certifications achieved
C. Scan standardized test scores
D. Request copy of transcript from Registrar
E. Scan and create a digital copy of diploma
F. Create basic resume
(Slide 25)
Instructor will discuss with
students the appropriateness of
including the various other
documents. Key questions to
address include: When should
they be included and/or deleted
from portfolio based upon
recipients/viewers?
IX.
(Slide 26 - 29)
Students work to assemble the
portfolio and then move on to
next steps for maintenance.
A.
B.
C.
D.
E.
Student will propose process for
maintenance and adding content to
portfolio.
Portfolio assembly
Benefits of regular maintenance
Consequences of irregular maintenance
Timeline considerations for maintenance
Recommendations for maintenance
Instructor will provide calendar
with dates for ongoing evaluation
of maintained portfolio (for
instance, check portfolio updates
at the end of every month or
grading period).
Students should also be asked
to describe how failure to
maintain the portfolio could
impact their future goals.
Application
MI
Guided Practice (LSI Quadrant III):
Teacher will go over the slide presentation with the class. The teacher may have a
personal portfolio or examples of exemplary portfolios to share with the class.
Discuss the many different uses for portfolios and the different materials that could
go in a student’s portfolio, such as examples of best work, class projects, leadership
activities, etc.
NOTE: examples of various types of portfolios are available online. URL’s provided
in reference section can be used as resource for helping students prepare their
portfolios.
MI
Independent Practice (LSI Quadrant III):
Students will select a minimum of three items to be used to create the base portfolio.
Worksheet and content description file should be used to help document portfolio
contents. If students do not have a resume′, this might be the perfect opportunity to
create one. View some sample resumes′ and discuss the information that should be
included in a resume′.
Ongoing practice-Students will maintain the portfolio throughout the
semester/course. Regular inspection of portfolio should be done to ensure students
AAVTC: Graphic Design & Illustration: Your Portfolio
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add/update their portfolio throughout the remainder of the course.
AAVTC: Graphic Design & Illustration: Your Portfolio
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Summary
MI
Review (LSI Quadrants I and IV):
Discuss and review with the class the purposes/goals of a portfolio:
A portfolio may be used for documenting work, resources for future work, tools for
assisting others, examples to use for future projects, history of skill/knowledge
progression, document leadership roles, acceptance into post-secondary program,
getting a job, etc.
What about entrepreneurship? Should a student still have a portfolio? How could a
portfolio help a student who is interested in becoming an entrepreneur?
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Have students share their portfolios with the class. Students should be encouraged
to maintain portfolios and provide constructive input to peers.
MI
Formal Assessment (LSI Quadrant III, IV):
Teacher will assess each portfolio for content and professional appearance using
the portfolio rubric. Assessment should be conducted during various grading periods
as well as at the end of the course to ensure portfolios are used throughout the
course as a way of documenting work that can be presented to potential schools and
employers.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
Students may submit portfolios with school and/or job applications.
Students may begin the process of converting traditional portfolios to digital
portfolios using industry-standard software.
Discuss the job interview process and have students “role play” interviews, where
one student is employer and the other is the prospective employee.
Research entrepreneurship in the field of graphic design and illustration. Learn about
some successful entrepreneurs in the field.
AAVTC: Graphic Design & Illustration: Your Portfolio
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Project Documentation Worksheet
Name
Work to be documented
Date work created
Client/course
Work details
Finished Size
Colors
Materials
Total time to create
Overall cost of materials
Special considerations
Lessons learned
Final location
AAVTC: Graphic Design & Illustration: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
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Portfolio Organization Worksheet
Use the flowchart below (or create a custom flowchart to fit your specific needs) to lay out and
organize your portfolio.
My Portfolio
Tracking Document
Topic/Theme
Topic/Theme1:1:
Topic/Theme
Topic/Theme 2:
2:
Topic/Theme
Topic/Theme 3:
3:
Project 1.1:
Project 2.1:
Project 3.1:
Project 1.2:
Project 2.2:
Project 3.2:
Project 1.3:
Project 2.3:
Project 3.3:
Project 1.4:
Project 2.4:
Project 3.4:
Project 1.5:
Project 2.5:
Project 3.5:
Project 1.6:
Project 2.6:
Project 3.6:
AAVTC: Graphic Design & Illustration: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
11
Portfolio Organization Worksheet
Use the flowchart below (or create a custom flowchart to fit your specific needs) to lay out and
organize your portfolio.
My Portfolio
Tracking Document
Topic/Theme
Topic/Theme 1: :
Topic/Theme 2::
Topic/Theme
Topic/Theme 3: :
Topic/Theme
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
Project
:
AAVTC: Graphic Design & Illustration: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
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Graphic Design & Illustration Portfolio
Checklist
One of the most important pieces of documentation for the aspiring graphic designer or visual
arts practitioner is a portfolio. A portfolio is a compilation of a designer’s best work done to date
and is meant to showcase the strengths of the designer by featuring samples of work for others
to see. Due to the nature of the design industry, you should have both a digital version and a
high quality printed copy version of your portfolio.
There are some strategies that should be employed when building a portfolio to be remembered
by any potential employers. These strategies are outlined below and are expected to be
followed by the students as they construct their portfolios.
Guidelines:
•
Limit your portfolio to 15-20 pieces of your best work.
•
Show your best work first. You want to grab the reviewers’ attention from the start. Do not
expect them to wade through your B and C stuff to get to the A stuff. They may make a
judgment on what they think you have to offer on your C work and never continue to the A
work. End with strong work to leave a lasting impression of your ability.
•
Use quality photographs (10 megapixels or higher) in your portfolio. Use a quality camera or
hire a photographer to photograph your work. Keep your portfolio in mind as you set up your
shots and photograph your work. Use neutral backgrounds and good lighting (natural
lighting is always best for the truest color). Make sure you are projecting a professional
image. Always collect high-resolution digital images rather than scanning in prints after the
fact.
•
Show overall designs as well as details. Make sure you show photo or drawing details that
highlight your skill level and make you shine.
•
Highlight your skill versatility by including illustrations that show your ability with a variety of
media (pen and ink, colored pencil, marker, watercolor, etc.).
•
When visiting with professionals about your portfolio, be prepared to answer questions
about your design projects. Be prepared to explain the purpose, symbolism, meaning, and
technique for each project.
Since this portfolio is for high school students, it may only be shown to the teacher for the
continuation in the subsequent course or, if the student is a senior, to the university or art/design
school professionals responsible for admitting freshmen into a college-level program.
AAVTC: Graphic Design & Illustration: Your Portfolio
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Portfolio Documents by Course:
Principles of AAVTC
Projects
• Creative Food Styling and Introduction to Lighting and Photography Techniques
• Branding: Creating a Corporate Identity
Graphic Design& Illustration
• Computer-based Graphics and Illustrations
• Hand Drawing and Sketching
• Photography
Projects
• Identity Mark
• Photographic Advertisement
• CD/DVD Cover Design
• Basic Packaging Design
• Product Advertisement
• Poster Illustration
• Self-Promoting Advertisement
• Self-Portrait (pencil, pen and ink, micrographic, or computer-based graphic)
• Illustration Showing Use of Perspective (one-point or two-point)
Advanced Graphic Design& Illustration
• Graphics and Illustrations
• Hand Drawing and Sketching
• Photography
Projects
• Advanced examples of projects listed in Graphic Design & Illustration
• Advertising Campaign Documents
• Tri-fold Brochure
• Book Cover Design
Practicum in Graphic Design& Illustration
• Graphics and Illustrations
• Hand Drawing and Sketching
• Photography
• Web-based Media
Projects
• Advanced examples of projects listed in Graphic Design & Illustration and Advanced
Graphic Design & Illustration
• Booklet or Catalog
• Signage
• Webpage/Website
AAVTC: Graphic Design & Illustration: Your Portfolio
Copyright © Texas Education Agency, 2012. All rights reserved.
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Your Portfolio Rubric
Student Name:
CATEGORY
Body of Work
Date:
4
3
2
1
The portfol i o i s a n
a ccura te a nd
comprehens i ve
repres enta ti on of the
s tudent's body of work.
The portfol i o i s a n
a ccepta bl e refl ecti on
of the s tudent's body
of work but needs
devel opment.
The portfol i o i s a
The student's
poor refl ecti on of
portfolio is
the s tudent's body of incomplete.
work i n the progra m.
Creativity
The student's portfolio
design reflects an
exceptional degree of
student creativity in
organization and/or
final product.
The student's
portfolio design
reflects an acceptable
degree of creativity in
organization and/or
final product.
The student's
portfolio design
lacks creativity in
organization and/or
final product.
The student's
portfolio design
does not meet
expectations.
Attractiveness
The portfolio is
exceptionally
attractive in terms of
design, layout, and
neatness.
The portfolio is
attractive in terms of
design, layout, and
neatness.
The portfolio is
acceptably
attractive though it
may be a bit messy.
The portfolio is
distractingly messy
or very poorly
designed. It is not
attractive.
Graphic Images
Graphic images of
The quality of graphic
work are of exceptional images is acceptable.
quality throughout the
portfolio.
More than half of
the graphic images
of work are
unacceptable.
The quality of
graphic images is
unacceptable.
File Types
The file types used are Most of the file types
appropriate for the
used are appropriate
portfolio content.
for the portfolio
content.
More than half of
the file types used
are inappropriate
for the content.
The file types used
are inappropriate
for the portfolio
content.
Portfolio Planning Student fully
Student participated
in the portfolio
planning process.
One or two of the
planning
elements/documents
were not created.
Student minimally
participated in the
portfolio planning
process. Three or
more of the planning
elements/documents
were not created.
Student did not
participate in the
portfolio planning
process.
Grammar and
Mechanics
There is one
grammatical mistake.
There is one error in
capitalization or
punctuation.
There are two
grammatical
mistakes. There are
two errors in
capitalization or
punctuation.
There are three or
more grammatical
mistakes. There are
three or more errors
in capitalization or
punctuation.
participated in the
- Portfolio Goal
- Portfolio Worksheet
portfolio planning
- Organizational Structure process. All
- Supporting Documents elements/documents
- Tracking Spreadsheet
are of exceptional
quality.
There are no
grammatical mistakes.
Capitalization and
punctuation are
correct throughout the
portfolio.
Point to Grade Conversion: 25-28=A; 22-24=B; 19-21=C; 17-18=D; Below 17=F
TOTAL POINTS:
AAVTC: Graphic Design & Illustration: Your Portfolio
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