Standards – Based Instructional Unit
Subject:
COURSE: Design
Topic: Course Overview
GRADE/LEVEL
21st Century Graduation Expectation(s):
1.1 Acquiring and applying knowledge and skills within and across the curriculum
1.2 Analyzing and evaluating information
2.1 Working cooperatively and/ or independently
2.2 Applying problem solving strategies
2.3 Utilizing resources and time effectively
2.4 Accessing, compiling, and interpreting and presenting data and information
3.1 Making informed life and career decisions
4.2 Writing clearly, concisely and persuasively
4.3 Speaking, listening and interpreting effectively
Rhode Island Grade Span Expectation:
R2 Vocabulary Strategies
R3 Breadth of Vocabulary
R7 Understanding of Informational Text
R8 Analysis of Informational Text
W1 Structures of Language
W6/W7/W8 Informational Writing
W9 Writing Conventions
M(G&M) 7 Uses Units of Measure
Rhode Island Visual Art and Design Standards:
VAD 1 (9-12) –1
Students demonstrate knowledge and application of VA&D
concepts
a. applying a variety of selected VAD concepts for two- and
three -dimensional works of art and interpreting and
evaluating the effects
b. generating, applying, revising, and evaluating strategies and
techniques to address artistic problems
c. using observation to develop a reasonably accurate visual
representation of a variety of shapes, proportionally and in
perspective
d.
documenting and evaluating personal progress through a
portfolio of self-created art work identifying strengths and
weaknesses
VAD 1 (9-12) – 2
Students demonstrate knowledge and skill of media, tools,
techniques, and processes of VA&D
a. selecting and evaluating a variety of media, tools, techniques,
and processes in creating two- and three- dimensional works
of art and design (e.g., digital media, sculpture, found
objects, assemblage)
b. demonstrating knowledge of vocabulary of media,
Rhode Island Grade Span Expectations for
Applied Learning Standards:
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Problem Solving
Critical Thinking
Research
Communication
Reflection and Evaluation
techniques, and processes (e.g., digital, sculpture, found
objects, assemblage)
VAD 2 (9-12) –1
Students demonstrate knowledge and understanding of the
role of VA&D in personal, cultural, and historical contexts
a. evaluating several unique purposes for making visual art and
design (e.g., telling a story; communicating ideas, personal
beliefs, and emotions; creating functional objects; making
political and social commentary)
b. Analyzing the connections between Visual Arts and Design
and other disciplines (e.g. ceramics and chemistry, sculpture
and physics, designing and engineering)
c. analyzing different cultures’ expectations and appreciation of
the role of the artists in society
d.
analyzing two different career opportunities in the arts and
learning pathways to be a professional artist
e. interpreting and evaluating specific qualities about the visual
arts and design in two cultures and time periods
VAD 3 (9-12) –1
Students communicate in the language of VA&D
a. evaluating and applying media techniques, processes, and
visual arts and design concepts to convey specific feelings,
ideas, or meanings
b. creating a unique solution for a visual art or design problem
(e.g., create a researched blueprint design of a renovation for
an area within the school)
c. evaluating how current popular media, political propaganda,
and contemporary artists use visual symbols to represent
ideas and values (the visual culture)
d. creating innovative symbols in their own works of art or
design and referencing historic or contemporary art
VAD 3 (9-12) - 2
Students demonstrate the ability to extract meaning from
works of art
a.
researching and evaluating subject matter, symbols and
ideas in a work of art or design
VAD 4 (9-12) –1
Students reflect upon, analyze and evaluate the work of self
and others
a. describing subject matter, media, techniques, processes,
craftsmanship and relevant visual arts concepts seen in a
work of art or design
b. interpreting and evaluating a visual art and design work
based on analysis of description and when and by whom the
work was done
c. evaluating creative elements in the work
d. researching specific questions relating to social and symbolic
context, how, when, and where the work of art or design was
created (e.g., What are important symbols of contemporary
Latino cultures?)
e. contributing in individual or group discussions about work in
which the student gives and receives constructive criticism
f. evaluating one’s own work for creativity, quality of
craftsmanship, effective use of visual arts and design
concepts, and choice of subject matter based on the analysis
of exemplar works of art or design
Essential Question(s):
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What is design and where is it found?
How is design part of our daily lives?
What is the difference between form and function?
What is good design?
How has design changed throughout history?
How has technology contributed to the field of design?
Content Topics:
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History of design – predominately graphic design
Elements and principles of design
Design fields – graphic design and industrial design
Three-dimensional design
Student-Centered Instructional Strategies:
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Students will learn how to use the elements and principles of design to produce works of art or objects that are
functional and aesthetically interesting.
Students will learn about and explore various design fields
Student-Centered Learning Tasks and Opportunities:
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Vocabulary (per unit presented and included in lessons)
Presentation of media and materials that will be encounters in each thematic unit
Demonstration of technique and expectations of each project
Demonstrate how each individual student will organize individual work stations and usage of equipment.
Timeline of projects to meet deadlines – sketches, drafts, final presentations
Demonstrating final presentation of artwork
Presentation and exhibition of work
Assessment Task(s):
Students are required to produce art work that meets the Rhode Island Visual Art and Design Standards, North Providence
High School Graduation Expectations, GSE’s and specific lesson rubrics. Students will also be assessed based on written
exams, verbal and written critiques, journals and lesson/project sheets, critiques, exhibitions of their work, journals and
reflective writing.
Reflection/Comments:
By the conclusion of the course, students will understand and be able to apply the elements and principles of design with
future design challenges. Students will also understand how the function of designed objects are important factors of a
successful design. Students will leave the course with an understanding and appreciation of cultural, historical and
technological factors that contribute to good design.