21st Century Instructional Guide for Career Technical Education
Fundamentals of Illustration
Arts and Humanities Cluster
Graphic Design Concentration
Title:
Fundamentals of Illustration (WEVIS 1851)
Standard Number:
AH.S.FILL.1
Essential
Questions:
Objectives:
AH.O.FILL.1.1
Safe Work Habits
Students will demonstrate safe work habits in the graphic design studio.
What should a student know about safety regarding cutting tools, toxic and flammable
substances in a graphic design studio?
Students will
Learning Plan & Notes to Instructor:
use a variety of cutting tools.
Safety demonstrations for the following tools:
 exacto knife
 scissors
 metal rulers
 safety rulers
 cutting mats
Test students on safety prior to using tools.
use toxic and/or flammable substances.
Safety demonstration/lecture on the following:
 toxic and flammable hazards of rubber cement
 toxic and flammable hazards of rubber cement
thinner
Test students on both general safety and safety
regarding toxic and flammable substances prior to
project work.
Media Applications
Students will execute a variety of media applications.
How will students apply various media into their illustrations?
AH.O.FILL.1.2
Standard Number
AH.2.FILL.2
Essential
Questions:
Objectives:
AH.O.FILL.2.1
Students will
examine the elements of design.
Learning Plan & Notes to Instructor:
Demonstrate elements of design:
 Line
 Value
1
AH.O.FILL.2.2
recognize the components of the color
wheel.
 Shape
 Color
 Texture
Suggested activities/information/exercises:
Line
 Line Characteristics
Width, length, direction, focus and feeling
 Line Types
Outlines, contour lines, gesture lines, sketch
lines, calligraphic lines, and implied line
 Organic and inorganic exercise
 Straight and curvilinear exercise
 Pen and ink hatching and cross hatching
exercise
Value
 Value scale chart
 Draw apple based value scale
 Draw lighted cones, circles and cubes.
Shape
 Geometric shapes
 Positive shapes
 Negative shapes
 Collage activity
Color
 Color wheel
 Graphic design computer software
Texture
 Real
 Implied
Demonstration of components of the color wheel.
Suggested activities:
 Have students draw a color wheel including
primary, secondary and intermediate colors.
 Have student complete an activity using color
wheel concepts.
2

Use graphic software to create/use color wheel
concepts.
 Nontraditional activity such as create a color
wheel using anything but the traditional circle
color wheel.
Describe technical pens.
Suggested activities:
 Complete line art activities using stippling, cross
hatching and hatching techniques.
 Complete self portraits
 Complete abstract illustrations.
 Complete optical illustrations.
 Complete calligraphy activity.
Introduce students to charcoal, ebony, B and H grade
mechanical and colored pencils.
Suggested activities:
 Complete portraits of self, family member or
friend.
 Complete cityscapes, landscapes and still life.
Discuss and give examples of types of illustration
boards: hot press, cold press and rough boards.
Suggested activities:
 Experiment with how different media types react
with each board.
Independent project using one or more of the media
described above that has been approved by instructor
and is based on specific project criteria.
Suggested activities:
 Complete any of the activities listed above.
 Complete a period illustration using Op-art,
Pointillism, Impressionism or Pop Art, etc.
AH.O.FILL.2.3
draw using pen and ink.
AH.O.FILL.2.4
draw using various graphite and colored
pencils.
AH.O.FILL.2.5
examine different types of illustration
boards.
AH.O.FILL.2.6
illustrate a project.
Standard Number:
AH.S.FILL.3
Essential
Questions:
Perspective
Students will draw using various perspective methods.
How will students use various perspective methods to create the illusion of depth.
3
Objectives:
AH.O.FILL.3.1
Students will
examine basic perspective concepts.
AH.O.FILL.3.2
draw with one-point, two-point, three-point,
and aerial atmospheric perspective.
AH.O.FILL.3.3
draw using elliptical perspective.
Standard Number:
AH.S.FILL.4
Essential
Questions:
Objectives:
AH.O.FILL.4.1
Drawing and Painting
Students will draw and paint using various techniques.
How will students incorporate drawing and painting techniques in their final illustration?
AH.O.FILL.4.2
draw using pointillism and/or stippling
techniques.
Students will
draw using pencil pressure techniques.
Learning Plan & Notes to Instructor:
Discuss and demonstrate horizon line and vanishing
points.
Demonstrate one-point, two-point, three-point, and
aerial atmospheric perspective.
Suggested activities:
One-point perspective
 Cityscapes
 Barn
 Telephone poles
 Railroad tracks
 Backyard scene
Two-point perspective
 Cityscape
 Barn with antique car
 Car
Three-point perspective
 Cityscape
 Building
Demonstrate elliptical perspective.
Suggested activities:
 Still life of coffee cup, coke can, pots and pans,
and trash can
Learning Plan & Notes to Instructor:
Demonstrate and discuss pencil pressure techniques.
Suggested activities:
 Still life
 Portrait
Demonstrate and discuss pointillism and stippling
techniques.
Suggested activities:
4
 Abstract drawing
 Nature drawing
Demonstrate and discuss wash and dry brush
techniques.
Suggested activities:
 Complete watercolor exercise.
 Complete pen and ink wash exercise.
 Use either hands-on or computer software for
finished illustrations.
AH.O.FILL.4.3
paint using wash and dry brush techniques.
Standard Number:
AH.S.FILL.5
Essential
Questions:
Objectives:
AH.O.FILL.5.1
Student Organization Participation
Students will participate in a local student organization.
How can a student organization better prepare students for employment?
Students will
Learning Plan & Notes to Instructor:
examine the purposes and goals of student Encourage formation of a school chapter in local student
organizations.
organization such as SkillsUSA and/or TSA.
AH.O.FILL.5.2
demonstrate leadership skills through
Encourage membership in local student organization
participation in student organization
such as SkillsUSA and/or TSA.
activities such as meetings, programs,
projects, and competitions.
AH.O.FILL.5.3
discover the benefits and responsibilities of Encourage attendance and competition at local, state,
participation in student, professional, and
and national SkillsUSA and/or TSA conferences.
civic organizations as an adult.
21st Century Skills Coming Soon!!
21st Century Skills
Learning Skills & Technology Tools
Teaching Strategies
Evidence of Success
Culminating Activity
Information and
21C.O.9Student recognizes
Students will research
Research/Advertisement
Communication
12.1.LS1
information needed for
demographic, geographic,
Skills:
problem solving, can
economic and psychographic
efficiently browse, search and trends using Internet sites
navigate online to access
such as census.gov and
relevant information,
bls.gov to identify a target
evaluates information based
market for a proposed
on credibility, social,
advertisement. Students will
economic, political and/or
incorporate this study into
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21C.O.912.1.LS2
21C.O.912.1.LS3
21C.O.912.1.TT1
ethical issues, and presents
developing an
findings clearly and
advertisement.
persuasively using a range of
technology tools and media.
Student analyzes and
interprets visuals and
recognizes the impact digital
media influences (e.g. design,
technique, and rate of speed)
have on audiences. The
student’s visual products
reflect a sophisticated
understanding of subject,
digital media and design
techniques.
Student creates information
using advanced skills of
analysis, synthesis and
evaluation and shares this
information through a variety
of oral, written and multimedia
communications that target
academic, professional and
technical audiences and
purposes.
Student makes informed
choices among available
advanced technology
systems, resources and
services (e.g., global
positioning software, graphing
calculators, personal digital
assistants, web casting,
online collaboration tools) for
completing curriculum
assignments and projects and
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21C.O.912.1.TT2
21C.O.912.1.TT3
21C.O.912.1.TT4
21C.O.912.1.TT5
for managing and
communicating
personal/professional
information.
Student routinely applies
keyboarding skills,
keyboarding shortcut
techniques, and mouse skills
with facility, speed and
accuracy.
Student uses advanced
utilities (e.g., zipping or
compressing files, file level
anti-virus scans), converts
files to different formats (e.g.,
.doc, .xls, .mdb, .htm, .pdf)
and saves finished products
to multiple media sources
(e.g., CDRW, DVDR, USB
drives, shared folders, webbased file storage).
Student uses audio, video,
pictures, clip art, moviemaker
programs, webpage design
software, electronic
documents and other files to
collaborate for the creation of
electronic products that
inform multiple audiences
both inside and outside the
school environment.
Students will utilize computer Completed assignments
software on a routine basis
to complete assignments.
Students will create a web
page for a potential new
business or product and link
information about advertising
and promotion to the
school’s website. Students
will create a commercial
(movie maker) or an
advertisement (pictures, clip
art) for a potential business
or product. Students will
create a virtual ad and post it
on You Tube.
Web pages, links,
commercials,
advertisements, You
Tube posting
Student uses advanced
features of word processing
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21C.O.912.1.TT6
21C.O.912.1.TT7
21C.O.912.1.TT8
21C.O.912.1.TT9
software (e.g., outline, table
of contents, index feature,
draw tool, headers and
footers, track changes,
macros, hyperlinks to other
file formats, etc.).
Student uses advanced
features and utilities of
spreadsheet software, (e.g.,
formulas, filters, pivot tables,
pivot charts, macros,
conditional formatting), to
perform calculations and to
organize, analyze and report
data.
Student uses advanced
features and utilities of
presentation software (e.g.,
slide transitions, master
slides, narrations and timings,
creating web-enabled
presentations, creating a nonlinear presentation) to
communicate ideas to
multiple audiences.
Student uses advanced
features and utilities of
database software (e.g., to
create tables, forms, perform
table relationships, advanced
queries, and simple reports)
to test hypotheses or
research questions and to
report results.
Student uses advanced
Students will maintain a blog
telecommunication tools (e.g., or wiki and hold a
Blogs or wikis
Teleconference
8
21C.O.912.1.TT10
21C.O.912.1.TT10
21C.O.912.1.TT11
email, video conferencing,
interactive websites,
newsgroups, video phones,
chats) to create collaborative
projects that are relevant to
real world situations and
contribute to the
communication process
among various groups.
Student implements various
Internet search techniques
(e.g., Boolean searches,
meta-searches, web bots) to
gather information; student
evaluates the information for
validity, appropriateness,
content, bias, currency, and
usefulness.
Student implements various
Internet search techniques
(e.g., Boolean searches,
meta-searches, web bots) to
gather information; student
evaluates the information for
validity, appropriateness,
content, bias, currency, and
usefulness.
Student imports and exports
multiple data formats and
integrates to multiple
productivity programs (e.g.,
exports comma delimited
files, standard data formats)
and understands
transferability of data among
different programs.
teleconference.
Students will research five
sites and use a graphic
organizer to evaluate the
sites for content and validity.
Completed graphic
organizer
9
Thinking and
Reasoning Skills:
21C.O.912.2.LS1
Student engages in a critical
thinking process that supports
synthesis and conducts
evaluation using complex
criteria.
21C.O.912.2.LS2
Student draws conclusions
from a variety of data sources
to analyze and interpret
systems.
21C.O.912.2.LS4
Student visualizes the
connection between
seemingly unrelated ideas
and independently produces
solutions that are fresh,
unique, original and well
developed. Student shows
capacity for originality,
concentration, commitment to
completion, and persistence
to develop unique and cogent
products.
Student knows how to find
information necessary to
solve advanced problems
related to hardware, software,
networks, and connections
(e.g., by accessing online
help, Internet searches,
technical documentation,
21C.O.912.2.TT1
Students will use Internet,
business publications, trade
journals, and other resources
to ascertain advertising
industry trends and then use
the information to present a
PowerPoint presentation to
classmates.
Students will use Internet,
business publications, trade
journals, and other resources
to ascertain advertising
industry trends and then use
the information to present a
PowerPoint presentation to
classmates.
Completed trend
analysis/PowerPoint
Completed trend
analysis/PowerPoint
10
21C.O.912.2.TT2
21C.O.912.2.TT3
21C.O.912.2.TT4
system utilities, and
communication with technical
experts).
Student collaborates with
peers, experts, and others to
contribute to a content-related
knowledge base by using
technology to compile,
synthesize, produce, and
disseminate information,
models, and other creative
works.
Student uses multiple
electronic sources of
information and multiple
technology tools and resource
tools (e.g., digital cameras,
graphing calculators, probes,
mp3 players, handheld
devices, other emerging
technologies, simulations,
models, browsers, word
processing, authoring tools,
spreadsheets, databases) to
collaborate with others, to
formulate a hypothesis, to
solve problems, make
decisions, and present and
justify the solutions.
Student uses technology tools
and multiple media sources to
analyze a real-world problem,
design and implement a
process to assess the
information, and chart and
evaluate progress toward the
Students will work with
classmates to maintain a
blog or wiki. Students will
compile a database of
advertising and promotion
information.
Wikis, blogs, databases
Students will utilize a
spreadsheet to complete a
promotional budget for a
promotional campaign.
Promotional budgets
Students will use emerging
technology to create a virtual
marketing campaign.
Virtual campaign
Students will utilize a
spreadsheet to complete a
promotional budget for a
promotional campaign.
Promotional budgets
Students will use emerging
technology to create a virtual
Virtual campaign
11
Personal and
Workplace Skills:
21C.O.912.3.LS1
21C.O.912.3.LS2
21C.O.912.3.LS3
21C.O.912.3.LS4
solution.
Student remains composed
and focused, even under
stress, willingly aligns his/her
personal goals to the goals of
others when appropriate,
approaches conflict from winwin perspective, and derives
personal satisfaction from
achieving group goals.
Student independently
considers multiple
perspectives and can
represent a problem in more
than one way, quickly and
calmly changes focus and
goals as the situation
requires, and actively seeks
innovations (e.g. technology)
that will enhance his/her
work.
Student demonstrates
ownership of his/her learning
by setting goals, monitoring
and adjusting performance,
extending learning, using
what he/she has learned to
adapt to new situations, and
displaying perseverance and
commitment to continued
learning.
Student demonstrates ethical
behavior and works
responsibly and
collaboratively with others in
the context of the school and
marketing campaign.
Students participate in the
TSA Civic Consciousness
Project event identifying an
area of concern in the
community and contributing
Completed community
service projects
12
21C.O.912.3.LS5
21C.O.912.3.LS6
21C.O.9-
the larger community, and
he/she demonstrates civic
responsibility through
engagement in public
discourse and participation in
service learning.
Student exhibits positive
leadership through
interpersonal and problemsolving skills that contribute to
achieving the goal. He/she
helps others stay focused,
distributes tasks and
responsibilities effectively,
and monitors group progress
toward the goal without
undermining the efforts of
others.
Student maintains a strong
focus on the larger project
goal and frames appropriate
questions and planning
processes around goal. Prior
to beginning work, student
reflects upon possible
courses of action and their
likely consequences; sets
objectives related to the
larger goal; and establishes
benchmarks for monitoring
progress. While working on
the project, student adjusts
time and resources to allow
for completion of a quality
product.
Student protects software,
towards the resolution of the
problem. Students
collaborate in conducting a
food drive for the needy.
Students will participate in
TSA or SkillsUSA and
become a chapter or state
officer or serve as
chairpersons of committees.
Students will work
cooperatively in the
classroom taking leadership
roles.
TSA or SkillsUSA
meeting minutes
Class work
13
12.3.TT1
21C.O.912.3.TT2
hardware and network
resources from viruses,
vandalism, and unauthorized
use and employs proper
techniques to access, use
and shut down technology
equipment.
Student works collaboratively
to acquire information from
electronic resources,
conducts online research, and
evaluates information as to
validity, appropriateness,
usefulness,
comprehensiveness and bias.
Students will conduct
research selecting sources
from an approved list. The
will continue evaluating the
sources using a rubric to
ascertain validity, bias,
appropriateness, usefulness,
and comprehensiveness.
Completed research
14
21C.O.912.3.TT3
Student evaluates current
trends in information
technology, discusses the
potential social, ethical,
political, and economic impact
of these technologies, and
analyzes the advantages and
disadvantages of widespread
use and reliance on
technology in the workplace
and society.
21C.O.912.3.TT4
Student adheres to
acceptable use policy and
displays ethical behaviors
related to acceptable use of
information and
communication technology
(e.g., privacy, security,
copyright, file-sharing,
plagiarism); student predicts
the possible cost and effects
of unethical use of technology
(e.g., consumer fraud,
intrusion, spamming, virus
settling, hacking) on culture
and society; student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
Students will view website:
Reports/Analysis
http://www.nytimes.com/200
7/10/04/technology/circuits/0
4pogue.html?_r=1&em&ex=
1191643200&en=54a7e1d4e
ce85192&ei=5087%0A&oref
=slogin Students will
evaluate the social, ethical,
political, and economic
implications of supplying
technology to an emerging
market or a third world
nation.
Students will sign and
Ethical use of technology
adhere to a school-wide
acceptable use policy.
15
21C.O.912.3.TT5
21C.O.912.3.TT6
21C.O.912.3.TT7
Student models ethical
behavior relating to security,
privacy, computer etiquette,
passwords and personal
information and demonstrates
an understanding of copyright
by citing sources of
copyrighted materials in
papers, projects and multimedia presentations. Student
advocates for legal and
ethical behaviors among
peers, family, and community
regarding the use of
technology and information.
Student evaluates and
applies technology tools for
research, information
analysis, problem-solving,
content learning, decision
making, and lifelong learning.
Student protects his/her
identity online and in email
and/or websites, limits the
distribution of personal
information/pictures, and
evaluates the authenticity of
emails that solicit personal
information. Student identifies
the methodologies that
individuals and businesses
can employ to protect the
integrity of technology
systems.
Students will sign and
adhere to a school-wide
acceptable use policy.
Ethical use of technology
Students will write a
promotion plan choosing the
appropriate technology tools.
Promotion plan
Students will read websites
such as www.isc.sans.org
and www.cert.org to identify
methods hackers use to
infiltrate business’ and
individual’s personal
information. Students will
interview information
technology
specialists/computer security
specialists to learn the best
practices to safeguarding
technology systems.
Reports/interviews
16
21C.O.912.3.TT8
Student uses technology to
seek strategies and
information to address limits
in their own knowledge.
Learning Skills & Technology Tools
Entrepreneurial
Skills:
Culminating
Assessment:
Student understands the
personal traits/behaviors
associated with successful
entrepreneurial performance.
Students take a pretest and
then research questions to
find the answers.
Pretest/posttest
Teaching Strategies
Culminating Activity
Students take available online quizzes to learn their
entrepreneurial aptitudes
such as:
http://www.bizmove.com/oth
er/quiz.htm
Evidence of Success
Results from self-quizzes
Student understands
Students will utilize computer Completed assignments
concepts and procedures
software and hardware to
needed for basic computer
complete assignments.
operations.
Student understands
Students will interview
Interviews/reports
concepts and strategies
architectural draftspersons to
needed for career exploration, learn how their career paths
development and growth.
developed.
Culminating Assessment:
End of Concentration Performance Evaluation
Students will participate in TSA’s competitive events: Architectural Model, Computer aided Design 2D,
Architecture and Computer Aided Design Animation, Architecture, Technical Sketching and
Application, Leadership Development Contests: Career Comparisons, Written and Oral Chapter
Team, Extemporaneous Presentation, and Prepared Presentation
Students will participate in SkillsUSA’s competitive events: Architectural Drafting, Leadership
Development Contests: Action Skills, American Spirit, Chapter Business Procedure, Chapter Display,
Community Service, Extemporaneous Speaking, Job Interview, Job skill Demonstration A, Job Skill
Demonstration B, Occupational Health and Safety, Opening and Closing Ceremonies, Outstanding
Chapter, Prepared Speech, Promotional Bulletin Board, and Quiz Bowl
17
Links and Other Resources
Links and Other
Resources:
Related Websites:
Pathways to Success
http://careertech.k12.wv.us/pathwaystosuccess/
U.S. Department of Labor in the 21st Century
http://www.dol.gov/
Advanced Distributed Learning
www.adlnet.org
America's Career InfoNet
www.acinet.org
America's Job Bank
www.ajb.org
America's Service Locator
www.servicelocator.org
CareerOneStop
www.careeronestop.org
Employment & Training Administration
www.doleta.gov
The Job Accommodation Network (JAN)
http://www.jan.wvu.edu
Monthly Labor Review Online: Labor Force Archives
http://www.bls.gov/opub/mlr/indexL.htm#Labor force
Occupational Information Network
www.doleta.gov/programs/onet
18
Office of Disability Employment Policy
www.dol.gov/odep
Career Voyages
http://www.careervoyages.gov/index.cfm
Workforce West Virginia
https://www.workforcewv.org/
West Virginia Earn A Degree Graduate Early (EDGE)
http://www.wvtechprep.wvnet.edu/edge.htm
Contacts:
West Virginia Career and Technical Education
http://careertech.k12.wv.us/
Contacts
CTE Teachers: See CTE Directory
Cluster Coordinator: Kathy Gillman, kgillman@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
19