Laura+Roberts

=Laura Roberts=

- Demonstrate basic knowledge of technical art skills (traditional and electronic) - Demonstrate knowledge of design principles - Demonstrate design skills - Demonstrate knowledge of graphics software applications - Create visual guidelines - Demonstrate knowledge and appreciation for the arts || 1. Creativity and innovation 2. Communication and Collaboration 3. Research and information fluency 4. Critical thinking, problem solving, and decision making 5. Digital citizenship 6. Technology operations and concepts
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Promotional Ad for Southwest Regional Art Museum |||| Related Lessons: Art Design Elements; Photoshop intro. ||
 * Grade Level: 11-12 |||| Unit: Digital Art Design ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: Students are to create a promotional ad for the Southwest Regional Art Museum’s upcoming attraction: Cowboys & Indians. Students are to research the different installations that will be in the attraction. They will take what they learn and use the information as a way to create a one page promotional ad. Students will be presenting their piece to their classmates, as well as the Southwest Regional Art Museum Promotional Director. ||
 * == ACTION == ||
 * Before-Class Preparation: Create a sample for students to see. Prepare resources for students to use—online and in their texts. Have on hand the notes that students should be able to review—Elements of Design; Photoshop basics. Make copies of guidelines, letter from the Southwest Regional Art Museum’s Promotional Director, and rubric for final products. ||
 * During Class ||
 * Time

15-20 Min.

1 Class Period

3 Class Periods

1 Class Period

1 Class Period |||| Instructional Activities

Introduce the activity that students will be doing. Show students the sample ad that was created. Hand guidelines out to students as well as the letter from the Southwest Regional Art Museum’s Promotional Director.

Students will research the installations being used in the Cowboys & Indians attraction at the museum. Students will turn in the information they found to the instructor.

Students will start by making a storyboard and turning it in to instructor. Students will create their promotional ads using Photoshop and resources they have found during their research.

Students will put together their presentation for the Promotional Director and students.

Students will present their promotional ads to the Promotional Director, classmates and instructor. Students will explain what they have done, why they choose to design the ad the way they did, and what makes their ad stand out above the rest. || Materials and Resources

Guidelines Letter Sample Resources

Resources Guidelines Word Document

Research Doc. Storyboard Photoshop

Presentation Software Print out of Ad Binder

Presentation Binder ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Monitor student’s as they research and to make sure research is appropriate. Students will turn their research into the instructor through their Google Accounts. Students will also turn in their storyboards once they have been completed. Final products will be assessed using a rubric.
 * Ongoing Assessment(s): Monitor student’s as they research and to make sure research is appropriate. Students will turn their research into the instructor through their Google Accounts. Students will also turn in their storyboards once they have been completed. Final products will be assessed using a rubric.

Accommodations and Extensions: Students with specific IEPs will be addressed individually and allowed the proper accommodations. Students with prior knowledge may utilize different techniques that have not been discussed in our Photoshop introductory lessons.

Back-Up Plan: Technology is essential for this lesson, however students do have the background knowledge to be able to draw and design their promotional ad by hand. We have all art materials on hand that can be used to complete the lesson. || Laura, I really like how you have the students explain what they have done and why they are doing it that way. I also like that you have them explain why the way that they are doing things is better than the other groups. This is important for students to think about why they are doing something instead of simply just doing it. It is also important for them to think about why they think that theirs is the best. I always tell my students that they can make any claim that they want but they have to be able to back it up. If they want to tell me that the sky is red, then they better have information backing to prove the point that they are trying to make. I think that by having them evaluate their work against that of their peers they will try to do their best and be able to see why theirs, or someone else's work is better. (Anthony Richter)
 * == EVALUATION == ||
 * Reflection: Upon completion of this lesson, students will provide feedback as to what thought about this. This can be done a couple of different ways ---blog posts, group discussion or survey. The instructor will have taken notes each day as to what went on and what things could be done differently. ||

- Demonstrate basic knowledge of technical art skills (traditional and electronic) - Demonstrate knowledge of design principles - Demonstrate knowledge of graphics software applications - Create visual guidelines - Demonstrate knowledge and appreciation for the arts - Demonstrates the importance of teamwork in achieving IT project goals - Demonstrates knowledge of online collaboration tools || 1. Creativity and innovation 2. Communication and Collaboration 3. Research and information fluency 4. Digital citizenship 5. Technology operations and concepts
 * =Daily Lesson GAME Plan = ||
 * Lesson Title: Online Collaboration for Promotional Ads |||| Related Lessons: Promotional Ad for Southwest Regional Art Museum ||
 * Grade Level: 11-12 |||| Unit: Digital Art Design ||
 * == GOALS == ||
 * Content Standards:
 * ISTE NETS-S

Instructional Objectives: Students will collaborate in groups of 3. Students will use their Google Accounts to work together on creating promotional ads for a company and its product. Students will be given an index card with company name and product name. They will then go out and research on the internet. Students will put their information into a GoogleDoc, where they can work on the same document at the same time. After the research has been completed, students will then develop layouts for a newspaper, magazine and web site ads in Google’s Drawing tools. After layouts have been produced, students will then create those ads in Adobe Photoshop as their final group products. ||
 * == ACTION == ||
 * Before-Class Preparation: Create a sample for students to see. Have presentation prepared for students to take notes. Make sure all students have access to their Google accounts—along with usernames and passwords at hand for those who may have forgot. Make copies of directions, guidelines and rubric. Prepare index cards with company names and product names. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 1 Class Period

15-20 minutes

40 minutes

3 Class Periods |||| Students will be introduced to making ads for magazines, newspapers, and websites. Students will take notes.

Introduce the activity that students will be doing. Show students samples from actual ads done by companies and ads from former students. Hand out directions/guidelines and the rubric to students.

Let students pick their groups. Once groups have been chosen, groups will be given an index card with a company and its product. Students will then go out and research the company and its product. Any information they find, they need to compile it into a GoogleDoc that each student can work on at the same time. Students will turn their GoogleDocs into the teacher’s inbox.

Students will use their Google accounts to collaborate online, researching the information needed and then drafting a layout for the promotional ad. Once students have completed their research and drafter a layout for the promotional ads, students can then work on the ads using Adobe Photoshop. Layouts must be presented to teacher for approval. Once ads have been completed, students will print them and turn them in to teacher. || Presentation

Directions/guidelines Rubric Examples

Index cards Computers Internet Google Accounts

Computer Internet Google Accounts Adobe Photoshop ||
 * == MONITOR == ||
 * Ongoing Assessment(s): Monitor student’s as they research and make sure research is appropriate to the assignment. Students will turn their research in to the teacher by using GoogleDocs and submitting it into inbox. Students will meet with teacher to have layouts approved. Final products will be printed and assessed using the rubric.

Accommodations and Extensions: Students with specific IEPs will be addressed individually and allowed the proper accommodations. Students with prior knowledge may utilize different techniques used in Photoshop and can upload their promotional ads to their Google accounts to share.

Back-Up Plan: If we are not able to access the materials and resources needed, then students can hand draw their promotional ads. Art materials are in the classroom to be used for these reasons. ||
 * == EVALUATION == ||
 * Reflection: Upon completion of this lesson, students will provide feedback as to what thought about this. This can be done a couple of different ways ---blog posts, group discussion or survey. The instructor will have taken notes each day as to what went on and what things could be done differently. ||