Lesson+Plan

LENGTH: 10 - 15 classes
The CTS curriculum has many amazing courses and provides a variety of opportunities for students. The CTS program offers over 1000 1-credit modules in over 28 occupational areas. These modules are categorized into five clusters. By taking CTS courses or 'modules' students may build a pathway that leads them to an apprenticeship, a post-secondary program, a job or simply a hobby that they have passion and talent for. This CTS module -COM1005- is an introductory module in the Communication Technology program. This course helps lay the foundation for students who choose to build a pathway in this area. The project students will create over this series of lessons will be something they can refer back to in their future courses. This makes this project authentic and applicable to the future.
 * RATIONALE:**

In this project students will also be collaborating in the classroom and online. In today's world, it is crucial for students to learn how to collaborate and work together in an online format. Students will also learn how to research information, check sources and cite them properly. These skills are invaluable. Technology also allows the students to find, create and manipulate a multitude of images and graphics. This can be a source of inspiration.

**CURRICULUM OUTCOMES** **COM1005**

Students will :

 * ====1. identify and discuss the elements and principles of design====
 * 1.1 define the elements of design
 * 1.2 identify the elements of design using examples
 * 1.3 describe the impact of each element on the visual message; e.g., line, shape (2D) or form (3D), colour, texture, depth (perspective), light, direction (motion), mass (visual weight), tone (black and white) or value (colour), space (positive and negative)
 * 1.4 define the principles of design
 * 1.5 identify the principles of design using examples
 * 1.6 describe the impact of each principle on the visual message; e.g., balance, emphasis, proportion (scale), repetition (rhythm/pattern), unity, contrast, harmony, proximity, variety
 * 3. produce visual compositions using a variety of media, e.g., print, photography, video, animation, where a number of elements and principles of design are used and have an identifiable impact on the intent of the message
 * 4. identify copyright restrictions and permissions and put them into practice
 * 5. present a selection of work completed in this course to an audience
 * 5.1 discuss work regarding:
 * 5.1.1 how the elements and principles of design help facilitate good composition in his or her work
 * 5.1.2 the technical and creative aspects of the work; e.g., quality, uniqueness
 * 5.1.3 areas of concern/difficulty (if applicable)
 * 5.1.4 meeting school and community standards; e.g., appropriate language
 * 5.2 add the selected work to a portfolio
 * 6. participate in a critique or an assessment of compositions created by others; e.g., classmates, professionals
 * 6.1 identify elements and principles used in the images
 * 6.2 comment on the impact of the elements and principles in the construction of the message

**ICT OUTCOMES**
 * ~ C.1 - Students will access, use and communicate information from a variety of technologies. ||
 * **Specific Outcomes** ||
 * 4.1 || plan and perform complex searches, using more than one electronic source ||
 * 4.2 || select information from appropriate sources, including primary and secondary sources ||
 * 4.4 || communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues ||
 * ~ C.3 - Students will critically assess information accessed through the use of a variety of technologies. ||
 * **Specific Outcomes** ||
 * 4.1 || assess the authority, reliability and validity of electronically accessed information ||
 * 4.2 || demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic ||
 * ~ C.5 - Students will use technology to aid collaboration during inquiry. ||
 * **Specific Outcomes** ||
 * 4.2 || participate in a variety of electronic group formats ||
 * ~ C.7 - Students will use electronic research techniques to construct personal knowledge and meaning. ||
 * **Specific Outcomes** ||
 * 4.1 || use appropriate strategies to locate information to meet personal needs ||
 * 4.2 || analyze and synthesize information to determine patterns and links among ideas ||
 * 4.3 || use appropriate presentation software to demonstrate personal understandings ||
 * ~ F.2 - Students will understand the role of technology as it applies to self, work and society. ||
 * **Specific Outcomes** ||
 * 4.1 || use technology outside formal classroom settings ||
 * 4.3 || demonstrate an understanding of new and emerging communication systems ||
 * 4.7 || use current, reliable information sources from around the world ||
 * 4.2 || record relevant data for acknowledging sources of information, and cite sources correctly ||
 * 4.3 || respect ownership and integrity of information ||
 * ~ F.6 - Students will demonstrate a basic understanding of the operating skills required in a variety of technologies. ||
 * **Specific Outcomes** ||
 * 4.1 || continue to demonstrate the outcomes addressed within the previous divisions. Students interested in pursuing advanced study in such areas as electronics, programming, computer-aided design and drafting (CADD), robotics and other industrial applications of technology will find opportunities in Career and Technology Studies (CTS) courses. ||
 * ~ P.1 - Students will compose, revise and edit text. ||
 * **Specific Outcomes** ||
 * 4.1 || continue to demonstrate the outcomes achieved in prior grades and course subjects ||
 * ~ P.3 - Students will communicate through multimedia. ||
 * **Specific Outcomes** ||
 * 4.1 || select and use, independently, multimedia capabilities for presentations in various subject areas ||
 * 4.2 || support communication with appropriate images, sounds and music ||
 * 4.3 || apply general principles of graphic layout and design to a document in process ||
 * ~ P.4 - Students will integrate various applications. ||
 * **Specific Outcomes** ||
 * 4.1 || integrate a variety of visual and audio information into a document to create a message targeted for a specific audience ||
 * 4.2 || apply principles of graphic design to enhance meaning and audience appeal ||
 * 4.3 || use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text ||
 * ~ P.5 - Students will navigate and create hyperlinked resources. ||
 * **Specific Outcomes** ||
 * 4.1 || create multiple-link documents appropriate to the content of a particular topic ||
 * 4.2 || post multiple-link pages on the World Wide Web or on a local or wide area network ||
 * ~ P.6 - Students will use communication technology to interact with others. ||
 * **Specific Outcomes** ||
 * 4.1 || select and use the appropriate technologies to communicate effectively with a targeted audience ||
 * 4.1 || create multiple-link documents appropriate to the content of a particular topic ||
 * 4.2 || post multiple-link pages on the World Wide Web or on a local or wide area network ||
 * ~ P.6 - Students will use communication technology to interact with others. ||
 * **Specific Outcomes** ||
 * 4.1 || select and use the appropriate technologies to communicate effectively with a targeted audience ||

**SPECIFIC LEARNING OUTCOMES** Students will:
 * 1) Analyze historic and modern artwork and designs.
 * 2) Create visual compositions using various methods and digital tools.
 * 3) Demonstrate an appreciation for different interpretations of art and design.

**MATERIALS**
 * Computers
 * <span style="font-family: Arial,Helvetica,sans-serif;">Internet access
 * <span style="font-family: Arial,Helvetica,sans-serif;">Digital cameras
 * <span style="font-family: Arial,Helvetica,sans-serif;">Scanner(s)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Library access
 * <span style="font-family: Arial,Helvetica,sans-serif;">Art materials (e.g. for drawing, painting, sculpting, etc.)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Digital and print examples demonstrating the Elements and Principles of Design (e.g. advertisements, magazines, picture books, textile, postcards, product packaging, etc.)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Optional: Film and video equipment, access to graphics software



The lesson plan is divided into three parts. Students will work in groups to create and maintain an online glossary ("Design Glossary") of the different elements and principles of design. Each group will be assigned one term (either an element or principle), and it is their responsibility to create a page (on wikispace) with descriptions and visual examples (example here). By the end of the module/unit, the entire glossary will be complete. Over the course of the semester, students will have access to the Design Glossary to help them as they create various Comm. Tech. related projects. A detailed outline of the glossary project is in Part 2 of the lesson.

Direct Links to Lesson Parts: Part 1 | Part 2 | Part 3

=<span style="background-color: #008080; color: #ffffff; font-family: Arial,Helvetica,sans-serif;">Part 1 (2-3 classes) =

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**INTRODUCTION** > //*Students are encouraged to think about what they see in their daily lives and discuss how different Elements and Principles in a composition convey different messages.// > <span style="color: #008080; font-family: Arial,Helvetica,sans-serif;">//*If necessary, students may break into smaller groups to discuss their ideas, and gather as a class to share their discussion.//
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">As a class, students will discuss the elements and principles of design.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Students will be shown different examples of art and design. As a class, students will analyze the compositions and identify specific Elements and Principles.
 * **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Prompting Questions/Ideas: **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">What Elements and Principles do you see in the classroom/at home/at work?
 * What tools/materials and techniques to you think are used to create certain Elements and Principles? Do certain works demonstrate certain Elements and/or Principles more obviously than others?
 * How do you think the designer/artist created his or her composition? Do you think it is effective? Why/Why not?
 * How do you think different processes and materials affect the designer's/artist's composition?
 * If you were the artist/designer, what would you do differently with the composition?

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**BODY** > // *Students should be reminded of appropriate search terms to prevent some unwanted content from showing up. // > // *Students will be asked to compare print with online examples. Questions such as "How does the type of media affect a composition?" will be asked. // > //<span style="color: #008080; font-family: Arial,Helvetica,sans-serif;">*Groups can be chosen ahead of time, and randomly (depending on the class dynamics). // > //*This can be done ahead of time, randomly, or through a first come, first served sign-up system.// > <span style="color: #008080; font-family: Arial,Helvetica,sans-serif;">//*Depending on the class size, each group may be assigned more than one element/principle.//
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">As a class, students will be shown some techniques for searching for online images and videos that demonstrate elements and principles of design. Emphasis will be placed on Google Advanced Search and properly linking/referencing/saving.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">As a class, students will be shown some print examples. Students will identify the different elements and principles and discuss the type of message/idea/concept it conveys. Emphasis will be placed on thinking about how historic works and historic events influence 'good' composition.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Students will be divided into groups of four (4) for their main project.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Each group will be assigned a specific element and/or principle.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">In their groups, students will have the remainder of class time to collect real-life examples of their specific element/principle. Groups must work together to collect a variety of online and print examples.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**CLOSURE**
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Have each group take a minute or two to briefly share some of the //best// examples they found. This will hopefully prevent other groups from using the same example(s).
 * **<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Prompting Questions/Ideas: **
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">What elements/principles can you identify in the example? What other elements/principles are evident, but perhaps subtle? How does this contribute to an effective/'good' composition?
 * What do you think works well in the composition? What could be added or removed?
 * Why do you think the artist/designer has created such a composition? What message is he or she trying to convey? Have they conveyed it well?
 * <span style="font-family: Arial,Helvetica,sans-serif;">Now that you have analyzed different compositions that use various elements and principles, how has it changed the way you look at things such as advertisements, clothing, artwork, product packaging, etc.?
 * <span style="font-family: Arial,Helvetica,sans-serif;">How does the type of media affect the way a composition is viewed? For example, what design principles are better to view on a computer screen?

=<span style="background-color: #008080; color: #ffffff; font-family: Arial,Helvetica,sans-serif;">Part 2 (7-10 classes) =

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**INTRODUCTION** > <span style="color: #008080; font-family: Arial,Helvetica,sans-serif;">//*At the start of each class, students can gather together to analyze examples in different formats (e.g. print and digital).// > //*Students are encouraged to bring examples to the class to analyze (e.g. magazines from home, graphic clothing, personal artwork, etc.).// The purpose of this project is to create a visual glossary of design terms that will be available for __all__ Comm. Tech. students (not just Intro/Gr. 10 students). The elements and principles of design are evident in all work done in Comm. Tech. This glossary will demonstrate student understanding of the terms and concepts, but it will also help inspire the creative process.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">As a class, students will analyze more online and print examples.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Students will be introduced to the main project. An outline will be available online (e.g. on the class website) for students to refer to.
 * == **PROJECT:** == || == **"Design Glossary"** == ||
 * || **Objective**

In groups of four, teams will work together to create **one page** for the Design Glossary. Each team will be assigned one element or principle of design (e.g. line, colour, balance, emphasis, etc.). For the next seven to ten classes, groups will define, describe, and provide visual examples of the assigned element/principle. By the end of the module, the entire class will have created a Design Glossary. This glossary will be accessible for the rest of the year to help students complete different projects for the course. Throughout the year, group members may modify and add new examples to the Design Glossary.
 * Description**

Once groups have been assigned one Element or Principle, students will complete the following steps:
 * Procedure**
 * 1) Go into wikispaces. //*Ensure that your group has access to your assigned wikispace page (e.g. the "Line" page).//
 * 2) <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;"><span style="color: #800000; font-family: Arial,Helvetica,sans-serif;">Define the term. In wikispaces, write a brief (one paragraph) definition/description of the term. For example, if you are assigned "Line," you may research online and at the library what the definition of "line" is. Be sure to explain how line is used in art and design, and how different types of line affect compositions.
 * 3) Gather historic visual examples. Your group must include at least two (2) historic references that use your assigned element/principle. Below each image must be the name of the artist, the title of the work, and the year it was created (may be an approximation).
 * 4) Gather online and print examples. Your group must search online and in the library/classroom/home for at least four (4) effective/'good' examples of your element/principle. Scan or photograph your findings and post it to your assigned wikispace page. Below each image must be a description (one to two sentences) of how the artist/designer uses the element/principle.
 * 5) Create visual examples. Your group must create at least two (2) examples of your element/principle. This can be done in different ways. For example, you and your group may create a drawing, painting, animation, photograph, advertisement, logo design, print, etc. that effectively demonstrates the use of your assigned element/principle. Be creative! If you would like to experiment with computer graphics software, you may do so as well.
 * 6) Proofread! Proofread! Proofread! Each group member must constantly be checking for any errors. This includes grammatical and technical ones. Remember that students, even outside of Comm. Tech. class, can view the Design Glossary!

Over the next few classes, each group will have the opportunity to present their //work-in-progress// to the entire class. This will be done as an informal critique and will help ensure that the class understands all elements and principles of design. Any questions or misinterpretations about the assignment may also be cleared up at these times. ||
 * Assessment For Learning**

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**BODY**
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Students will spend class time working on the Design Glossary.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Demonstrations using wikispaces, researching, citing, etc., will be ongoing as a review. Students are also encouraged to work with each other to creatively solve any problems.

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">**CLOSURE** > //*Having students continually checking each others progress on wikispaces will help ensure a prompt response to technical and content errors.//
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Each group will spend time looking at the progress of other groups on wikispaces. Groups will provide questions and comments to help each other with their work. This can be done online in the "discussion" section of wikispaces.

=<span style="background-color: #008080; color: #ffffff; font-family: Arial,Helvetica,sans-serif;">Part 3 (1-2 classes) =

> __ //*Students may alternatively be asked to do a formal analysis of a composition of their choice.// //Example:// __
 * PRESENTATIONS**
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">When the Design Glossary is complete, each group will have the opportunity to talk about their assigned element/principle.
 * Each student must respond to at least one group's work. This may be done verbally on presentation day, in written form (discussion on wikispaces), or through other ways as approved by the teacher (e.g. a video or audio response uploaded for the class to view).

<span style="font-family: Arial,Helvetica,sans-serif;">image found at: @http://www.popularvirals.com/skateboarding-logos.php?page=3 ||  ||
 * <span style="color: #545408; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">__**Element Logo**__
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:element.jpg width="306" height="349" align="left"]] || <span style="color: #6a6a11; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">A Large variety of design //**Elements**// and //**Principles**// are identified within this logo. Some of which are: line, space, direction, size, color and texture, balance, repetition and unity.

<span style="color: #6a6a11; font-family: Arial,Helvetica,sans-serif; font-size: 16px;"> The **color** choice in this example is very eye catching and contains **emphasis** for the viewer.We can identify that this design is **balanced** and also contains principles of **repetition**. The center form within the circular shapes is contained and creates overall balance. The repeated use of circular forms and breaks in the outer circle also create a **pattern** that **unifies** this logo design.

<span style="color: #6a6a11; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Simple elements of **texture** are seen around the central form and suggest a fathered edge appearance. Yet, each break and consistent use of **size** in this design also suggests a feeling of sharpness. Overall this logo becomes successful with the use of wide **lines** and distinctive curves. ||

<span style="font-family: Arial,Helvetica,sans-serif;">image found at: @http://www.free-extras.com/tags/1/volcom.htm ||  ||
 * <span style="color: #6a6a11; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">__**Volcom logo**__
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:images.jpg width="322" height="248" align="left"]] || <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">This example (left), of a __Volcom__ logo, successfully uses multiple **elements and principles** of design.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">Starting with the use of **line**, the logo includes both thin and wide line quality. The background contains an interesting composition and wide rage of **values**. The range of light gray to black identifies unique forms and qualities that resemble **movement, rhythm, texture** and **pattern**. As these qualities unite or come together the logo develops **proportion**; all parts relating well with each other. When the <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;"> **size** of the central form is emphasized in the **color** green it calls attention to the viewer. The background can also be seen through the negative **spaces** between and around this large green shape.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 16px;">This shape is created by duplicating areas of line and triangular forms that **repeat**. This can also be called a //dip tic// image. The repeated shapes, once negative space, now become positive shapes that create a **balanced** and **unified** logo. ||


 * SPONGE ACTIVITIES**
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Students/Groups who finish early can focus on creating more complex/detailed examples for their assigned element/principle. For example, students may experiment with graphics software such as Adobe Photoshop or Illustrator to create examples. They can search for online tutorials to help them get started.
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Students/Groups may also help other groups who are struggling with their assigned element/principle. While the students work in groups, the idea of the project is for students to work together to create a glossary that can help anyone in the class - even those in other sections of the class.

Each student will receive the same grade as a group. While students will work together to complete the glossary, each member of a group must participate in all aspects of the project. //*Student participation can be monitored by looking at the History page on wkispaces.//
 * ASSESSMENT**

An example of how students may be assessed: CRITIQUES/PARTICIPATION
 * = **Rating** || **Description** || **Performance** ||
 * = 4 || Excellent || Exceeds standards for expected outcomes. ||
 * = 3 || Good || Meets standards for expected outcomes. ||
 * = 2 || Satisfactory || Meets standards for expected outcomes with assistance and/or few mistakes. ||
 * = 1 || Below Satisfactory || Does not meet standards for expected outcomes. ||
 * = 0 || Not Acceptable || Well below standards for expected outcomes. ||
 * Contributes to discussion, provides constructive feedback **(out of 4)**

DESIGN GLOSSARY PAGE (grade assigned as a group) > (Element/Principle is defined, visual examples are thoughtfully chosen and appropriate) > (Overall layout of page portrays effective/'good' web design, no technical errors, description relates to Comm.Tech., images are clear) > (A variety of examples are chosen, examples reflect art and design compositions)
 * Completeness of Page **(out of 4)**
 * Design/Quality of Page **(out of 4)**
 * Creativity of Examples **(out of 4)**

GROUP PRESENTATION (grade assigned as a group) > (Each group member talks about the assigned Element/Principle, group reflects on different interpretations of the Element/Principle)
 * Completeness of Presentation **(out of 4)**

<span style="font-family: Arial,Helvetica,sans-serif;"> **DIFFERENTIATED INSTRUCTION** <span style="font-family: Arial,Helvetica,sans-serif;">Web 2.0 tools are an excellent method of differentiating instruction in a classroom. Think of the multiple intelligences; different students are good at different things. Web 2.0 tools are as varied as our students ( Blake-Plock ,S 2009<span style="font-family: Arial,Helvetica,sans-serif;">). Using these tools in the classroom as an activity/assessment piece, you can discover what peaks the interest and promotes the best work from your students. These tools can also help you distinguish which learning style each student has. Certain tools may be better suited to certain types of learners (auditory, visual, etc).

For this project teachers may encourage students to complete it in the best way for them. For example, if a student is struggling with researching in the library the teacher could send them to an appropriate website via Diigo.This website could contain historical information or examples of digital media or both. Teachers could select different websites that would aid a variety of learner styles. Also teachers could encourage students to create an example of their element/principle in a manner that would allow that student to shine. Some students may have more success painting or on the computer than others. Knowing your student's strengths will aid you in helping them along the way. Same logic can be applied to how the student presents their work. Depending on the student's strengths and weaknesses, teachers can encourage students to present their work in a creative way that allows them to shine. This means allowing student choice for presentation formats (e.g. video, audio recording {VoiceThread}, and traditional presentations in the classroom.)

<span style="font-family: Arial,Helvetica,sans-serif;">**WEB 2.0 TOOLS** <span style="font-family: Arial,Helvetica,sans-serif;">For this lesson, Wikispaces is the main online tool students will use for the Design Glossary project. As students collect resources, communicate with classmates/the teacher, and present their work, the following online tools can be used: > Students and the teacher can use this social bookmarking tool to organize and distribute information. Diigo (and other bookmarking tools) can help direct students to teacher-approved resources. It can also be used as an alternate way to get written feedback and discuss any project-related issues. > For this particular lesson, students can use VoiceThread to communicate with the rest of the class, giving feedback on their work for example. This lesson will fit in a blended environment (traditional face-to-face with an online component), but if necessary, communication can be done completely online with a tool like VoiceThread.
 * Diigo (http://www.diigo.com/)
 * VoiceThread (http://voicethread.com/)

>
 * RESOURCES**
 * Blake-Plock, Shelly . "TeachPaperless: Using Web 2.0 in Differentiated Instruction to Multiple Intelligences." //TeachPaperless//. N.p., 26 Mar. 2009. Web. 13 June 2011. <http://teachpaperless.blogspot.com/2009/03/using-web-20-in-differentiated.html>.