CLO: students will understand how to use visual imagery to recreate a flag that represents the state of Colorado and corresponds with the Youth Art Month Theme: "United Through Art". Students will be able to analyze the elements of a flag and justify how and why they will use similar or unique elements in their flag creation.
The Minnesota state flag is royal blue, with a gold fringe. In the center of the flag is the state seal. Around the state seal is a wreath of the state flower, the lady slipper. Three dates are woven into the wreath: 1858, the year Minnesota became a state; 1819, the year Fort Snelling was established; and 1893, the year the official flag was adopted. Nineteen stars ring the wreath. The largest star represents Minnesota.
The 13 rays of red and gold on the top half of the flag represent both the 13 original colonies of the Union, and the rays of the Western setting sun. Red and gold were also the colors carried by Coronado's Spanish expedition in search of the Seven Cities of Cibola in 1540. The bottom half of the flag has the same Liberty blue as the United States flag. Since Arizona was the largest producer of copper in the nation, a copper star was placed in the flag's center.
CLO: Students will be able to use their critique feedback to implement revisions as well as reflect on their learning process in a written artist statement while meeting all requirements for turning in their final project and all supporting materials.
CLO: Students will be able to offer written feedback using academic language to their peers in order to guide their revision process before the final due date. Students will also be able to reflect on their feedback and make a plan for revisions.
First, let's better understand the critique process and expectations:
CLO: Students will be able to reflect on their process and new learning by writing an artist statement about their project using both academic language and the prompts provided for support.
When I'm done with my poster design:
When you feel you are finished with your poster and have met all the requirements on the rubric, please locate the artist statement prompts and use them to guide your reflection on your poster design. Remember to use academic language to defend your thinking.
When I'm done with my artist statement:
On your weebly site:
CLO: Students will be able to make connections between professional poster design and their own work while defending their reasoning in a written statement. Students will continue to verbally troubleshoot with peers while gaining proficiency in Illustrator and Photoshop.
Step 1: Compare your artwork to professional examples below. Make a connection between your artwork and one of the examples. What are some elements that your piece has in common with at least one of these? Use academic language to support your answers.
Step 2: Gallery walk around the room. Make a mental note of some of the elements that everyone's posters share. Find 1 thing about your poster that is different from any other poster, thus making it unique. Fill out the reflection below using academic language to justify your reasoning.
Please use the remainder of the period to implement changes in order to raise the level of professionalism in your piece as well as making it stand out when we get to the voting portion of the project.
Add specific information per Dr. Rinaldi:
South High Student Theater proudly presents
DARK OF THE MOON
By Howard Richardson & William Berney
November 10, 11 & 12 at 7:00 p.m.
November 13 at 2:00 p.m.
Tickets $10, DPS students $5 with student I.D.
(in tiny letters at the bottom: Produced in arrangement with Samuel French, Inc.)
CLO: Students will continue to verbally troubleshoot with each other while focusing on creating Depth and Texture using paintbrushes in Photoshop.
In Class Demo: Using Paintbrushes to create Depth and Texture in Photoshop
Continued Work Time
Check yourself! Did you turn in the logo? Did you do the reflection yesterday?
CLO: Students will be able to verbally troubleshoot with their neighbors on basic skills within Illustrator and Photoshop. Students will be able to defend their creative choices on program selection in a written statement.
Work Day #1: Use the programs and tools strategically so that your final outcome matches all requirements.
CLO: Students will be able to troubleshoot verbally with neighbors while learning basic skills in Adobe Photoshop. Students will be able to understand which tools will work best for creating their poster and be able to defend their choices.
Students will follow along with a demonstration by Mrs. Stringer and then experiment with the tools listed above to gain an introductory understanding of the purpose and possibilities in creating their posters.
How will you interact with both Illustrator and Photoshop for this project and WHY? Which parts should be done in which program?
CLO: Students will understand how visual imagery can be used to communicate an idea, while researching basic elements to guide their process of creating a marketing poster for the fall play.
WHY? Dr. Rinaldi has tasked us with creating a t-shirt design and a poster design for the fall play: Dark of the Moon.
Today: Introduce academic language through research and brainstorming.
CLO: Students will be able to complete a written "Artist Statement" reflecting on their process, new skills and overall artistic intentions to submit along with their final jpg.
WHY? Reflecting on your process helps me understand where you are in your knowledge of Illustrator and the design concepts we've discussed.
Write something about yourself. No need to be fancy, just an overview.