Related Template Instructions

These design-specific comments correspond to particular sections of Template Instructions posted on this a-g guide web site, amplifying those instructions vis à vis design area courses in particular.

B. COURSE CONTENT:
The VPA-specific note in the Template Instructions is very important and bears repeating here:

NOTE: For Visual and Performing Arts (VPA) courses, it is essential that schools demonstrate explicitly how the course meets standards within the five (5) component strands of the state VPA standards. Ideally, the standards would be apparent in several sections of the course description, including course objectives, course outline, key assignments and assessments.

18. Course Goals and/or Major Student Outcomes:
    Examples of course goals from a Graphic Design course:
    • Develop the student's ability to solve problems and to think critically by completing challenging group and individual design projects and assignments effectively.
    • Acquire artistic knowledge, perception, and technical skills to express and communicate ideas graphically.
19. Course Objectives
    First, for design courses UC suggests, but does not require, that specific VPA standards that will be addressed in the course be stated beneath the component strand description as in the following partial example:
    Example from a Graphic Design course:
    Visual Art Standards 9-12 Proficient

    ARTISTIC PERCEPTION (Strand Description)
    Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

    1.1	Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
    1.2	Describe the principles of design as used in works of art, focusing on dominance and subordination.
    1.3	Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
    1.6	Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts.
    (et cetera by Component Strand)

    Second, course objectives should be more detailed and specific to the course subject matter than the course goals. Please identify the specific VPA component strand the objective relates to, as in the following examples from two design area courses:

    Example from a Graphic Design course: Students will research specific designers showing their ability to apply art criticism techniques as they analyze how the artist's style affects his/her response to the finished design. Artistic Perception Strand

    Example from an Architectural Design course: Students will analyze how certain architectural elements of a structure are influenced by cultural and historical factors outside of the culture that created the structure. Historical and Cultural Context Strand

20. Course Outline:
    As emphasized in the Template, this is the most important part of the course description. Include a traditional course outline, listing all topics and sub-topics--or a substantive alternative such as the example below-including both breadth and depth of content to be covered in this standards-based course. Note that the alternative used here describes each key assignment and the criteria by which each of the key assignments will be assessed. The example makes specific reference the VPA standards as they are addressed and assessed throughout the course.
    
    Following is a partial example for an Architectural Design course:
    Example: from an Architectural Design course
    (Note that this does not represent a complete quarter's study.)

    Topic	Key Assignment	Assessment Criteria	Standard Addressed
    Quarter One
    Exploration of the Principles of Design in Architecture Balance Repetition Unity Contrast Emphasis Movement	Student will analyze how the principles of design were applied in three architectural structures: the Portland Museum of Art, the Coliseum in Rome, and Thomas Jefferson's Monticello.	Students will correctly identify two principles of design found in each of the architectural structures and will articulate in writing, using appropriate visual art vocabulary, how the principles help to organize the structure.	Artistic Perception 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works or art, including their own.

22. Key Assignments
    See note regarding VPA Standards under B. COURSE CONTENT.
23. Instructional Methods and/or Strategies
    See note regarding VPA Standards under B. COURSE CONTENT.
24. Assessment Methods and/or Tools
    See note regarding VPA Standards under B. COURSE CONTENT.