DOCUMENT RESUME ED 120 544 CE 006 934 TITLE Visual Comaunicationss Industrial Arts Curriculum Guide. Grades 9-12. Bulletin No. 1325 (Tentative). INSTITUTION Louisiana State Dept. of Education, Baton Rouge. REPORT NO VT-102-609 PUB DATE 74 NOTE 184 p.; ?or related documents, see CE 006 930-935 EDRS PRICE MP -$0.83 MC-S10.03 Plus Postage DESCRIPTORS Behavioral Objectives; Career Education; Career Exploration; *Communications; *Curriculum Guides; *Graphic Arts; *Industrial Arts; Instructional Aids; *Instructional Materials; Learning Activities; Photography; Resource Guides; Secondary Education; State Curriculum Guides; Visual Aids; Worksheets IDENTIFIERS Louisiana ABSTRACT The tentative guide in visual comaunications for senior high schools is part of a series of industrial arts curriculum materials developed by the State of Louisiana. The outline format includes performance objectives with suggested activities and resources for the topics of creativity, graphic design, photographic composition and communications, communication transmission, and systems analysis. Students are given the opportunity to design, plan, and complete appropriate assignments and learn of careers related to those areas of work. A lengthy section of student activities and instructional aids is appended. Included in this section are instructional diagrams and pictorials, handout sheets, information sheets, and learning activities. A bibliography of instructional resources including audiovisual aids and recommended equipment completes the document. (NJ) *********************************************************************** Documents acquired by EPIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be glade from the original. * *********************************************************************** OE06 9 3 4. w111111111111 tv INDUSTRIALARTS CURRICULUM GUIDE HT ov REALM LS DEgotoomosA PAR TAtE was, ARE OF GRADES -9-12 NATIONAL INSTITUTE EDUCATION HAS SEENREPRO. 'NIS 00CumEN7AS RECEIVEDFROM WEEP EXACTLYuRGANIzATIoN cuiscoN I HE PERSON ORQv VIEW OROPINIONS MONO IT POINT$NECESSARILY RETIRE. STATED DO NOT NATIONAL INSTITUTEOF SENT OFFICIAL POLICY VISUALCOMMUNICATIONS EDUCATION POSITION OR Li BULLETINNa 1325 1974 PREFACE The curriculum guides developed for implementation of the Louisiana State Plan for Career Education are dedicated to the students of Louisiana. The guides are based upon the philosophy of maximum development of the individual--and thereby--the maximum development of society. There are many components of the 'edu- cational process; and career education, a facet of total education, prepares the individual for a meaningful and productive life. The fundamental concept of career education is that all types of educational experiences, curricula, instruction, and counseling should involve preparation for economic independence, personal fulfillment, and an appreciation for the dignity of work. Maintaining the curriculum disciplines as the structural frame- work, the guides seek to enhance the total education of the individual, incorporating career concepts into the planned educational experiences of our youth. The implementation of the objectives and activities presented in the guides is independent of any organizational pattern.The underlying philosophy is that of providing for continuous pupil pro- gress. The curriculum provides a continuum of systematic, sequential development from kindergarten through high school.Recognizing that each student is a unique individual, a continuous progress curriculum enables each student to progress at his own rate. This fosters success which reinforces the positive self-concept of the individual and con- tributes to his personal, social, and occupational effectiveness. iii YY tO$401 3 Education which is dedicated to the maxim= development of the individual offers individualized instruction.These guides promote that concept, for individualized learning is the result of individualized instruction. This concept does not imply a one-to- one teaching ratio, but does offer a curriculum structure which allows for instruction prescribed to meet the needs of the individual- - whether in a large group, a small group,"or in an individual learning situation. iv 4 TABLE OF CONTENTS Page Preface iii Table of Contents I. Curriculum Structure .. 1 Overview 3 Course Guide 5 II. Appendix A 39 Instructional Aid II-C 41 Perception-II-1C 43 Student Activity VI 47 Instructional Aid VII -A 49 Student Activity-VII -A 53 Instructional Aid VIII -A 55 Student Activity Sheet-VIII -A 57 Student Activity Sheet-IX-1 59 Student Activity-IX-2 63 Student Activity-IX-3 67 Student Activity-IX-4 69 Student Activity-IX-5 77 Student Activity-IX-6 79 Instructional Add-XI-8 83 Student Activity-XIII-1 85 Student Activity-XIII-2 91 Student Activity-MU-3 95 Student Activity-XIII-4 99 Student Activity-XIXI-5 103 Student ActivityXXV-B 109 Student Activity-XV-A 113 Instructional Add-XV-B 117 Student Activity -XV Activity-XV-D-C. 129125 Instructional Add-XV-B 133 Instructional Aid-XV-P 137 Student Activity-XV-I 143 Student Activity-XVX 147 Instructional Add-XX-C 185 5 ..11,410. i6. TABLE OF CONTENTS (Continued) Page III. Appendix B 187 Bibliography A. Photography 189 B. Films For Photography 191 Af C. Printing 193 ry D. Films For Printed Media 197 E. Technical Communications 199 Recommended Equipment List 203 .1: 6 LOUISIANA INDUSTRIAL ARTS-CAREER EDUCATION 1i I CURRICULUM STRUCTURE I r CONSTRUCTION I TRANSPORTATION' Power Metals Woods Plastics Drafting Electricity Electronics Graphic Arts Research And Elementary eve lopraent School Industrial Arts Construction Activities and a study of the ....4 Worldof Work AMERICAN INDUSTRIES toenrich and reinforce the Common Leirnings Program Construction Sp. tarsalsand Processes Power and Energy Ka nufa c-t. nrIng Visual Co alinunIcatIons MANUFACTURING COMMUNICATIONS] 1 VISUAL COMUSICATIONS Overview As a result of industrial technology's advancing at a rapidly accelera ting rate, new technological developments are being produced and integrated into our culture at an astonishing rate.The impact of these ohanges upon our society hac created serious economic, social, and psychological problems. .2ducation, in general, is having difficulty in preparing students to meet these problems. Thus, there is a need for new industrial education courses which will prepare individuals to manage modern technology and to control its 'ynvironmental, sociological, and psychological impact upon our culture. In this course the student, through "hands on" experiences with tools an' .raterials and study of the processes and techniques of communications t':chnclov, will have an opportunity to make tentative career decisions, analze employment tronds, and experience guidance in the various careers cela%ed to the visual communications industry. Attent3on is given to helping students discover their technical abilities and interents in obtaining career information. Students have opportunities to design, plan, and complete apimopriate work assignments and learn of the careers related to oath of those areas of work. Both individual and group eeucational experiences are encouraged.Students will use praotical applica ton of languago arts, mathematics, and the sciences in solving meaningful ..roblems. They will be able to use safe work habits and participate active ly in tslo oporation and management of the visual oommunications laboratory. 8 3 Ite uses of this guide should recognize that complete activities to encompass the entire body of knowledge as depicted in this document are not Inclusive,though certain activities are suggested. It is impossible to teach in one semester, one year, or in one program the intricacies of the total body of knowledge.It is possible, however, to teach the concepts of how each communication system interrelates to the total communications industry. Thus, this document seeks to provide the teacher with a guide to teach concepts, techniques, and careers associated with the visual communications industry. The materials, activities and general direotion of this publioation were adopted front the Kansas State Department of Education Conceptional base for Industrial Education Projeot. A special thanks is extended to Lawrence Pah, State Supervisor of Industrial Arts for aiding Louisiana Industrial Arts teachers in the publication. 9 4 VISUAL COMMUNICATIONS COURSE GUIDE I0 5 TOPIC OUTLINE PERFORMANCE OBJECTIVES SUGGESTED ACTIVITIES RESOURCES I. Visual Communications A. Overview Students will be able to Teacher will pre-test students. Appendix MDefine visual methods offtif. Discussion-demonstration. communication. (3) State three goals of the communi- cations industry. B. Processes Students will be able to discuss the Discussion of importance of entire five points of the communication communication process and use of process - message relay from student to student Meseage-(IConception to exemplify ease of confusing (2 Development messages through variouslprocesses. i5 Transmission 4 Reception 5) Feedback C. Media Students will be able to describes Discussion of the effects of visual 1) Drawings