4.++Project+Based+Learning+Activity

**Typographical Portraits PBL Unit**
Prior to instruction and working with Adobe Illustrator, students were administered the Pretest, listed on page three of this wiki. 1. Students will understand and use visual arts as a means for creative self- expression and interpersonal communication. 2. Students will understand the, media, techniques and processes used in the production of visual arts. 3. Students will understand the relationship between visual arts and history, culture, and society. 4. Students will demonstrate a capacity for critical and sensitive response to various visual arts experiences.
 * Visual Arts Standards:**
 * 21st Century Skills**: __Information literacy__, media literacy in producing their typographical portrait. __Life and Career Sk__ills in working for and pleasing a client.
 * Technology Integration**: Students will be __actively engaged__ using technology (Illustrator) as a tool. Students will __collaborate__ in assessing/critiquing examples in groups. Students will __constructively build__ a portrait using information about their subject in their portrait. Students will experience __authentic experience__ by working for and pleasing a client. Students will exhibit the __goal__ of presenting their final poster to their client and will reflect upon it with their client on on their wiki portfolio.

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__What makes a good portrait?__ This question was carried out throughtout the entire project, with students analyzing, evaluating, collaborating in groups as well as individually throughout their project.=====

Activity 1. Students were given a sheet of typographical portraits of Presidential candidates found on CNN and looked over the portraits and asked which portraits are the best? Why? There was a rubric underneath each portrait -- the same rubric they would use for their typographical portrait.

Students then were broken into small groups and evaluated as a group a ranking system of 1 through 6 as to which was the better portrait. They remained in their small groups and in large group, I arranged larger versions of their evaluated ranking in order to see how we all compared. We arrived at a consensus as to what was a good portrait in contrast with examples provided and which was least favorable as a portrait -- recognition, likeness, detail. One student told me "we need to do this more often, this was fun!"



Activity 2. Brainstorming ideas for a portrait + designing for a client. Students were then asked to think about a teacher they would like to design an educational portrait for. The teacher would be their boss or client -- and would work with them as to what they wanted. Students brainstormed, then presented their best ideas with their contacted client -- and worked out more details and did research on their subject. (Quotes, what they are known for, etc.)

Activity 3. Intro to Illustrator. I worked with students and demonstrated how to use Type in illustrator, how to distort it, how to place type on a path, and use effects. I shared previous student examples and allowed time for students to play/experiment before working on their subject.

Activity 4. Presenting Client with Typographical Portrait Illustration and bringing back feedback. Journaling about the process on Wiki Portfolios.