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Twenty-three mathematics activities that use environmental print materials are presented, along with two activities that focus on music education, one that highlights history concepts, and five science activities. The environmental print materials are words and images cut from food or other product packaging and mounted on mat board cards. Instructions for teachers regarding material preparation are given, along with directions for students to engage in each activity. Example layouts and labels for materials boxes are given for each activity. Mathematical topics include: more and less; numeration; addition and subtraction; time words; forming patterns; writing equations; story problems; chart coordinates; percents; fractions; measurement abbreviations; coins; liquid measurement; symmetry designs; Venn diagrams; volume and area of geometric solids; factors; permutations; and probability. The two music activities focus on rhythm. The history activity discusses ideas and items related to the taxation of the thirteen colonies. The five science activities include the following concepts: living versus nonliving; ecology food pyramid; distinguishing proteins, carbohydrates, and lipids; potential versus kinetic energy; and fossils in geologic time. (Author)

This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the imaging/pre-press cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the skill standards, and assumptions underlying the standards. Presented next are skill standards for 26 tasks typically performed by workers in the imaging/pre-press cluster. Each skill standard statement contains the following components: (1) the actual skill standard (including the conditions of performance, work to be performed, and performance criteria); (2) performance elements and assessment criteria; and (3) a recommended assessment and credentialing approach. The following are among the tasks for which skill standards are provided: provide customer service/customer education; monitor production quality; perform file management; perform camera operations; maintain photographic equipment; assemble digital page elements; use output devices; provide technical services; and conduct technical and ongoing training. The following items are appended: glossary; lists of Illinois Occupational Skill Standards and Credentialing Council, Communications/Information Technology Subcouncil, and Imaging Pre-Press Cluster Skill Standards Development Committee members; Communications/Information Technology Subcouncil Imaging Pre-Press Cluster skill standards recognition proposal; and list of necessary workplace skills. (MN)

This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for the course sequences in the graphics and print communications program. Presented in the introduction are a program description and suggested course sequence. Section I lists baseline competencies for the graphics and print communications course sequence, and section II consists of course outlines for each of the following courses in the program: overview of graphics and print communications; paste-up and layout; graphic design; process camera and darkroom; press operations I-III; platemaking; binding and finishing operations; film assembly; special project in graphics and print communications; and supervised work experience in graphics and print communications. Each course outline contains some/all of the following: course name and abbreviation; course classification; course description; prerequisites; and competencies and suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and a student competency profile for the graphics and print communications program. (MN)

This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for secondary-level courses in graphics and print communications I-II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course includes units on the following topics: orientation; safety and equipment familiarization; applied math/measurements for graphics and print communications; job planning and layout; introduction to desktop publishing; basic photography and darkroom processes; stripping and platemaking; fundamentals of printing and duplication; operation of offset duplicators/presses; and bindery operations. Topics covered in the units of the second course are the following: orientation review; safety and equipment familiarization review; employability skills, job planning/layout; desktop publishing; darkroom techniques; master and platemaking; offset duplicator/press operations; bindery; and machinery repair and adjustment. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN)

This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering graphic communications occupations. The introduction explains the content and purpose of OCAPs. Presented next are an OCAP listing competency builders in 10 technical skill areas specific to graphic communications occupations (business and graphic communications industry, job planning, design and layout, desktop publishing, proofing, darkroom, assembling and proofing of film images, plates, offset presses, and finishing operations) and an OCAP listing competency builders in 12 employability skill categories. A section on academic job profiles discusses the purpose of job profiling, presents an academic job profile for graphic communications occupations, and details the specific academic skills included in the following categories: applied mathematics, locating information, reading for information, applied technology, teamwork, listening, and writing. Included in a section on academic competencies are a master list of 504 academic competencies and a list of 75 academic competencies specific to graphic communications occupations. Concluding the OCAP is information on the OCAP verification panels. (MN)

This lesson resource focuses on simple elements of design and composition and encourages uses of a variety of drawing techniques in the production of a one-color lithograph print. Materials suggested for use are simple and commercially available. The lesson incorporates a brief historic overview of the printmaking art. The prints of famous artists are to be used as inspiration and motivation for personal expression. This plan includes: lesson goals and objectives; background preparation; a glossary of terms; a list of supplies; optional supplies; and instructions for implementation of two lessons. Additional suggestions provide technical and cleanup tips. Follow-up ideas are given for lesson extension. (MM)

This lesson in multi-color printing utilizes a simple, commercially available printmaking technique. The lesson incorporates art history, aesthetics, criticism, and personal expression in reinterpreting the technique of a famous artist or artistic style. The plan includes lesson goals and objectives; background preparation; a glossary of terms; a list of supplies; optional supplies; needed equipment; and instructions for lesson implementation. Additional suggestions and follow-up ideas are given for lesson extension. (MM)

Presents an instructional resource examining artwork by Charles Burchfield, Utagawa Hiroshige, Childe Hassam, and Georgia O'Keeffe that focuses on nature's four seasons. Offers activities to encourage students' observational skills and guide them to depict their personal views of nature in their own artwork (CMK)

Intended to clarify the elements and principles of design as stated in the "Curriculum Guide for Art in the Secondary Schools," this illustrated supplement presents 15 design units with step-by-step instructions for clarifying design problems and providing solutions. Each unit is presented in three stages, each of which is a complete lesson in design. Materials and tools necessary for lesson preparation, motivation ideas, and exploration activities are given for each stage. In addition, each unit provides application suggestions for using the completed work, evaluation objectives, and ideas for expanding upon the lesson. Units include lessons on batik; enameling; resist printmaking; relief printmaking with felt pen, India ink, charcoal, crayon, cut paper, linoleum or wood blocks; relief printmaking with paper, string, and wood strips; stitchery; hooking; weaving; constructing; modeling; slab sculpture; casting; mosaics; drawing; and painting. Black and white boldface illustrations accompany each lesson. (LH)

This secondary school curriculum guide is written in outline form to simplify the planning of a design-oriented art program. For each of 15 design units, a step-by-step set of instructions is given. Each unit is presented in three stages, each of which is a complete lesson in design. Materials and tools necessary for lesson preparation, motivation ideas, and exploration activities are given for each stage. In addition, each unit provides application suggestions for using the completed work, evaluation objectives, and ideas for expanding upon the lesson. Units include lessons on batik; enameling; resist printmaking; relief printmaking with paper, string, and wood strips; relief printmaking with felt pen, India ink, charcoal, crayon, cut paper, and linoleum or wood blocks; stitchery; hooking; weaving; constructing; modeling; slab sculpture; casting; mosaics; drawing; and painting. The document concludes with an extensive historical survey of art, accompanied by a 4-page bibliography on art history. Topics range from art in ancient Egypt to 20th century American art. (LH)

This resource unit is designed to be integrated into a secondary school art foundation course. The unit is aimed at providing connections between the views and purposes of art and the students' environment. Connections are made between art and world-wide views of art cultures, communities, families, and the individual student. The unit lessons, which follow a discipline-based art education format are: (1) "The Real Me," which focuses on self-portraiture; (2) "Changes and Constants," a comparison of the past and contemporary roles of the family, stressing the diverse nature of families; (3) "Traditions," has students creating a print edition, while defining the varied traditions of their communities; (4) "Symbols of Culture," focuses on sculpture and assemblage as an art form; and (5) "Viewpoints" has students creating a class mural representing a worldwide view of cultures and purposes of art. Student handout sheets, "Aids for Activities," and "Supplemental Materials" conclude the guide. (MM)

This resource guide and the accompanying videotapes are based on the artist-generated lesson plans of the Very Special Arts Massachusetts artist residency program. Six arts units are presented: Collage, Puppetry, Movement I & II, Printmaking I & II, Theater Arts I & II, and Self Concept I & II. Each of these units consists of several lessons with comments regarding adaptations appropriate for students with varying abilities. Each lesson plan includes an objective, discussion questions, learning activities, and materials lists. The two accompanying videotapes provide the viewer with the opportunity to watch artists at work with teachers and students as they participate in specific lessons from each of the six arts units. Throughout the videos, each artist also provides information and ideas regarding the use of the arts in support of the classroom curriculum. (PB)

Provides information on monoprints, describing the process of creating monoprints, the various uses of monoprints, historical information on monoprints, ideas about variations of this process, and printmaking artists. Includes teaching suggestions and learning objectives. (CMK)

An individualized learning package provides step-by-step instruction in the fundamentals of the etching process. Thirteen specific behavioral objectives are listed. A pretest, consisting of matching 15 etching terms with their definitions, is provided along with an answer key. The remainder of the learning package teaches the 13 steps of the process in the following sections: preparing the plate, applying the hard ground, drawing the image, stopping-out the back side, using acid, cleaning after biting, heating the plate, inking, wiping, preparing the paper, using the press, removing the print, and cleaning after printing. Each section lists supplies and tools needed and gives the steps of instruction. Several checkpoints (inspections by the instructor) are provided for in the course of the learning package. The evaluation consists of taking both the plate and the print to the instructor for a final checkpoint. Three books on etching and printmaking are listed in the brief bibliography. This document is part of a collection of materials from the Iowa Area Education Agency 7 Teacher Center project. (EM)

Designed as a guide to planning art lessons, the booklet offers over 40 suggestions and sample lesson plans for students in grades K-6. Although most of the lessons could be taught at any time of year, they are arranged month-by-month for convenience. Included in each monthly program are lesson plans for both intermediate and primary students, most of which are adaptable to other age levels. The unit includes experiences in drawing, painting, printmaking, sculpture, crafts, design, art history, and art as a career. Student activities include making fluorescent insect designs, Japanese banners, weed drawings, African-type masks, cubistic cats, scary creatures, sand painting, bark cuttings, stained glass windows, macrame snowflakes, puppets, paper sculpture, quilt blocks, slides, and May baskets. An extensive bibliography lists over 35 books, articles, and teacher resources. This document is part of a collection of materials from the Iowa Area Education Agency 7 Teacher Center project. (LH)

Describes a second and third grade art activity in which students used celery cores to create pictures in the style of Georgia O'Keefe. Explains that the students learned about O'Keefe's artwork and describes how the students created their prints. (CMK)

Presents a block printmaking lesson in which students learn about Pop Art and artists in the movement. Students create artwork using something from popular culture for the subject matter. Describes how to create the prints. Lists the objectives and materials. (CMK)

Describes two art projects that use "gadgets" objects, such as used-up pens, empty thread spools, and cardboard strips. Explains that in these projects, "Gadget Print Fish" and "Imprinted Clay Fish, students use gadgets to make designs for creating paper fish and clay fish. (CMK)

Discusses an art project that focuses on fine arts prints. Uses three printmaking techniques: (1) stamping, (2) monotypes, and (3) intaglio (drypoint), with a focus on monotypes. Explains that the students created self-portraits using the monoprint technique by drawing their faces on a mirror and pulling the print off this surface. (CMK)

Presents an activity in which students create presidential prints using a technique called linoleum printmaking. Discusses the process for creating the prints in detail and states that the students also do research about the president whom they selected. Includes a list of learning objectives and presidential facts. (CMK)

Describes a printmaking activity for use in tenth- to twelfth-grade art classes. Students use compact discs as printing plates, on which they depict a musical theme with drypoint etching. Discusses the process in detail. (CMK)

Presents a torn-paper and gadget-print activity for younger students, specifically pre-kindergarten to first grade, that can be done any time over the school year or at Halloween. Discusses how the students create their funny faces and lists the materials needed. (CMK)

Focuses on a printmaking activity in which students create embellished string prints using the relief process of string glued to chip board. Explains that string prints can easily be embellished with oil pastels. Provides a description of the procedure and a list of materials and methods. (CMK)

Describes a unit on lighthouses, originally a social studies unit, in which students participate in two art projects: (1) a lighthouse printmaking activity and (2) a scratch-etch activity using lighthouses. Describes the steps for printmaking and the process of creating scratch-etch drawings. (CMK)

Recognizes that art students can take advantage of the new mediums technology offers them. Describes how one student utilized Adobe Photoshop in creating her artwork, while other students used a photocopier as a tool. Maintains that teachers and students should realize that computers and other media are nothing more than tools. (CMK)

Presents a printmaking project that enables students to work with lines and shapes by having them create tile designs on Scratch-Foam Board. Explains that the shape of the combined four tiles should be a pinwheel while the design on one corner of each tile should connect forming a design within itself. (CMK)