The HS of Fashion Industries

PROJECT PLANNING FORM

Project title:Designing a self portrait film poster inspired by Film Noir Teacher(s):_Kate Boulamaali, David Leftwich, Jacquie Malanga_ School:_High School of Fashion Industries_ Grade level(s):11th_ Subjects:_Graphic Design___

STANDARDS-FOCUSED

PROJECT BASED LEARNING

Buck Institute for Education


Begin with the End in Mind

Summarize the theme for this project. Why do this project? The theme for this project is incorporating visual elements demonstrated through film noir into a self-portrait “movie style” poster. The project will give student the opportunity to practically apply design, research, and written/verbal argumentation skills.

Identify the content standard that students will learn in this project (two to three per subject). Design/Art standards (NYS Art & CDOS) ELA

Identify key skills students will learn in this project. List only those skills you plan to assess (two to four per person). Art -Composition -Typography -Color -Value -Proportional Accuracy (in self portrait) -Mood/Emotion Portrayal ELA -Reading -Informational Text -Writing -Argumentation

Identify the habits of mind that students will practice in this project (one to two per project).

• Does the project meet the criteria for standards-focused PBL?

Craft the Driving Question

State the essential question or problem statement for the project. The statement should encompass all project content and outcomes, and provide a central focus for student inquiry. How does lighting create mood in a film? Historically, what was happening in society to influence the start of the Film Noir genre? Visually, what is happening to distinguish Film Noir for other film genres? What is the compositional “magic” that happen in Film Noir to create plot, character and mood? How is composition used when combining both text and image? How does lettering structure create a better understanding of the message or meaning or the text? #

• Have you posed an authentic problem or significant question that engages students and requires core subject knowledge to solve or answer?

Plan the Assessment

Step 1: Define the products for the project. What will you assess?

Early in the Project: Collect all assessment as collected artifacts/data of the students’ learning Writing assessments (reflect and understanding of the elements of film noir) Image/photo assessments (reflect and understanding of the elements of film noir) Design (layout) assessment Text layout Color plan/palette Establish criteria by which to grade project

During the Project: Mid project critique (check in to ensure all criteria are being met)

End of the Project: Student/Teacher Rubric Written Assessment Argumentative Essay: Pitch to consumer (advertising for movie to customer) Gallery Walk

Plan the Assessment (2)

Step 2: State the criteria for exemplary performance for each product:

Product: Written piece Criteria: Instruction manual for creating a film noir portrait.dex

Product: Photographic series (digital with simple black & white printouts) Criteria: Images which visually capture the

Product: Mid project rubric Criteria: Students reflect on composition, layout, text, lighting (value), image (portrait & mise en scene) to ensure success and learning.

Product: List of three ways the student was successful in capturing the elements of film noir. List of three ways the student could heighten the film noir aspects. Criteria: Pair up mini critique of partners work.

Product: Argumentative “Pitch To…either consumer or producer?” Criteria: Students write an short written piece

Product: Final Project Rubric Criteria: Same but expanded rubric of mid project rubric

Product: Gallery Walk/Presentation Criteria: Students will present final poster design in the school gallery and also present their design and concept during “opening.”

• Do the products and criteria align with the standards and outcomes for the project?

Map the Project

What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? Look at one major product for the project and analyze the tasks necessary to produce a high-quality product.
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	What project tools will you use? □ Know/need to know lists □ Daily goal sheet □ Journals □ Briefs □ Task lists □ Problem logs	□ □ ­­­­­­­­­­­­­­­­ □ □ ­­­­­­­­­­­ □ □

• Do the products and tasks give all students the opportunity to demonstrate what they have learned?

Map the Project (2)

List the key dates and important milestones for this project.

Use the Tuning Protocol with other teachers or a group of students to refine the project design or guide you further in your planning. What other thoughts do you now have on the project?

• What challenges or problems might arise in this project?

Manage the Process

List preparations necessary to address needs for differentiated instruction for ESL students, special-needs students, or students with diverse learning styles.

How will you and your students reflect on and evaluate the project? □ Class discussion □ Fishbowl □ Student-facilitated formal debrief □ Teacher-led formal debrief □ Student-facilitated formal debrief □ Individual evaluations □ Group evaluations □ Other: □

• What do you expect to learn from this project?