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A  JOURNEY   INTO  NATIVE  AMERICAN PAINTING THROUGH  ART & TECHNOLOGY Michael LiPira  copyright 2008
THEODORE ROOSEVELT SCHOOL FORT APACHE, ARIZONA INDIAN CLUB CROWN DANCERS APACHE CULTURE CENTER ADJACENT TO OUR SCHOOL LOCA...
COMPUTER/ ART LAB at THEODORE ROOSEVELT SCHOOL ARTWORK CREATED AT SEPARATE TABLES
LEARNING STYLES <ul><li>During the first week of school I always conduct this simple  Learning Styles Inventory.  It gives...
<ul><li>TEACHING METHODS USED : </li></ul><ul><li>DEMONSTRATIONS </li></ul><ul><li>AUDIO/VISUAL PRESENTATIONS </li></ul><u...
<ul><li>ELL STRATEGIES  ADDRESSED IN THE VISUAL ART & DIGITAL NATIVE AMERICAN PAINTING UNIT : </li></ul><ul><li>MANIPULATI...
ADAPTED FROM  http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html   BLOOMS TAXONOMY The  cognitive transfer  of  v...
‘ Virtual Class’  Software- Classroom Desktop
The Unit is Divided into 2 Segments : <ul><li>Cross-over vocabulary from Art terms to Computer Graphic terms  </li></ul><u...
TOOLS FOR TEACHING COLOR & VALUE COLORED WOODEN BLOCK MANIPULATIVES FOR TEACHING ORDER TRANSPARENT COLORED ACETATE TO USE ...
BLENDING EVOLUTION PENCIL COLORED MEDIA UTILIZING PHOTOSHOP LE TOOLS
COLOR WHEEL EVOLUTION THINKSHEET for PAINTED COLOR WHEEL DIRECTIONS FOR CREATING A COLOR WHEEL IN MS PUBLISHER FINSIHED MS...
PAINTING  TECHNIQUES  OF THE  MASTERS POWERPOINT Traditional Painting Techniques Evolution   WORKSHEET USING PAINT MEDIUM ...
SYMBOLISM Student generated poster of Apache Symbols SYMBOLS ROCK GLYPH POWERPOINT SYMBOLS POWERPOINT All Art is the visua...
NATIVE AMERICAN PAINTING <ul><li>Based on an article that I wrote in ‘School Arts Magazine’ in October 1997, I divide Nati...
PHOTOSHOP LE TOOLBAR FLASHCARDS POWERPOINT LABELING PHOTOSHOP TOOLS- Students use the program to do this. FLASH CARD POWER...
COMPUTER GRAPHICS VOCABULARY DEFINITIONS, ASSOCIATED WITH ART TERMS STUDENTS TYPE THIS IN MS WORD ASSESSMENT OF COMPUTER G...
<ul><li>I use a  Checklist  like this for the Computer Graphic Unit so students can keep track of their individual progres...
GRADIENT CREATION IN PHOTOSHOP LE Written Directions   for Advanced Students- less visual details, more words. PowerPoint ...
Written Directions   for Advanced Students- less visual details, more words. PowerPoint Directions   for Intermediate Stud...
PHOTO MANIPULATION
PHOTO MANIPULATION : CHEYENNE’S SUNRISE CEREMONY ORIGINAL PHOTO TAKEN BY A FAMILY MEMBER PHOTO MANIPULATED USING PHOTOSHOP...
USING THE RUBBER STAMP TOOL IN PHOTOSHOP LE Written Directions   for Advanced Students- less visual details, more words. P...
RUBBER STAMP TOOL
DIRECTIONS FOR PHOTO COMBINATION PROJECT Written Directions   for Advanced Students- less visual details, more words. Powe...
PHOTO COMBINATION
PENCIL DRAWING DIGITAL RENDITION PHOTOGRAPH EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
PATTERNED DESIGN PAINTING DIGITAL USING PHOTOSHOP LE TOOLS EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
PAINTING DIGITAL USING PHOTOSHOP LE TOOLS EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
PAINTING- ACRYLICS DIGITAL USING PHOTOSHOP LE TOOLS EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
DIGITAL PAINTINGS
ASSESSMENT <ul><li>Instead of a Grading Rubric, I assess the student work in the following manner: </li></ul><ul><li>For p...
EXTENSIONS TO THE UNIT : <ul><li>REPORTS OR POWERPOINT PRESENTATIONS ABOUT A SPECIFIC ARTIST, STYLE, OR TRIBAL ART </li></...
GUEST ARTISTS Indigenous Guest Artists can have a profound impact on students. In this series of pictures Apache artist  D...
RESOURCES <ul><li>Archuleta, Margaret & Strickland, Rennard.  Shared Visions: Native American Painters and Sculptors in th...
ISTE: EDUCATIONAL TECHNOLOGY STANDARDS  FOR STUDENTS: 1.Creativity and Innovation  Students demonstrate creative thinking,...
<ul><li>ISTE: EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS: </li></ul><ul><li>4.Critical Thinking, Problem Solving, and D...
ARIZONA STATE STANDARDS: TECHNOLOGY:   1T-E1: Communicate about technology using developmentally appropriate and accurate ...
ARIZONA STATE STANDARDS: ART:   1:1: The student will develop, revise, and reflect on ideas for expression in his or her o...
ARIZONA STATE STANDARDS : LANGUAGE ARTS : 3:1:6: Locate appropriate print and  electronic reference resources for a specif...
ARIZONA STATE WORKPLACE STANDARDS: 1WP-E3: Demonstrate correct grammar and punctuation in writing. 7WP-E1: Demonstrate bas...
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  1. 1. A JOURNEY INTO NATIVE AMERICAN PAINTING THROUGH ART & TECHNOLOGY Michael LiPira copyright 2008
  2. 2. THEODORE ROOSEVELT SCHOOL FORT APACHE, ARIZONA INDIAN CLUB CROWN DANCERS APACHE CULTURE CENTER ADJACENT TO OUR SCHOOL LOCAL SCENERY DORMITORY OUR ‘NATIONAL HISTORIC SITE’ SCHOOL OUR LOCATION TRS WARRIOR
  3. 3. COMPUTER/ ART LAB at THEODORE ROOSEVELT SCHOOL ARTWORK CREATED AT SEPARATE TABLES
  4. 4. LEARNING STYLES <ul><li>During the first week of school I always conduct this simple Learning Styles Inventory. It gives me a good barometer on the approximate learning styles of my students, which influences how I approach and create my lessons. </li></ul><ul><li>The three Learning Styles : </li></ul><ul><li>Visual </li></ul><ul><li>Auditory </li></ul><ul><li>Tactile/Kinesthetic </li></ul><ul><li>Frequently students have more than one. From my experience over the past 8 years of giving this inventory, the majority of middle school students are Tactile/Kinesthetic . </li></ul>
  5. 5. <ul><li>TEACHING METHODS USED : </li></ul><ul><li>DEMONSTRATIONS </li></ul><ul><li>AUDIO/VISUAL PRESENTATIONS </li></ul><ul><li>GAMES </li></ul><ul><li>SPEAKERS </li></ul><ul><li>GROUP ACTIVITES </li></ul><ul><li>INDIVIDUAL WORK- SYNTHESIZED ASSIGNMENTS </li></ul><ul><li>MODELING </li></ul><ul><li>VISUAL DISPLAYS </li></ul><ul><li>LECTURES </li></ul>
  6. 6. <ul><li>ELL STRATEGIES ADDRESSED IN THE VISUAL ART & DIGITAL NATIVE AMERICAN PAINTING UNIT : </li></ul><ul><li>MANIPULATIVES </li></ul><ul><li>ORAL READING [of directions] </li></ul><ul><li>PICTURE CLUES </li></ul><ul><li>LABELING </li></ul><ul><li>TACTILE ACTIVITIES </li></ul><ul><li>PEER TUTORING </li></ul><ul><li>MODELING </li></ul><ul><li>CULTURE IN THE CLASSROOM </li></ul><ul><li>THEMATIC UNIT </li></ul><ul><li>FOR STUDENTS WITH SPECIAL NEEDS : I have Graphic tablets, large paintbrushes, large type ThinkSheets and ThinkSheets with simplified directions. </li></ul>
  7. 7. ADAPTED FROM http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html BLOOMS TAXONOMY The cognitive transfer of vocabulary from Visual Art Terms to Computer Graphic Terms and the evolution of a new form of their artwork in digital form is focused on the top 4 Higher Order Thinking Skills: Application Analysis Synthesis Evaluation
  8. 8. ‘ Virtual Class’ Software- Classroom Desktop
  9. 9. The Unit is Divided into 2 Segments : <ul><li>Cross-over vocabulary from Art terms to Computer Graphic terms </li></ul><ul><li>Photoshop LE tools identification, purpose and usage </li></ul><ul><li>Gradient and color blend scales created in Photoshop LE but printed in a MS Publisher document </li></ul><ul><li>Using the Text tool </li></ul><ul><li>Using the Rubber Stamp tool to create a picture in Photoshop LE but printed in a MS Publisher document. </li></ul><ul><li>Photo manipulation picture in Photoshop LE but printed in a MS Publisher document </li></ul><ul><li>Photo combination picture in Photoshop LE but printed in a MS Publisher document </li></ul><ul><li>Creating a digital painting in Photoshop LE but printed in a MS Publisher document </li></ul><ul><li>How to use a scanner and digitizer table </li></ul><ul><li>This segment consists of a combination of Directed and Independent Activities . </li></ul><ul><li>Shape vs. Form </li></ul><ul><li>Texture creation </li></ul><ul><li>Line </li></ul><ul><li>Perspective </li></ul><ul><li>Patterning with Motif creation. </li></ul><ul><li>Principles of Design are coordinated within exercises and projects. </li></ul><ul><li>Value creation methods using pencil based mediums. </li></ul><ul><li>Color, which includes color wheel order, color mixing, color value, color blending, Painting techniques of the Masters. </li></ul><ul><li>Study of Native American Painting </li></ul><ul><li>This segment consists of Directed Activities . </li></ul>Computer Graphic related projects , which encompass Visual Art related projects , which encompass
  10. 10. TOOLS FOR TEACHING COLOR & VALUE COLORED WOODEN BLOCK MANIPULATIVES FOR TEACHING ORDER TRANSPARENT COLORED ACETATE TO USE ON OVERHEAD PROJECTOR FOR TEACHING COLOR MIXING Students work in small groups to put the blocks in order. Geared towards Kinesthetic Learners
  11. 11. BLENDING EVOLUTION PENCIL COLORED MEDIA UTILIZING PHOTOSHOP LE TOOLS
  12. 12. COLOR WHEEL EVOLUTION THINKSHEET for PAINTED COLOR WHEEL DIRECTIONS FOR CREATING A COLOR WHEEL IN MS PUBLISHER FINSIHED MS PUBLISHER COLOR WHEEL
  13. 13. PAINTING TECHNIQUES OF THE MASTERS POWERPOINT Traditional Painting Techniques Evolution WORKSHEET USING PAINT MEDIUM OR COLORED PENCILS OR PASTELS UTILIZING PHOTOSHOP LE TOOLS
  14. 14. SYMBOLISM Student generated poster of Apache Symbols SYMBOLS ROCK GLYPH POWERPOINT SYMBOLS POWERPOINT All Art is the visualization of an idea, a person, place, or thing, or a feeling. When I begin the Native American painting unit I talk first about Symbols . In the ‘Symbols’ PowerPoint the students examine both ancient and contemporary symbols. From there we digress in to Native American symbols related to tribal identification and ceremony, clans, pottery, blanket designs, objects, animals, motifs, food, transportation, nature. For the paintings I ask students to draw several symbols relating to their tribal affiliation and/or feelings, then combine them into a sketch for a painting. For the drawings student choose a b/w picture that they relate to and draw it using shading and sometimes graph-enlargement. All of these ideas combine themselves into the digital creations. POTTERY POWERPOINT RUG DESIGN POWERPOINT
  15. 15. NATIVE AMERICAN PAINTING <ul><li>Based on an article that I wrote in ‘School Arts Magazine’ in October 1997, I divide Native American Painting into 3 styles: </li></ul><ul><li>Hard Edge </li></ul><ul><li>Monochromatic </li></ul><ul><li>Blending </li></ul><ul><li>The students and I view the following PowerPoint presentation, and they answer the questions on the document to the left. Then they are free to explore the artworks for ideas. Sometimes I will have them pick an artist and write a report on them. </li></ul>NA PTG PPT
  16. 16. PHOTOSHOP LE TOOLBAR FLASHCARDS POWERPOINT LABELING PHOTOSHOP TOOLS- Students use the program to do this. FLASH CARD POWERPOINT AVAILABLE TO STUDENTS ON THE LAB SERVER SHARED DRIVE PHOTOSHOP TOOLS MATCHING GAME- Students work in small groups to first associate the correct label with the tool, then associate the correct tool definition METHODS FOR REMEMBERING PHOTOSHOP TOOLBAR ICONS
  17. 17. COMPUTER GRAPHICS VOCABULARY DEFINITIONS, ASSOCIATED WITH ART TERMS STUDENTS TYPE THIS IN MS WORD ASSESSMENT OF COMPUTER GRAPHICS VOCABULARY ASSOCIATED WITH PHOTOSHOP LE TOOLS
  18. 18. <ul><li>I use a Checklist like this for the Computer Graphic Unit so students can keep track of their individual progress. </li></ul><ul><li>I explain and demonstrate each project on the Checklist, approximately 1-2 per day. I show the students completed examples </li></ul><ul><li>Students are responsible for their own progress and comprehension. </li></ul><ul><li>. Because each project has 3 modes of directions, I don’t give direct answers until they have tried all 3 modes. With this approach students find the mode that best suites them and I have found their comprehension is higher because they have to figure it out. </li></ul><ul><li>I allow for peer teaching </li></ul><ul><li>With ‘Virtual Class’ software I am able to assist individual students on their computers when needed, but act primarily as a Facilitator </li></ul>Sample Checklist for 2008 Project
  19. 19. GRADIENT CREATION IN PHOTOSHOP LE Written Directions for Advanced Students- less visual details, more words. PowerPoint Directions for Intermediate Students- less words, more visual details. Available on Lab Server Shared Drive Video Directions created with Camtasia Studio, for low readers and Visual learners . Few words, detailed directions, can be replayed or stopped & started while doing the project. Could also contain Verbal Directions for Auditory learners Available on Lab Server Shared Drive
  20. 20. Written Directions for Advanced Students- less visual details, more words. PowerPoint Directions for Intermediate Students- less words, more visual de Available on Lab Server Shared Drive tails Video Directions created with Camtasia Studio, for low readers and Visual learners . Few words, detailed directions, can be replayed or stopped & started while doing the project. Could also contain Verbal Directions for Auditory learners . Available on Lab Server Shared Drive PHOTO MANIPULATION PROJECT
  21. 21. PHOTO MANIPULATION
  22. 22. PHOTO MANIPULATION : CHEYENNE’S SUNRISE CEREMONY ORIGINAL PHOTO TAKEN BY A FAMILY MEMBER PHOTO MANIPULATED USING PHOTOSHOP LE TOOLS
  23. 23. USING THE RUBBER STAMP TOOL IN PHOTOSHOP LE Written Directions for Advanced Students- less visual details, more words. PowerPoint Directions for Intermediate Students- less words, more visual details Available on Lab Server Shared Drive Video Directions created with Camtasia Studio, for low readers and Visual learners . Few words, detailed directions, can be replayed or stopped & started while doing the project. Could also contain Verbal Directions for Auditory learners Available on Lab Server Shared Drive
  24. 24. RUBBER STAMP TOOL
  25. 25. DIRECTIONS FOR PHOTO COMBINATION PROJECT Written Directions for Advanced Students- less visual details, more words. PowerPoint Directions for Intermediate Students- less words, more visual details Available on Lab Server Shared Drive Video Directions created with Camtasia Studio, for low readers and Visual learners . Few words, detailed directions, can be replayed or stopped & started while doing the project. Could also contain Verbal Directions for Auditory learners Available on Lab Server Shared Drive .
  26. 26. PHOTO COMBINATION
  27. 27. PENCIL DRAWING DIGITAL RENDITION PHOTOGRAPH EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
  28. 28. EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
  29. 29. EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
  30. 30. PATTERNED DESIGN PAINTING DIGITAL USING PHOTOSHOP LE TOOLS EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
  31. 31. PAINTING DIGITAL USING PHOTOSHOP LE TOOLS EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
  32. 32. PAINTING- ACRYLICS DIGITAL USING PHOTOSHOP LE TOOLS EVOLUTION FROM ART SEGMENT TO COMPUTER GRAPHICS SEGMENT
  33. 33. DIGITAL PAINTINGS
  34. 34. ASSESSMENT <ul><li>Instead of a Grading Rubric, I assess the student work in the following manner: </li></ul><ul><li>For practice exercises, such as a blended value scale, I grade with a √+, √ or √- At the end of a quarter if a student GPA falls between two grades, I use these as a measure to decide the higher or lower grade. </li></ul><ul><li>Tests and quizzes are graded per question. </li></ul><ul><li>For all other projects, I use a 5 question Grading Criteria. Each question has a 20% value. Partial credit can be deducted if necessary. </li></ul><ul><li>An example of this is: </li></ul><ul><li>Native American Digital Painting 2008 Grading Criteria: </li></ul><ul><li>Does the picture show a Native American theme? </li></ul><ul><li>Is at least one of the Masterwork Painting Techniques used? </li></ul><ul><li>Did you use at least 2 Photoshop tools? </li></ul><ul><li>Were you creative in showing your subject using tools that you practiced in previous assignments? </li></ul><ul><li>Was the assignment done clearly and neatly? </li></ul><ul><li>I also weigh the graded assignments, with final unit projects equal to 3. </li></ul>
  35. 35. EXTENSIONS TO THE UNIT : <ul><li>REPORTS OR POWERPOINT PRESENTATIONS ABOUT A SPECIFIC ARTIST, STYLE, OR TRIBAL ART </li></ul><ul><li>DIGITAL VARIATIONS ON A SUBJECT, SUCH AS: </li></ul>ORIGINAL SCANNED DRAWING <ul><li>THEMATIC SEQUENCE </li></ul><ul><li>VISUAL STORYTELLING THROUGH A SERIES OF PICTURES </li></ul><ul><li>SELF-PORTRAITS DONE IN A PHOTO MANIPULATION </li></ul><ul><li>NATIVE AMERICAN-THEMED TESSELLATIONS </li></ul><ul><li>SHORT STORY RELATING TO THE ARTWORK </li></ul>
  36. 36. GUEST ARTISTS Indigenous Guest Artists can have a profound impact on students. In this series of pictures Apache artist Douglas Miles spent a day showing his work & doing a drawing lesson with students relating to one of his ‘warriors’, then creating a stencil picture of one of his drawings. Student retention of the information is very high Finished Product
  37. 37. RESOURCES <ul><li>Archuleta, Margaret & Strickland, Rennard. Shared Visions: Native American Painters and Sculptors in the Twentieth Century. C. 1991. Heard Museum. </li></ul><ul><li>Asch, Connie. Indian Designs for Jewelry and Other Arts and Crafts. C. 1985. Treasure Chest Publications, Inc. </li></ul><ul><li>Bahti, Tom. Southwestern Indian Ceremonials. C. 1971 KC Publications </li></ul><ul><li>Dooley, Virginia. R.C. Gorman- Chinle to Taos. C. 1988 by R.C. Gorman. Published by Navajo Gallery, Taos, NM </li></ul><ul><li>Douglas Miles Style Index. http://www.geocities.com/douglasmilesstyle/ </li></ul><ul><li>Hill, Rick. Creativity Is Our Tradition: Three Decades of Contemporary Indian Art at the Institute of American Indian Arts. C. 1992. Institute of American Indian and Alaska Native Culture and Arts Development. </li></ul><ul><li>Kiva’s American Indian Symbol Dictionary. http://www.kivatrading.com/symbol1.htm </li></ul><ul><li>Modley, Rudolf. Handbook of Pictorial Symbols. C. 1976. Dover Publications, Inc. </li></ul><ul><li>Native Americans.com http://www.nativeamericans.com/ </li></ul><ul><li>Patterson, Alex. A Field Guide to Rock Art Symbols of the Greater Southwest. C. 1992 by Alex Patterson. Johnson Printing Company. </li></ul><ul><li>Quiller, Stephen. Color Choices: Making Sense Out of Color Theory. C. 1989. Watson-Guptill Publications </li></ul><ul><li>Schiffer, Nancy. Navajo Weaving Today. C. 1991 Schiffer Publishing, Ltd. </li></ul>
  38. 38. ISTE: EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS: 1.Creativity and Innovation  Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:  a.apply existing knowledge to generate new ideas, products, or processes. b.create original works as a means of personal or group expression. 2.Communication and Collaboration  Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:  a.interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b.communicate information and ideas effectively to multiple audiences using a variety of media and formats.
  39. 39. <ul><li>ISTE: EDUCATIONAL TECHNOLOGY STANDARDS FOR STUDENTS: </li></ul><ul><li>4.Critical Thinking, Problem Solving, and Decision Making  Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: </li></ul><ul><li>identify and define authentic problems and significant questions for investigation. </li></ul><ul><li>d. use multiple processes and diverse perspectives to explore alternative solutions. </li></ul><ul><li>6.Technology Operations and Concepts  Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:  </li></ul><ul><li>a.understand and use technology systems. </li></ul><ul><li>b.select and use applications effectively and productively. </li></ul>
  40. 40. ARIZONA STATE STANDARDS: TECHNOLOGY: 1T-E1: Communicate about technology using developmentally appropriate and accurate terminology 1T-E2: Demonstrate increasingly sophisticated operation of technology components 2T-E2: Exhibit legal and ethical behaviors when using technology and information and discuss consequences of misuse. [re: plagiarism] 3T-E1: Use formatting capabilities of technology tools for communicating and illustrating 3T-E3: Publish and present information using technology tools. 4T-E2:Use technology tools for individual and collaborative writing, communication and publishing activities to create curricular related products for audiences inside and outside the classroom. 5T-E1: Locate information from electronic resources
  41. 41. ARIZONA STATE STANDARDS: ART: 1:1: The student will develop, revise, and reflect on ideas for expression in his or her own artwork. 1:2: The student will use materials, tools and techniques in his or her own artwork. 1:3: The student will use elements of art and principles of design in his or her own artwork. 1:4: The student will express ideas to communicate meanings or purposes in artwork [re: Symbols and Themes] 1:5: The student will apply criteria to assess the quality of in-progress and finished artwork. 2:1: The student will describe the role art plays in culture and how it reflects, records and interacts with history in various times, places and traditions. 2:2: The student will identify/analyze the use of materials, tools and techniques in artwork. 2:3: The student will explore the artistic traditions and visual conventions from diverse cultures, which often differ from the elements and principles traditionally used in many Western cultures. 2:3: The student will interpret meanings or purposes of artwork based on contextual information. 3:2: The student will reflect on and determine how materials, tools and techniques affect meanings, purposes and value in artworks.
  42. 42. ARIZONA STATE STANDARDS : LANGUAGE ARTS : 3:1:6: Locate appropriate print and electronic reference resources for a specific purpose. 3:1:8: Interpret graphic features [e.g., charts, maps, diagrams, illustrations, graphs…] of expository text. 3:2:1: Use information from text and text features to determine the sequence of activities needed to carry out a procedure. 3:2:3: Interpret details from a variety of functional text [e.g., instructional manuals, technical manuals <such as HELP menu’s>,…] for a specific purpose [e.g., to follow directions, perform procedures,…] 3:2:4: Evaluate the adequacy of details and facts from functional text to achieve a specific purpose].
  43. 43. ARIZONA STATE WORKPLACE STANDARDS: 1WP-E3: Demonstrate correct grammar and punctuation in writing. 7WP-E1: Demonstrate basic computer operation skills in a variety of applications to organize information. 1WP-P6: Create documents that are clear, appropriate to the audience, subject matter and purpose, and exhibit the writer’s use of correct grammar, spelling and punctuation. Michael LiPira PO Box 3622 Pinetop, AZ 85935 [email_address]

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