Basic of program design curriculum

Students discover individual sensibilities of mark making and aspects of personal vision, through a variety of traditional and experimental drawing media and techniques. A second-semester Creative Action studio course introducing students to contextually- based problem solving using fundamentals of color and design. Students learn Munsell color theory and practical aspects of color mixing such as value, hue, and chroma. Students apply these skills in solving problems that engage the larger community, trans- disciplinary practice, research, and collaboration.

Students employ acquired skills transferred from Drawing and Building Form to explore and exploit materials as well as to discover unique processes in creating novel form. The study of three-dimensional design expands to encompass meaning construction, composition and research as students engage the more complex issues of form and space.

Students transfer and expand on observational drawing skills acquired from Drawing and Building Form with the application of color and addition of problem finding and complexity of idea. Foundation year students can pick any Foundation Elective to fulfil this requirement. See the department or the Course Catalog for more information. This course explores how art and other forms of cultural production were impacted by the social and cultural changes that occurred in the modern world.

Ways of Knowing is an interdisciplinary, participation-based course designed to explore the role narrative plays in shaping our understanding of our diverse personal and collective identities. The stories we tell ourselves and those we pass on to others, as well as the stories we inherit, actively contribute to our openness to cultural differences in local and global settings.

Through the lens of the story and the culture from which it emerges, students will connect the emotion, language, and intellectual thought central to compelling storytelling to their exploration of the five LAS themes of identity, diversity, creativity, social responsibility and sustainability. Starting with basic principles of draping, patternmaking, and sewing construction, students will learn garment industry procedures and create 3-D design ideas.

Students create a variety of figures as a basis for professional design sketches, and develop skill in drawing technical flats. Advanced rendering, presentation techniques, and introductory design comprise the second semester. Using a Mac, students learn about basic practices, internet usage, digital terminology, and related computer equipment including the scanner, printer, and the Wacom tablet.

Students are introduced to Adobe Photoshop and Illustrator, and learn how these skills can aid them in Design and Illustration. Students will be introduced to drawing basic garments in Adobe Illustrator. A survey of costume from prehistory to the 21st century. Study fibers, yarns, and fabrics, and acquire a practical understanding of how each affects the appearance. Continuing with principles of draping, patternmaking, and sewing construction, students will learn garment industry procedures and create 3-D design ideas.

Study knit construction, its design possibilities, and how it affects the performance of the fabric and finished product. Knit swatches using a variety of stitches, combining yarns and varying gauge. Other topics include dyeing, printing, and finishes as processes that affect the aesthetic appeal of the finished product, and as functional finishes which enhance performance.

The impact of these processes is examined. Addresses a variety of issues in art, design, film, and culture from to the present. A curriculum is a programme of study undertaken by students in schools that encompasses their entire learning package, resulting in their final grades; different countries follow different models but all culminate in final examinations or assessments. For many younger teachers, their school experience was determined by the National Curriculum, which was introduced nationwide for state schools in following the Education Reform Act.

Prior to this, curricula were determined by local authorities or schools themselves, meaning great diversity in offer and approach. Schools were faced with the challenge of combining subjects to be studied with final exam preparation and enrichment opportunities, maximising the potential for students and not limiting access to knowledge but also delivering that knowledge in the most efficient way.

Before we delve too deeply into the technical aspects of curriculum design , let us first define what curriculum means and also how we have got to this point where the word is now the first on the lips of many school leaders as they plan their approach.

Howsoever you choose to define or determine curriculum you are doing so in abstract form; your definition may differ slightly from that of your colleagues but there are still numerous concrete principles that need to be considered as you plan. Essentially, your curriculum encapsulates everything you offer that is an opportunity for students to learn something new, either through direct experience, instruction, practice or by some form of academic osmosis.

The curriculum can be argued to be as much about the inspiration and drive it offers the teachers as the instruction and knowledge it imparts to those that study it. Since there have been myriad reforms and re-workings of the National Curriculum — content, assessment, subjects et al — but the NC acts now as an outline, a framework. If we see the curriculum as a chance for our students to acquire a range of skills — social, personal, emotional and cultural capital — then we are approaching it in the best way.

Breadth is the range of subjects taught across the entire curriculum, and the span of knowledge within each subject. Breadth can also be seen within subjects, such as a global History curriculum covering a wide range of time and place, or English curriculum that covers a large range of authors and cultures. Depth is, as it suggests, how deeply specific topics within each subject are covered and studied — how well do students understand key concepts, underlying links et al. Depth is related to the intricacy and complexity of the schema formed during study to enable conceptual grasp and understanding.

Substantive knowledge is content taught as fact — properties of materials, plots of plays, mathematical formulae; disciplinary knowledge is the understanding of how knowledge itself is established and verified — persuasive writing, conducting experiments etc.

For example, in a Maths lesson, a student needs the core knowledge of displacement and volume theory to properly acquire and retain hinterland knowledge of the story of Archimedes. Threshold concepts are similar to core knowledge, in that they represent the entrance-level ideas — concepts that enable students to better understand other ideas; they need to know about 2D shapes before tackling 3D shapes.

Curriculum structures are important to understand as well; a vertical structure introduces curriculum aspects progressively as the school year develops, with knowledge built on prior learning. What students learn in lesson one is built on in lesson two e. In today's rapidly changing environment, mathematics and science programs can become outdated quickly, even if they had represented state-of-the-art thinking at the time they were designed. As they compare their existing curriculum with national standards and their local vision, the benefits versus costs and risks will need to be weighed.

An increasing number of districts also will need to take into account statewide standards of learning that are reinforced by mandatory statewide assessments.

In the end, some communities may decide that they want to upgrade their mathematics and science programs dramatically to reflect the most innovative direction possible. Other communities, especially where the school district is large or where there are significant philosophical differences of opinion about what should be taught and how students should learn, may decide to proceed with more moderate change.

One advantage of dramatic change is that it requires teachers to learn new skills and ways of teaching.

However, such change may be so radical that school district staff and the community reject it before there has been adequate opportunity to see results Fullan, On the whole, a slower, more incremental approach may be more acceptable to staff and the community, but because teachers have the time and opportunity to modify new approaches, the innovation may be unacceptably compromised.

Regardless of how drastic the change decided upon it should be noted that improvement in teaching and the subsequent improvement in student achievement will take time. The implementation of an innovative program requires that teachers learn new and different teaching strategies.

Often, this takes as many as three years Fullan, Indeed, the implementation of an innovative program may result in an achievement dip during the first year or two of implementation. Furthermore, because the program advocated in this report is connected across several years, significant improvement of students' achievement likely will result from their being in the program for more than one year.

The district's evaluation plan should take into account the need for early data — as well as long-term data — on program effectiveness. The data gathered early will be helpful in deciding whether to move from pilot testing to full implementation. The data gathered over time will be critical to long-term evaluation and improvement decisions. One solution to this dual need for evaluation data is to collect enough to reach the consensus needed for formal approval of the program from the pilot sites that have been using the program for the greatest period of time and, simultaneously, to design a program evaluation process that gathers data over a more extended period of time from all schools.

Such a process would provide, for example,. There are useful procedures for defining a well-implemented program. Three are mentioned here. The measures used should be aligned with the standards that were used to develop the program. As indicated earlier, the committee responsible for designing the curriculum program will learn a great deal about curriculum, instructional materials, and other factors, such as pedagogy and assessment, that can affect the achievement of students.

In the process, this committee will make a number of recommendations that will change the current program and that may impact teachers, administrators, and parents. The success of the new curriculum program ultimately will depend on the stakeholders outside the committee reaching a level of understanding and support for it comparable to that of the committee members.

This requires that sustained and systematic communication be planned and executed to keep these stakeholders informed, to solicit their input, and to develop consensus and support for the committee's work.

Specific strategies for the committee could include. When the committee has achieved consensus with other stakeholders, it is ready to request this approval. Ideally the committee would simultaneously present its implementation plan 12 and budget. In order to translate the curriculum program into classroom practice, a number of implementation strategies, activities, and mechanisms must be in place.

These include professional development for both teachers and administrators and development of a number of support mechanisms. See Appendix A for an overview of this topic. With the publication of the National Science Education Standards and the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics , a clear set of goals and guidelines for achieving literacy in mathematics and science was established.

Designing Mathematics or Science Curriculum Programs has been developed to help state- and district-level education leaders create coherent, multi-year curriculum programs that provide students with opportunities to learn both mathematics and science in a connected and cumulative way throughout their schooling.

Researchers have confirmed that as U. Experts now believe that U. By structuring curriculum programs that capitalize on what students have already learned, the new concepts and processes that they can learn will be richer, more complex, and at a higher level. Designing Mathematics or Science Curriculum Programs outlines:. Perhaps most important, this book emphasizes the need for designing curricula across the entire year span that our children spend in elementary and secondary school as a way to improve the quality of education.

Ultimately, it will help state and district educators use national and state standards to design or re-build mathematics and science curriculum programs that develop new ideas and skills based on earlier ones—from lesson to lesson, unit to unit, year to year.

Anyone responsible for designing or influencing mathematics or science curriculum programs will find this guide valuable. Based on feedback from you, our users, we've made some improvements that make it easier than ever to read thousands of publications on our website. Jump up to the previous page or down to the next one. Also, you can type in a page number and press Enter to go directly to that page in the book. Switch between the Original Pages , where you can read the report as it appeared in print, and Text Pages for the web version, where you can highlight and search the text.

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Get This Book. Visit NAP. Looking for other ways to read this? No thanks. Page 32 Share Cite. Page 33 Share Cite. Page 34 Share Cite. Page 35 Share Cite. The design committee should have the following questions in mind while drafting the framework: Are some units so ingrained in the local curriculum that they must be retained?

Page 36 Share Cite. Review Instruments and Procedures. Page 37 Share Cite. Page 38 Share Cite. Ideas also must build within a year. Design for Learning Cover Introduction Part I. Instructional Design Practice Instructional Design Knowledge Sources of Design Kn owledge Instructional Design Processes Designing Instructio nal Activities Mobile PDF Optimized for tablets 5. Embed Code QR Code. Simple Downloads Share Search.

Instructional Design Practice Understanding 1. Becoming a Learning Designer 2. Designing for Diverse Learners 3. Conducting Research for Design 4. Determining Environmental and Contextual Needs 5. Conducting a Learner Analysis Exploring 6. Problem Framing 7.

Task and Content Analysis 8. Documenting Instructional Design Decisions Creating 9. Generating Ideas Instructional Strategies Instructional Design Prototyping Strategies Evaluating Design Critique Instructional Design Evaluation Learning Theories The Role of Theory in Instructional Design The Nature and Use of Precedent in Designing Design Thinking Designing Instruction for Complex Learning Curriculum Design Processes Designing Technology-Enhanced Learning Experiences Designing Instructional Text Simulations and Games Designing Informal Learning Environments The Design of Holistic Learning Environments Measuring Student Learning Design Relationships Working With Stakeholders and Clients