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Standard 1
** Teachers know the subjects they are teaching. **

The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils

ART I Creation of the Art Journal – Computer generated Design and Layout PDF examples of layouts both styles; Cut and Paste by Hand + Computer Images and Layout
 * Evidence1:**

Art I is a foundation art class that introduces students to design and how it is incorporated into the visual world around them. Student art skills can be improved in part, by incorporating sound design elements into their artwork and vocabulary. Each week, Art I focuses on a single element of design; in the computer lab I introduce the element through online educational links and examples, classroom art projects incorporate the element, and students create an art journal or power point to explain and illustrate the elements. Later the art journal hard copy becomes a resource to use when completing rubrics and the semester exam. While illustrating the art journal students incorporate a design theme to further demonstrate their understanding of the elements of design. Example include; music, nature, hunting, Mardi gras, rock bands, edgy modern, vogue-fashion, classic movies, etc.
 * Rationale 1:**

Students used the computer lab for multiple purposes within this lesson; to explore and develop ideas for their theme, collect images, graphic design applications for page layouts, and to view student example I placed online. For students the computer lab provided greater resources than I can offer in the classroom, broadened and strengthen design and layout skills. Helping student to problem solve page layout and design issues improved my skills and self-confidence. For me using the computer for design and layout artwork is a new venture, I am a traditional drawing, layout and design artist.

Students were encouraged to apply their interests and hobbies to an idea theme for their art journal. This provided real-world application to design elements. Creating a personalize journal theme using real images available online made learning about the elements of design, personal and relevant to their everyday lives.
 * KSD:**
 * 1.K. 2 The teacher understands how students’ conceptual frameworks and their misconceptions for an area of ** **knowledge can influence their learning.**

Once students focused on a hobby or idea theme based on their prior knowledge, I met individually with students to discuss ways to incorporate the elements of design into their theme.
 * 1.S.1 The teacher effectively uses multiple representations and explanations of disciplinary concepts that capture key ideas and links them to students’ prior understandings. **

Weekly, I showcase 2 or 3 student journals and as a class we discuss the examples and through classroom discussion students suggest ideas to strengthen themes using ideas from their everyday lives.
 * 1.D.3 The teacher has enthusiasm for the discipline(s) s/he teaches and sees connections to everyday life. **