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Students must be prepared to make a major commitment. It is our assumption that students entering the program are here to lay a foundation for a career in a design field and will be required to meet rigorous and stringent standards. Strong communication skills, both verbal and written, are required as is the ability to read and analyze. Serious students will find that the program will provide them with an excellent opportunity to develop the skills necessary to succeed in the job market or advance in education. _Most of the students graduating from the program _continue their education.
 

Steve Bross

Commercial Art Instructor

sbross@cmths.org

610-277-2301x332

Central Montco Technical High School

821 Plymouth Road

Plymouth Meeting, PA 19462

www.cmths.org

610-277-2301

ABOUT THE PROGRAM

Web Site Built By The CTE Objective

Adobe - Illustrator
Adobe 3/1

OVERVIEW:

FIRST YEAR STUDENTS:

Project Overview:

Concept and design is a critical part the design world, whether it is an illustration for a children’s book or an advertisement. Students tend to oversee the potential for this kind of thinking and development. Good habits in creative development are a key to success.

 

Activity 1 - Product Development Ideas
• RESEARCH CONTENT - The design of your menu will reflect the theme and style of your restaurant. Incorporate food images from google along with any fonts and design work. For example, if your restaurant is a Sports themed tavern, you would include sports equipment, jereys, big screen TV’s, etc. Make sure your use of type, color, and images matches the theme of your restaurant.

Activity 2 - Menu Design
• This part of the project will be done  in Adobe illustrator or In Design - After you finish gathering the content for your menu, you need to lay it out. The menu format is horizontal, so make sure your layout matches. The template you will need is on the Apple network in a folder entitled: Menu designs. Make a copy and drag it to your network folder.

Things to consider: Prices, beverages, appetizers, main dishes, desserts, specials, etc. Is your restaurant know for any special dishes or sandwiches? What makes your menu different?

Activity 3 - Ad Development - 2 Full Page and Spread Ad Design
 
• Goal - Complete a final menu design to the level of professional finish.
This level of work is what is called your final design and layout, this should be done at your best level...PORTFOLIO

- Designed in Illustrator or In Design
- Style of menu portrays the theme/mood of your restaurant
- 2-11” x 17” vertical ad Inside and outside of Menu
- Full color Ad
- Product photographs used in the menu from the internet.

Extra time
Start thinking about the staff uniforms, table cloths, napkins, plates, and dinnerware. Also consider the drinkware and seating: booth, tale, bench, etc.

Assessment:

Students must be prepared to make a major commitment. It is our assumption that students entering the program are here to lay a foundation for a career in a design field and will be required to meet rigorous and stringent standards. Strong communication skills, both verbal and written, are required as is the ability to read and analyze. Serious students will find that the program will provide them with an excellent opportunity to develop the skills necessary to succeed in the job market or advance in education.

 

See Detailed Rubric Information
 

HOMEWORK:

Year Three, Project Overview: 

The process of formulating the essay will encourage each student to reflect upon their experiences and growth as a studio art major and provide a means for them to think seriously and communicate effectively about their own artwork as they prepare for their exhibition. The essay will be used, in coordination with the exhibition of work, as a tool for evaluating the student’s capstone experience.

 

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Students must be prepared to make a major commitment. It is our assumption that students entering the program are here to lay a foundation for a career in a design field and will be required to meet rigorous and stringent standards. Strong communication skills, both verbal and written, are required as is the ability to read and analyze. Serious students will find that the program will provide them with an excellent opportunity to develop the skills necessary to succeed in the job market or advance in education.

 

See Detailed Rubric Information
 

A Central Montco Technical High School Program!
Experimental Project:
Project Name: Cubism - Figure

Project Overview: 

Cubism developed in the aftermath of Pablo Picasso's shocking 1907 Les Demoiselles d'Avignon in a period of rapid experimentation between Pablo Picasso and Georges Braque. Drawing upon Paul Cezanne’s emphasis on the underlying architecture of form, these artist used multiple vantage points to fracture images into geometric forms. Rather than modelled forms in an illusionistic space, figures were depicted as dynamic arrangements of volumes and planes where background and foreground merged. The movement was one of the most groundbreaking of the early-20th century as it challenged Renaissance depictions of space, leading almost directly to experiments with non-representation by many different artists. Artists working in the Cubist style went on to incorporate elements of collage and popular culture into their paintings and to experiment with sculpture. 

A number of artists adopted Picasso and Braque's geometric faceting of objects and space including Fernand Léger and Juan Gris, along with others that formed a group known as the Salon Cubists.

 

Specifications: Using the supplied materials the students will complete the cubism assignment... See Examples

 

EXAMPLE