10th Grade — Unit 12: Going Further: Design History Preview: One Movement, One Reinterpretation

🗓️ Before Class: Teacher Prep

Gather/set out: Research access (a short provided list of movements: Bauhaus, Swiss Style, Art Nouveau, Punk, or Psychedelia), Sketchbook and/or software.
If today includes physical/hands-on work: make sure the classroom cameras are charged, working, and have a cleared SD card ready for photo uploads.
Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.

🖥️ Slide Deck (project or share with students)

Short, on-the-board pacing slides for today's Do Now, agenda, vocabulary, and exit ticket -- the full detail lives in the handout above, not here.

🧑‍🏫 Substitute Teacher Guide

A scripted, step-by-step runsheet for today's class -- hand this to anyone covering the room who doesn't know the daily routine.

🎯 Essential Question

What can looking at design history teach us before we spend a whole year studying it?

📈 Learning Objectives

By the end of this lesson (3 Days), students will be able to:

Research one real design-history movement (chosen from a provided short list) in enough depth to summarize it accurately.
Identify 2-3 visual characteristics that define that movement.
Create an original piece that reinterprets the movement in a modern context.

📐 Standards Alignment

CDOS (Career Development & Occupational Studies)

CDOS 1 — Career Development -- students will be able to explain the range of career choices, and identify personal interests, skills, and aptitudes that relate to those choices.
CDOS 2 — Integrated Learning -- students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
CDOS 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).

ACP (Adobe Certified Professional) Photoshop Exam Objectives

ACP 1.5 — Demonstrate knowledge of basic design principles and best practices employed in the design industry.

🎓 Study this for the ACP exam: Domain 1: Working in the Design Industry

📚 Key Vocabulary

Movement: A shared style or set of ideas followed by many designers/artists during a specific historical period.
Reinterpretation: Making something new that's clearly in conversation with an original source, not a copy of it.

🧰 Materials & Tools

Research access (a short provided list of movements: Bauhaus, Swiss Style, Art Nouveau, Punk, or Psychedelia)
Sketchbook and/or software

🧠 Do Now (Warm-Up)

Have you ever seen a modern poster or logo that looked like it came from a different decade? What made it feel that way?

📤 How You Submit This — For Credit

How you submit today's work depends on what kind of work it was. Physical/paper work (most of this semester so far): photograph it with a classroom camera, upload the photo from its SD card onto a computer, and save it into your portfolio -- that upload is your submission, and the physical piece itself is yours to keep, the same as in Grade 9 (your notebook is the one thing with a home base in the room, and even that's your call to bring home when you want it). Digital work (once you're producing files in Photoshop, second semester on): no camera needed -- instead, EXPORT the file. Export your finished project as a JPG, as a PNG, AND save a copy as a PSD (all three), then upload all three into your portfolio. Either way: the portfolio upload, with a description, is what actually counts as turning the assignment in for credit.

📁 Portfolio Update — Once a Week

Once a week, add your best finished or in-progress piece to your portfolio (the Google Drive folder you started in Grade 9, becoming your Google Sites portfolio in Lesson 10) with a 1-2 sentence caption: what it is, what tool/skill it used, and one thing you learned. Keep it current -- don't save it all for the portfolio-website lesson.

✍️ Example description for your Google Sites portfolio (fill in YOUR blanks -- don't just copy this):

For this piece, I made ______________ (name what you made) for “Design History Preview: One Movement, One Reinterpretation.” This project asked: “What can looking at design history teach us before we spend a whole year studying it?” I used Movement by ______________ (explain how you used it in THIS piece). The hardest part was ______________, and I solved it by ______________. I'm proud of ______________ because ______________.

📋 Main Workshop / Lesson Sequence

This lesson spans 3 Days. Suggested pacing:

Day	Focus	Plan
Day 1	Research	Do Now (5 min, above). Independent research (35 min): pick one movement and research its history and 2-3 defining visual characteristics.
Day 2	Sketch & Concept	Independent work (35 min): sketch concepts applying those characteristics to a modern subject.
Day 3	Build	Independent work (35 min): build the final reinterpretation piece.

✅ Assessment & Exit Ticket

Piece assessed for accurate use of the movement's real visual characteristics, applied with genuine intention.

Exit Ticket: What's one specific visual choice you made because of the movement you researched, not just by default?

📊 Pull up the anonymous Class Check-In for students to fill out before they go.

🧩 Differentiation & Accommodations

English Language Learners: provide translated or bilingual glossaries, visuals, and sentence frames; pair with a peer for meaningful participation. Students with IEPs: provide extended time, step-by-step checklists, and one-on-one or small-group support as specified in each student's plan. Attention-related needs: break the task into smaller steps, use visual timers, and minimize distractions. Students who finish early: extend the task by adding a second design variation, mentoring a classmate, or writing a short reflection connecting today's skill to a career pathway.

🔗 Resources & References

None beyond this lesson's materials.