12th Grade — Phase 2, Unit S4: Running Real Jobs: Studio Job Cycle: Complete a Real Request, Start to Finish

🗓️ Before Class: Teacher Prep

Gather/set out: An assigned live studio request, Whichever production resource the job requires (printer, 3D printer, or camera/editor).
Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
Heads-up -- This is a real client, not a hypothetical one: Treat every request the same way a professional studio would treat a paying client: confirm the brief, communicate proactively, and get sign-off before production. The staff member's satisfaction is part of the grade.

🖥️ 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.

This is a real client, not a hypothetical one

Treat every request the same way a professional studio would treat a paying client: confirm the brief, communicate proactively, and get sign-off before production. The staff member's satisfaction is part of the grade.

🎯 Essential Question

Can we run one full request through our entire studio pipeline -- intake, design, approval, production, and delivery -- on our own?

📈 Learning Objectives

By the end of this lesson (4 Days), students will be able to:

Independently move a real request through every stage of the studio pipeline.
Apply the correct production method (print, 3D print, or video) to the job.
Reflect on which pipeline stage was hardest to manage, and why.

📐 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 3a — Universal Foundation Skills -- basic literacy, communication, and problem-solving skills required for a career.
CDOS 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).

Industry Standards (CCTC)

AR-PRT 1 — Manage the printing process including customer service and sales, scheduling, production and quality control to deliver products that meet customer needs and expectations.

📚 Key Vocabulary

Pipeline: The full sequence of stages a job moves through, from intake to delivery.
End-to-End Ownership: Being responsible for every stage of a job, not just the design portion.

🧰 Materials & Tools

An assigned live studio request
Whichever production resource the job requires (printer, 3D printer, or camera/editor)

🧠 Do Now (Warm-Up)

Of everything you've learned so far this semester, what part of the studio pipeline are you most confident running on your own?

📁 Portfolio Update — Once a Week

Once a week, add your best finished or in-progress yearbook (or, later, studio) work to your portfolio with a 1-2 sentence caption -- and once you're in the Design Studio phase, a photo of the piece in its real, installed location if possible. This is the same evidence trail you'll use for Archive & Portfolio and any PBAT/portfolio review.

✍️ 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 “Studio Job Cycle: Complete a Real Request, Start to Finish.” This project asked: “Can we run one full request through our entire studio pipeline -- intake, design, approval, production, and delivery -- on our own?” I used Pipeline 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 4 Days. Suggested pacing:

Day	Focus	Plan
Day 1	Intake & Discover/Define	Do Now (5 min): what's your plan for confirming this job's brief? Independent/team work (35 min): confirm the brief with the client and define the problem clearly. Document (5 min): log your problem statement.
Day 2	Ideate & Design	Do Now (5 min). Independent/team work (35 min): generate options and build toward a strong draft. Check-in (5 min).
Day 3	Client Approval & Revision	Do Now (5 min). Independent/team work (35 min): present the draft, log feedback, revise, and get sign-off. Debrief (5 min).
Day 4	Production & Delivery	Do Now (5 min). Independent/team work (35 min): produce the final piece using the correct method and deliver/install it. Confirm with client (5 min).

✅ Assessment & Exit Ticket

Full job cycle scored with a rubric covering every pipeline stage: clear brief, genuine ideation, documented feedback/revision, correct production, confirmed delivery.

Exit Ticket: Which single stage of the pipeline gave you the most trouble on this job, and what would you do differently next time?

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

🧩 Differentiation & Accommodations

English Language Learners: model every step live, then check in one-on-one; provide translated materials and vocabulary support as needed. Students with IEPs: apply the accommodations and modifications listed in each student's plan (examples include extended time, graphic organizers, speech-to-text tools, chunked instructions, and visual schedules). Students with attention-related needs: break tasks into short, checklist-driven steps and provide brief movement or focus breaks. Students ready for a challenge: take on a leadership role critiquing peers' work, extend the project with a second iteration, or research how today's skill is used professionally in the field.

🔗 Resources & References

None beyond this lesson's materials.