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E-mail contact
Pamela Hinkle Foley
phinkle@boston.k12.ma.us
Teacher Bio
Pamela Hinkle Foley is a second-year Graphic Arts teacher at Brighton
High, a School to Career School. Her classes are a part of the
Media Arts and Communications Pathway. Before obtaining her teaching
certification, she worked in the graphic arts and printing industry
for several years. Besides teaching Graphic Arts I & II, she
has also taught Visual Art, served as a Technology Support Teacher,
and is Cheerleading Coach. Pam is currently working on a Masters
degree at Northeastern University as well as obtaining certification
in Instructional Technology.
Subject Areas
English Language Arts, Media, Technology
Grade Levels
10 - 12
Students
Inclusive
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Bright
On Design ~
A School Business Gives Back
| Authenticity |
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Key Question
How can Service Learning and School
to Career goals help students realize the importance of applying
classroom knowledge to the real world?
Overview
Good businesses give back
to the community. That's what these Graphic Arts students
discover when they apply classroom knowledge to a graphic
design business for the school community. Choosing an eponymous
name for their company, they work closely with Brighton High
administration, teachers, and students in a client/designer
relationship. As they produce raffle tickets, banners, and
brochures, the young designers gain skills in time management
and technology. A schoolwide recycling campaign allows them
to work with the Headmaster. Finally, students proudly exhibit
their products that improve morale, save time and money and
introduce them to new careers.
| Active
Exploration +
Applied
Learning + Adult
Connections |
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Classroom
Activities
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Community
Activities
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Career
Activities
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Brainstorm
steps to organize graphic design business
serving school organizations. |
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Conduct
schoolwide advertising campaign. |
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Apply
software skills & hardware knowledge to
design & produce requested forms. |
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Work
individually & in groups to brainstorm,
edit text & provide friendly feedback
on projects.
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Reflect
& record strengths & weaknesses.
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Prepare
exhibits for schoolwide Character Education
Day.
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Distribute
flyers, posters & business cards throughout
school. |
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Inform club & team members about company. |
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Design raffle tickets
for Latinos in Action & Cheerleading Squad. |
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Design
theme & flyers
for recycling program. |
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Collaborate
on books for TEACHBoston's Welcome Baby project. |
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Design
price lists &
banners for school store. |
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Work with Health Pathway students on informational
brochures. |
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Design
prom invitations. |
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Display
products & explain how business can serve
community during Character Education Day. |
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Interview
teacher or other professional about experience
in the graphic arts & printing industry. |
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View
online interview with graphic designer. |
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Conduct
Internet research on successful graphic arts
companies. |
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Visit
local printing
company & observe advances in digital
printing & graphic arts. |
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Discuss
background & industry with visiting graphic
designer. |
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Research & report on graphic arts careers. |
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Investigate schools of graphic arts by reading
catalogs, preparing portfolios & planning
interviews with school representatives. |
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Academic
Rigor
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| Learning
Standards English Language Arts |
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Organize
and present ideas in a logical order. |
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Ask
for clarification when others' responses are unclear. |
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Actively
listen, respond to, and build on ideas generated
during group discussions. |
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Select
appropriate strategies for developing ideas into
drafts. |
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Select
appropriate strategies for revising work. |
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Use
standard English conventions (mechanics, grammar,
and spelling) to edit work. |
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Deliver
informal and formal presentations, giving consideration
to audience, purpose and content. |
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Conduct
interviews for research projects and writing. |
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Identify
visual or aural techniques used in a media message
for a particular audience. |
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Apply
established criteria for assessing the effectiveness
of the presentation, style, and content of films
and other forms of electronic communication. |
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Technology
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Word
Processing |
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Electronic
Research |
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Multimedia |
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School
to Career Competencies
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Communicate
and understand ideas and information. |
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Collect,
analyze and organize information. |
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Identify
and solve problems. |
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Use
technology. |
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Initiate
and complete entire activities. |
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Interact
with others. |
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Act
professionally. |
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Understand
all aspects of an industry. |
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Take
responsibility for career and life choices. |
Assessment |
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Students
are assessed in a variety of ways. Valuable are
rubric for art and client
evaluation form. Students
also use peer review strategies at each production
stage and write self-reflections.
Software
or Materials Used For
technology: Adobe Photoshop and PageMaker, scanner
and printer devices, digital camera, Internet
access, Microsoft Office. For literature: Yahoo
Directory of Graphic Arts Magazines.
Teacher
Developed Materials rubric
for art, self- reflection
guidelines, brainstorm
guidelines.
Student
Developed Materials flyers,
promotional materials,
children's books, raffle
tickets, brochures,
prom invitations, reflections,
brainstorm lists, client
evaluation form.
Web
Sites Adobe,
Art
Career Information, GAIN
Graphic Arts Information Portal, Global
Recycling Network, Grass
Roots Recycling Network, Waldinger
Creative
Final
Words When students
work in a School to Career environment and pursue
Service Learning goals, they build professional
attitudes and community respect. The project not
only depends on students' computer graphics skills,
it also demands teamwork and dedication. The hidden
bonus is that the entire school community benefits
from an in-house design company by saving everyone
precious time and money.
Teacher
Tip I had a hard
time finding businesses willing to give tours.
Make those connections from the start. Also, I
was surprised how several students took it upon
themselves to "encourage" peers who
weren't pulling their own weight. They really
seemed to enjoy this business venture and took
pride in seeing their work around the school.
They especially liked contributing to the recycling
project, since it meant getting to know the Headmaster.
Finally, ask questions that lead to problem resolution,
and have students delegate jobs based on individual
strengths.
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