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2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Career Pathways – Technology and Livelihood Education INDUSTRIAL ARTS - DRAFTING TECHNOLOGY 2

General Standard: The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market as well as the process/production and delivery of quality

product/service

Cartooning/Animation,

Drawing).

in

Drafting

Silk-Screen

2

(Visual

Printing,

Drawing,

Mechanical

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Quarter 1: Visual Drawing

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame:

3

days

STAGE 1

Content Standard:

The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) as visual artist

Performance Standard:

The learner prepares an activity plan that aligns his/her PECs with the PECs of a successful practitioner/entrepreneur as visual artist

Essential Understanding:

Aligning one’s PECs with the PECs of successful practitioner/ entrepreneur helps one ensure success in a chosen career

Essential Question/s:

How does one ensure success as visual artist?

Learners will know:

Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills

• PECs of chosen successful visual artist

Learners will be able to:

Assess their PECs vis-à-vis:

Characteristics/Traits Attributes Lifestyles Skills

• Compare ones PECs with that of the entrepreneur/ practitioner

• Make necessary alignment of PECs

Stage 2

Evidence at the level of

Product or Performance Task

Understanding

Performance

Activity plan that aligns one’s PECs with the PECs of a practitioner/entrepreneur

Learners should be able to demonstrate understanding covering the six (6) facets of understanding:

Describe your PECs focusing on strengths and developmental areas

Assessment of the activity plan based on the following criteria:

Comprehensiveness of personal plan on areas of development; appropriateness of strategies in terms of addressing personal areas of development based on one’s PECs and

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Criteria:

improving further one’s areas of strength doability

comprehensiveness (should include characteristics, attributes, etc.)

clarity

 

conciseness

Compare your PECs with those of a successful practitioner Criteria:

objectivity

details/focus

conclusiveness

illustration

Apply one’s PECs in pursuing a chosen entrepreneurial activity Criteria:

efficiency/effectiveness

level of competence

level of confidence

attitude/behavior

Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur Criteria:

validity

relevance

critical

plausibility

sensitivity

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria:

 

openness

objectivity

sensitivity

Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in visual arts Criteria:

reflectiveness/insightfulness

depth

objectivity

 

Stage 3

Teaching-Learning Sequence:

 

Personal Entrepreneurial Competencies (PECs) Individual possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one aligns these competencies, he/she may become ready to face the challenges of starting a business.

1. EXPLORE

 

Ask learners to name people in the community who are successful in their business

 

Why are they successful?

Do you wish to be like them?

Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs based on the following:

 

Character

Attributes

Lifestyle

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Skills

Traits

Assist learners in analyzing and interpreting the results of the assessment of their PECs.

Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. The teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during

the Firming up.

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about

how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences

among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer learners to their

answers posted on the wall. Process learners’ learning and check it against EU.

Check learners’ understanding against the content standard.

3. DEEPEN

Have learners align their PECs with those of a successful entrepreneur of their choice.

Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.

Ask learners to express the EU.

Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)

4. TRANSFER

Have learners prepare an activity plan that aligns his/her PECs with the PECs of a successful practitioner/entrepreneur.

Assess learners’ activity plan based on the criteria provided in Stage 2 (Assessment at the Level of Performance)

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Quarter 1: Visual Drawing

Topic: Environment and Market

Time Frame:

7

days

 

STAGE 1

 

Content Standard:

 

Performance Standard:

 

The learner demonstrates understanding of environment and market that relates with a career choice in visual drawing

The learner formulates a business idea based on the analysis of environment and market

Essential Understanding:

 

Essential Question/s:

A successful business venture starts with generating good business idea

How does one select an entrepreneurial activity to be pursued?

Learners will know:

 

Learners will be able to:

 

Environment and Market

conduct SWOT analysis

consumer’s needs and wants industry that relates with a career choice product/service that satisfies the needs and wants of customers business idea generation

seek and seize business opportunity

generate potential business based on the result of environment and market analysis

 
 

Stage 2

 
 

Product or Performance Task

 

Evidence at the level of

 

Understanding

Performance

Business idea generation based on the analysis of the immediate environment and market

Learners should be able to demonstrate understanding covering the six (6) facets of understanding:

Assessment of the business generated based on the following criteria:

profitability/feasibility

 
   

practicality

Explain the importance of the immediate environment and market in identifying a business opportunities Criteria:

Comprehensiveness

responsiveness to consumer needs

innovativeness

Clarity

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Conciseness

Interpret the data gathered from the

immediate environment and market in identifying business opportunities Criteria:

Reliability

Accuracy

Objectivity

Relevance

Validity

Generate a business idea from data analysis Criteria:

Appropriateness

Innovativeness

Practicality

Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria:

Validity

Relevance

Insightfulness

Express their feelings when entrepreneurs offer the same type of business in a town/city. Criteria:

Objectivity

Tactfulness

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

Persuasiveness

 

Sensitivity

Open-mindedness

Self-assess their level of confidence in formulating business ideas Criteria:

Reflectiveness

Insightfulness

Objectivity

 

Stage 3

Teaching-Learning Sequence:

 

Environment and Market Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity.

1. EXPLORE

 

Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess their immediate environment and market to determine the existing industries, needs and wants of target market with the use of the following:

Survey questionnaire;

Interview guide;

Checklist, etc.

SWOT analysis

Ask EQ’s to draw out their understanding of environment and market in generating business ideas. Consider learner responses as tentative EUs that they need to explore further.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market in a certain community.

Assist learners in conducting a community mapping to identify business establishments or industries in the immediate

locality. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such

as: interview, survey, community mapping, etc. Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market

Ask learners to do supplementary reading and other compensatory activities to support the information presented.

3. DEEPEN

3. Ask learners to interview a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity.

4. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating business ideas.

5. Assess the learners’ level of understanding, (Refer to the Assessment in Stage 2 using the six (6) FUs).

4. TRANSFER

Ask learners to generate business ideas as a result of the SWOT analysis of environment and market

Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Quarter 1 :

Visual Drawing

Topic: Production of Visual Drawings ( Still Life, Portraiture, Landscape/Seascape )

Time Frame:

35 Days

 

Stage 1

 

Content Standard:

 

Performance Standard:

 

The learner demonstrates understanding of the process and delivery in the production of visual drawings

The learner produces marketable and competitive products/ services by employing various rendering procedures based on required job order specifications

Essential Understanding(s):

 

Essential Question(s):

 

Assuring the quality of visual drawing products/services enhance product marketability and profitability

Why does one need to assure the quality, marketability, and profitability of products/services in the production of visual drawings?

Learners will know:

 

Learners will be able to:

 

Basic structures of solids Appropriate drawing materials, instruments and computer software Types of drawing techniques/methods

Apply the theories and principles of the basic structures of solids Use appropriate drawing materials, instruments and computer software in the production of different visual drawings Apply appropriate drawing techniques/methodologies Produce desired colors based on color harmonies Produce various kinds of visual drawings

- tone

- pencil/ink

- hatching

- cross hatching

- wall decors

 

- dot/stippling

- product designs

- charcoal

designs for personalized items/ souvenirs/accessories Access and explore computer software in visual drawing Apply safety precautions in handling drawing materials, instruments and computer software Access and explore software in visual arts production Assure quality product/services in manual/computer aided products in visual drawings Compute for the cost of labor and materials Produce product catalogue Apply appropriate and effective marketing strategy

-

- wash

- opaque

- acrylic

- mix media

Color harmonies based on the desired color system

- Prang Color System

- Munsell Color System

Safety precaution on the proper handling of drawing materials, instruments and computer software

Computer software as used in visual drawing

 

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Production processes

 

Market the product Present neat and accurate sales journal

-

manual process and operation

computer aided operation Content of a job order

-

   

Costing

 

Product catalogue

 

Marketing strategy

Journalizing

 

Stage 2

 

Product or Performance Task:

Evidence at the level of understanding

Evidence at the level of performance Assessment of products/services of Visual drawings using the following criteria:

appropriateness of color scheme used

Produce quality and marketable products/services in visual drawings based on existing procedures and techniques

The learners should

articulate

and

manifest the six (6) facets of understanding:

quality of output

 

Explain the processes involved in visual drawings. Criteria

safety work habits

housekeeping and maintenance

time management

clarity of content

work attitude/behavior

flow of thought

sequence

delivery/presentation

 

Interpret the different techniques/ methodologies used in visual drawings. Criteria:

insightfulness

flow of thought

delivery/presentation

 

Demonstrate how visual drawings should be done using appropriate drawing materials, drawing instruments and computer software.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Criteria:

open-mindedness

appropriateness

relevance

delivery/presentation

Narrate thoughts on the choice of concept in visual drawing as an artist over customer’s preference. Criteria:

insightfulness

clarity of content

flow of thought

delivery/presentation

Express feelings when a visual artist is not able to produce/perform product/ service as prescribed in the job order. Criteria:

clarity of content

flow of thought

open-mindedness

delivery/presentation

Assess strengths and weaknesses in creating visual drawing activities. Criteria:

clarity of content

flow of thought

open-mindedness

delivery/presentation

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

Stage 3

Teaching/Learning Sequence:

Visual drawing is essential to everyone who wants to improve his/her drawing skills. Guidance is needed on how to overcome common difficulties in visual presentations without imposing a particular style or approach. Activities are provided to help learners discover their artistic inclinations while applying the theories and principles, honing their skills necessary to produce artworks they will be proud to call their own.

 

1. EXPLORE

Guide learners in assessing their prior knowledge in manual and computer aided visual drawing presentation using:

Paper and pencil test

Performance test

Orient learners on the following:

CP-TLE curriculum framework – Drafting Technology 2

Assessment tools and criteria

- Assessment at the Level of Understanding using the six (6) Facets of Understanding

- Explaining

- Interpreting

- Applying

- Sharing perspective

- Showing empathy

- Revealing self-knowledge

- Assessment at the Level of Performance

- Appropriateness of drawing techniques used

- Quality of output

- Safety work habits

- Housekeeping and maintenance

- Time management

- Work attitude/behavior

Guide learners in understanding the concepts and underlying principles of process and delivery in the production of visual drawings. Assist learners in the design process and show sample pictures of visual drawings.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Portraiture Nude Painting Still Life
Portraiture Nude Painting Still Life

Portraiture

Portraiture Nude Painting Still Life
Portraiture Nude Painting Still Life
Portraiture Nude Painting Still Life

Nude Painting

Portraiture Nude Painting Still Life
Portraiture Nude Painting Still Life
Portraiture Nude Painting Still Life

Still Life

Portraiture Nude Painting Still Life

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Landscapes

Process learners understanding on the observation made during the presentation of sample pictures of still life, portraiture

landscape and seascape. Guide learners in observing in internet café shops in the community producing both manual and computer-aided still life,

portraiture, landscape and seascape. Lead learners through the checklist to verbalize their understanding of the following concepts:

Manual process and operation

Computer aided operation

Process and delivery

Product and performance

Guide learners in viewing pictures/video presentations of the different materials, drawing instruments, equipment, computer

software used in the production of still life, portraiture, landscape and seascape. Assist learners in raising issues and concerns related to the production of quality visual arts products.

Appropriateness of techniques used

Choice of materials

Durability of materials used

Features of manual and computer aided finished products

Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the walls for the purpose of revisiting them during the firm up.

2.

FIRM UP

Present the different drawing techniques and methodologies in visual drawing. Have learners analyze the relevance or

importance of appropriate color scheme on finished products. Assist learners in applying drawing techniques and color combination appropriate to the given job order.

Have learners view video presentations on how quality visual arts products are commercially produced. (CONTENT OF

THE VIDEO: The video should detail the step-by-step procedure in manual and computer aided operation). Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’

understanding. Assist learners in interviewing visual artist on the importance of significant factors in coming up with quality visual drawings.

Have learners prepare an interview guide to focus the discussion on the aforementioned factors.

Have learners check their initial understanding of the concepts in manual and computer aided production/printing of visual drawings by giving formative evaluation.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

3.

DEEPEN

Invite successful visual artists to talk about their best practices. Have learners ask questions about how these artists managed to hone their skills.

Encourage learners to observe/work with successful visual artists in the community. Have learners create/innovate designs of various types of visual drawings. Have learners track their progress using accomplishment record.

Assess learners understanding of manual and computer aided production processes of visual drawings using the assessment at the level of understanding (refer to Stage 2)

4.

TRANSFER Have learners produce quality and marketable visual arts products. Have learners put up a display/exhibition of various products/services related to visual drawings production. Have learners market their products/services in the municipality/town/city. Assess learners at the level of performance using the criteria in Stage 2.

Resources (Web sites, Software, etc.)

1. Internet – Wikipedia

2. Interactive/Animated CD

Materials/Equipment Needed:

1. Pre/post test (written and performance test) in Drafting Technology 2 – Quarter 1

2. Handbook on The Fundamentals of Drawing, The Encyclopedia of Drawing Techniques, How to Draw What You See, Painting with Pastels, etc.

3. Internet – Wikipedia

4. Interactive/Animated CD

5. Computer software

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Quarter 2: Cartooning/Animation

Topic: Personal Entrepreneurial Competencies (PECs)

 

Time Frame:

3

days

 

STAGE 1

 

Content Standard:

Performance Standard:

 

The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) as Cartoonist/ Animator

The learner prepares an activity plan that aligns his/her PECs with the PECs of a successful practitioner/ Entrepreneur as cartoonist/animator

Essential Understanding:

Essential Question/s:

 

Aligning ones PECs with the PECs of successful practitioner/entrepreneur helps one ensure success in a chosen career

How does one ensure success as cartoonist/animator?

Learners will know:

Learners will be able to:

 

Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills

Assess their PECs vis-à-vis:

Characteristics Attributes Lifestyles Skills

 

* PECs of chosen successful cartoonist/animator

* Compare ones PECs with that of the practitioner/ entrepreneur

• Make necessary alignment of PECs

 
 

Stage 2

 

Product or Performance Task

 

Evidence at the level of

 

Understanding

 

Performance

Activity plan that aligns ones PECs with the PECs of a practitioner/ entrepreneur

The learners should be able to demonstrate understanding covering the six (6) facets of understanding:

 

Assessment of the activity plan based on the following criteria:

Comprehensiveness of personal plan on areas of development; appropriateness of strategies in terms of addressing personal areas of development based on one’s

 

Describe your PECs focusing on strengths and developmental areas

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Criteria:

PECs and improving further one’s areas of strength doability

comprehensiveness (should include characteristics, attributes, etc.)

clarity

 

conciseness

Compare your PECs with those of a successful practitioner Criteria:

objectivity

details/focus

conclusiveness

illustration

Apply one’s PECs in pursuing a chosen entrepreneurial activity Criteria:

efficiency/effectiveness

level of competence

level of confidence

attitude/behavior

Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECs Criteria:

validity

relevance

critical

plausibility

sensitivity

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

Express your feelings if you are an

 

entrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria:

openness

objectivity

sensitivity

Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in cartooning/animation business Criteria:

reflectiveness/insightfulness

depth

objectivity

 

Stage 3

Teaching-Learning sequence:

 

Personal Entrepreneurial Competencies (PECs) Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one aligns these competencies, he/she may become ready to face the challenges of starting a business.

1. EXPLORE

 

Ask learners to name people in the community who are successful in their business

Why are they successful?

 

Do you wish to be like them?

Explain to learners the importance of assessing their PECs

 

Guide learners in assessing their PECs on the following:

Character

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Attribute

Lifestyle

Skills

Traits

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how

to interpret the results of PECs Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. The teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the Firming up.

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in group in collecting

information about how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and

differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer

learners to their answers posted on the wall. Process learners learning and check it against EU.

Check learners understanding against the content standard.

3. DEEPEN

Have learners align their PECs with those of a successful entrepreneur of their choice.

Ask learners to express the EU.

Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with

them.

Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

4. TRANSFER

Have learners prepare an activity plan that aligns his/her PECs with the PECs of a successful

practitioner/entrepreneur. Appendix D Activity 3-B Activity Plan in Aligning Ones PEC’s Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance)

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Quarter 2: Cartooning/Animation

Topic: Environment and Market

Time Frame:

7

days

 

STAGE 1

 

Content Standard:

 

Performance Standard:

 

The learner demonstrates understanding of environment and market that relates with a career choice in Cartooning/Animation

The learner generates a business idea based on the analysis of environment and market

Essential Understanding:

 

Essential Question/s:

A successful business venture starts with generating good business idea

How does one select an entrepreneurial activity to be pursued?

Learners will know:

 

Learners will be able to:

 

Environment and Market

conduct SWOT analysis

consumer’s needs and wants industry that relates with a career choice product/service that satisfies the needs and wants of

seek and seize business opportunity

 

generate potential business idea based on the result of environment and market analysis

customers business idea generation

 
 

Stage 2

 
 

Product or Performance Task

 

Evidence at the level of

 

Understanding

Performance

Business idea generation based on the analysis of the immediate environment and market

The learners should be able to demonstrate understanding covering the six (6) facets of understanding:

Assessment of the generated business idea based on the following criteria:

profitability/feasibility

   

practicality

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Explain the importance of the

responsiveness to consumer needs

immediate environment and market in identifying a business opportunities Criteria:

innovativeness

Comprehensiveness

Clarity

Conciseness

Interpret the data gathered from the immediate environment and market in identifying business opportunities Criteria:

Reliability

Accuracy

Objectivity

Relevance

Validity

Generate business idea from data analysis Criteria:

Appropriateness

Innovativeness

Practicality

Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria:

Validity

Relevance

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

   

Insightfulness

 

Express their feelings when

entrepreneurs offer the same type of business in a town/city.

.

Criteria:

Objectivity

Tactfulness

 

Persuasiveness

Sensitivity

Open-mindedness

Self-assess their levels of confidence in formulating business ideas Criteria:

 

Reflectiveness

Insightfulness

Objectivity

 

Stage 3

Teaching-Learning sequence:

Environment and Market Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, appropriate technology can help a new entrepreneur in seizing a business opportunity.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

1. EXPLORE

Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in

Survey questionnaire;

generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess their immediate environment and market to determine the existing industries, needs and

wants of target market with the use of the following:

Interview guide;

Checklist, etc.

SWOT analysis

Ask EQs to draw out their understanding of environment and market in generating business ideas. Consider

learner responses as tentative EU’s that they need to explore further.

2. FIRM UP

a. Lead learners in analyzing the assessment conducted on the environment and market in the immediate town/municipality/city.

b. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality.

c. Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such as: interview, survey, community mapping, etc.,

d. Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market

e. Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN

6. Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity.

7. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating business ideas.

8. Assess the learners’ level of understanding, refer to the assessment in Stage 2.

4. TRANSFER

Ask learners to generate business ideas as a result of the SWOT analysis of environment and market

Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance)

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Quarter 2 :

Cartooning/ Animation

Topic: Production of Marketable and Competitive Products/ Services in Cartooning/Animation

Time Frame:

35 Days

 

Stage 1

 

Content Standard:

 

Performance Standard:

 

The learner demonstrates understanding of the process and delivery in the production of cartoon caricatures and animation.

The learner produces a marketable and competitive products/ services by employing printing procedures based on required job order specifications.

Essential Understanding(s):

 

Essential Question(s):

Assuring the quality of cartoon caricatures and animation products/services guarantees marketability and profitability.

Why does one need to assure the quality, marketability, and profitability of products/services in cartooning/animation?

Learners will know:

 

Learners will be able to:

 

types of cartoon/animation design methodologies color harmonies based on the desired color system

discuss the different types of cartoon/animation apply design procedures using computer software produce required colors following proper mixing procedures layout appropriate cartoon features, film strips based on job order specifications use appropriate instruments and materials in the production of cartoon caricatures and anime apply safety precautions in handling instruments, tools and materials in cartooning /animation operation access and explore software in cartoon/animation production. assure the production of quality product/services in cartooning and animation compute for the cost of labor and materials produce product catalogue apply appropriate and effective marketing strategy market the product present neat and accurate sales journal

- Prang Color System

 

- Munsell Color System

safety precautions on the proper handling of materials,

instruments and equipments

 

computer software in cartooning/animation

- adobe photo shop

- adobe illustrator

- corel draw

- macromedia flash

production processes

-

manual process and operation

computer aided operation content of a job order

-

costing

 

product catalogue

   

marketing strategy

journalizing

 

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Education Industrial Arts - Drafting Technology II   Stage 2 Product or Performance Task : Evidence
Education Industrial Arts - Drafting Technology II   Stage 2 Product or Performance Task : Evidence
 

Stage 2

Product or Performance Task:

Evidence at the level of understanding

Evidence at the level of performance Assessment of products/services in cartooning and animation using the following criteria:

Producing quality and marketable products/services in cartooning and animation based on existing procedures and techniques.

The learners should

articulate

and

manifest the six (6) facets of understanding:

Explain cartoon/animation processes Criteria

 

appropriateness of color harmonies used

 

quality of output

clarity of content

safety work habits

flow of thought

housekeeping and maintenance

sequence

time management

delivery/presentation

work attitude/behavior

Interpret the processes involved in cartooning and animation using the process flow:

 

Criteria:

insightfulness

flow of thought

delivery/presentation

Perform cartooning/animation designing/ printing using appropriate instruments, tools, materials and software Criteria:

quality of output

safety work habits

housekeeping and maintenance

 

time management

work attitude/behavior

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Narrate thoughts on the choice of concept in cartooning/animation as an artist over customer’s preference. Criteria:

insightfulness

clarity of content

flow of thought

delivery/presentation

Express feelings when a cartoonist/animator is not able to produce/perform product/service as expected. Criteria:

clarity of content

flow of thought

insightfulness

delivery/presentation

Assess strengths and weaknesses in doing cartooning/animation operation. Criteria:

clarity of content

flow of thought

insightfulness

delivery/presentation

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

Stage 3

Teaching-Learning Sequence:

 

Cartoonists are artists who communicate ideas through a combination of words and pictures. One important quality of a good cartoonist is the ability to present an idea in just few words and drawing. Animators draw the moving cartoons that appear on television, in films and in video games. Animators must be able to put their drawings together with sound tracks, story lines, layouts and special effects. Most animation for television, motion pictures and video gaming industry are done with computer. Learners can get experience by drawing cartoon for the school newspaper and designing poster for events. Learners can also submit cartoons directly to magazine and newspapers.

1. EXPLORE

 

Guide learners in assessing their prior knowledge in manual and computer aided cartooning/animation production using:

Paper and pencil test

Performance test

Orient learners on the following:

CP-TLE curriculum framework – Drafting Technology 2

 

Assessment tools and criteria

- Assessment at the Level of Understanding using the six (6) Facets of Understanding

- Explaining

- Interpreting

- Applying

- Sharing perspective

- Showing empathy

- Revealing self-knowledge

- Assessment at the Level of Performance

 

- Appropriateness of drawing techniques used

- Quality of output

- Safety work habits

- Housekeeping and maintenance

 

- Time management

- Work attitude/behavior

Guide learners in understanding the concepts and underlying principles of process and delivery in the production of

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

cartoon/anime. Assist learners in the design process and show sample pictures cartoon/anime

 
   
   
   
 
 
 

Samples of Cartoon Caricature and Anime

 

Guide learners in observing computer aided cartooning and animation in internet café shops in the community. Lead learners through a checklist in verbalizing their understanding of the following concepts:

Manual process and operation

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Computer aided operation

Process and delivery

Product and performance

Guide learners in viewing pictures/video presentations on the different equipment, tools, computer software used in the

production of cartoon caricatures and anime. Assist learners in raising issues and concerns related to the production of quality cartoons/anime.

Appropriateness of drawing techniques and computer software

Choice of materials

Durability of materials used

Features of manual and computer aided finished products

o

Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the walls for the purpose of revisiting them during firm up.

2. FIRM UP

Have learners present the principles and elements of design. Let them analyze the importance of various features of finished

cartoon/anime products. Assist learners in applying special features and color application appropriate to the given job order.

Have learners view video presentations on how quality cartoon/anime products are commercially produced. (CONTENT OF

THE VIDEO: The video should detail the step-by-step procedure in manual and computer-aided operation) Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’ understanding. Assist learners in interviewing a cartoonist/animator on the importance of the following factors in the production of quality cartoon/anime products:

Application of special features.

Appropriateness of color used .

Proper handling and maintenance of letter tools, instruments and computer software.

Appropriateness and quality of materials used.

Have learners prepare an interview guide to focus the discussion on the aforementioned factors

Question and Answer

Have learners check their initial understanding of the concepts in manual and computer aided cartooning/animation by giving

formative evaluation.

Paper and Pen Test

Check learner’s level of understanding using formative assessment.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

3.

DEEPEN Invite successful cartoonist/animator to talk about their best practices. Have learners ask questions about how these artists managed to hone their skills. Encourage learners to observe/work with successful cartoonist/animator in the municipality/town city. Have learners create/innovate designs of various caricatures and animation. Have learners track their progress using accomplishment record. Assess learner’s understanding of manual and computer-aided production processes of cartooning and animation using the assessment at the level of understanding (refer to Stage 2)

4. TRANSFER

 

Have learners produce quality and marketable cartoons and Have learners put up a display/exhibition of various products/services related to cartooning and animation production. Have learners market their products/services in the community. Assess learners at the level of performance using the criteria in Stage 2.

 

Resources (Web sites, Software, etc.) Internet – Wikipedia Interactive/Animated CD Authoring software

Materials/Equipment Needed:

3.

Pre/post test (written and performance test) in Drafting Technology 2 – Quarter 2

4.

Handbook on cartooning, animation manuals, and manual of specifications and procedure

3.

Internet – Wikipedia Interactive/Animated CD Computer software

.

Personal Computer

.

Technical pens

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Quarter 3: Silk-Screen Printing

Topic: Personal Entrepreneurial Competencies (PECs)

 

Time Frame:

3

days

 

STAGE 1

 

Content Standard:

Performance Standard:

 

The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) a Silk-screen printer.

The learner prepares an activity plan that aligns his/her PECs with the PECs of a successful practitioner/ entrepreneur as silk-screen printer.

Essential Understanding:

Essential Question/s:

 

Aligning ones PECs with the PECs of successful practitioner/ entrepreneur helps one ensure success in a chosen career

How does one ensure success as silk-screen printer?

Learners will know:

Learners will be able to:

 

Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills

Assess their PECs vis-à-vis:

Characteristics/Traits Attributes Lifestyles Skills

* PECs of chosen successful silk-screen printer

• Compare ones PECs with that of the entrepreneur/ practitioner

• Make necessary alignment of PECs

 
 

Stage 2

 

Product or Performance Task

 

Evidence at the level of

 

Understanding

 

Performance

Activity plan that aligns ones PECs with the PECs of a practitioner/ entrepreneur

The learners should be able to demonstrate understanding covering the six (6) facets of understanding:

 

Assessment of the activity plan based on the following criteria:

Comprehensiveness of personal plan on areas of development;

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Describe your PECs focusing on strengths and developmental areas. Criteria:

appropriateness of strategies in terms of addressing personal areas of development based on one’s PECs and improving further one’s areas of strength doability

comprehensiveness (should include characteristics, attributes, etc.)

clarity

conciseness

 

Compare your PECs with those of a successful practitioner. Criteria:

objectivity

details/focus

conclusiveness

illustration

Apply one’s PECs in pursuing a chosen entrepreneurial activity. Criteria:

efficiency/effectiveness

level of competence

level of confidence

attitude/behavior

Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECs. Criteria:

validity

relevance

critical

plausibility

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

sensitivity

 

Express your feelings if you are an

entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria:

openness

objectivity

sensitivity

Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in silk-screen printing. Criteria:

reflectiveness/insightfulness

depth

objectivity

 

Stage 3

Teaching-Learning Sequence:

 

Personal Entrepreneurial Competencies (PECs) Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies, he/she may become ready to face the challenges of starting a business.

2. EXPLORE

 

Ask learners to name people in the community who are successful in their business

Why are they successful?

Do you wish to be like them?

Explain to learners the importance of assessing their PECs

 

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Guide learners in assessing their PECs on the following:

Character

Attribute

Lifestyle

Skills

Traits

Assist learners in analyzing and interpreting the results of the assessment of their PECs.

Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. The teacher may distribute meta cards for learners to write their answers. These may be posted on the wall and revisited during the Firming up.

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in group in collecting

Process learner’s learning and check it against EU.

information about how entrepreneurs succeed in their chosen careers. Some suggested activities: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and

differences among successful entrepreneurs in the following aspects: characteristics, traits, attributes, lifestyles, skills. Have learners reflect/rethink their understanding of how entrepreneurs succeed in their chosen field. Refer

learners to their answers posted on the wall.

Check learner’s understanding against the content standard.

3. DEEPEN

Have learners align their PECs with those of a successful entrepreneur of their choice.

Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with

them. Ask learners to express the EU.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs).

4. TRANSFER

Have learners prepare an activity plan that aligns his/her PECs with the PECs of a successful practitioner/

entrepreneur. Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Quarter 3: Silk-Screen Printing

Topic: Environment and Market

 

Time Frame:

7

days

 

STAGE 1

 

Content Standard:

 

Performance Standard:

 

The learner demonstrates understanding of environment and market that relates with a career choice in silk-screen printing

The learner generates a business idea based on the analysis of environment and market

Essential Understanding:

 

Essential Question/s:

 

A successful business venture starts with generating good business idea

How does one select an entrepreneurial activity to be pursued?

Learners will know:

 

Learners will be able to:

 

Environment and Market

conduct SWOT analysis

consumer’s needs and wants industry that relates with a career choice product/service that satisfies the needs and wants of customers

seek and seize business opportunity

 

generate potential business idea based on the results of environment and market analysis

business idea generation

 
 

Stage 2

 
 

Product or Performance Task

 

Evidence at the level of

 

Understanding

 

Performance

Formulating a business idea based on the analysis of the immediate environment and market

The learners should be able to demonstrate understanding covering the six (6) facets of understanding:

 

Assessment of the generated business

idea based on the following criteria:

profitability/feasibility

   

practicality

Explain the importance of the

responsiveness to consumer needs

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

immediate environment and market in identifying a business opportunities.

innovativeness

Criteria:

Comprehensiveness

Clarity

Conciseness

Interpret the data gathered from the immediate environment and market in identifying business opportunities. Criteria:

Reliability

Accuracy

Objectivity

Relevance

Validity

Generate a business idea from data analysis. Criteria:

Appropriateness

Innovativeness

Practicality

Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas. Criteria:

Validity

Relevance

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

Insightfulness

 

Express their feelings when entrepreneurs offer the same type of business in a town/city. Criteria:

Objectivity

Tactfulness

Persuasiveness

Sensitivity

Open-mindedness

Self-assess their levels of confidence in formulating business ideas. Criteria:

Reflectiveness

Insightfulness

Objectivity

 

Stage 3

Teaching-Learning Sequence:

Environment and Market Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met by existing business establishments may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, appropriate technology can help a new entrepreneur in seizing a business opportunity.

1. EXPLORE

Guide learners in assessing their prior knowledge on environment and market as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Have learners assess their immediate environment and market to determine the existing industries, needs and wants of target market with the use of the following:

Survey questionnaire;

Interview guide;

Checklist, etc.

SWOT analysis

Ask EQ’s to draw out their understanding of environment and market in generating business ideas. Consider learner responses as tentative EU’s that they need to explore further.

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market in a certain town/city.

Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality.

Guide learners in making a graphical presentation of the information revealed as a result of the data-gathering activity such

as: interview, survey, community mapping, etc., Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market.

Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN

1. Ask learners to conduct interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity.

2. Compare whether the information collected during the interview will complement/harmonize with their skill in formulating business ideas.

3. Assess the learners’ level of understanding. Refer to the Assessment in Stage 2.

4. TRANSFER

Ask learners to formulate business ideas as a result of the SWOT analysis of environment and market

Assess learners’ business ideas based on criteria provided in Stage 2 ( Assessment at the Level of Performance).

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Quarter 3:

Silk-Screen Designing/Printing

Topic:

T-Shirt Printing and Billboard Production

Time Frame:

35 Days

 

Stage 1

 

Content Standard:

 

Performance Standard:

 

The learner demonstrates understanding of concepts and underlying principles of process and delivery in Silk-Screen Designing/Printing

The learner produces quality and marketable products/services based on existing procedures and techniques in t-shirt printing and billboard production

Essential Understanding(s):

 

Essential Question(s):

Assuring the quality of t-shirt printing and computer aided products/services in the production of printed t-shirt and billboard production guarantees marketability and profitability

Why does one need to assure the quality, marketability and profitability of product/services in t-shirt printing and billboard production?

Learners will know:

 

Learners will be able to:

 

safety precautions in handling of materials, tools and equipment

practice safety precaution in handling of materials, tools and equipment in t-shirt printing and billboard printing mix paints and apply required/appropriate colors following proper mixing procedures use appropriate lettering tools and materials in t-shirt printing. access and explore software in billboard printing assure the production of quality product/services in t-shirt printing, billboard printing follow software design procedures. manipulate drawing toolbars properly assure quality in the production of t-shirt prints and billboard products compute for the cost of labor and materials produce product catalogue apply appropriate and effective marketing strategy market the product present neat and accurate sales journal

proper selection of paints and paint preparation manual painting of streamers assessing and exploring software in billboard/streamer designing inserting and formatting objects; saving data in a folder; inserting pictures, clip arts, and word art; identifying the text styles, color charts, and shapes production processes

-

manual process and operation

computer-aided operation content of a job order

-

 

costing

 

product catalogue marketing strategy

 

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

Stage 2

 

Product or Performance Task:

Evidence at the level of understanding

Evidence at the level of performance Assessment of products/services in t-shirt printing and billboard printing using the following criteria:

Producing quality and marketable products/services in t-shirt printing and billboard printing based on existing procedures and techniques

The

learners

should

articulate

and

manifest

the

six

(6)

facets

of

understanding:

 

Explain the basics of t-shirt printing and billboard printing. Criteria

appropriateness of letter styles used

 

quality of output

safety work habits

comprehensiveness

 

housekeeping and maintenance

clarity of content

time management

sequence

work attitude/behavior

delivery and presentation

 

color scheme used

Interpret properly designed printed t-shirt and billboard sample products. Criteria:

flow of thought and

 

appropriateness of colors used

 

insightfulness

 

delivery and presentation

 

Perform t-shirt printing and computer aided billboard printing using appropriate instruments, tools, materials and computer software. Criteria:

appropriateness of instruments, tools, materials and computer software used.

quality of output

 

safety work habits

 

time management

housekeeping and maintenance

 

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

work attitude/behavior

Narrate thoughts on the choice of concept in t-shirt printing and billboard printing as an artist over customer’s preference. Criteria:

insight

clarity of content

flow of thought

delivery and presentation

Express feelings when a silk-screen printer film retoucher/layout stripper, is not able to produce/perform product/services as expected. Criteria:

insight

clarity of content

flow of thought

delivery/presentation

Assess strengths and weaknesses in doing t-shirt printing and billboard printing. Criteria:

insight

clarity of content

flow of thought

delivery/presentation

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

Stage 3

Teaching-Learning Sequence:

Commercial establishment manufactures signs, commercial posters, and advertisements for the newspapers and magazines and on billboards. A film retoucher/layout-stripper prepares page layouts and strips negative or positive stencils, while silk-screen printer prepares stencils out of lacquer-coated paper which is made to adhere to a silk-screen frame for printing purposes.

 

1. EXPLORE

Guide learners in assessing their prior knowledge in manual and computer aided t-shirt printing and billboard printing using:

Paper and pencil test

Performance test

Orient learners on the following:

* CP-TLE curriculum framework – Drafting Technology 2

Assessment tools and criteria

- Assessment at the Level of Understanding using the Six (6) Facets of Understanding

- Explaining

- Interpreting

- Applying

- Sharing perspective

- Showing empathy

- Revealing self-knowledge

- Assessment at the Level of Performance

- Appropriateness of letter styles used

- Quality of output

- Safety work habits

- Housekeeping and maintenance

- Time management

- Work attitude/behavior

Guide learners in understanding the concepts and underlying principles of process and delivery in t-shirt printing and billboard printing. Guide learners in understanding the concepts and underlying principles of process and delivery in the production of printed t-shirt and printed billboard products. Assist learners in the design process and show sample pictures of printed t-shirt and billboard products.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Silk-Screened Sample Printed Products Guide learners in observing in a billboard printing shops in the
Silk-Screened Sample Printed Products Guide learners in observing in a billboard printing shops in the
Silk-Screened Sample Printed Products Guide learners in observing in a billboard printing shops in the
Silk-Screened Sample Printed Products Guide learners in observing in a billboard printing shops in the
Silk-Screened Sample Printed Products Guide learners in observing in a billboard printing shops in the
Silk-Screened Sample Printed Products Guide learners in observing in a billboard printing shops in the

Silk-Screened Sample Printed Products

Guide learners in observing in a billboard printing shops in the community producing both manual and computer aided

products. Lead learners through the checklist to verbalize their understanding of the following concepts:

Manual process and operation

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Computer aided operation

Process and delivery

Product and performance

Guide learners in viewing pictures/video presentations of the different equipments, tools, computer software used in the

production of printed t-shirts and billboards. Assist learners in raising issues and concerns related to the production of quality signages, billboard/streamers:

Appropriateness of letter styles used

Choice of materials

Durability of materials used

Features of manual and computer aided finished products

*

Draw learner’s initial understanding by asking essential questions. Let them write this in a meta strip to be posted on the walls for the purpose of revisiting them during the firm up.

2. FIRM UP

Present the different tools, materials and appropriate software. Let learners analyze the importance of the different tools, instruments materials and appropriate software in coming up of quality finished products.

Assist learners in applying appropriate designs and color application appropriate to the given job order.

Have learners view video presentations on how quality signage, billboard/streamer products are commercially produced. (CONTENT OF THE VIDEO: The video should detail the step-by-step procedure in manual and computer aided operation)

Process the learners’ understanding of the video presentation; guide questions may be given to focus learners’ understanding. Assist learners in interviewing a commercial artist on the importance of the following factors in the production of quality silk- screen printed products:

• Design techniques

Appropriate color harmonies used.

Size proportion and spacing of letters.

Proper handling and maintenance of lettering instruments, tools, materials and computer software

Appropriateness and quality of materials used

Have learners prepare an interview guide focusing on the aforementioned factors in the production of quality silk-screen printed products. Have learners check their initial understanding of the concepts in manual and computer aided sign painting and

billboard/streamer printing by giving formative evaluation:

Question and Answer

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

Paper and Pen Test

3.

DEEPEN

Invite successful commercial artists to talk about their best practices. Have learners ask questions about how these artists managed to hone their skills.

Encourage learners to observe/work with successful film retoucher/stripper, silk-screen printer in the community. Have learners create/innovate designs of various signages and billboard/streamer products. Have learners track their progress using accomplishment record.

Assess learners understanding of manual and computer aided lettering using the assessment at the level of understanding (refer to Stage 2).

4. TRANSFER

 
 

Have learners produce quality and marketable signages, billboard/streamer products. Have learners put up a display/exhibition of various signages, billboard/streamer products/services. Have learners market their products/services in the community. Assess learners at the level of performance using the criteria in Stage 2.

Resources (Web sites, Software, etc.)

Internet – Wikipedia

Interactive/Animated CD

 

Graphics Software

Materials/Equipment Needed:

Pre-post assessment questionnaire in Q-3of Drafting Technology 2

Computer software: e.g. Adobe Photoshop etc.

Manual of specifications and procedures

 

Personal computer

Sets of brushes

NT cutters

Silk screen

Squeegee

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Quarter 4:

Mechanical Drawing

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame:

3

days

STAGE 1

Content Standard:

The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) as Draftsman

Performance Standard:

The learner prepares an activity plan that aligns his/her PECs with the PECs of successful practitioner/entrepreneur as draftsman

Essential Understanding:

Aligning one’s PECs with the PECs of successful practitioner/entrepreneur helps ensure success in a chosen career.

Essential Question/s:

How does one ensure success as Mechanical draftsman?

Learners will know:

Personal Entrepreneurial Competencies (PECs) Characteristics/Traits Attributes Lifestyles Skills

• PECs of chosen successful draftsman

Learners will be able to:

Assess their PECs vis-à-vis:

Characteristics/Traits Attributes Lifestyles Skills

• Compare ones PECs with that of the entrepreneur/ practitioner

• Make necessary alignment of PECs

Stage 2

Evidence at the level of

Product or Performance Task

Understanding

Performance

Activity plan that aligns one’s PECs with the PECs of a practitioner/entrepreneur

Learners should be able to

demonstrate understanding covering the six (6) facets of understanding:

Describe your PECs focusing on strengths and developmental areas

Assessment of the activity plan based on the following criteria:

Comprehensiveness of personal plan on areas of development; appropriateness of strategies in terms of addressing personal areas of development based on one’s PECs and

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

Criteria:

improving further one’s areas of strength doability

comprehensiveness (should include characteristics, attributes, etc.)

clarity

 

conciseness

Compare your PECs with those of a successful practitioner Criteria:

objectivity

details/focus

conclusiveness

illustration

Apply one’s PECs in pursuing a chosen entrepreneurial activity Criteria:

efficiency/effectiveness

level of competence

level of confidence

attitude/behavior

Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur Criteria:

validity

relevance

critical

plausibility

sensitivity

2010 SECONDARY EDUCATION CURRICULUM Career Pathways in Technology and Livelihood Education Industrial Arts - Drafting Technology II

 

Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria:

 

openness

objectivity

sensitivity

Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in mechanical drawing Criteria:

reflectiveness/insightfulness

depth

objectivity

 

Stage 3

Teaching-Learning Sequence:

 

Personal Entrepreneurial Competencies (PECs) Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills, or traits that make a person different from others. When one possesses these competencies, he/she may become ready to face the challenges of starting a business.

3. EXPLORE

 

Ask learners to name people in the community who are successful in their business

 

Why are they successful?

Do you wish to be like them?

Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs based on the following: