Design Document for

Sheltered History of Graphic Design

By Jill Ballard
Purpose of the
Course

Graduate international students, who are also acquiring an academic level of English language proficiency,
present an issue for a large art and design university. Particularly for the graduate communication strategy
program, (MFA in Graphic Design), these students at the intermediate to high-intermediate English language
level need to begin their MFA program matriculation before reaching a language level appropriate to take the
mainstream graduate course. This situation also presents a unique opportunityto provide course content,
adapted to address students language needs, yet also to hold these students to a graduate level standard for
critical engagement with the material.
The course presented here, Sheltered History of Graphic Design, Sheltered for Graduate English Language
Learners, addresses this need through utilizing an adaptation of the SIOP method to shelter the same core
content as the mainstream graphic design history class. This adapted method presents the content iteratively,
with a range of reading and listening presentations, as well as discussion and writing production activities
engage students academically. This approach both enforces content knowledge and builds English language
skills in the process, which is the basis of ESP practice, English for Specific Purposes. With the success of this
model in the traditional classroom onsite, this online course will be offered to reach the same category of
students who are matriculating as hybrid online/onsite students, or solely online.

Audience
Description

The target audience are graduate international students, who are also acquiring an academic level of English
language proficiency concurrently, While the specific ages and nationalities of this student group vary
somewhat with each cohort, semester to semester, these students are generally:
between the ages of 22 to 30

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predominantly women (60%) from Asia, with most coming from China (67%)

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Note: these terminal objectives and corresponding enabling objectives apply to each content module,
Major Course
Terminal Objectives but each module will have a specific set of artifact within a particular time period.
with Corresponding TO1: Given a set of graphic design artifacts from a historical period, students will be able to identify the
Enabling
artifacts correctly.
Objectives
EO: Students will be able to find the artifacts in the text, and locate the artifacts corresponding designers,
dates and purposes.
EO: Students will be able to recall the artifacts titles, designers and purposes in relation to their visual
images.
TO2: Given a set of graphic design artifacts, students will be able to describe the artifacts in relation to
their historical context.
EO: Students will be able to explain the historical period, including time, place, technology and historical
activity.
EO: Students will be able to describe the visual characteristics and styles associated with given design
artifacts.
TO3: Given a set of graphic design artifacts, students will be able to connect these graphic design
artifacts to previously studied artifacts, in form and context.
EO: Students will be able to recall given design artifacts, visual characteristics and historical context
information.
EO: Students will be able to recall previously studied graphic design artifacts, design characteristics and
historical context information.
EO: Students will be able to assemble a sequence of graphic design styles, purposes and production
technologies as they evolve through historical contexts.
TO4: Given a set of graphic design artifacts, students will be able to compare these given artifacts and
previously studied artifacts and historical periods to the present day design context.
EO: Students will be able to describe similarities between given artifacts and historical period with the
present day design context.
EO: Students will be able to describe differences between given artifacts and historical period with the
present day design context.
EO: Students will be able to evaluate design artifacts and historical periods in comparison to the present
day design context from a critical personal perspective.
RLO Enabling
Objective

TO1> EO: Students will be able to recall the artifacts titles, designers and purposes in relation to their visual
images.
Note: this RLO will apply the enabling objective particularly to module 5, Arts and Crafts and Art
Nouveau.

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Learning
Assessment for
Course

Module quizzes: a mix of pick one, pick multiple, true/false, sequence and short composition questions for
quizzes within every module.
Responses to written journal activities, for 13 modules; this is a cross-objective assessment.
Responses to class discussion on given topics within every module relating to design artifacts, designers,
styles, and historical contexts, both in comparison and contrast to each other and in relation to the current
design context; this is a cross-objective assessment.
Responses to an activity assignment: Find the Evidence project.

Learning
Assessment for
RLO

This RLOs assessment is a 10 question quiz based on the specific modules given graphic design artifacts
content, which includes a combination of pick one, pick multiple, true/false, and sequence questions. Since
this is a summative assignment, the answers will receive feedback in the form of ACR, (knowledge of correct
result) if they arent correct.

Instructional
Art University LMS.
Delivery method for
Course (overall)
Instructional
Strategy for RLO

This RLO will give students practice and ultimately assess their ability to recall given artifacts titles, designers
and purposes in relation to their visual images, for module 5s content group, The Arts and Crafts and Art
Nouveau. It will use a drill and practice strategy for practice, and a quiz format including a mix of pick one, pick
multiple, true/false, sequence and short composition questions for the assessment. The RLO will help students
review the previously presented information before taking the 10 question quiz at the RLOs end.

Media

text, raster and vector images, video

508
Accommodations

larger size type used; magnification available

colors chosen to accommodate color blind users
consistency in design throughout the RLO, screen to screen
user controls the pace of the flashcards
audio narrative will support the text in flashcards and quiz, which can be controlled by the user
alt text descriptions are provided for users

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Course Structure
Description

This is a 15 module (week) graduate level course. Each content module sequentially covers a portion of
Western graphic design history ranging from 15,000 BCE to early 21st century.
M1 What is Graphic Design?
M2 Ancient Art to Gutenberg
M3 Gutenberg to the Industrial Revolution
M4 The Industrial Revolution, the Invention of Photography, and the Victorian Age
M5 Arts & Crafts Movement and Art Nouveau
M6 Influence of Modern Art and Art Deco
M7 Constructivism and De Stijl
M8 Bauhaus and the New Typography
M9 Modernism in the US and Information Design
M10 International Typographic Style
M11 New Content: New York School
M12 Corporate Identity, Conceptual Image and Pop Art
M13 Postmodernism
M14 Digital Revolution
M15 Graphic Design History is Now
The RLO described below is specific to Module 5: Arts & Crafts Movement and Art Nouveau

Seat Time of
Course

Learners will be required to spend 4 hours (+/-) per week to complete the expectations for each module and the
long-term Find the Evidence project for this course. The course will span a 15 week semester, with 15 modules.
Each module will last a calendar week, beginning on Monday 12:00 a.m. morning and completing on Saturday
evening at midnight.

Seat Time of RLO

Depending on student choice for flashcard practice, from 5 to 30 minutes total. (20 minute practice limit on
flashcards and 10 minute limit for quiz completion.)

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RLO Outline

1) Start/title screen
2) intro/objectives screen
3) Choose Quiz or Flashcards
4) Module 5 graphic design artifacts, style periods and designers for flashcards (and quiz questions)
i)

Arts and Crafts Movement graphic design artifacts/images with titles, designers and purposes
(a) The Works of Geoffrey Chaucer book / William Morris and the Kelmscott Press

ii) Art Nouveau graphic design artifacts/images with titles, designers and purposes
(a) Palais de Glace poster: Jules Cheret
(b) Le Morte dArthur book: Aubrey Beardsley
(c) Job Cigarettes ad poster: Alfonse Mucha
(d) Moulin Rouge poster: Henri de Toulouse-Lautrec
(e) Aristide Bruant poster: Henri de Toulouse-Lautrec
(f) Scribners magazine cover: Maxfield Parrish
iii) The Genesis of Twentieth Century Design graphic design artifacts/images with titles, designers and
purposes
(a) Glasglow Institute of Fine Arts poster: Charles Rennie Mackintosh (the 4 Macs)
(b) Vienna Secession exhibition poster; Gustav Klimt
(c) 13th Vienna Secession exhibition poster; Koloman Moser
(d) AEG logo: Peter Behrens
(e) Covers of Berlin Electric Works magazine; Peter Behrens
(f) London Underground logo/symbol: Edward Johnston
5) Choose Quiz or quit
6) Quiz10 questions (summative assessment)
7) Give Score 10/10/closing screen/end

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RLO Flowchart

Screens/Pages in
RLO

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30 screens

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Knowledge Checks
or Other
Assessments or
Practices for RLO

No Dichotomous (T/F, Y/N, etc.)

4 Multiple Choice
3 Multiple Select
No Drag and Drop
No Custom
0 100+ Other multiple choices (unlimited within the time constraint) within the flashcard section

Rollovers/click
events
RLO Navigation

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0 Rollovers
120+ Click Events
Radio buttons for quiz selections, forward, backward and flip arrow buttons, click/drag/position arrow tool.

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Screen Layouts for

RLO

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Development Tools
for RLO

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Adobe Captivate, Photoshop, Microsoft Word, Adobe Acrobat

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Ownership

Jill Ballard will design and develop the initial course; and, the graduate graphic design department
(director/faculty TBD) will maintain the course if she leaves the department. The course is being developed for
Art University.

Development Time
of entire course
and RLO

Development time for each modules RLO will be 30 hours, based on Chapman Alliances Level 1 eLearning
(Average category) determination, at 79 hours of development per single hour of instruction. This RLO should
take student about 15-30 minutes depending on how long they practice before initiating the quiz.
This course will require 13 RLOs in in addition to the main course material.
[Overall course development time still to be calculated/TBD]

Support
requirements for
RLO and course

Outside of the designer/developer/SME, Jill Ballard, no other support will be required.

Project
Sign-off [optional]

Please sign below indicating agreement with the proposed course plan and approving start-up of the
storyboard and development phases.

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Instructional Designer

Date

Project Manager/Sponsor

Date

10

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