Shuntia Wallace

University of West Georgia

MEDT 7490
Dr. DAlba
Comprehensive Plan 1st Draft

Client Information
Ms. Equiana Frazier, Elementary Art Teacher for Fulton County Schools
fraziere@fultonschools.org
Problem
Ms. Frazier would like to incorporate technology into her lessons for her students to use,
but she is uncertain how to include technology. As an elementary art teacher, she teaches over
700 students each week, (she sees each student once a week) for 45 minutes. In that time frame,
she also has to teach them art and use not so technology friendly materials such as paint. Ms.
Frazier is searching for ways to incorporate technology in a way that will blend seamlessly with
her lessons, without creating loads of extra work/ prep for her. Here are some questions weve
examined: When should technology be used? Should the students use technology? Which grade
level? Should we group the students? If so, how?

Procedures
To address Ms. Fraziers concerns, I plan to incorporate technology into a current fifthgrade unit plan featuring Ceramics. Ms. Frazier will introduce the lesson by asking essential
questions about ceramics, such as, How do we use slip in ceramics? Next, we will present the
Prezi presentation I have created for her students. (Please refer to screenshots of Prezi
presentation located in the next section of this document). After showing the presentation to her
students, Ms. Frazier will check for understanding, by having the students work in small groups
to summarize the ceramic hand building techniques presented in the Prezi. When ready, the
students will move on to the art making part of the process.
Visual Arts Standard and Element for 5th Grade
VA5PR.3

Understands and applies media, techniques, and processes of three-dimensional

works of art (ceramics, sculpture, crafts, and mixed-media) using tools and materials in a safe
and appropriate manner to develop skills.
a. Creates ceramic objects using combined hand-building methods (pinch, coil,
slab), clay processing techniques (to include wedge, score, slip, and bond), and
surface design (examples may include stamping, relief carving, glazing,
burnishing).

Artifact 1: Screenshots of Ceramic Hand Building Techniques

After the students have completed their artwork, Ms. Frazier will show her students an
example of an infographic. (See artifact #2) Next, Ms. Frazier will distribute the rubric (see
artifact #4) for the infographic to the students, to review. After Ms. Frazier and her students
review the infographic, she will instruct the students to go to www.Piktochart.com. Once
everyone arrives at Pikochart.com, Ms. Frazier will demonstrate how to use the toolbox (using
the example), and highlight parts of the infographic and show how it aligns to the rubric. After
reviewing the rubric, and infographic example, Ms. Frazier will hand out instructions (artifact
#3) for getting started. Finally, the students will begin creating their infographics, working
individually. Ms. Frazier will monitor the students and assist when needed.

Artifact #2: Sample Infographic

Artifact #3: Student Handout

How to Create Your Infographic

Select "start for free

Create an account by
selecting a username
and password. You
may use your
fultonschools email
address to setup your
account.

Start creating (but

remember to refer to
your rubric to make
sure you meet all of
the requirements of
the project)

Go to www.piktochart.com

Next, explore and use

the tool box on the
left to add text and
images

Select create a new

Piktochart

Start by selecting your

background, using the
menu on the left.

Artifact #4 Assessment Tool for Infographic

Ceramic Infographic Rubric
Name:

My Infographic
includes related
images and
definitions of the
three hand
building
techniques:
3 images
Three text boxes
with definitions
My infographic
describes the
techniques for
joining pieces of
clay together
My infographic
shows examples
of surface design
(3 examples)
My Infographic
is attractive and
organized

Class:

Date:

4
Includes three
(3) images and
three (3) text
boxes

3
Include two (2)
images and two
(2) text boxes

2
Include two (2)
images or two
(2) text boxes,
but not both

1
No images or
text boxes

Describe the
process in detail

Vague
description of
the process.
Missing one (1)
technique
Two (2)
examples

Description is
missing two (2)
techniques

No description
of techniques

One (1) example

No examples

Just attractive or
just organized

Not attractive
nor organized

Three (3) or
more examples

Very attractive
and organized

Somewhat
attractive and
organized

My Score:
Teacher feedback:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Explanation of Artifacts
Artifact #1 Prezi Presentation
According to Mayers Multimedia Principles, specifically the contiguity principle, we
retain information best, when the information is presented with text and visuals together (Mayer,
R). The Prezi presentation I created for Ms. Frazier, not only introduce her students to ceramic
hand building techniques, but the presentation also includes images, text, and videos that explain
important vocabulary and techniques. This combination of images, text and videos will set the
students up to absorb the content and master the standards that Ms. Frazier is required to teach.
Artifact #2 The infographic instruction sheet
For this handout, I used the elements and principles of design, listed in our textbook to
enhance the worksheet and make the content more appealing to the students (Golombisky&
Hagen, 2013). I created visual appeal by selecting a muted- complementary color scheme
consisting of variations of orange and blue. Also, I made the text easy to read by selecting an
appropriate size font, in times new roman, using a dark color. I selected the honeycomb
shaped list instead of vertically formatted list- to make the flow of the content more interesting.
I had the option just to create a simple, hand out with a list of directions- However, to align with
the standard of increasing Visual Literacy, I thought the honeycomb format and my color
selection might keep the students more engaged. (Ms. Frazier will also project the handout, large
and in color, on the interactive board, just in case Ms. Frazier is not able to print the handout in
color).

Artifact #3 Rubric
I have created a rubric for Ms. Frazier and her students to use to determine the level of
comprehension the students have gained, as a result of viewing presentations about ceramic hand
building techniques and creating the infographic on the techniques and vocabulary. The rubric
will serve as a tool, which the students may refer to as they create their infographic. And when
the students have completed their infographic and rubric, they will know their grade and only
have to wait on the feedback from Ms. Frazier.
Artifact #4 Sample Infographic
The sample infographic was created to provide an example of what exemplary work
could look like, for this project. I selected a subtle background so that most of the viewers
attention can remain on the content- and to eliminate distracting elements (Mayer, R). Also, I
made sure the sample aligned to the rubric. I have instructed Ms. Frazier only to show the
example briefly during the introduction and to remove the example, after the discussion; I do not
want the students to be heavily influenced by the sample. Ms. Frazier and I would like for the
students to be creative when creating their infographics and refer to the rubric, instead of the
example, to make sure they are on the right track. After all, the infographic is an assessment/test.
We do not want to leave the answers on the board!
ACRL Visual Literacy Standards
This comprehensive plan aligns with the ACRL Visual Literacy Standards in several ways: For
Ms. Fraziers students to create an infographic, they have to search effectively for images to use
in their infographic. The students must select a search engine, and select key terms to use to
retrieve images that relate to their assignment, Ceramic Hand Building Techniques. For

example, a student would have to google the terms slip and clay together, to locate the
proper image for slip (which is clay glue, and has an appearance similar to mud). If the
student only entered the term slip, into a search engine, the student may receive images of
people slipping and falling. This example demonstrates how this comprehensive plan aligns with
standard two, performance indicators 1&2, of the ACRL Visual Literacy Standards (ACRL,
2011), which states:
The visually literate student finds and accesses needed images and visual media effectively and
efficiently:

The visually literate student selects the most appropriate sources and retrieval systems for
finding and accessing needed images and visual media

And, the visually literate student conducts effective image searches.

After the students locate images, they must sort through the images, determine which

images are appropriate for their infographic and then select the image. The student must be
aware of the purpose (the image he or she selects) will serve in their project. This process of
selecting an image and considering the purpose of the image aligns with standard one,
performance indicators 1&2 of the visual literacy standards (ACRL, 2011), which states:
The visually literate student determines the nature and extent of the visual materials
needed:

The visually literate student defines and articulates the need for an image

The visually literate student identifies a variety of image sources, materials, and types.

Once Ms. Fraziers students have selected the images to use in their infographic, they will
naturally edit (crop and enhance) the images, so that the images compliment the aesthetics of
their Infographic. The act of editing selected images for their infographic correlates to standard
five, performance standards 1-4, which states (ACRL, 2011):
The visually literate student uses images and visual media effectively

The visually literate student uses images effectively for different purposes.

The visually literate student uses technology effectively to work with images

The visually literate student uses problem-solving, creativity, and experimentation to

incorporate images into scholarly projects

The visually literate student communicates effectively with and about images.

As I created the example of an infographic for this comprehensive plan, I naturally met the
standards for visual and media, established by ACRL Visual Literacy Standards- which is what I
expect will happen as Ms. Fraziers students complete this assignment.
Reflections
Overall, the process of creating this comprehensive plan has been challenging, but in a good
way. One of the challenges I faced was my fear of copyright infringement. Recently, we
covered copyright issues during one of the previous modules. I learned several interesting facts
about copyright laws, such as, once something (artwork, music, an essay, etc.) is created, it is
automatically protected under copyright laws. I also discovered what I did not know about
copyright laws, which left me feeling apprehensive and worried that I have and will (in the near
future) infringe on the rights of others, without knowing. (For example, I was not clear what
falls under fair use). As a result of being aware of what I did not know about copyright laws, I

did more research on what constitutes fair use and how to protect my own artwork. (Special
note: All of the images used in this document and referred to in this document, are for
educational use, only).
The other challenge I faced while creating this plan was- it is summer! School is out;
clouds are drifting through my mind (instead of ideas), and it was difficult for me to stay focused
near the end. Fortunately, my client, Ms. Frazier was cooperative and flexible; we were able to
create a comprehensive plan incorporating Visual literacy and technology, that Ms. Frazier feels
comfortable using with her students, this fall.

Reference
ACRL Visual Literacy Competency Standards for Higher Education. (2011) Retrieved from:
http://www.ala.org/acrl/standards/visualliteracy
Golombisky, K.& Hagen, R. (2013) White Space Is Not Your Enemy: A Beginners Guide to
Communicating Visually Through Graphic, Web & Multimedia Design.2nd Edition.
Boston MA: Focal Press
Mayer, R. Multimedia Instruction. [PDF Document]. Retrieved from:
https://westga.view.usg.edu/content/enforced/1165318CO.540.MEDT7490.50371.20171/Multimedia%20Instruction%20-%20Mayer.pdf