2023-2024 Course Standards

Legend
Essential standards (highlighted in green below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in green below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

The six NC Essential Employability Skills are Communication, Ethics, Problem Solving, Professionalism, Resource Management, and Teamwork. These skills are covered among the course essential standards and objectives/indicators as listed beside each. NC CTE curriculum provides and supports career awareness, career exploration, career development, technical skill development, and career readiness where six Essential Employability Skills are included in CTE Curriculum Standards. CTE builds a career and college ready workforce through the K-12 pipeline and provides a consistent and 'common language' for identification of the six Essential Employability Skills.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information
  • Standard/Obj #: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
  • Standard: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
  • Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
  • RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
    Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
    Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.

IA13 Advertising and Design

Course Type: Developed




Standard/Obj #Standard/ObjectiveCourse WeightRBT DesignationEssential Employability Skills
1.00Orientation to Advertising and Design5%C3 Procedural Knowledge - Apply-
1.01Discuss and analyze varying forms of advertising & design campaigns and analyze their effectiveness on targeted audiences---
1.02Research current employment trends and opportunities within the advertising and design job sector area. ( salaries, wages, availability)---
1.03Research and present a job description sheet based off of notes taken from the Occupational Outlook Handbook or Bureau of Labor & Statistics---
2.00Apply typographic principles to Advertising and Design10%C3 Procedural Knowledge - Apply-
2.01Understand and identify the anatomy of a typeface---
2.02Distinguish between display (headline) type and body (text)---
2.03Understand the different categories of fonts (serif, sans serif, script, decorative, etc.) and selection choices in preparing to deliver advertisements---
2.04Define leading, kerning, tracking, river, text wrap---
3.00Develop designs using layout principles20%C3 Procedural Knowledge - Apply-
3.01Select the appropriate graphic layout for the advertisement message.---
3.02Prepare a series of hand drawn sketches or computer generated layouts incorporating appropriate marks---
3.03Design and produce a document using design principles---
3.04Develop a series of advertisements meeting different publications specifications (print, digital, web, etc.)---
3.05Demonstrate use of proper hierarchy to deliver a message.---
3.06Understand print to digital conversions and develop internet advertisements---
3.07Proofread and edit using common editing marks. Make corrections/adjustments to copy on screen.---
3.08Demonstrate ability to export to various output devices.---
4.00Apply photographic principles to Advertising and Design15%C4 Procedural Knowledge - Analyze-
4.01Capture digital images using a digital camera.---
4.02Demonstrate an understanding of the manual functions of capturing images with a Digital Camera (ISO, Aperture, Shutter speed)---
4.03Identify high & low resolution images and describe the uses of each in design---
4.04Demonstrate an understanding of color formats RGB & CMYK---
4.05Understand the benefits capturing images in raw vs. jpeg---
4.06Demonstrate the ability to use camera equipment: filters, computer, flash & tripods---
4.07Understand photography and how it can be used to sell products---
4.08Apply editing techniques to photos on the computer to help tell a story---
5.00Apply design principles/elements/color to Advertising and Design20%C3 Procedural Knowledge - Apply-
5.01Identify the basic principles of design (i.e., unity; contrast; proportions; balance; emphasis; and rhythm).---
5.02Identify the basic elements of design (i.e., line; shape; direction; size; texture; value; and, color).---
5.03Create thumbnails and rough drafts by sketching.---
5.04Demonstrate an understanding of color theory by describing primary, secondary, and tertiary colors including hue, tint, value and shade---
5.05Demonstrate an understanding of color relationships (complementary, analogous, monochromatic, etc.).---
5.06Develop a design that demonstrates an understanding of the relationship between message; color; typography; images; and, layout.---
6.00Evaluate and create cohesive design30%--
6.01Demonstrate an understanding of corporate identity including how branding affects consumer recognition.---
6.02Develop a mood board to explain a company’s identity.---
6.03Company Rebranding Project (apply all concepts in earlier standards) to develop a new visual representation of a company---
6.04Use computer mock-ups to get an idea across---
6.05Critique layouts to determine if customer’s needs are met, and suggest improvements based on principles and elements---
6.06Develop a portfolio of work---