Graphic Design Standards

GRAPHIC DESIGN
STANDARDS
This document was prepared by:

Office of Career, Technical, and Adult Education
Nevada Department of Education
755 N. Roop Street, Suite 201
Carson City, NV 89701
Adopted by the State Board of Education /
State Board for Career and Technical Education on
December 9, 2011
The State of Nevada Department of Education is an equal opportunity/affirmative action agency and does not discriminate
on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability, or national origin.
GRAPHIC DESIGN STANDARDS
2011
NEVADA STATE BOARD OF EDUCATION

NEVADA STATE BOARD FOR CAREER AND TECHNICAL EDUCATION
Christopher Wallace....................................................... President
Dave Cook .............................................................Vice President
Craig Wilkinson ................................................................... Clerk
Gloria Bonaventura ......................................................... Member
Willia Chaney ................................................................. Member
Stavan Corbett ................................................................. Member
Dr. Cliff Ferry ................................................................. Member
Adriana Fralick ............................................................... Member
Sandy Metcalf ................................................................. Member
Annie Yvette Wilson....................................................... Member
Daniela Sanchez ....................................... Student Representative
CTE MISSION STATEMENT:

The Office of Career, Technical, and Adult Education is dedicated to developing innovative
educational opportunities for students to acquire skills for productive employment and lifelong learning.
NEVADA DEPARTMENT OF EDUCATION

Keith W. Rheault
Superintendent of Public Instruction
Rorie Fitzpatrick, Interim Deputy Superintendent

Instructional, Research, and Evaluative Services
Greg Weyland, Deputy Superintendent

Administrative and Fiscal Services
Michael J. Raponi, Director

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Nevada CTE Standards
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2011
TABLE OF CONTENTS
Nevada State Board of Education/Nevada Department of Education.......................................................... iii
Acknowledgements/Writing Team Members/Project Coordinator ............................................................ vii
Introduction .................................................................................................................................................. ix
Content Standard 1.0 Demonstrate knowledge of the graphics industry .................................................. 1
Content Standard 2.0 Apply elements and principles of design to communicate visually ....................... 2
Content Standard 3.0 Demonstrate knowledge of the key aspects of production using industry
standard software ................................................................................................... 3
Content Standard 4.0 Demonstrate knowledge of ethical and legal issues related to graphic design ...... 5
Content Standard 5.0 Create and maintain a personal portfolio. .............................................................. 6
Crosswalks and Alignments of Skill Standards and Common Core State Standards ................................... 7
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ACKNOWLEDGEMENTS
The development of the Nevada Career and Technical Standards project was a collaborative effort
sponsored by the Office of Career, Technical, and Adult Education at the Department of Education and
the Career and Technical Education Consortium of States. The Department of Education must rely on
teachers and industry representatives who have the technical expertise and teaching experience to
develop standards and performance indicators that truly measure student skill attainment. Most
important, however, is recognition of the time, expertise and great diligence provided by the writing
team members in developing the Career and Technical Standards for Graphic Design.
WRITING TEAM MEMBERS

Cindi Chang, Instructor
Southwest Career and Technical Academy
Las Vegas
Mathew MacKay, Instructor

Reno High School
Reno
Maureen Clark, Instructor

Southwest Career and Technical Academy
Las Vegas
Robert Mercer, Instructor

Pahrump Valley High School
Pahrump
Donna Levy, Coordinator

Clark County School District
Las Vegas
Rosarita Olvina, Instructor

West Career and Technical Academy
Las Vegas
PROJECT COORDINATOR
Melissa Scott, Education Programs Professional
Information and Media Technology Education
Nevada Department of Education
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INTRODUCTION
The standards in this document are designed to clearly state what the student should know and
be able to do upon completion of an advanced high school Graphic Design program. These standards
are designed for a three-credit course sequence that prepares the student for a technical assessment
directly aligned to the standards.
The Graphic Design Standards Writing Team determined that any statewide skill standards for
Graphic Design programs must also prepare students for nationally-recognized certifications in industry
software. Many resources were considered and evaluated including Adobe Certified Associate
certification content. The standards were industry validated through the coordination of industry
representatives and the Office of Career, Technical, and Adult Education at the Nevada Department of
Education.
These exit-level standards are designed for the student to complete all standards through their
completion of a program of study. These standards are intended to guide curriculum objectives for a
program of study.
The standards are organized as follows:
Content Standards are general statements that identify major areas of knowledge,
understanding, and the skills students are expected to learn in key subject and career areas by the end of
the program.
Performance Standards follow each content standard. Performance standards identify the
more specific components of each content standard and define the expected abilities of students within
each content standard.
Performance Indicators are very specific criteria statements for determining whether a student
meets the performance standard. Performance indicators may also be used as learning outcomes, which
teachers can identify as they plan their program learning objectives.
The crosswalk and alignment section of the document shows where the performance indicators
support the English Language Arts and Math Common Core State Standards and the Nevada State
Science Standards. Where correlation with an academic standard exists, students in the Graphic Design
program perform learning activities that support, either directly or indirectly, achievement of one or
more Common Core State Standards.
All students are encouraged to participate in the career and technical student organization
(CTSO) that relates to their program area. CTSOs are co-curricular national associations that directly
enforce learning in the CTE classroom through curriculum resources, competitive events and leadership
development. CTSOs provide students the ability to apply academic and technical knowledge, develop
communication and teamwork skills, and cultivate leadership skills to ensure college and career
readiness.
The Employability Skills for Career Readiness identify the soft skills needed to be successful
in all careers, and must be taught as an integrated component of all CTE course sequences. These
standards are available in a separate document.
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CONTENT STANDARD 1.0 :
2011
DEMONSTRATE KNOWLEDGE OF THE GRAPHICS

INDUSTRY
PERFORMANCE STANDARD 1.1 : DEMONSTRATE KNOWLEDGE OF THE HISTORY OF THE GRAPHIC

DESIGN FIELD
1.1.1
1.1.2
1.1.3
1.1.4
Research technologies that advanced graphic design

Describe past, present, and future styles in the graphic design field
Identify art movements that impacted graphic design
Describe the importance of graphic designs influence on society
PERFORMANCE STANDARD 1.2 : COMMUNICATE IDEAS USING APPROPRIATE INDUSTRY

TERMINOLOGY
1.2.1
1.2.2
Formulate written and verbal communications using industry standard terms

Prepare and deliver a visual presentation utilizing appropriate industry terminology
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APPLY ELEMENTS AND PRINCIPLES OF DESIGN TO

COMMUNICATE VISUALLY
PERFORMANCE STANDARD 2.1 : IDENTIFY AND APPLY THE ELEMENTS OF DESIGN

2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
Identify the applications of color, line, shape, texture, size, and value in samples of graphic work
Analyze the use of color, line, shape, texture, size, and value in samples of graphic work
Incorporate color, line, shape, texture, size, and value in student-generated graphic work
Demonstrate the elements of design through manual sketching
Demonstrate the elements of design through digital sketching
PERFORMANCE STANDARD 2.2 : IDENTIFY AND APPLY THE PRINCIPLES OF DESIGN

2.2.1
2.2.2
2.2.3
Analyze the principles of balance, contrast, alignment, rhythm, repetition, movement, harmony,
emphasis, and unity in samples of graphic works.
Incorporate principles of balance, contrast, alignment, rhythm, repetition, movement, harmony,
emphasis, and unity in student-generated graphic works.
Demonstrate the principles of design through various drawing techniques.
PERFORMANCE STANDARD 2.3 : IDENTIFY AND APPLY THE PRINCIPLES OF TYPOGRAPHY

2.3.1
2.3.2
2.3.3
Identify the anatomical components and qualities of type (i.e., x-height, ascenders, descenders,
counters, etc.)
Apply and adjust formatting to type
Construct graphic works utilizing and manipulating type
PERFORMANCE STANDARD 2.4 : APPLY PRINCIPLES AND ELEMENTS OF DESIGN TO LAYOUT

2.4.1
2.4.2
2.4.3
2.4.4
2.4.5
2.4.6
2.4.7
2.4.8
2.4.9
2.4.10
Apply effective use of negative space, composition, message structure, graphics, etc., to graphic
works
Create graphic works utilizing grids
Create graphic works utilizing templates
Demonstrate layout skills for print collaterals (i.e., business cards, newspapers, packaging, etc.)
Demonstrate layout skills for digital media
Explain the importance of consistency of design
Explain the importance of usability
Explain the importance of core messaging
Apply measurement tools and ratio analysis to image positioning in graphic works
Solve aspect ratio proportion measurement in video and animation development
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DEMONSTRATE KNOWLEDGE OF THE KEY ASPECTS

OF PRODUCTION USING INDUSTRY STANDARD
SOFTWARE
PERFORMANCE STANDARD 3.1 : DEMONSTRATE KNOWLEDGE OF CONCEPT DEVELOPMENT

3.1.1 Generate project ideas through the use of thumbnails, roughs, mock-ups, wireframes, etc.
3.1.2 Create a storyboard for a project
PERFORMANCE STANDARD 3.2 : DEMONSTRATE KNOWLEDGE OF IMAGE CREATION AND

MANIPULATION
3.2.1
3.2.2
3.2.3
3.2.4
3.2.5
3.2.6
Analyze differences and appropriate applications of vector-based and bitmap images

Use a variety of input devices to import photos, images, and other content
Incorporate the use of image manipulation and illustration software into final products
Apply nondestructive image editing techniques such as layering and masking
Practice using different selection tools and techniques to manipulate images
Practice in-camera composition and cropping
PERFORMANCE STANDARD 3.3 : DEMONSTRATE APPLICATIONS OF MEDIA OUTPUTS.

3.3.1 Use appropriate resolution, compression, and file formats for various media outputs including web,
video, and print
3.3.2 Incorporate appropriate color modes in graphic works including but not limited to RGB and CMYK
PERFORMANCE STANDARD 3.4 : DEMONSTRATE KNOWLEDGE OF THE GRAPHIC DESIGN

WORKFLOW TO INCREASE SUCCESS AND PRODUCTIVITY
3.4.1
3.4.2
3.4.3
3.4.4
Develop a workflow for a project

Synthesize information collected from communications with various stakeholders
Describe project management
Create projects that define core message
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PERFORMANCE STANDARD 3.5 : IDENTIFY AND APPLY THE DESIGN PROCESS

3.5.1 Explain the design process
3.5.2 Apply the design process to generate graphic works
PERFORMANCE STANDARD 3.6 : DEMONSTRATE KNOWLEDGE OF BRANDING AND CORPORATE

IDENTITY
3.6.1 Analyze branding and corporate identity, its purpose and constituents
3.6.2 Create a visual that contains all the richness of the brand
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DEMONSTRATE KNOWLDEGE OF ETHICAL AND

LEGAL ISSUES RELATED TO GRAPHIC DESIGN
PERFORMANCE STANDARD 4.1 : DEMONSTRATE KNOWLEDGE OF COPYRIGHT AND INTELLECTUAL

PROPERTY LAW
4.1.1 Research laws governing copyright, intellectual property (including font usage, photography,
illustration, audio and video rights), and software licensing
4.1.2 Research laws governing brand issues, trademark, and other proprietary rights
4.1.3 Discuss consequences of violating copyright, privacy, and data security laws
4.1.4 Define and debate fair use including authorships, rights of use for work and likeness, and credit lines
4.1.5 Model fair use in production of graphic works
PERFORMANCE STANDARD 4.2 : DEMONSTRATE ETHICAL BEHAVIOR AS IT RELATES TO THE

INDUSTRY
4.2.1
4.2.2
4.2.3
4.2.4
4.2.5
Research and discuss censorship as it applies to the graphic design industry

Research the purpose of non-disclosure agreements (NDA)
Incorporate cultural sensitivity and diversity awareness into the design process
Debate legal versus ethical behaviors
Incorporate ethical behaviors in graphic projects
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CREATE AND MAINTAIN A PERSONAL PORTFOLIO
PERFORMANCE STANDARD 5.1 : CREATE AND MAINTAIN A PERSONAL PORTFOLIO

5.1.1 Research and compare the various types of personal portfolios
5.1.2 Develop graphics portfolios that include traditional and digital works
5.1.3 Recognize that portfolios are dynamic and require maintenance
PERFORMANCE STANDARD 5.2 : DEMONSTRATE THE PROCESS OF EVALUATING PORTFOLIOS

5.2.1 Conduct peer and self evaluations using rubrics
5.2.2 Understand the elements of the critique process, including a respect for peer work and the ability to
give and receive dispassionate criticism
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CROSSWALK AND ALIGNMENTS OF

AND THE COMMON CORE STATE STANDARDS
AND THE NEVADA SCIENCE STANDARDS
CROSSWALK
The crosswalk of the Graphic Design Standards shows links to the Common Core State Standards and
identifies the performance indicators in which the learning objectives in the Graphic Design program
support academic learning. The performance indicators are grouped according to their content
standard and are crosswalked to the English Language Arts and Math Common Core State Standards
and Nevada State Science Standards.
ALIGNMENTS
In addition to correlation with the Common Core Math Standards, many performance indicators
support the Common Core Mathematical Practices. The following table illustrates the alignment of
the Graphic Design Standards Performance Indicators and the Common Core Mathematical Practices.
This alignment identifies the performance indicators in which the learning objectives in the Graphic
Design program support academic learning.
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CROSSWALK OF GRAPHIC DESIGN STANDARDS

AND THE COMMON CORE STATE STANDARDS
CONTENT STANDARD 1.0:
DEMONSTRATE KNOWLEDGE OF THE GRAPHICS INDUSTRY
Performance
Common Core State Standards and Nevada Science Standards
Indicators
1.1.1
English Language Arts: Writing Standards for Literacy in Science and Technical Subjects
WHST. 11-12.7 Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
WHST.11-12.8
1.1.2
Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively, assess the strengths and limitations of each source in
terms of the task, purpose, and audience; integrate information into the text selectively
to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source
and following a standard format for citation.
English Language Arts: Reading Standards for Informational Text
RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, idea, or events interact and develop over the course of the text
WHST.11-12.8
1.1.3
English Language Arts: Language Standards
L.11-12. 6
Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading writing, speaking and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
RI.11-12.3
Analyze a complex set of ideas or sequence of events and explain how specific
individuals, idea, or events interact and develop over the course of the text.
WHST.11-12.8
L.11-12. 6
sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
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1.1.4

WHST.11-12.8
1.2.1
L.11-12.1
Demonstrate command of the conventions of standard English Grammar and usage
when writing or speaking.
L.11-12. 2
Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.
L.11-12.4c
Consult general and specialized reference materials both print and digital, to find the
pronunciation of word
L.11-12. 6
WHST.11-12. 2a Introduce a topic: organize complex ideas, concepts, and information so that teach new
element builds on that which precedes it to create a unified whole; include formatting
(e.g. headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
WHST.11-12. 2b Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audiences knowledge of the topic.
WHST.11-12. 2c Use appropriate and varied transitions and syntax to link the major sections of the text,
create cohesion, and clarify the relationship among complex ideas and concepts.
WHST.11-12. 2d Use precise language, domain-specific vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic.
WHST.11-12. 2e Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
WHST.11-12. 2f Provide a concluding statement or section that follows from and supports the
information or explanation presented (e.g. articulating implications or the significance
of the topic).
Continue on next page..
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1.2.1
2011
WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience.
WHST.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach, focusing on addressing what is most significant for a specific
purpose ad audience.
WHST.11-12.6
Use technology, including the internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or
information.
WHST. 11-12.7
Conduct short as well as more sustained research projects to answer a question

WHST.11-12.8
1.2.2
English Language Arts: Speaking and Listening Standards
SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
SL.11-12.6
Adapt speech to a variety of contexts and tasks, demonstrating a command of formal

English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3
for specific expectations).
L.11-12. 6
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Performance
Indicators
2.1.1
2.1.4
2.2.1
2.2.2
2.3.1
2.4.4
2.4.6
2.4.7
2.4.8
12
APPLY ELEMENTS AND PRINCIPLES OF DESIGN TO COMMUNICATE

VISUALLY

RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question
or solve a problem.
SL.11-12. 5
interactive elements) in presentations to enhance understanding of findings, reasoning,
and evidence and to add interest.
RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively) as well as in words in order to address a question
or solve a problem.
L.11-12. 6
sufficient for reading writing, speaking and listening at the college and career readiness
level; demonstrate independence in gathering vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
L.11-12. 6
L.11-12. 6
English Language Arts: Reading Standards for Literacy in Science and Technical Subjects
RST.11-12.3
Follow precisely a complex Multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific results based
on explanations in the text.
L.11-12. 6
L.11-12. 6
L.11-12. 6
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2.4.9
Math: Geometry - Modeling with Geometry

G-MG.1
Use geometric shapes, their measures, and their properties to describe objects (e.g.,
modeling a tree trunk or a human torso as a cylinder).
G-MG.3
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Apply geometric methods to solve design problems (e.g., designing an object or

structure to satisfy physical constraints or minimize cost; working with typographic
grid systems based on ratios).
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Performance
Indicators
3.1.1
3.1.2
DEMONSTRATE KNOWLEDGE OF THE KEY ASPECTS OF

PRODUCTION USING INDUSTRY STANDARD SOFTWARE

WHST.11-12.2b Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations or other information and
examples appropriate to the audiences knowledge of the topic.
WSHT.11-12.1a Introduce precise, knowledgeable clam(s), establish the significance of the claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.
WHST.11-12.2b
3.2.1
Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and
RI 11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain.
WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
WHST.11-12.9
3.2.2
3.2.4
3.4.1
Draw evidence from informational texts to support analysis, reflections, and

research.
SL.11-12. 5
interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
RST.11-12.3
Follow precisely a complex Multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks; analyze the specific results
based on explanations in the text.
L.11-12.6
Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and
career readiness level; demonstrate independence in gathering vocabulary
knowledge when considering a word or phrase important to comprehension or
expression.
RST.11-12.9
Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept,
resolving conflicting information when possible.
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2011
WSHT.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or opposing claim(s), and create an
organization that logically sequences the claim(s), counterclaims, reasons, and
evidence.
WHST.11-12.2b
Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and
WHST.11-12.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
WHST.11-12.6
3.4.2
Use technology, including the Internet, to produce , publish, and update individual
or shared writing products in response to ongoing feedback, including new
arguments or information.
SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of emphasis,
and tone used.
RI.11-12.7
Integrate and evaluate multiple sources of information presented in different media
or formats (e.g., visually, quantitatively) as well as in words in order to address a
question or solve a problem.
RST.11-12.9
Synthesize information from a range of sources (e.g., texts, experiments,
simulations) into a coherent understanding of a process, phenomenon, or concept,
resolving conflicting information when possible.
L.11-12.4b
Identify and correctly use patterns of word changes that indicate different meanings
or parts of speech (e.g., conceive, conception, conceivable).
WHST.11-12.6
WHST.11-12.6
SL.11-12.2
Integrate multiple sources of information presented in diverse formats and media
(e.g., visually, quantitatively, orally) in order to make informed decisions and solve
problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
SL.11-12.3
3.4.3
3.5.2
3.6.1
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3.6.1

L.11-12.5a
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their
role in the text.
L.11-12.5b
Analyze nuances in the meaning of words with similar denotations.
RST.11-12.4
Determine the meaning of symbols, key terms, and other domain-specific words
and phrases as they are used in a specific scientific or technical context relevant to
grades 11-12 texts and topics.
RST.11-12.7
3.6.2
Integrate and evaluate multiple sources of information present in diverse formats

and media (e.g., quantitative data, video, multimedia) in order to address a question
or solve a problem.
SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and
distinct perspective, such that listeners can follow the line of reasoning, alternative
or opposing perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a range of formal and
informal tasks.
L.11-12.5a
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their
role in the text.
L.11-12.5b
Analyze nuances in the meaning of words with similar denotations.
WHST.11-12.6
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Performance
Indicators
4.1.1
2011
DEMONSTRATE KNOWLEDGE OF ETHICAL AND LEGAL ISSUES

RELATED TO GRAPHIC DESIGN

L.11-12.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 11-12 reading and content, choosing flexibly from a range of
strategies.
RI.11-12.1
Cite strong and to rough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court
majority opinions and dissents) and the premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential addresses).
RI.11-12.10
By the end of the grade 11, read and comprehend literary nonfiction in the grades 11CCR text complexity band proficiently, with scaffolding as needed at the high end of
the range.
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
WHST.11-12.8
4.1.2
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L.11-12.4
strategies.
RI.11-12.1
RI.11-12.8
RI.11-12.10
the range.
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4.1.3

L.11-12.1
SL.11-12.1a
Come to discussions prepared having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful well-reasoned exchange of
ideas.
SL.11-12.1b
Work with peers to promote civil, democratic discussions and decision-making, set
clear goals and deadlines, and establish individual roles as needed.
and tone used.
L.11-12.1
WHST.11-12.9 Draw evidence from informational texts to support analysis, reflections, and research
SL.11-12.1a
ideas.
SL.11-12.3
4.1.4
SL.11-12.1b
and tone used.
L.11-12.1
SL.11-12.3
4.2.1
L.11-12.4

strategies.
RI.11-12.1
RI.11-12.10
the range.
SL.11-12.1a
ideas.
SL.11-12.1b
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4.2.1
2011
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
WHST.11-12.8
4.2.2
RI.11-12.1
RI.11-12.8
RI.11-12.10
4.2.3
4.2.4
By the end of the grade 11, read and comprehend literary nonfiction in the grades 11
CCR text complexity band proficiently, with scaffolding as needed at the high end of
the range.
L.11-12.4
strategies.
SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development, substance, and style are
appropriate to purpose, audience, and a range of formal and informal tasks.
SL.11-12.1a
ideas.
SL.11-12.1b
WHST.11-12. 2a Introduce a topic: organize complex ideas, concepts, and information so that teach new
element builds on that which precedes it to create a unified whole; include formatting
(e.g. headings), graphics (e.g., figures, tables), and multimedia when useful to aiding
comprehension.
WHST.11-12. 2b Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audiences knowledge of the topic.
WHST.11-12. 2c Use appropriate and varied transitions and syntax to link the major sections of the text,
create cohesion, and clarify the relationship among complex ideas and concepts.
WHST.11-12. 2d Use precise language, domain-specific vocabulary, and techniques such as metaphor,
simile, and analogy to manage the complexity of the topic.
WHST.11-12. 2e Establish and maintain a formal style and objective tone while attending to the norms
and conventions of the discipline in which they are writing.
WHST.11-12.9
Rev: 12/9/2011
Draw evidence from informational texts to support analysis, reflections, and research.
19
2011

Performance
Indicators
5.1.1

English Language Arts: Reading for Information
RI.11-12.1
RI.11-12.10
20
CREATE AND MAINTAIN A PERSONAL PORTFOLIO
the range.
Rev: 12/9/2011
2011
ALIGNMENT OF GRAPHIC DESIGN STANDARDS

AND THE COMMON CORE MATHEMATICAL PRACTICES
In addition to correlation with the Common Core Math Standards, many performance indicators support
the Common Core Mathematical Practices. The following table illustrates the alignment of the Graphic
Design Standards Performance Indicators and the Common Core Mathematical Practices. This alignment
identifies the performance indicators in which the learning objectives in the Graphic Design program
support academic learning.
Common Core
Mathematical Practices
Graphic Design
Performance Indicators
1. Make sense of problems and persevere in

solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the

reasoning of others.
1.1.3, 1.1.4
4. Model with mathematics.
2.1.3, 2.1.4, 2.2.3, 2.3.3, 2.4.4
5. Use appropriate tools strategically.
2.1.4, 2.3.3
6. Attend to precision.
2.3.1, 2.3.2
7. Look for and make use of structure.
2.1.2, 2.1.2, 2.2.1, 2.2.2
8. Look for and express regularity in repeated

reasoning.
Rev: 12/9/2011
21

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GRAPHIC DESIGN

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GRAPHIC DESIGN STANDARDS

NEVADA STATE BOARD OF EDUCATION

CTE MISSION STATEMENT:

NEVADA DEPARTMENT OF EDUCATION

Rorie Fitzpatrick, Interim Deputy Superintendent

Greg Weyland, Deputy Superintendent

Michael J. Raponi, Director

Nevada CTE Standards

GRAPHIC DESIGN STANDARDS

Nevada CTE Standards

GRAPHIC DESIGN STANDARDS

WRITING TEAM MEMBERS

Mathew MacKay, Instructor

Maureen Clark, Instructor

Robert Mercer, Instructor

Donna Levy, Coordinator

Rosarita Olvina, Instructor

Nevada CTE Standards

GRAPHIC DESIGN STANDARDS

Nevada CTE Standards

GRAPHIC DESIGN STANDARDS

CONTENT STANDARD 1.0 :

DEMONSTRATE KNOWLEDGE OF THE GRAPHICS

PERFORMANCE STANDARD 1.1 : DEMONSTRATE KNOWLEDGE OF THE HISTORY OF THE GRAPHIC

Research technologies that advanced graphic design

PERFORMANCE STANDARD 1.2 : COMMUNICATE IDEAS USING APPROPRIATE INDUSTRY

Formulate written and verbal communications using industry standard terms

Nevada CTE Standards

GRAPHIC DESIGN STANDARDS

CONTENT STANDARD 2.0 :

APPLY ELEMENTS AND PRINCIPLES OF DESIGN TO

PERFORMANCE STANDARD 2.1 : IDENTIFY AND APPLY THE ELEMENTS OF DESIGN

PERFORMANCE STANDARD 2.2 : IDENTIFY AND APPLY THE PRINCIPLES OF DESIGN

PERFORMANCE STANDARD 2.3 : IDENTIFY AND APPLY THE PRINCIPLES OF TYPOGRAPHY

PERFORMANCE STANDARD 2.4 : APPLY PRINCIPLES AND ELEMENTS OF DESIGN TO LAYOUT

Nevada CTE Standards

GRAPHIC DESIGN STANDARDS

CONTENT STANDARD 3.0 :

DEMONSTRATE KNOWLEDGE OF THE KEY ASPECTS

PERFORMANCE STANDARD 3.1 : DEMONSTRATE KNOWLEDGE OF CONCEPT DEVELOPMENT

PERFORMANCE STANDARD 3.2 : DEMONSTRATE KNOWLEDGE OF IMAGE CREATION AND

Analyze differences and appropriate applications of vector-based and bitmap images

PERFORMANCE STANDARD 3.3 : DEMONSTRATE APPLICATIONS OF MEDIA OUTPUTS.

PERFORMANCE STANDARD 3.4 : DEMONSTRATE KNOWLEDGE OF THE GRAPHIC DESIGN

Develop a workflow for a project

Nevada CTE Standards

GRAPHIC DESIGN STANDARDS

PERFORMANCE STANDARD 3.5 : IDENTIFY AND APPLY THE DESIGN PROCESS

PERFORMANCE STANDARD 3.6 : DEMONSTRATE KNOWLEDGE OF BRANDING AND CORPORATE

Nevada CTE Standards

GRAPHIC DESIGN STANDARDS

CONTENT STANDARD 4.0 :

DEMONSTRATE KNOWLDEGE OF ETHICAL AND

PERFORMANCE STANDARD 4.1 : DEMONSTRATE KNOWLEDGE OF COPYRIGHT AND INTELLECTUAL

PERFORMANCE STANDARD 4.2 : DEMONSTRATE ETHICAL BEHAVIOR AS IT RELATES TO THE

Research and discuss censorship as it applies to the graphic design industry

Nevada CTE Standards