Adirondack Curriculum
Project -  Arts Forever Wild
NYS Content Area Standard
The Arts 1. Create, perform, participate in the arts
CDOS
ELA
Health, PE, Home & Careers
LOTE
MST
Social Studies
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Title: "Come to the Mountains" Brochure
Grade Level: 9-12th, Studio in Art
Author: Marsha LaPointe, Ticonderoga CSD
Email: ArtEd75@hotmail.com
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Adirondack Curriculum Content Area
___ Natural History
___ Human History
_X__ Culture & the Arts
___ Government & Civics
_X__ Economy
___ Health, Recreation & Life Skills |
Investigative Question or Issue: Why would someone be
interested in living or visiting the Adirondacks? Why would
the history, location, recreational possibilities and beauty
entice them ?
* Note : this challenge could be done on it's own
but is created to be used following the Adirondack Great Camp challenge
and is part of the continuum of learning about the Adirondacks
** Use of the Great Camp Sagamore brochure is greatly
supportive of this challenge and will give students a visual example of
the product they will be creating. Contact Great Camp Sagamore for copies of
their brochure to pass out to students.
Challenge:
Design
a brochure that would entice a viewer to want to come and live in the
Adirondacks and stay at the "camp" you have designed . The 9x12' paper
should be folded in a unique and interesting way and include the
following:
1. A name for your camp. Students should investigate
the history behind the names of the
Adirondack Great Camps. " What do
the names mean and why were they chosen ?" before
selecting a name for their camp.
based on some reasons.
2. A photo or illustration of a camp designed by the
student. If students have already designed and
constructed a a three dimensional camp ,
camps may be photographed and the photo used in the
brochure. Or the student may
illustrate their camp using colored pencils or watercolors and use
these instead. * note: Camps
should be designed before starting the brochure. See challenge on
creating a Adirondack Great Camp.
3. History of one of the Adirondack Great Camps.
Students research information about one of the
50 Adirondack Great Camps.
The information they collect is then used as the history of their
camp. Students substitute the name they
created in place of the Great Camp name. Another
option, is to just use the Great Camp
name as their camp name if they can justify selecting it.
Technology is involved not only for the
research, but the writing and implementing of name.
4. A description of facilities. Students
should have an understanding of the Adirondack Style of
both architecture and
decorative arts and the appeal it has for the visitor to the adirondack.
Discuss why the social elite and
wealthy people of the 1900's were drawn to the Adirondacks.
5. Photos or illustrations of the area, as well as a written
description. Photos may be taken by
students or drawn students looking
at photos. Another option is for students to cut photos
from old Adirondack Life
magazines. Students shouls write a location description based on
their observations and experience of
liviong in the beautiful Adieondacks. What do they love
and appreciate about the area they live
in ? How would they describe it to someone who lives
outside the area ?
6. A map with the location indicated and a written text
giving directions to the camp. This
segment teaches important map reading
skills, understanding the size of the Adirondack Park
and the location. Learning to give
directions !
7. Activities and recreation should be described in the
brochure. A reflection of the many activities
available in the Adirondacks may
get students to think twice the next time they say " there's
nothing to do here" !
8. Art learning skills. Topics to be covered:
~ color schemes and application of
color for impact,
~ Layout basics such as equal
internal and external margins
~ bleed photos, overlapping of
photos, etc.
~ use of rule lines and other
graphics for impact and emphasis
~ lettering skills using
guidelines and calligraphy pens
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Quality Standards:
!.
Students created a brochure "selling" a visit or stay in the
Adirondacks at a camp that they have
designed. The brochure should include the
following :
- an interesting and creative way of folding
- a name for the camp
- history of one of the Adirondack Great Camps
- Photos or illustration of a student designed camp
- map with location
- activities and recreation
- facilities
2. Brochure should be well designed using layout basics covered in
class :
attracts attention, color for emphasis and harmony,
positive and negative spaces relationships,
bleed photos, overlapping of elements.etc.
3. Decorative graphics may be used for enhancement: Rule
lines, background shapes, decorative
patterns
4. Text should be attractively written using guidelines and
lettering skills or typed on the computer
using interesting fonts and point sizes and then cut
and pasted onto brochures.
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Adapted for the Adirondack
Curriculum Project from
the work of Education By Design TM and Leading EDGE, LLC
©ACP 2002
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