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    – ## CSULB_ART311_Reading_6-1_Brodner_Education_of_an_Illustrator-part2.pdf

    – ## CSULB_ART311_Reading_6-2_Heller-Arisman_Marketing_Illustration-ch16.pdf

    – CSULB_ART311_Reading_6-3_Heller-Arisman_Inside_Business_Illustration-ch4.pdf

    **## CSULB_ART311_Reading_6-1_Brodner_Education_of_an_Illustrator-part2.pdf**

    The Education of an Illustrator
    Steven Heller & Marshall Arisman

    Part 2: Ebbing & Flowing, Chapter 51: The Author/Illustrator
    Steve Brodner

    ISBN: 9781581150759

    School of Visual Arts, et al. The Education of an Illustrator / Edited by Steven Heller and Marshall Arisman. Allworth Press, 2000.

    The
    Education

    • ~… ~'
    Illustrator

    51

    THE AUTHOR/ILLUSTRATOR
    By Steve Brodner

    0 ne of the reasons I quit teaching illustration was that I began to question
    what illustration was, how its essentials could be made clear to students,
    and what on earth could I, or should I, be preparing them for. As I write

    this, the field is changing rapidly. I'm not certain what it 's becoming or how much
    we will recognize of professional illustration when the dust settles. Cheap disks
    threaten to supplant large sections of the profession. The "market" seems glutted
    with artists of varying levels of skill, which is leading to a much looser interpreta­
    tion of "quality." Art departments are showing great faith in their in-house person­
    nel to replace illustration with Photoshopped collages. Fees for art works have not
    changed in a generation.

    I see illustrators for whom the next big movement is a movement out of
    illustration. So, the question must be asked: For those remaining in illustration or
    those wanting to get in, what does it still hold for us?

    I begin first with the premise that there is nothing inherent in illustration
    that is different from "art." I know that this old distinction is prevalent, but the
    graphic universe I know tells me it's an irrelevant dialectic engaged in, quite often,
    by those with a good deal at stake in maintaining a prescribed order. Winslow
    Homer, Andy Warhol, Toulouse-Lautrec, Marshall Arisman, Ben Shahn, Thomas
    Hart Benton, George Bellows, George Grosz, and Diego Rivera all argue persuasive­
    ly against this idea. Therefore, if we, as they, are "real artists," making "real art,"
    what is the distinction that makes us illustrators as well?

    The distinction that I see is in content. What makes our job different and
    harder than other artistic pursuits is that we must do at least two things at once:
    solve formalistic graphic, spatial, and color problems of all kinds plus, tell a literal
    story. Storytelling is a cultivated craft, ancient and deeply important to a culture.
    The truly fine illustrators share the mantel of shaman along with poets,
    composer/troubadours, playwrights, and filmmakers. That "content" is shunned by
    gallery owners and critics is not important. Pleasing them need not keep anyone up
    at night when there are things one's art has to say. Answering that call can be the
    driving force in your life.

    It is my observation that the highest calling in art is telling the important
    story. The greatest art of all for me is about that. Bach, Shakespeare, Goya, John
    Ford, Billie Holiday, Cartier-Bresson, and Michelangelo told, in their moment and

    in their way, important stories. This is the guidepost for what future illustration
    must have-to take the content and direction of your illustration into your own
    hands. By starting with what you need to say and finding a plausible place to put it,
    worlds can open up for your work. This is no magical panacea. Indeed, great finan­
    cial reward is not in the equation. It's just the simple notion that when your work
    focuses on something deeply felt and earnestly expressed, it will naturally convey its
    importance. In lieu of fame and fortune (which we in illustration are quite libera ted
    from expecting), let there be the opportunity to make art that contains the ideas,
    observations, and passionate points-of-view that artists see and feel in the world
    around them.

    In my case it has led to journalism. I love to go places and cover stories in
    words and pictures. I regularly contact art directors with story ideas, some of which
    they buy. I've covered political conventions, primary campaigns, a music festival, a
    labor strike, a farm crisis, a climb of Mt. Fuji, and many other things. Very few of
    these assignments originate with the magazine itself. They result from my love of
    doing that work along with the courage, as an artist, to suggest a story. And why not?
    Photographers do it all the time. They' ll live in a place for a while and bring in pho­
    tos an editor might want to build a story around. I know artists who will call a
    regional magazine art director with a project and say, "Hey, let 's do a spread on the
    birds of the Southeast." How about covering a boat show for a yachting magazine,
    dogs of New York, opening day at the ballpark? Almost anything about the tangible
    world is a potential subject for a magazine piece and can be covered by an illustra­
    tor, usually, with greater impact.

    The key word here is "passion," the powerful connection you feel for
    something true and compelling. "When truth is the goal," Ansel Adams said, "your
    work cannot help but partake of truth." If self-generated projects come from that
    place, they will, I believe, be compelling; and find a home in books, magazines, or
    on the Internet. Meanwhile, back at your portfolio, your work will assume a new
    center of gravity. Art directors, thinking of you as more than a walking wrist, may
    finally start calling with assignments, which are much closer to your hean.

    52

    – The Education of an Illustrator
    – Steven Heller & Marshall Arisman
    – Part 2: Ebbing & Flowing, Chapter 51: The Author/Illustrator
    – Steve Brodner

    **## CSULB_ART311_Reading_6-2_Heller-Arisman_Marketing_Illustration-ch16.pdf**

    Marketing Illustration
    Steven Heller & Marshall Arisman

    Chapter 1: What to Do If You Want to Make Art, But Need to Make a Living

    Chapter 6: Marketing the New Illustration

    ISBN: 9781581156577

    Heller, Steven, and Marshall Arisman. Marketing Illustration: New Venues, New Styles, New Methods. Allworth Press, 2008.

    F.411.Hb)'

    Steven Heller …
    Marshall Arisman

    ,.,,,. …
    Jff'e•·"",_

    :,~ , ,

    Chapter One

    What to Do lfYou Want to Make Art,
    But Need to Make A Living

    Throughout the twentieth century, the obvious solution to this particular quandary

    was to compromise by becoming an illustrator (or a designer). It is an accepted myth

    (even in most art schools) that real artists do not make money, but through accepting

    illustration into one's life comes the potential to earn a reasonable living while

    continuing to make art (or a reasonable substitute for art). Well, that paradigm has

    changed over the past dozen years. Art increasingly intersects with commerce, and

    artists have found that their muse-driven concepts can, under the right circumstances,

    be transformed into marketable products.

    Likewise, illustrators have found that certain styles and conceptual trends are

    currently accepted as art in the hollowed halls of galleries, museums, and art fairs

    (like Art Basel). As sacrosanct distinctions are routinely challenged and with the

    boundaries between fine and applied arts becoming increasingly fungible, making a

    living (or at least somehow profiting) from art is not as difficult as it once was.

    Of course, not all fine artists have the entrepreneurial gene, and not all illustrators

    are perfectly suited to perform in the art world, but for those who can make the

    respective leaps on either side of the divide, a potentially vital and welcoming market

    I

    MARKETING ILLUSTRATION

    awaits. For the artist, it is a way to reach more of an audience with an alternative

    kind of"multiple"; for the illustrator, it is a way to branch out from the conventional

    problem/solution model into more self-initiated projects. But this is not an either/

    or scenario. Illustrators are not required to become fine artists in order to expand

    their earning capabilities. In fact, the definitions of illustrator and of illustration are

    changing in such a way that editorial and advertising are no longer the only options.

    Illustrators are now able to show their work in art venues, just as more traditional

    artists are welcome in commercial venues.

    The reason for this change is that, in the late twentieth and early twenty-first ·

    centuries, art has expanded to fill the many containers built with new technologies,

    economies, and moralities. Art is not restricted to canvas, clay, or paper and is

    as much a response to external media and mediums as it is to internal emotions.

    Moreover, the creative act is not determined by the ratio of suffering or angst to

    ultimate result, it is defined by the impulse to create something that has not existed

    before or build on something that has.

    The consequence of this impulse is that artists and illustrators are currently

    creating "stuff." Not only are the boundaries between fine and applied arts more

    or less lowered, but form, content, and accessibility are more democratic. In this

    way, the entrepreneurial spirit is ignited, and graphically, greater options are now

    available. Below are some of the ways illustrative image-making has become more

    entrepreneurial.

    Toys
    With the explosion in vinyl toy marketing and manufacture with companies

    like K.idrobot and Giant Robot, illustrators have a new venue for their more

    absurdist, three-dimensional concepts. What began a decade ago with a few artists

    transforming action hero toys into mutations has grown into a highly profitable

    collectible industry.

    Games
    To say video games are a mammoth industry is not an exaggeration. Billions are

    spent annually on both development and sales, and illustrators are increasingly

    employed in rendering and development. While it is not always easy to create

    characters from scratch, the video game field welcomes as much creative thinking

    as it can absorb.

    2

    WHAT To Do IF You T,½zNTTO MAKE ART, BuT NEED TO MAKE A LrvING

    Animation
    The most significant change in field of illustration can be summed up with the

    word motion. While illustrators have worked in the animation field since the first

    animated cartoons in the early twentieth century, digital technology allows anyone

    with software skills to be a desktop animator. Motion has become as common to

    illustrators as cross-hatching, and animation is now second nature.

    Novelties
    Illustrators have long toyed with the idea of creating knick-knacks, and some have

    produced delightful novelties that end up being sold in design-centric boutiques.

    They range from silly to profound, and they can be pure designs or concept- or
    character-driven.

    Candies
    This may not be the most prodigious of the entrepreneurial ventures, but specialty

    companies like Blue Qin Pittsfield, Massachusetts, produce various confections

    packaged with silly but cleverly illustrated covers and labels . Some artists have used

    their packaging skills to create custom lines of candy, as well.

    Books
    This is not an unconventional alternative, but increasingly, illustrators are turning

    to writing, illustrating, producing, and packaging books- and 'zines-that have
    independent life in the marketplace.

    Graphic Novels
    They are technically books, but graphic novels and artist books have a distinct

    genre of expression. Various specialty publishers, like Drawn and Quarterly and

    Fantagraphics, offer prodigious outputs of historical and original material, which
    increases the market for interesting new work.

    Wallpaper
    When it comes to products created by illustrators, the quirkier, the better; and few

    things are more unusual than wallpapers . While there is not an immense market for

    it, artists have, in recent years, become involved in wallpaper production, as well as

    designing wrapping paper and textiles.

    3

    MARKETING ILLUSTRATION

    Fashions
    Speaking of textiles, designers have contributed their fair share to this field. Dut

    artists are increasingly developing all manner of clothing, from hats to shoes, and

    these days, hoodies.

    T-shirts
    A decade or so ago, when illustrators had an entrepreneurial inkling, their first

    thought was, Let's create a T-shirt line. The artful (and often just plain goofy) T-shirt

    industry has grown exponentially. It is also a good jumping-off point for other street

    fashion concepts.

    A word to the wise: Illustration is a stepping stone, not an end in itself Working

    with images opens doors to the above-and doubtless many other-unheralded jobs

    and genres. The key is to think entrepreneurially and to spread your talent as far as it

    will go.

    MARKETING ILLUSTRATION

    Diversify. The editorial market is not dead, but it is only one of many ways of making

    and selling mass images.

    The Unbearable Burden of Marketing
    Yourself: A Personal Bistory

    The motor that drives the art machine is fueled by energy. Energy is a by product

    of believing that you have something to say. The fuel for marketing is the desire for

    money. Desire, in itself, produces craving and depletes energy.

    If you desire success you will covet the concept of marketing to fulfill your

    desires. If you desire communication with yourself and others, that energy base may

    be the best marketing tool you have.

    If all this sounds confusing, it is. Now in my late sixties, after forty years of making

    pictures that appear on the printed page and gallery wall, I am still confused by Andy

    Warhol's comment that "The best art of all is the business of art." I am less confused by

    Mark Rothko's comment, "There is no such thing as a good painting about nothing."

    The part of me that paints is not the part of me that markets the painting. Like

    many artists, I would like to leave the marketing to someone more qualified than

    myself, but I can't. I wish I could-I have tried. Over the years, I have had a few

    illustration reps and many gallery owners whose jobs, I thought, were to market

    me better than I marketed myself The end result was being forced to acknowledge

    that I know myself better than they do. Marketing something I believe in is my

    responsibility. I have tried to make peace with the two parts of me that are in conflict.

    For example, I set aside specific days to make phone calls, to e-mail, etc. These are the

    days I don't try and make pictures. This is not a perfect solution, but the tug-of-war

    between the state of creativity and the state of marketing is less draining.

    Looking back is the only way that I can perceive a pattern. If you ask what my

    next project will be, I will answer, I don't know. If you ask what I have learned about

    marketing myself over the years, I will answer, I am still learning.

    I was educated as a graphic designer (Pratt Institute, 1956-1960). My first job

    was at General Motors Tech Center. After three months of employment, I realized

    that I didn't like working with people-I didn't like solving problems that were not

    my own. The only time I was happy and full of energy was when I was alone, drawing

    and painting.

    132

    MARKETING THE NEW ILLUSTRATION

    My first portfolio was done on 30×40-inch Masoniite boards and weighed

    sixty pounds. A marketing expert would have talked me out of it. Many art directors

    stopped me on Madison Avenue and asked what was in the portfolio-on-wheels.

    The card I gave out was an original painting of a man playing a paintbrush with

    a violin bow. A marketing expert would have sent me to a printer. The card sat,

    framed, on many art directors' desks. The card included my name, address, and phone

    number, but the phone, unfortunately, was located at my friend's house a half-block

    away from my apartment in Brooklyn. The art director who called me for my first

    illustration job was put on hold for the ten minutes it took my friend to run down

    the block and get me. The art director, thinking I had listed the candy store on the

    corner, told me to never get my own phone.

    "Meaning," Carl Jung said, "has curative power. What is meaningful to you is the

    basis of all things, perhaps everything."

    My advice is simply to accept the responsibility of marketing yourself. If you are

    marketing for yourself, it will provide you with the energy to do it all.

    A kung-fu master told me this about replenishing energy: hug trees . My advice:

    make more art.

    – Marshall Arisman

    133

    – Marketing Illustration
    – Steven Heller & Marshall Arisman
    – Chapter 1: What to Do If You Want to Make Art, But Need to Make a Living
    – Chapter 6: Marketing the New Illustration

    **CSULB_ART311_Reading_6-3_Heller-Arisman_Inside_Business_Illustration-ch4.pdf**

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    **## CSULB_ART311_Reading_6-1_Brodner_Education_of_an_Illustrator-part2.pdf**

    The Education of an Illustrator
    Steven Heller & Marshall Arisman

    Part 2: Ebbing & Flowing, Chapter 51: The Author/Illustrator
    Steve Brodner

    ISBN: 9781581150759

    School of Visual Arts, et al. The Education of an Illustrator / Edited by Steven Heller and Marshall Arisman. Allworth Press, 2000.

    The
    Education

    • ~… ~'
    Illustrator

    51

    THE AUTHOR/ILLUSTRATOR
    By Steve Brodner

    0 ne of the reasons I quit teaching illustration was that I began to question
    what illustration was, how its essentials could be made clear to students,
    and what on earth could I, or should I, be preparing them for. As I write

    this, the field is changing rapidly. I'm not certain what it 's becoming or how much
    we will recognize of professional illustration when the dust settles. Cheap disks
    threaten to supplant large sections of the profession. The "market" seems glutted
    with artists of varying levels of skill, which is leading to a much looser interpreta­
    tion of "quality." Art departments are showing great faith in their in-house person­
    nel to replace illustration with Photoshopped collages. Fees for art works have not
    changed in a generation.

    I see illustrators for whom the next big movement is a movement out of
    illustration. So, the question must be asked: For those remaining in illustration or
    those wanting to get in, what does it still hold for us?

    I begin first with the premise that there is nothing inherent in illustration
    that is different from "art." I know that this old distinction is prevalent, but the
    graphic universe I know tells me it's an irrelevant dialectic engaged in, quite often,
    by those with a good deal at stake in maintaining a prescribed order. Winslow
    Homer, Andy Warhol, Toulouse-Lautrec, Marshall Arisman, Ben Shahn, Thomas
    Hart Benton, George Bellows, George Grosz, and Diego Rivera all argue persuasive­
    ly against this idea. Therefore, if we, as they, are "real artists," making "real art,"
    what is the distinction that makes us illustrators as well?

    The distinction that I see is in content. What makes our job different and
    harder than other artistic pursuits is that we must do at least two things at once:
    solve formalistic graphic, spatial, and color problems of all kinds plus, tell a literal
    story. Storytelling is a cultivated craft, ancient and deeply important to a culture.
    The truly fine illustrators share the mantel of shaman along with poets,
    composer/troubadours, playwrights, and filmmakers. That "content" is shunned by
    gallery owners and critics is not important. Pleasing them need not keep anyone up
    at night when there are things one's art has to say. Answering that call can be the
    driving force in your life.

    It is my observation that the highest calling in art is telling the important
    story. The greatest art of all for me is about that. Bach, Shakespeare, Goya, John
    Ford, Billie Holiday, Cartier-Bresson, and Michelangelo told, in their moment and

    in their way, important stories. This is the guidepost for what future illustration
    must have-to take the content and direction of your illustration into your own
    hands. By starting with what you need to say and finding a plausible place to put it,
    worlds can open up for your work. This is no magical panacea. Indeed, great finan­
    cial reward is not in the equation. It's just the simple notion that when your work
    focuses on something deeply felt and earnestly expressed, it will naturally convey its
    importance. In lieu of fame and fortune (which we in illustration are quite libera ted
    from expecting), let there be the opportunity to make art that contains the ideas,
    observations, and passionate points-of-view that artists see and feel in the world
    around them.

    In my case it has led to journalism. I love to go places and cover stories in
    words and pictures. I regularly contact art directors with story ideas, some of which
    they buy. I've covered political conventions, primary campaigns, a music festival, a
    labor strike, a farm crisis, a climb of Mt. Fuji, and many other things. Very few of
    these assignments originate with the magazine itself. They result from my love of
    doing that work along with the courage, as an artist, to suggest a story. And why not?
    Photographers do it all the time. They' ll live in a place for a while and bring in pho­
    tos an editor might want to build a story around. I know artists who will call a
    regional magazine art director with a project and say, "Hey, let 's do a spread on the
    birds of the Southeast." How about covering a boat show for a yachting magazine,
    dogs of New York, opening day at the ballpark? Almost anything about the tangible
    world is a potential subject for a magazine piece and can be covered by an illustra­
    tor, usually, with greater impact.

    The key word here is "passion," the powerful connection you feel for
    something true and compelling. "When truth is the goal," Ansel Adams said, "your
    work cannot help but partake of truth." If self-generated projects come from that
    place, they will, I believe, be compelling; and find a home in books, magazines, or
    on the Internet. Meanwhile, back at your portfolio, your work will assume a new
    center of gravity. Art directors, thinking of you as more than a walking wrist, may
    finally start calling with assignments, which are much closer to your hean.

    52

    – The Education of an Illustrator
    – Steven Heller & Marshall Arisman
    – Part 2: Ebbing & Flowing, Chapter 51: The Author/Illustrator
    – Steve Brodner

    **## CSULB_ART311_Reading_6-2_Heller-Arisman_Marketing_Illustration-ch16.pdf**

    Marketing Illustration
    Steven Heller & Marshall Arisman

    Chapter 1: What to Do If You Want to Make Art, But Need to Make a Living

    Chapter 6: Marketing the New Illustration

    ISBN: 9781581156577

    Heller, Steven, and Marshall Arisman. Marketing Illustration: New Venues, New Styles, New Methods. Allworth Press, 2008.

    F.411.Hb)'

    Steven Heller …
    Marshall Arisman

    ,.,,,. …
    Jff'e•·"",_

    :,~ , ,

    Chapter One

    What to Do lfYou Want to Make Art,
    But Need to Make A Living

    Throughout the twentieth century, the obvious solution to this particular quandary

    was to compromise by becoming an illustrator (or a designer). It is an accepted myth

    (even in most art schools) that real artists do not make money, but through accepting

    illustration into one's life comes the potential to earn a reasonable living while

    continuing to make art (or a reasonable substitute for art). Well, that paradigm has

    changed over the past dozen years. Art increasingly intersects with commerce, and

    artists have found that their muse-driven concepts can, under the right circumstances,

    be transformed into marketable products.

    Likewise, illustrators have found that certain styles and conceptual trends are

    currently accepted as art in the hollowed halls of galleries, museums, and art fairs

    (like Art Basel). As sacrosanct distinctions are routinely challenged and with the

    boundaries between fine and applied arts becoming increasingly fungible, making a

    living (or at least somehow profiting) from art is not as difficult as it once was.

    Of course, not all fine artists have the entrepreneurial gene, and not all illustrators

    are perfectly suited to perform in the art world, but for those who can make the

    respective leaps on either side of the divide, a potentially vital and welcoming market

    I

    MARKETING ILLUSTRATION

    awaits. For the artist, it is a way to reach more of an audience with an alternative

    kind of"multiple"; for the illustrator, it is a way to branch out from the conventional

    problem/solution model into more self-initiated projects. But this is not an either/

    or scenario. Illustrators are not required to become fine artists in order to expand

    their earning capabilities. In fact, the definitions of illustrator and of illustration are

    changing in such a way that editorial and advertising are no longer the only options.

    Illustrators are now able to show their work in art venues, just as more traditional

    artists are welcome in commercial venues.

    The reason for this change is that, in the late twentieth and early twenty-first ·

    centuries, art has expanded to fill the many containers built with new technologies,

    economies, and moralities. Art is not restricted to canvas, clay, or paper and is

    as much a response to external media and mediums as it is to internal emotions.

    Moreover, the creative act is not determined by the ratio of suffering or angst to

    ultimate result, it is defined by the impulse to create something that has not existed

    before or build on something that has.

    The consequence of this impulse is that artists and illustrators are currently

    creating "stuff." Not only are the boundaries between fine and applied arts more

    or less lowered, but form, content, and accessibility are more democratic. In this

    way, the entrepreneurial spirit is ignited, and graphically, greater options are now

    available. Below are some of the ways illustrative image-making has become more

    entrepreneurial.

    Toys
    With the explosion in vinyl toy marketing and manufacture with companies

    like K.idrobot and Giant Robot, illustrators have a new venue for their more

    absurdist, three-dimensional concepts. What began a decade ago with a few artists

    transforming action hero toys into mutations has grown into a highly profitable

    collectible industry.

    Games
    To say video games are a mammoth industry is not an exaggeration. Billions are

    spent annually on both development and sales, and illustrators are increasingly

    employed in rendering and development. While it is not always easy to create

    characters from scratch, the video game field welcomes as much creative thinking

    as it can absorb.

    2

    WHAT To Do IF You T,½zNTTO MAKE ART, BuT NEED TO MAKE A LrvING

    Animation
    The most significant change in field of illustration can be summed up with the

    word motion. While illustrators have worked in the animation field since the first

    animated cartoons in the early twentieth century, digital technology allows anyone

    with software skills to be a desktop animator. Motion has become as common to

    illustrators as cross-hatching, and animation is now second nature.

    Novelties
    Illustrators have long toyed with the idea of creating knick-knacks, and some have

    produced delightful novelties that end up being sold in design-centric boutiques.

    They range from silly to profound, and they can be pure designs or concept- or
    character-driven.

    Candies
    This may not be the most prodigious of the entrepreneurial ventures, but specialty

    companies like Blue Qin Pittsfield, Massachusetts, produce various confections

    packaged with silly but cleverly illustrated covers and labels . Some artists have used

    their packaging skills to create custom lines of candy, as well.

    Books
    This is not an unconventional alternative, but increasingly, illustrators are turning

    to writing, illustrating, producing, and packaging books- and 'zines-that have
    independent life in the marketplace.

    Graphic Novels
    They are technically books, but graphic novels and artist books have a distinct

    genre of expression. Various specialty publishers, like Drawn and Quarterly and

    Fantagraphics, offer prodigious outputs of historical and original material, which
    increases the market for interesting new work.

    Wallpaper
    When it comes to products created by illustrators, the quirkier, the better; and few

    things are more unusual than wallpapers . While there is not an immense market for

    it, artists have, in recent years, become involved in wallpaper production, as well as

    designing wrapping paper and textiles.

    3

    MARKETING ILLUSTRATION

    Fashions
    Speaking of textiles, designers have contributed their fair share to this field. Dut

    artists are increasingly developing all manner of clothing, from hats to shoes, and

    these days, hoodies.

    T-shirts
    A decade or so ago, when illustrators had an entrepreneurial inkling, their first

    thought was, Let's create a T-shirt line. The artful (and often just plain goofy) T-shirt

    industry has grown exponentially. It is also a good jumping-off point for other street

    fashion concepts.

    A word to the wise: Illustration is a stepping stone, not an end in itself Working

    with images opens doors to the above-and doubtless many other-unheralded jobs

    and genres. The key is to think entrepreneurially and to spread your talent as far as it

    will go.

    MARKETING ILLUSTRATION

    Diversify. The editorial market is not dead, but it is only one of many ways of making

    and selling mass images.

    The Unbearable Burden of Marketing
    Yourself: A Personal Bistory

    The motor that drives the art machine is fueled by energy. Energy is a by product

    of believing that you have something to say. The fuel for marketing is the desire for

    money. Desire, in itself, produces craving and depletes energy.

    If you desire success you will covet the concept of marketing to fulfill your

    desires. If you desire communication with yourself and others, that energy base may

    be the best marketing tool you have.

    If all this sounds confusing, it is. Now in my late sixties, after forty years of making

    pictures that appear on the printed page and gallery wall, I am still confused by Andy

    Warhol's comment that "The best art of all is the business of art." I am less confused by

    Mark Rothko's comment, "There is no such thing as a good painting about nothing."

    The part of me that paints is not the part of me that markets the painting. Like

    many artists, I would like to leave the marketing to someone more qualified than

    myself, but I can't. I wish I could-I have tried. Over the years, I have had a few

    illustration reps and many gallery owners whose jobs, I thought, were to market

    me better than I marketed myself The end result was being forced to acknowledge

    that I know myself better than they do. Marketing something I believe in is my

    responsibility. I have tried to make peace with the two parts of me that are in conflict.

    For example, I set aside specific days to make phone calls, to e-mail, etc. These are the

    days I don't try and make pictures. This is not a perfect solution, but the tug-of-war

    between the state of creativity and the state of marketing is less draining.

    Looking back is the only way that I can perceive a pattern. If you ask what my

    next project will be, I will answer, I don't know. If you ask what I have learned about

    marketing myself over the years, I will answer, I am still learning.

    I was educated as a graphic designer (Pratt Institute, 1956-1960). My first job

    was at General Motors Tech Center. After three months of employment, I realized

    that I didn't like working with people-I didn't like solving problems that were not

    my own. The only time I was happy and full of energy was when I was alone, drawing

    and painting.

    132

    MARKETING THE NEW ILLUSTRATION

    My first portfolio was done on 30×40-inch Masoniite boards and weighed

    sixty pounds. A marketing expert would have talked me out of it. Many art directors

    stopped me on Madison Avenue and asked what was in the portfolio-on-wheels.

    The card I gave out was an original painting of a man playing a paintbrush with

    a violin bow. A marketing expert would have sent me to a printer. The card sat,

    framed, on many art directors' desks. The card included my name, address, and phone

    number, but the phone, unfortunately, was located at my friend's house a half-block

    away from my apartment in Brooklyn. The art director who called me for my first

    illustration job was put on hold for the ten minutes it took my friend to run down

    the block and get me. The art director, thinking I had listed the candy store on the

    corner, told me to never get my own phone.

    "Meaning," Carl Jung said, "has curative power. What is meaningful to you is the

    basis of all things, perhaps everything."

    My advice is simply to accept the responsibility of marketing yourself. If you are

    marketing for yourself, it will provide you with the energy to do it all.

    A kung-fu master told me this about replenishing energy: hug trees . My advice:

    make more art.

    – Marshall Arisman

    133

    – Marketing Illustration
    – Steven Heller & Marshall Arisman
    – Chapter 1: What to Do If You Want to Make Art, But Need to Make a Living
    – Chapter 6: Marketing the New Illustration

    **CSULB_ART311_Reading_6-3_Heller-Arisman_Inside_Business_Illustration-ch4.pdf**

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    **## CSULB_ART311_Reading_6-1_Brodner_Education_of_an_Illustrator-part2.pdf**

    The Education of an Illustrator
    Steven Heller & Marshall Arisman

    Part 2: Ebbing & Flowing, Chapter 51: The Author/Illustrator
    Steve Brodner

    ISBN: 9781581150759

    School of Visual Arts, et al. The Education of an Illustrator / Edited by Steven Heller and Marshall Arisman. Allworth Press, 2000.

    The
    Education

    • ~… ~'
    Illustrator

    51

    THE AUTHOR/ILLUSTRATOR
    By Steve Brodner

    0 ne of the reasons I quit teaching illustration was that I began to question
    what illustration was, how its essentials could be made clear to students,
    and what on earth could I, or should I, be preparing them for. As I write

    this, the field is changing rapidly. I'm not certain what it 's becoming or how much
    we will recognize of professional illustration when the dust settles. Cheap disks
    threaten to supplant large sections of the profession. The "market" seems glutted
    with artists of varying levels of skill, which is leading to a much looser interpreta­
    tion of "quality." Art departments are showing great faith in their in-house person­
    nel to replace illustration with Photoshopped collages. Fees for art works have not
    changed in a generation.

    I see illustrators for whom the next big movement is a movement out of
    illustration. So, the question must be asked: For those remaining in illustration or
    those wanting to get in, what does it still hold for us?

    I begin first with the premise that there is nothing inherent in illustration
    that is different from "art." I know that this old distinction is prevalent, but the
    graphic universe I know tells me it's an irrelevant dialectic engaged in, quite often,
    by those with a good deal at stake in maintaining a prescribed order. Winslow
    Homer, Andy Warhol, Toulouse-Lautrec, Marshall Arisman, Ben Shahn, Thomas
    Hart Benton, George Bellows, George Grosz, and Diego Rivera all argue persuasive­
    ly against this idea. Therefore, if we, as they, are "real artists," making "real art,"
    what is the distinction that makes us illustrators as well?

    The distinction that I see is in content. What makes our job different and
    harder than other artistic pursuits is that we must do at least two things at once:
    solve formalistic graphic, spatial, and color problems of all kinds plus, tell a literal
    story. Storytelling is a cultivated craft, ancient and deeply important to a culture.
    The truly fine illustrators share the mantel of shaman along with poets,
    composer/troubadours, playwrights, and filmmakers. That "content" is shunned by
    gallery owners and critics is not important. Pleasing them need not keep anyone up
    at night when there are things one's art has to say. Answering that call can be the
    driving force in your life.

    It is my observation that the highest calling in art is telling the important
    story. The greatest art of all for me is about that. Bach, Shakespeare, Goya, John
    Ford, Billie Holiday, Cartier-Bresson, and Michelangelo told, in their moment and

    in their way, important stories. This is the guidepost for what future illustration
    must have-to take the content and direction of your illustration into your own
    hands. By starting with what you need to say and finding a plausible place to put it,
    worlds can open up for your work. This is no magical panacea. Indeed, great finan­
    cial reward is not in the equation. It's just the simple notion that when your work
    focuses on something deeply felt and earnestly expressed, it will naturally convey its
    importance. In lieu of fame and fortune (which we in illustration are quite libera ted
    from expecting), let there be the opportunity to make art that contains the ideas,
    observations, and passionate points-of-view that artists see and feel in the world
    around them.

    In my case it has led to journalism. I love to go places and cover stories in
    words and pictures. I regularly contact art directors with story ideas, some of which
    they buy. I've covered political conventions, primary campaigns, a music festival, a
    labor strike, a farm crisis, a climb of Mt. Fuji, and many other things. Very few of
    these assignments originate with the magazine itself. They result from my love of
    doing that work along with the courage, as an artist, to suggest a story. And why not?
    Photographers do it all the time. They' ll live in a place for a while and bring in pho­
    tos an editor might want to build a story around. I know artists who will call a
    regional magazine art director with a project and say, "Hey, let 's do a spread on the
    birds of the Southeast." How about covering a boat show for a yachting magazine,
    dogs of New York, opening day at the ballpark? Almost anything about the tangible
    world is a potential subject for a magazine piece and can be covered by an illustra­
    tor, usually, with greater impact.

    The key word here is "passion," the powerful connection you feel for
    something true and compelling. "When truth is the goal," Ansel Adams said, "your
    work cannot help but partake of truth." If self-generated projects come from that
    place, they will, I believe, be compelling; and find a home in books, magazines, or
    on the Internet. Meanwhile, back at your portfolio, your work will assume a new
    center of gravity. Art directors, thinking of you as more than a walking wrist, may
    finally start calling with assignments, which are much closer to your hean.

    52

    – The Education of an Illustrator
    – Steven Heller & Marshall Arisman
    – Part 2: Ebbing & Flowing, Chapter 51: The Author/Illustrator
    – Steve Brodner

    **## CSULB_ART311_Reading_6-2_Heller-Arisman_Marketing_Illustration-ch16.pdf**

    Marketing Illustration
    Steven Heller & Marshall Arisman

    Chapter 1: What to Do If You Want to Make Art, But Need to Make a Living

    Chapter 6: Marketing the New Illustration

    ISBN: 9781581156577

    Heller, Steven, and Marshall Arisman. Marketing Illustration: New Venues, New Styles, New Methods. Allworth Press, 2008.

    F.411.Hb)'

    Steven Heller …
    Marshall Arisman

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    Chapter One

    What to Do lfYou Want to Make Art,
    But Need to Make A Living

    Throughout the twentieth century, the obvious solution to this particular quandary

    was to compromise by becoming an illustrator (or a designer). It is an accepted myth

    (even in most art schools) that real artists do not make money, but through accepting

    illustration into one's life comes the potential to earn a reasonable living while

    continuing to make art (or a reasonable substitute for art). Well, that paradigm has

    changed over the past dozen years. Art increasingly intersects with commerce, and

    artists have found that their muse-driven concepts can, under the right circumstances,

    be transformed into marketable products.

    Likewise, illustrators have found that certain styles and conceptual trends are

    currently accepted as art in the hollowed halls of galleries, museums, and art fairs

    (like Art Basel). As sacrosanct distinctions are routinely challenged and with the

    boundaries between fine and applied arts becoming increasingly fungible, making a

    living (or at least somehow profiting) from art is not as difficult as it once was.

    Of course, not all fine artists have the entrepreneurial gene, and not all illustrators

    are perfectly suited to perform in the art world, but for those who can make the

    respective leaps on either side of the divide, a potentially vital and welcoming market

    I

    MARKETING ILLUSTRATION

    awaits. For the artist, it is a way to reach more of an audience with an alternative

    kind of"multiple"; for the illustrator, it is a way to branch out from the conventional

    problem/solution model into more self-initiated projects. But this is not an either/

    or scenario. Illustrators are not required to become fine artists in order to expand

    their earning capabilities. In fact, the definitions of illustrator and of illustration are

    changing in such a way that editorial and advertising are no longer the only options.

    Illustrators are now able to show their work in art venues, just as more traditional

    artists are welcome in commercial venues.

    The reason for this change is that, in the late twentieth and early twenty-first ·

    centuries, art has expanded to fill the many containers built with new technologies,

    economies, and moralities. Art is not restricted to canvas, clay, or paper and is

    as much a response to external media and mediums as it is to internal emotions.

    Moreover, the creative act is not determined by the ratio of suffering or angst to

    ultimate result, it is defined by the impulse to create something that has not existed

    before or build on something that has.

    The consequence of this impulse is that artists and illustrators are currently

    creating "stuff." Not only are the boundaries between fine and applied arts more

    or less lowered, but form, content, and accessibility are more democratic. In this

    way, the entrepreneurial spirit is ignited, and graphically, greater options are now

    available. Below are some of the ways illustrative image-making has become more

    entrepreneurial.

    Toys
    With the explosion in vinyl toy marketing and manufacture with companies

    like K.idrobot and Giant Robot, illustrators have a new venue for their more

    absurdist, three-dimensional concepts. What began a decade ago with a few artists

    transforming action hero toys into mutations has grown into a highly profitable

    collectible industry.

    Games
    To say video games are a mammoth industry is not an exaggeration. Billions are

    spent annually on both development and sales, and illustrators are increasingly

    employed in rendering and development. While it is not always easy to create

    characters from scratch, the video game field welcomes as much creative thinking

    as it can absorb.

    2

    WHAT To Do IF You T,½zNTTO MAKE ART, BuT NEED TO MAKE A LrvING

    Animation
    The most significant change in field of illustration can be summed up with the

    word motion. While illustrators have worked in the animation field since the first

    animated cartoons in the early twentieth century, digital technology allows anyone

    with software skills to be a desktop animator. Motion has become as common to

    illustrators as cross-hatching, and animation is now second nature.

    Novelties
    Illustrators have long toyed with the idea of creating knick-knacks, and some have

    produced delightful novelties that end up being sold in design-centric boutiques.

    They range from silly to profound, and they can be pure designs or concept- or
    character-driven.

    Candies
    This may not be the most prodigious of the entrepreneurial ventures, but specialty

    companies like Blue Qin Pittsfield, Massachusetts, produce various confections

    packaged with silly but cleverly illustrated covers and labels . Some artists have used

    their packaging skills to create custom lines of candy, as well.

    Books
    This is not an unconventional alternative, but increasingly, illustrators are turning

    to writing, illustrating, producing, and packaging books- and 'zines-that have
    independent life in the marketplace.

    Graphic Novels
    They are technically books, but graphic novels and artist books have a distinct

    genre of expression. Various specialty publishers, like Drawn and Quarterly and

    Fantagraphics, offer prodigious outputs of historical and original material, which
    increases the market for interesting new work.

    Wallpaper
    When it comes to products created by illustrators, the quirkier, the better; and few

    things are more unusual than wallpapers . While there is not an immense market for

    it, artists have, in recent years, become involved in wallpaper production, as well as

    designing wrapping paper and textiles.

    3

    MARKETING ILLUSTRATION

    Fashions
    Speaking of textiles, designers have contributed their fair share to this field. Dut

    artists are increasingly developing all manner of clothing, from hats to shoes, and

    these days, hoodies.

    T-shirts
    A decade or so ago, when illustrators had an entrepreneurial inkling, their first

    thought was, Let's create a T-shirt line. The artful (and often just plain goofy) T-shirt

    industry has grown exponentially. It is also a good jumping-off point for other street

    fashion concepts.

    A word to the wise: Illustration is a stepping stone, not an end in itself Working

    with images opens doors to the above-and doubtless many other-unheralded jobs

    and genres. The key is to think entrepreneurially and to spread your talent as far as it

    will go.

    MARKETING ILLUSTRATION

    Diversify. The editorial market is not dead, but it is only one of many ways of making

    and selling mass images.

    The Unbearable Burden of Marketing
    Yourself: A Personal Bistory

    The motor that drives the art machine is fueled by energy. Energy is a by product

    of believing that you have something to say. The fuel for marketing is the desire for

    money. Desire, in itself, produces craving and depletes energy.

    If you desire success you will covet the concept of marketing to fulfill your

    desires. If you desire communication with yourself and others, that energy base may

    be the best marketing tool you have.

    If all this sounds confusing, it is. Now in my late sixties, after forty years of making

    pictures that appear on the printed page and gallery wall, I am still confused by Andy

    Warhol's comment that "The best art of all is the business of art." I am less confused by

    Mark Rothko's comment, "There is no such thing as a good painting about nothing."

    The part of me that paints is not the part of me that markets the painting. Like

    many artists, I would like to leave the marketing to someone more qualified than

    myself, but I can't. I wish I could-I have tried. Over the years, I have had a few

    illustration reps and many gallery owners whose jobs, I thought, were to market

    me better than I marketed myself The end result was being forced to acknowledge

    that I know myself better than they do. Marketing something I believe in is my

    responsibility. I have tried to make peace with the two parts of me that are in conflict.

    For example, I set aside specific days to make phone calls, to e-mail, etc. These are the

    days I don't try and make pictures. This is not a perfect solution, but the tug-of-war

    between the state of creativity and the state of marketing is less draining.

    Looking back is the only way that I can perceive a pattern. If you ask what my

    next project will be, I will answer, I don't know. If you ask what I have learned about

    marketing myself over the years, I will answer, I am still learning.

    I was educated as a graphic designer (Pratt Institute, 1956-1960). My first job

    was at General Motors Tech Center. After three months of employment, I realized

    that I didn't like working with people-I didn't like solving problems that were not

    my own. The only time I was happy and full of energy was when I was alone, drawing

    and painting.

    132

    MARKETING THE NEW ILLUSTRATION

    My first portfolio was done on 30×40-inch Masoniite boards and weighed

    sixty pounds. A marketing expert would have talked me out of it. Many art directors

    stopped me on Madison Avenue and asked what was in the portfolio-on-wheels.

    The card I gave out was an original painting of a man playing a paintbrush with

    a violin bow. A marketing expert would have sent me to a printer. The card sat,

    framed, on many art directors' desks. The card included my name, address, and phone

    number, but the phone, unfortunately, was located at my friend's house a half-block

    away from my apartment in Brooklyn. The art director who called me for my first

    illustration job was put on hold for the ten minutes it took my friend to run down

    the block and get me. The art director, thinking I had listed the candy store on the

    corner, told me to never get my own phone.

    "Meaning," Carl Jung said, "has curative power. What is meaningful to you is the

    basis of all things, perhaps everything."

    My advice is simply to accept the responsibility of marketing yourself. If you are

    marketing for yourself, it will provide you with the energy to do it all.

    A kung-fu master told me this about replenishing energy: hug trees . My advice:

    make more art.

    – Marshall Arisman

    133

    – Marketing Illustration
    – Steven Heller & Marshall Arisman
    – Chapter 1: What to Do If You Want to Make Art, But Need to Make a Living
    – Chapter 6: Marketing the New Illustration

    **CSULB_ART311_Reading_6-3_Heller-Arisman_Inside_Business_Illustration-ch4.pdf**

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  • [Solved] brothers

    ✓ Verified Academic Solution Available

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    Please see attachment – 2 years ago **files (1)** – ## qmkvn-InterdisciplinaryUnitPlanF221.doc **## qmkvn-InterdisciplinaryUnitPlanF221.doc** [removed] **## qmkvn-InterdisciplinaryUnitPlanF221.doc** [removed]

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  • [Solved] des

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    – Select a celebrity feud that has occurred over social media. You may choose from the following examples or propose your own with instructor approval: – Megan Thee Stallion/Cardi B vs. Nicki Minaj – Drake vs. Kendrick Lamar – Kanye West vs. Taylor Swift – 50 Cent vs. Ja Rule – Taylor Swift vs. Scoo…

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    – Select  a celebrity feud that has occurred over social media. You may choose  from the following examples or propose your own with instructor  approval:

    – Megan Thee Stallion/Cardi B vs. Nicki Minaj
    – Drake vs. Kendrick Lamar
    – Kanye West vs. Taylor Swift
    – 50 Cent vs. Ja Rule
    – Taylor Swift vs. Scooter Braun
    – Rihanna vs. Ciara
    – Nick Cannon vs. Eminem
    – **Research the Feud**: Research the feud you’ve chosen.  Identify key events, social media posts, and fan reactions. Use credible  sources such as news articles, interviews, social media content, and  academic resources to support your analysis.

    – **Apply Criminological Theories**: Use at least two  criminological theories discussed in class (e.g., strain theory,  labeling theory, conflict theory, social learning theory) to analyze the  escalation of the conflict. Explain how the feud reflects criminal or  deviant behavior within the context of fan interactions, social media  platforms, and celebrity culture.

    – **Analyze Fan Engagement**: Discuss the role of fan  behavior in fueling the conflict. How do parasocial relationships and  online communities contribute to the escalation of tension between the  celebrities involved?

    – **Conclusion**: Summarize your findings and suggest possible resolutions to prevent future conflicts.

    – **Cite Sources**: Include at least 4 credible sources. Use APA format for in-text citations and the reference list.

    – 2 years ago

  • [Solved] felton

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    In this assignment, you will analyze how teenage sexuality and older adult sexuality are depicted differently across two popular media sources. The goal is to develop media literacy skills by examining messages about sexuality at different life stages. 1. Select two current popular movies, TV shows,…

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    In this assignment, you will analyze how teenage sexuality and older  adult sexuality are depicted differently across two popular media  sources. The goal is to develop media literacy skills by examining  messages about sexuality at different life stages.

    1. Select two current popular movies, TV shows, books, etc. One should  prominently feature depictions of teenage (13-19 years old) sexuality,  and the other should feature depictions of older adult (65+ years old)  sexuality. Clearly note the sources you are drawing from for your  analysis.
    2. For each media source, identify 3-5 key scenes or examples that  portray sexual situations, attitudes, relationships, etc., for the  teenage and older adult characters.
    3. Analyze the identified examples, considering:
    – How is teenage sexuality portrayed? What attitudes, behaviors, or stereotypes are evident?
    – How is older adult sexuality portrayed? What attitudes, behaviors, or stereotypes are evident?
    – How do the depictions differ between the two age groups? Are there double standards?
    – Are the portrayals realistic, or do they reinforce stereotypical societal myths about sexuality at different ages?
    – What overall messages do the portrayals send about sexuality and aging?

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    This week you will select a company of your choice that was in operation in 2020 and continue to this day. _**And create a diagram**_ of its global/international shipping and receiving operations along with your personal description of what is flowing from one point to the next point. Select a compa…

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    This week you will select a company of your choice that was in operation in 2020 and continue to this day. _**And create a diagram**_  of its global/international shipping and receiving operations along  with your personal description of what is flowing from one point to the  next point.

    Select a company with  global/international shipping and receiving operations using our online  library and/or Internet.  The company must be in operation from 2020 to  this year.

    1.   State the purpose and background of the company, and include a web link.

    2.   Discuss the role(s) of the company within the retail supply chain. **Big** _**Hint:**_ Include a diagram of the retail supply chain.

    3.   Discuss the shipping and receiving operations of the company. _**Hint:**_ Include a diagram of the operations using a process flow.

    4.   Identify 3 possible problems or issues you see in the company’s operations.

    5.   Discuss 3 solutions to these problems or issues.

    – 2 years ago

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    For this assignment you will develop the capital budget which will become a part of your final project. Review information on capital budgeting . The numbers u use in this assignment are to be a realistic estimate based on your research of similar projects. The capital budget should be done on a spr…

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    For this  assignment you will develop the capital budget which will become a part  of your final project. Review information on capital budgeting . The numbers u use in this assignment are to be a  realistic estimate based on your research of similar projects. The  capital budget should be done on a spreadsheet such as Excel. Provide at  least one graph to help the mayor and city council better understand  the elements of the capital budget.

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    I need this assignment completed before 11:59 tonight – 2 years ago **files (4)** – ## AssessmentinstructionsGCUCodeofConduct.docx – ## RubricCriteria.docx – WritingCenter_Style_APA_7th_Edition_Style_Guide1.docx – university_policy_handbook_spring_2025_V4.pdf **## AssessmentinstructionsGC…

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    – 2 years ago

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    **## AssessmentinstructionsGCUCodeofConduct.docx**

    Assessment Traits

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    Assessment Description

    Review the Code of Conduct and Academic Standards in the university policy handbook.

    Go to https://www.gcu.edu/academics/academic-policies.php#h-university-policy-handbook and click on the University Policy Handbook link.

    Find the Code of Conduct and Academic Standards section.

    Part 1: In your own words, explain one academic integrity violation and one code of conduct violation. Give a specific example of what the two identified violations could be.

    Part 2: Respond to the following questions in 200-250 words:

    The academic integrity section discusses academic dishonesty. One area of dishonesty is plagiarism. Define plagiarism in your own words.

    Why do you think students plagiarize?

    Describe how students can avoid academic dishonesty, in group work or as an individual?

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are not required to submit this assignment to LopesWrite.

    **## RubricCriteria.docx**

    Rubric Criteria

    Academic Integrity Violation

    9 points

    Criteria Description

    Academic Integrity Violation

    5. Target

    9 points

    Explanation and example of one academic integrity violation is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Explanation and example of one academic integrity violation is complete and includes relevant details.

    3. Approaching

    6.75 points

    Explanation and example of one academic integrity violation is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Explanation and example of one academic integrity violation is incomplete.

    1. Unsatisfactory

    0 points

    Explanation and example of one academic integrity violation is not provided.

    Code of Conduct Violation

    9 points

    Criteria Description

    Code of Conduct Violation

    5. Target

    9 points

    Explanation and example of one code of conduct violation is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Explanation and example of one code of conduct violation is complete and includes relevant details.

    3. Approaching

    6.75 points

    Explanation and example of one code of conduct violation is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Explanation and example of one code of conduct violation is incomplete.

    1. Unsatisfactory

    0 points

    Explanation and example of one code of conduct violation is not provided.

    Plagiarism Definition

    4.5 points

    Criteria Description

    Plagiarism Definition

    5. Target

    4.5 points

    Definition of plagiarism in own words is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    3.82 points

    Definition of plagiarism in own words is complete and includes relevant details.

    3. Approaching

    3.38 points

    Definition of plagiarism in own words is provided but lacks relevant detail.

    2. Insufficient

    2.93 points

    Definition of plagiarism in own words is incomplete.

    1. Unsatisfactory

    0 points

    Definition of plagiarism in own words is not provided.

    Plagiarism Rationale

    9 points

    Criteria Description

    Plagiarism Rationale

    5. Target

    9 points

    Reason for why students plagiarize is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Reason for why students plagiarize is complete and includes relevant details.

    3. Approaching

    6.75 points

    Reason for why students plagiarize is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Reason for why students plagiarize is incomplete.

    1. Unsatisfactory

    0 points

    Reason for why students plagiarize is not provided.

    Plagiarism Avoidance

    9 points

    Criteria Description

    Plagiarism Avoidance

    5. Target

    9 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is complete and includes relevant details.

    3. Approaching

    6.75 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is incomplete.

    1. Unsatisfactory

    0 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is not provided.

    Mechanics of Writing

    2.25 points

    Criteria Description

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    5. Target

    2.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    4. Acceptable

    1.91 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    3. Approaching

    1.69 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    2. Insufficient

    1.46 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    1. Unsatisfactory

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    Format/Documentation

    2.25 points

    Criteria Description

    Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

    5. Target

    2.25 points

    No errors in formatting or documentation are present.

    4. Acceptable

    1.91 points

    Appropriate format and documentation are used with only minor errors.

    3. Approaching

    1.69 points

    Appropriate format and documentation are used, although there are some obvious errors.

    2. Insufficient

    1.46 points

    Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

    1. Unsatisfactory

    0 points

    Appropriate format is not used. No documentation of sources is provided.

    Total

    45 points

    **WritingCenter_Style_APA_7th_Edition_Style_Guide1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/writingcenter-style-apa-7th-edition-style-guide1-docx)

    **university_policy_handbook_spring_2025_V4.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/university-policy-handbook-spring-2025-v4-pdf)

    **university_policy_handbook_spring_2025_V4.pdf**

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    **## AssessmentinstructionsGCUCodeofConduct.docx**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    Review the Code of Conduct and Academic Standards in the university policy handbook.

    Go to https://www.gcu.edu/academics/academic-policies.php#h-university-policy-handbook and click on the University Policy Handbook link.

    Find the Code of Conduct and Academic Standards section.

    Part 1: In your own words, explain one academic integrity violation and one code of conduct violation. Give a specific example of what the two identified violations could be.

    Part 2: Respond to the following questions in 200-250 words:

    The academic integrity section discusses academic dishonesty. One area of dishonesty is plagiarism. Define plagiarism in your own words.

    Why do you think students plagiarize?

    Describe how students can avoid academic dishonesty, in group work or as an individual?

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are not required to submit this assignment to LopesWrite.

    **## RubricCriteria.docx**

    Rubric Criteria

    Academic Integrity Violation

    9 points

    Criteria Description

    Academic Integrity Violation

    5. Target

    9 points

    Explanation and example of one academic integrity violation is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Explanation and example of one academic integrity violation is complete and includes relevant details.

    3. Approaching

    6.75 points

    Explanation and example of one academic integrity violation is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Explanation and example of one academic integrity violation is incomplete.

    1. Unsatisfactory

    0 points

    Explanation and example of one academic integrity violation is not provided.

    Code of Conduct Violation

    9 points

    Criteria Description

    Code of Conduct Violation

    5. Target

    9 points

    Explanation and example of one code of conduct violation is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Explanation and example of one code of conduct violation is complete and includes relevant details.

    3. Approaching

    6.75 points

    Explanation and example of one code of conduct violation is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Explanation and example of one code of conduct violation is incomplete.

    1. Unsatisfactory

    0 points

    Explanation and example of one code of conduct violation is not provided.

    Plagiarism Definition

    4.5 points

    Criteria Description

    Plagiarism Definition

    5. Target

    4.5 points

    Definition of plagiarism in own words is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    3.82 points

    Definition of plagiarism in own words is complete and includes relevant details.

    3. Approaching

    3.38 points

    Definition of plagiarism in own words is provided but lacks relevant detail.

    2. Insufficient

    2.93 points

    Definition of plagiarism in own words is incomplete.

    1. Unsatisfactory

    0 points

    Definition of plagiarism in own words is not provided.

    Plagiarism Rationale

    9 points

    Criteria Description

    Plagiarism Rationale

    5. Target

    9 points

    Reason for why students plagiarize is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Reason for why students plagiarize is complete and includes relevant details.

    3. Approaching

    6.75 points

    Reason for why students plagiarize is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Reason for why students plagiarize is incomplete.

    1. Unsatisfactory

    0 points

    Reason for why students plagiarize is not provided.

    Plagiarism Avoidance

    9 points

    Criteria Description

    Plagiarism Avoidance

    5. Target

    9 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is complete and includes relevant details.

    3. Approaching

    6.75 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is incomplete.

    1. Unsatisfactory

    0 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is not provided.

    Mechanics of Writing

    2.25 points

    Criteria Description

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    5. Target

    2.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    4. Acceptable

    1.91 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    3. Approaching

    1.69 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    2. Insufficient

    1.46 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    1. Unsatisfactory

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    Format/Documentation

    2.25 points

    Criteria Description

    Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

    5. Target

    2.25 points

    No errors in formatting or documentation are present.

    4. Acceptable

    1.91 points

    Appropriate format and documentation are used with only minor errors.

    3. Approaching

    1.69 points

    Appropriate format and documentation are used, although there are some obvious errors.

    2. Insufficient

    1.46 points

    Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

    1. Unsatisfactory

    0 points

    Appropriate format is not used. No documentation of sources is provided.

    Total

    45 points

    **WritingCenter_Style_APA_7th_Edition_Style_Guide1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/writingcenter-style-apa-7th-edition-style-guide1-docx)

    **university_policy_handbook_spring_2025_V4.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/university-policy-handbook-spring-2025-v4-pdf)

    **## AssessmentinstructionsGCUCodeofConduct.docx**

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    Review the Code of Conduct and Academic Standards in the university policy handbook.

    Go to https://www.gcu.edu/academics/academic-policies.php#h-university-policy-handbook and click on the University Policy Handbook link.

    Find the Code of Conduct and Academic Standards section.

    Part 1: In your own words, explain one academic integrity violation and one code of conduct violation. Give a specific example of what the two identified violations could be.

    Part 2: Respond to the following questions in 200-250 words:

    The academic integrity section discusses academic dishonesty. One area of dishonesty is plagiarism. Define plagiarism in your own words.

    Why do you think students plagiarize?

    Describe how students can avoid academic dishonesty, in group work or as an individual?

    Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

    This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

    You are not required to submit this assignment to LopesWrite.

    **## RubricCriteria.docx**

    Rubric Criteria

    Academic Integrity Violation

    9 points

    Criteria Description

    Academic Integrity Violation

    5. Target

    9 points

    Explanation and example of one academic integrity violation is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Explanation and example of one academic integrity violation is complete and includes relevant details.

    3. Approaching

    6.75 points

    Explanation and example of one academic integrity violation is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Explanation and example of one academic integrity violation is incomplete.

    1. Unsatisfactory

    0 points

    Explanation and example of one academic integrity violation is not provided.

    Code of Conduct Violation

    9 points

    Criteria Description

    Code of Conduct Violation

    5. Target

    9 points

    Explanation and example of one code of conduct violation is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Explanation and example of one code of conduct violation is complete and includes relevant details.

    3. Approaching

    6.75 points

    Explanation and example of one code of conduct violation is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Explanation and example of one code of conduct violation is incomplete.

    1. Unsatisfactory

    0 points

    Explanation and example of one code of conduct violation is not provided.

    Plagiarism Definition

    4.5 points

    Criteria Description

    Plagiarism Definition

    5. Target

    4.5 points

    Definition of plagiarism in own words is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    3.82 points

    Definition of plagiarism in own words is complete and includes relevant details.

    3. Approaching

    3.38 points

    Definition of plagiarism in own words is provided but lacks relevant detail.

    2. Insufficient

    2.93 points

    Definition of plagiarism in own words is incomplete.

    1. Unsatisfactory

    0 points

    Definition of plagiarism in own words is not provided.

    Plagiarism Rationale

    9 points

    Criteria Description

    Plagiarism Rationale

    5. Target

    9 points

    Reason for why students plagiarize is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Reason for why students plagiarize is complete and includes relevant details.

    3. Approaching

    6.75 points

    Reason for why students plagiarize is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Reason for why students plagiarize is incomplete.

    1. Unsatisfactory

    0 points

    Reason for why students plagiarize is not provided.

    Plagiarism Avoidance

    9 points

    Criteria Description

    Plagiarism Avoidance

    5. Target

    9 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is thorough and includes substantial explanation and relevant supporting details.

    4. Acceptable

    7.65 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is complete and includes relevant details.

    3. Approaching

    6.75 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is provided but lacks relevant detail.

    2. Insufficient

    5.85 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is incomplete.

    1. Unsatisfactory

    0 points

    Description of how students can avoid academic dishonesty in both group work or as an individual is not provided.

    Mechanics of Writing

    2.25 points

    Criteria Description

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    5. Target

    2.25 points

    No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

    4. Acceptable

    1.91 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    3. Approaching

    1.69 points

    Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

    2. Insufficient

    1.46 points

    Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

    1. Unsatisfactory

    0 points

    Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

    Format/Documentation

    2.25 points

    Criteria Description

    Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

    5. Target

    2.25 points

    No errors in formatting or documentation are present.

    4. Acceptable

    1.91 points

    Appropriate format and documentation are used with only minor errors.

    3. Approaching

    1.69 points

    Appropriate format and documentation are used, although there are some obvious errors.

    2. Insufficient

    1.46 points

    Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

    1. Unsatisfactory

    0 points

    Appropriate format is not used. No documentation of sources is provided.

    Total

    45 points

    **WritingCenter_Style_APA_7th_Edition_Style_Guide1.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/writingcenter-style-apa-7th-edition-style-guide1-docx)

    **university_policy_handbook_spring_2025_V4.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/university-policy-handbook-spring-2025-v4-pdf)

  • [Solved] unit 9 taip

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    dminister, Score, and Interpret the results of the Informal/Criterion-Referenced Instrument, write and submit Section III: Informal/Criterion-Referenced Assessment. Approved instruments are listed [here](https://canvas.fau.edu/courses/170075/pages/approved-taip-instruments-criterion-referenced-asses…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    dminister, Score, and Interpret the results of the Informal/Criterion-Referenced Instrument, write and submit Section III: Informal/Criterion-Referenced Assessment.  Approved instruments are listed [here](https://canvas.fau.edu/courses/170075/pages/approved-taip-instruments-criterion-referenced-assessments). Review the assignment description for this section of the TAIP (see syllabus), the [scoring rubric](https://canvas.fau.edu/courses/170075/files/36954792/download?wrap=1), and the [template](https://canvas.fau.edu/courses/170075/files/36954570?wrap=1 "Section III (Informal_Criterion Referenced) template.docx") [Download template](https://canvas.fau.edu/courses/170075/files/36954570/download?download_frd=1) for this assignment.

    – [\
    \
    Additionalinstructionsforrhymingwordsandinitialandfinalsoundsections.docx](https://www.sweetstudy.com/files/additionalinstructionsforrhymingwordsandinitialandfinalsoundsections-docx "Additionalinstructionsforrhymingwordsandinitialandfinalsoundsections.docx")
    – [\
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    CriterionReferencedPre-Kages4.0-4.111.pdf](https://www.sweetstudy.com/files/criterionreferencedpre-kages4-0-4-111-pdf "CriterionReferencedPre-Kages4.0-4.111.pdf")
    – [\
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    SectionIIIInformal_CriterionReferencedtemplate.docx](https://www.sweetstudy.com/files/sectioniiiinformal-criterionreferencedtemplate-docx "SectionIIIInformal_CriterionReferencedtemplate.docx")

    – 2 years ago

  • [Solved] Learning Plan

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (4)** – ## Template.docx – ## PlanAssignmentInstructions.pdf – EXAMPLEPAPER.pdf – GradingRubric.pdf **## Template.docx** TECHNOLOGY INTEGRATION **Technology Integration Learning Plan** School of Education, Liberty University **Author Note** I have no known conflict of interest …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## Template.docx

    – ## PlanAssignmentInstructions.pdf

    – EXAMPLEPAPER.pdf
    – GradingRubric.pdf

    **## Template.docx**

    TECHNOLOGY INTEGRATION

    **Technology Integration Learning Plan**

    School of Education, Liberty University

    **Author Note**

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to . Email:

    **Technology Integration Learning Plan**

    [Insert introductory paragraph here.]

    **Technology Integration Matrix**

    [Insert a paragraph that solidly describes the meaningful learning environment and level of integration you selected.]

    **The ASSURE Model for Instructional Design**

    [Insert a brief introduction to the ASSURE model here.]

    **Analysis of Learners and Technology in the Local Setting**

    [First paragraph.]

    [Second paragraph.]

    **Standards and Objectives**

    [Introductory statement on the curriculum standards and ISTE standard(s) used for the lesson.]

    · [First curriculum standard].

    · [Second curriculum standard].

    · [ISTE Standard].

    The objectives of this lesson are:

    · [First specific and measurable learning objective.]

    · [Second specific and measurable learning objective.]

    · [Third specific and measurable learning objective.]

    **Selection of Strategies, Technology, Media, and Materials**

    [Insert paragraph(s) identifying strategies and methods used for instruction and engagement. Discuss technology to be used.]

    [Insert paragraph(s) discussing the Extended Descriptors for the learning environment and level of integration selected.]

    **Utilization of Materials**

    [Insert step-by-step how-to guide on how the technology, media, and materials of the lesson are to be used.]

    **Requirement of Learner Participation**

    [Insert paragraph(s) and formative questions here.]

    **Evaluation and Revisions**

    [Insert paragraph(s) describing data collection methods and how data will impact future revisions.]

    [Insert paragraph(s) describing the plan for evaluating technology’s effectiveness.]

    [Insert paragraph(s) evaluating lesson according to the Triple E Evaluation Rubric.]

    **References**

    Insert all references here.

    **## PlanAssignmentInstructions.pdf**

    EDUC 730

    Page 1 of 5

    TECHNOLOGY INTEGRATION LEARNING PLAN ASSIGNMENT INSTRUCTIONS

    OVERVIEW

    The goal of this assignment is to create a learning/lesson plan for a single 50-60-minute
    instructional session where technology is integrated in meaningful ways that will help your
    learners gain decision-making skills, demonstrate increased creativity, form stronger social
    connections with peers, and increase their technology skills.

    For this assignment, you will design the learning plan for a specific audience of learners. The
    Technology Integration Matrix, the ASSURE model for instructional planning, and the ISTE
    standards for students provide valuable frameworks to help you define a well-conceived
    technology integrated learning plan. Plan preparation involves determining the audience,
    outlining the learning experiences, and selecting digital resources, interactives, case studies, or
    simulations.

    INSTRUCTIONS

    Use the Technology Integration Learning Plan Template provided with this assignment. The
    template requires you to complete the sections as described in the following. Ensure your work
    demonstrates appropriate use of key terminology from the field of educational technology.

    1. Introductory paragraph. Use this space to give an introduction to technology integration.
    Discuss what technology integration is and what it looks like in classrooms. Include a
    minimum of two scholarly articles as support.

    2. The Technology Integration Matrix.

    a. Using the link provided with this assignment as an assignment resource, explore The
    Technology Integration Matrix to gain an understanding of meaningful learning
    environments (i.e., Active, Collaborative, Constructive, Authentic, and Goal-
    Directed) and how these relate to the levels of integration (i.e., Entry, Adoption,
    Adaptation, Infusion, and Transformation).

    b. Select one of the meaningful learning environments and either the Infusion or
    Transformation level of integration. Where these two elements intersect on the matrix
    chart is what will inform the design of your technology integration lesson. Click on
    the cells of the matrix chart for additional resources and demonstrations of what each
    learning environment at each level of integration would entail.

    c. In the assignment template, provide a paragraph that solidly describes the meaningful
    learning environment and level of integration you selected.

    3. The ASSURE Model for Instructional Design. The ASSURE model (Smaldino, Lowther, &
    Russell, 2008) encourages a purposeful look at and selection of appropriate technologies for
    fostering student engagement. The ASSURE acronym stands for Analyze learners, State the

    EDUC 730

    Page 2 of 5

    standards and objectives, Select strategies, technology, media, and materials, Utilize
    materials, Require learner participation, and Evaluate and revise.

    a. Using scholarly resources for support, begin this template section with a brief
    introduction to the ASSURE model.

    b. Analysis of Learners and Technology in the Local Setting.

    § In the first paragraph of this section, describe your learners and their learning
    styles, prior knowledge, skill level, attitudes towards learning, comfort level
    and experience with technology, and other relevant characteristics. For
    instance, some learners are hesitant to learn math skills but are excellent
    writers.

    § In the second paragraph of this section, describe the available technology in
    the local setting and how it will be leveraged to maximize learning potential.
    Include Internet access, tools, and software. Choose tools that best suit the
    learning environment and the level of integration your lesson aims for. If the
    tools you need do not exist at your location, describe how you might procure
    or request them.

    c. Standards and Objectives.

    § Begin this section with an introductory statement on the curriculum standards
    and ISTE standard(s) you are using for the lesson. Then, identify the specific
    standards used:

    • List 1-2 state or Common Core curriculum standards used for the
    lesson.

    • List a minimum of one ISTE standard that best suits your learning
    environment and level of technology integration. See the ISTE
    Standards for Students link provided with this assignment as an
    assignment resource.

    § Determine 2-3 specific and measurable learning objectives associated with the
    curriculum and ISTE standards you selected. An example learning objective
    statement is: Learners will construct a persuasive presentation with
    supporting evidence and publish it to a class Wiki.

    d. Selection of Strategies, Technology, Media, and Materials. This section and the one
    following (Utilization of Materials) comprise the largest portion of this assignment.

    § Begin with a paragraph (or more) that by identifies the strategies and methods
    for instruction and meaningful engagement at the Infusion or Transformation
    levels of integration, carefully outlining vibrant ways to promote learner

    EDUC 730

    Page 3 of 5

    success.You must alsodiscuss in detail the technology, media, and materials
    you will use in the lesson. Remember to use the Technology Integration
    Matrix to help you evaluate and make decisions about the level of technology
    integration.

    § In a paragraph (or more), discuss the Extended Descriptors the Technology
    Integration Matrix lists for your selection of learning environment and level of
    integration (you can find the Extended Descriptors by clicking on the
    applicable cell in The Technology Integration Matrix). In other words,
    envision where the learning takes place, what the teacher will do with
    technology in this lesson, what the learners will do, and what the learning
    products will look like.

    e. Utilization of Materials. You have by now assessed what technology tools you have
    available and have determined exciting ways these tools can be best utilized to
    promote learning. For this section of the template, carefully identify the technology,
    media, and materials you will use in the lesson and sufficiently describe how they
    will be used. This should read like a detailed step-by-step how-to guide so that
    someone else could easily implement your plan with your learners.

    f. Requirement of Learner Participation. This is where you plan the learners’ actions.
    How will learners engage in the lesson? How will they engage with the ideas and
    technology to meet the learning goals and objectives? The plan should include good
    formative questioning, specifically addressing the standards and the learning
    objectives. List all formative questions you will use, such as questions for introducing
    the lesson topic, processing the topic information, extending critical analysis, etc.
    This section must be one paragraph or greater.

    g. Evaluation and Revisions.

    § Detail the data collection methods you will use to assess the learning.
    Describe how the resulting data might be used to revise the instruction plan
    for next time. This section must be one paragraph or greater.

    § Next, in one paragraph ore more and focusing on the technology integration
    aspect of your lesson, describe your plan for evaluating the technology’s
    effectiveness. Think in terms of questions an instructional coach might ask
    after observing your lesson, such as:

    • Did the lesson accomplish what you intended?

    • Were the objectives met?

    • Would different tools/technology have done a better job?

    § Finally, in one paragraph or more, evaluate and score the lesson you have

    EDUC 730

    Page 4 of 5

    planned using the Triple E Evaluation Rubric (see the link provided with
    this assignment as an assignment resource). Discuss your findings.

    The required length of this assignment is a minimum of eight pages, not including the title and
    references pages. Be aware that you paper must demonstrate appropriate use of key terms from
    the field of educational technology. Where appropriate, provide in-text citations of sources used
    to support your claims and/or lesson design. You must include a minimum of three scholarly
    references in addition to primary (i.e., not secondary) sources for TIM, ISTE, and ASSURE.
    Include any sources used in the references page of the template (including the provided
    assignment resources you referred to in order to complete this assignemnt). Use current APA
    formatting throughout your work.

    EDUC 730

    Page 5 of 5

    References

    Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for
    learning (9th Ed.). Upper Saddle River, NJ: Prentice Hall.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **EXAMPLEPAPER.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplepaper-pdf-10229583)

    **GradingRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/gradingrubric-pdf-10229585)

    **GradingRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/gradingrubric-pdf-10229585)

    **## Template.docx**

    TECHNOLOGY INTEGRATION

    **Technology Integration Learning Plan**

    School of Education, Liberty University

    **Author Note**

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to . Email:

    **Technology Integration Learning Plan**

    [Insert introductory paragraph here.]

    **Technology Integration Matrix**

    [Insert a paragraph that solidly describes the meaningful learning environment and level of integration you selected.]

    **The ASSURE Model for Instructional Design**

    [Insert a brief introduction to the ASSURE model here.]

    **Analysis of Learners and Technology in the Local Setting**

    [First paragraph.]

    [Second paragraph.]

    **Standards and Objectives**

    [Introductory statement on the curriculum standards and ISTE standard(s) used for the lesson.]

    · [First curriculum standard].

    · [Second curriculum standard].

    · [ISTE Standard].

    The objectives of this lesson are:

    · [First specific and measurable learning objective.]

    · [Second specific and measurable learning objective.]

    · [Third specific and measurable learning objective.]

    **Selection of Strategies, Technology, Media, and Materials**

    [Insert paragraph(s) identifying strategies and methods used for instruction and engagement. Discuss technology to be used.]

    [Insert paragraph(s) discussing the Extended Descriptors for the learning environment and level of integration selected.]

    **Utilization of Materials**

    [Insert step-by-step how-to guide on how the technology, media, and materials of the lesson are to be used.]

    **Requirement of Learner Participation**

    [Insert paragraph(s) and formative questions here.]

    **Evaluation and Revisions**

    [Insert paragraph(s) describing data collection methods and how data will impact future revisions.]

    [Insert paragraph(s) describing the plan for evaluating technology’s effectiveness.]

    [Insert paragraph(s) evaluating lesson according to the Triple E Evaluation Rubric.]

    **References**

    Insert all references here.

    **## PlanAssignmentInstructions.pdf**

    EDUC 730

    Page 1 of 5

    TECHNOLOGY INTEGRATION LEARNING PLAN ASSIGNMENT INSTRUCTIONS

    OVERVIEW

    The goal of this assignment is to create a learning/lesson plan for a single 50-60-minute
    instructional session where technology is integrated in meaningful ways that will help your
    learners gain decision-making skills, demonstrate increased creativity, form stronger social
    connections with peers, and increase their technology skills.

    For this assignment, you will design the learning plan for a specific audience of learners. The
    Technology Integration Matrix, the ASSURE model for instructional planning, and the ISTE
    standards for students provide valuable frameworks to help you define a well-conceived
    technology integrated learning plan. Plan preparation involves determining the audience,
    outlining the learning experiences, and selecting digital resources, interactives, case studies, or
    simulations.

    INSTRUCTIONS

    Use the Technology Integration Learning Plan Template provided with this assignment. The
    template requires you to complete the sections as described in the following. Ensure your work
    demonstrates appropriate use of key terminology from the field of educational technology.

    1. Introductory paragraph. Use this space to give an introduction to technology integration.
    Discuss what technology integration is and what it looks like in classrooms. Include a
    minimum of two scholarly articles as support.

    2. The Technology Integration Matrix.

    a. Using the link provided with this assignment as an assignment resource, explore The
    Technology Integration Matrix to gain an understanding of meaningful learning
    environments (i.e., Active, Collaborative, Constructive, Authentic, and Goal-
    Directed) and how these relate to the levels of integration (i.e., Entry, Adoption,
    Adaptation, Infusion, and Transformation).

    b. Select one of the meaningful learning environments and either the Infusion or
    Transformation level of integration. Where these two elements intersect on the matrix
    chart is what will inform the design of your technology integration lesson. Click on
    the cells of the matrix chart for additional resources and demonstrations of what each
    learning environment at each level of integration would entail.

    c. In the assignment template, provide a paragraph that solidly describes the meaningful
    learning environment and level of integration you selected.

    3. The ASSURE Model for Instructional Design. The ASSURE model (Smaldino, Lowther, &
    Russell, 2008) encourages a purposeful look at and selection of appropriate technologies for
    fostering student engagement. The ASSURE acronym stands for Analyze learners, State the

    EDUC 730

    Page 2 of 5

    standards and objectives, Select strategies, technology, media, and materials, Utilize
    materials, Require learner participation, and Evaluate and revise.

    a. Using scholarly resources for support, begin this template section with a brief
    introduction to the ASSURE model.

    b. Analysis of Learners and Technology in the Local Setting.

    § In the first paragraph of this section, describe your learners and their learning
    styles, prior knowledge, skill level, attitudes towards learning, comfort level
    and experience with technology, and other relevant characteristics. For
    instance, some learners are hesitant to learn math skills but are excellent
    writers.

    § In the second paragraph of this section, describe the available technology in
    the local setting and how it will be leveraged to maximize learning potential.
    Include Internet access, tools, and software. Choose tools that best suit the
    learning environment and the level of integration your lesson aims for. If the
    tools you need do not exist at your location, describe how you might procure
    or request them.

    c. Standards and Objectives.

    § Begin this section with an introductory statement on the curriculum standards
    and ISTE standard(s) you are using for the lesson. Then, identify the specific
    standards used:

    • List 1-2 state or Common Core curriculum standards used for the
    lesson.

    • List a minimum of one ISTE standard that best suits your learning
    environment and level of technology integration. See the ISTE
    Standards for Students link provided with this assignment as an
    assignment resource.

    § Determine 2-3 specific and measurable learning objectives associated with the
    curriculum and ISTE standards you selected. An example learning objective
    statement is: Learners will construct a persuasive presentation with
    supporting evidence and publish it to a class Wiki.

    d. Selection of Strategies, Technology, Media, and Materials. This section and the one
    following (Utilization of Materials) comprise the largest portion of this assignment.

    § Begin with a paragraph (or more) that by identifies the strategies and methods
    for instruction and meaningful engagement at the Infusion or Transformation
    levels of integration, carefully outlining vibrant ways to promote learner

    EDUC 730

    Page 3 of 5

    success.You must alsodiscuss in detail the technology, media, and materials
    you will use in the lesson. Remember to use the Technology Integration
    Matrix to help you evaluate and make decisions about the level of technology
    integration.

    § In a paragraph (or more), discuss the Extended Descriptors the Technology
    Integration Matrix lists for your selection of learning environment and level of
    integration (you can find the Extended Descriptors by clicking on the
    applicable cell in The Technology Integration Matrix). In other words,
    envision where the learning takes place, what the teacher will do with
    technology in this lesson, what the learners will do, and what the learning
    products will look like.

    e. Utilization of Materials. You have by now assessed what technology tools you have
    available and have determined exciting ways these tools can be best utilized to
    promote learning. For this section of the template, carefully identify the technology,
    media, and materials you will use in the lesson and sufficiently describe how they
    will be used. This should read like a detailed step-by-step how-to guide so that
    someone else could easily implement your plan with your learners.

    f. Requirement of Learner Participation. This is where you plan the learners’ actions.
    How will learners engage in the lesson? How will they engage with the ideas and
    technology to meet the learning goals and objectives? The plan should include good
    formative questioning, specifically addressing the standards and the learning
    objectives. List all formative questions you will use, such as questions for introducing
    the lesson topic, processing the topic information, extending critical analysis, etc.
    This section must be one paragraph or greater.

    g. Evaluation and Revisions.

    § Detail the data collection methods you will use to assess the learning.
    Describe how the resulting data might be used to revise the instruction plan
    for next time. This section must be one paragraph or greater.

    § Next, in one paragraph ore more and focusing on the technology integration
    aspect of your lesson, describe your plan for evaluating the technology’s
    effectiveness. Think in terms of questions an instructional coach might ask
    after observing your lesson, such as:

    • Did the lesson accomplish what you intended?

    • Were the objectives met?

    • Would different tools/technology have done a better job?

    § Finally, in one paragraph or more, evaluate and score the lesson you have

    EDUC 730

    Page 4 of 5

    planned using the Triple E Evaluation Rubric (see the link provided with
    this assignment as an assignment resource). Discuss your findings.

    The required length of this assignment is a minimum of eight pages, not including the title and
    references pages. Be aware that you paper must demonstrate appropriate use of key terms from
    the field of educational technology. Where appropriate, provide in-text citations of sources used
    to support your claims and/or lesson design. You must include a minimum of three scholarly
    references in addition to primary (i.e., not secondary) sources for TIM, ISTE, and ASSURE.
    Include any sources used in the references page of the template (including the provided
    assignment resources you referred to in order to complete this assignemnt). Use current APA
    formatting throughout your work.

    EDUC 730

    Page 5 of 5

    References

    Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for
    learning (9th Ed.). Upper Saddle River, NJ: Prentice Hall.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **EXAMPLEPAPER.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplepaper-pdf-10229583)

    **GradingRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/gradingrubric-pdf-10229585)

    **## Template.docx**

    TECHNOLOGY INTEGRATION

    **Technology Integration Learning Plan**

    School of Education, Liberty University

    **Author Note**

    I have no known conflict of interest to disclose.

    Correspondence concerning this article should be addressed to . Email:

    **Technology Integration Learning Plan**

    [Insert introductory paragraph here.]

    **Technology Integration Matrix**

    [Insert a paragraph that solidly describes the meaningful learning environment and level of integration you selected.]

    **The ASSURE Model for Instructional Design**

    [Insert a brief introduction to the ASSURE model here.]

    **Analysis of Learners and Technology in the Local Setting**

    [First paragraph.]

    [Second paragraph.]

    **Standards and Objectives**

    [Introductory statement on the curriculum standards and ISTE standard(s) used for the lesson.]

    · [First curriculum standard].

    · [Second curriculum standard].

    · [ISTE Standard].

    The objectives of this lesson are:

    · [First specific and measurable learning objective.]

    · [Second specific and measurable learning objective.]

    · [Third specific and measurable learning objective.]

    **Selection of Strategies, Technology, Media, and Materials**

    [Insert paragraph(s) identifying strategies and methods used for instruction and engagement. Discuss technology to be used.]

    [Insert paragraph(s) discussing the Extended Descriptors for the learning environment and level of integration selected.]

    **Utilization of Materials**

    [Insert step-by-step how-to guide on how the technology, media, and materials of the lesson are to be used.]

    **Requirement of Learner Participation**

    [Insert paragraph(s) and formative questions here.]

    **Evaluation and Revisions**

    [Insert paragraph(s) describing data collection methods and how data will impact future revisions.]

    [Insert paragraph(s) describing the plan for evaluating technology’s effectiveness.]

    [Insert paragraph(s) evaluating lesson according to the Triple E Evaluation Rubric.]

    **References**

    Insert all references here.

    **## PlanAssignmentInstructions.pdf**

    EDUC 730

    Page 1 of 5

    TECHNOLOGY INTEGRATION LEARNING PLAN ASSIGNMENT INSTRUCTIONS

    OVERVIEW

    The goal of this assignment is to create a learning/lesson plan for a single 50-60-minute
    instructional session where technology is integrated in meaningful ways that will help your
    learners gain decision-making skills, demonstrate increased creativity, form stronger social
    connections with peers, and increase their technology skills.

    For this assignment, you will design the learning plan for a specific audience of learners. The
    Technology Integration Matrix, the ASSURE model for instructional planning, and the ISTE
    standards for students provide valuable frameworks to help you define a well-conceived
    technology integrated learning plan. Plan preparation involves determining the audience,
    outlining the learning experiences, and selecting digital resources, interactives, case studies, or
    simulations.

    INSTRUCTIONS

    Use the Technology Integration Learning Plan Template provided with this assignment. The
    template requires you to complete the sections as described in the following. Ensure your work
    demonstrates appropriate use of key terminology from the field of educational technology.

    1. Introductory paragraph. Use this space to give an introduction to technology integration.
    Discuss what technology integration is and what it looks like in classrooms. Include a
    minimum of two scholarly articles as support.

    2. The Technology Integration Matrix.

    a. Using the link provided with this assignment as an assignment resource, explore The
    Technology Integration Matrix to gain an understanding of meaningful learning
    environments (i.e., Active, Collaborative, Constructive, Authentic, and Goal-
    Directed) and how these relate to the levels of integration (i.e., Entry, Adoption,
    Adaptation, Infusion, and Transformation).

    b. Select one of the meaningful learning environments and either the Infusion or
    Transformation level of integration. Where these two elements intersect on the matrix
    chart is what will inform the design of your technology integration lesson. Click on
    the cells of the matrix chart for additional resources and demonstrations of what each
    learning environment at each level of integration would entail.

    c. In the assignment template, provide a paragraph that solidly describes the meaningful
    learning environment and level of integration you selected.

    3. The ASSURE Model for Instructional Design. The ASSURE model (Smaldino, Lowther, &
    Russell, 2008) encourages a purposeful look at and selection of appropriate technologies for
    fostering student engagement. The ASSURE acronym stands for Analyze learners, State the

    EDUC 730

    Page 2 of 5

    standards and objectives, Select strategies, technology, media, and materials, Utilize
    materials, Require learner participation, and Evaluate and revise.

    a. Using scholarly resources for support, begin this template section with a brief
    introduction to the ASSURE model.

    b. Analysis of Learners and Technology in the Local Setting.

    § In the first paragraph of this section, describe your learners and their learning
    styles, prior knowledge, skill level, attitudes towards learning, comfort level
    and experience with technology, and other relevant characteristics. For
    instance, some learners are hesitant to learn math skills but are excellent
    writers.

    § In the second paragraph of this section, describe the available technology in
    the local setting and how it will be leveraged to maximize learning potential.
    Include Internet access, tools, and software. Choose tools that best suit the
    learning environment and the level of integration your lesson aims for. If the
    tools you need do not exist at your location, describe how you might procure
    or request them.

    c. Standards and Objectives.

    § Begin this section with an introductory statement on the curriculum standards
    and ISTE standard(s) you are using for the lesson. Then, identify the specific
    standards used:

    • List 1-2 state or Common Core curriculum standards used for the
    lesson.

    • List a minimum of one ISTE standard that best suits your learning
    environment and level of technology integration. See the ISTE
    Standards for Students link provided with this assignment as an
    assignment resource.

    § Determine 2-3 specific and measurable learning objectives associated with the
    curriculum and ISTE standards you selected. An example learning objective
    statement is: Learners will construct a persuasive presentation with
    supporting evidence and publish it to a class Wiki.

    d. Selection of Strategies, Technology, Media, and Materials. This section and the one
    following (Utilization of Materials) comprise the largest portion of this assignment.

    § Begin with a paragraph (or more) that by identifies the strategies and methods
    for instruction and meaningful engagement at the Infusion or Transformation
    levels of integration, carefully outlining vibrant ways to promote learner

    EDUC 730

    Page 3 of 5

    success.You must alsodiscuss in detail the technology, media, and materials
    you will use in the lesson. Remember to use the Technology Integration
    Matrix to help you evaluate and make decisions about the level of technology
    integration.

    § In a paragraph (or more), discuss the Extended Descriptors the Technology
    Integration Matrix lists for your selection of learning environment and level of
    integration (you can find the Extended Descriptors by clicking on the
    applicable cell in The Technology Integration Matrix). In other words,
    envision where the learning takes place, what the teacher will do with
    technology in this lesson, what the learners will do, and what the learning
    products will look like.

    e. Utilization of Materials. You have by now assessed what technology tools you have
    available and have determined exciting ways these tools can be best utilized to
    promote learning. For this section of the template, carefully identify the technology,
    media, and materials you will use in the lesson and sufficiently describe how they
    will be used. This should read like a detailed step-by-step how-to guide so that
    someone else could easily implement your plan with your learners.

    f. Requirement of Learner Participation. This is where you plan the learners’ actions.
    How will learners engage in the lesson? How will they engage with the ideas and
    technology to meet the learning goals and objectives? The plan should include good
    formative questioning, specifically addressing the standards and the learning
    objectives. List all formative questions you will use, such as questions for introducing
    the lesson topic, processing the topic information, extending critical analysis, etc.
    This section must be one paragraph or greater.

    g. Evaluation and Revisions.

    § Detail the data collection methods you will use to assess the learning.
    Describe how the resulting data might be used to revise the instruction plan
    for next time. This section must be one paragraph or greater.

    § Next, in one paragraph ore more and focusing on the technology integration
    aspect of your lesson, describe your plan for evaluating the technology’s
    effectiveness. Think in terms of questions an instructional coach might ask
    after observing your lesson, such as:

    • Did the lesson accomplish what you intended?

    • Were the objectives met?

    • Would different tools/technology have done a better job?

    § Finally, in one paragraph or more, evaluate and score the lesson you have

    EDUC 730

    Page 4 of 5

    planned using the Triple E Evaluation Rubric (see the link provided with
    this assignment as an assignment resource). Discuss your findings.

    The required length of this assignment is a minimum of eight pages, not including the title and
    references pages. Be aware that you paper must demonstrate appropriate use of key terms from
    the field of educational technology. Where appropriate, provide in-text citations of sources used
    to support your claims and/or lesson design. You must include a minimum of three scholarly
    references in addition to primary (i.e., not secondary) sources for TIM, ISTE, and ASSURE.
    Include any sources used in the references page of the template (including the provided
    assignment resources you referred to in order to complete this assignemnt). Use current APA
    formatting throughout your work.

    EDUC 730

    Page 5 of 5

    References

    Smaldino, S. E., Lowther, D. L., & Russell, J. D. (2008). Instructional technology and media for
    learning (9th Ed.). Upper Saddle River, NJ: Prentice Hall.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **EXAMPLEPAPER.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/examplepaper-pdf-10229583)

    **GradingRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/gradingrubric-pdf-10229585)

  • [Solved] Education assignment

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    Part Two: Professional Development presentation Prepare an annotated transcript for a Professional Development presentation that critically examines the biological, psychological and socioecological factors that may influence the development and learning of either infants, toddlers or young children…

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    Assignment Prompt & Instructions

    Part Two: Professional Development presentation    Prepare an annotated transcript for a Professional Development presentation that critically examines the biological, psychological  and socioecological factors that may influence the development and learning of either infants, toddlers or young children and  consider the holistic nature of child development.   LOs: 1, 2, 3  (Words 1000)    Choose a specific age group and clearly state this in your introduction i.e. infants or toddlers or young children.    • Choose one biological factor, one psychological factor and one socioecological factor that influences the development and  learning of your selected age group (section three of your course guide identifies the factors).    • Explain each factor and critically examine how it impacts a range of developmental domains (physical, cognitive, social,  emotional, language and spiritual) for the age group. All six domains of development need to be covered across the three  factors however you do not need to cover all six for each factor.     • Underpin the learning and development for your selected developmental domains for each factor from theoretical  perspectives discussed throughout section two of your course guide as well as in Te Whāriki (Ministry of Education, 2017).   • Ensure that your discussion demonstrates how influential factors and domains are interrelated to reflect an understanding  of holistic child development. Review Section Three of the Course Guide for examples of influential factors.     Presentation tip: An annotated presentation means that your ideas are supported by references to required readings, key  ECE texts and additional literature. The intended audience for your presentation are your fellow kaiako so your language and  tone should be professional and knowledgeable. You should introduce the topic of your presentation and summarise key  points when concluding.

    – 2 years ago