To develop creativity through the study of the cultural characteristics of the selected district and the use of the principles of communication design.

To apply the concept and processes of communication design and IT skills in the creation of the brochure.

To appraise their own works and the works of others based on an understanding of regional cultures, use of the principles of communication design, techniques of using computer graphics software and expressive qualities.

To understand the relationship between culture and the expressiveness and function of art.

Using the technique of communication design analysis, the teacher guides students to analyze a TV advertisement and its possible deeper meanings.

Students, divided into groups, select a TV advertisement and present their analysis in the class. In the Q&A process, students are encouraged to critique the ideas presented by their classmates.

Students discuss the different cultures reflected in TV tourist advertisements.

Students work in groups to collect, select and organize information from various sources in order to study the culture of a selected district.

Students report and express their views on the information collected. The teacher gives advice and guidance to individual groups.

Students apply the principles of communication design to generate ideas for the brochure.

Students appraise their own ideas and those of the others.

Students understand the function of the computer graphics software Photoshop & PageMaker and use them in the production of a promotional brochure.

Students present the process and learning outcomes of their works.

Based on their learning process, creativity, techniques and expressive qualities of artwork, students compare and appraise their works in groups, both verbally and using the worksheet.

An exhibition on the theme 'Hong Kong Tourism-Hong Kong Regional Culture' is organized in school to display students' portfolios and art products.

In this project, portfolios are used to reflect students' learning and progress. Students make appropriate selections of relevant materials/information from their own works as evidence of learning. They conduct self and peer assessment at the end of each lesson.

At the beginning of the project, a list of criteria for each task is made known to the students. At the end of the project, the teacher sums up with some narrative descriptions, to provide feedback on the students' attitudes and attainment. In addition, students make written responses on the process and outcomes of their works.

Students learn the concept and process of continuous self-assessment and peer assessment.

During the learning process, students develop more understanding of different regional cultures in Hong Kong, and pay respect to the local cultural traditions.

Students know how to apply the principles of communication design to particular problem-solving tasks, as well as to the appreciation of visual images in everyday life, thus enhancing their aesthetic sensitivity.

Students learn to express themselves as well as to respect the artistic endeavours of others in the whole learning process.

This document

Worksheet on communication design

Worksheet for peer assessment

Students' works