Visual Arts Project Manual

Table of content

I. Description ..................................................................................................................................................... 2
II. Process................................................................................................................................................... 2
*Overall timeline .................................................................................................................................... 2
1. Phase 1: Project Introduction and Topic Brainstorming (Mandatory) ................................................. 3
2. Phase 2: Project Planning (Mandatory) ............................................................................................... 3
a. Pre-Presentation: ........................................................................................................................ 3
b. Presentation: ............................................................................................................................... 3
4. Phase 4: Reflection (Optional) ........................................................................................................................ 4
III. Product Requirements............................................................................................................................ 5
1. Format ............................................................................................................................................... 5
2. Content .............................................................................................................................................. 5
3. Language ............................................................................................................................................ 5
IV. Assessment ................................................................................................................................................... 6
1. Rubric for Level A2- ..................................................................................................................... 6
V. Online Backup Plan ........................................................................................................................................ 7
VI. Appendix (Printable) ..................................................................................................................................... 8
1. Phase 1 – Brainstorming Guideline ................................................................................................................. 8
2. Phase 2 – Roles ............................................................................................................................................ 10
3. Phase 2 – Brochure and Presentation draft .................................................................................................. 11
4. Phase 3 - Project checklist ............................................................................................................................ 12
5. Phase 3 - Q&A – Audience Notes.................................................................................................................. 13
6. Phase 3 – Reflection – Presenter Notes ........................................................................................................ 13
7. Phase 4 – Self-reflection ............................................................................................................................... 14
8. Visual Art Checklist- Phase 1 ........................................................................................................................ 15
9. Visual Arts Checklist – Phase 2 ..................................................................................................................... 16
10. Penalty and Bonus Guidelines .................................................................................................................... 17
VII. Sample Videos & Suggestions for Assessment .................................................................................. 18
1. SAMPLE 1 ...................................................................................................................................... 18
2. SAMPLE 2 ......................................................................................................................................... 19
3. SAMPLE 3 ......................................................................................................................................... 20

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 I. Description
The Visual Arts Project requires students to produce brochures (a type of infographics that has pictures
and information on a product or a company). These brochures need to demonstrate information
effectively. The purpose of these brochures is for readers to:
• understand the topic better, or
• take some actions (e.g. buy the product, agree with your opinions,...)

In this project, students work in groups of 3-5. Students choose a topic, make a brochure about that
topic, and give a presentation about it.

The objectives of the project are stated as follows:

● Students are able to make a simple brochure about the chosen topic in the target language.
● Students are able to give a short presentation about their brochure in the target language.

II. Process

*Overall timeline
The entire Visual Arts Project starts from the first lesson and ends in the week before the final week
of the course (the specific dates to be announced by the Language Institute). Below is the overall
timeline for the Visual Arts Project:

The following parts demonstrate the descriptions and guiding documents for each phase.

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1. Phase 1: Project Introduction and Topic Brainstorming (Mandatory)
In this phase, the lecturer introduces the project to the students and describes what students need to do to
receive the best outcomes (explain the objectives, process, requirements, rubrics). The Project Introduction
must be done in the second lesson.

For more visual and simple language instructions, lecturers can use this slide HERE for reference.

After the introduction, the lecturer divides the class into groups and helps each group:
- brainstorm and choose their project topic;
- draft the main types of information in their brochure.

Each group will submit the “Brainstorming Guidelines worksheet according to the Deadline given by the
lecturer. Failure to do so will receive penalty following the Penalty and Bonus Guidelines.

Lecturers may use the Visual Art Checklist- Phase 1 to check students’ worksheet or give their own
suggestions/comments.

2. Phase 2: Project Planning (Mandatory)

In this phase, each group uses
• the template “Roles" to assign each member’s role(s). Each student must participate in giving
presentation and take at least 01 other role(s).
• the template “Brochure and Presentation draft” to draft their brochures and prepare for the presentation.

Each group will submit the “Roles , ““Brochure and Presentation draft” worksheets according to the Deadline
given by the lecturer. Failure to do so will receive penalty following the Penalty and Bonus Guidelines.

Lecturers may use the Visual Art Checklist- Phase 2 to check students’ worksheets or give their own
suggestions/comments. This should be done AT LEAST 1 WEEK before Phase 3.

3. Phase 3: Presentation and Submission (Mandatory)

a. Pre-Presentation:
Before the Presentation day, students use the “Project checklist” to check the quality of their brochure,
the submission requirements, and the preparation of the presentation.

b. Presentation:
This stage happens within one lesson. Each group will take turns to give a presentation. After each
presentation is the Q&A session. After all presentations and Q&A sessions have finished, students sit in
groups to discuss their group’s performance.
Lecturers use the table below to organize the Q&A session. Students participate in the listed activities.

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 Activity Duration What to do
Presentation 5-6 - Presenters: each group takes turn to give a presentation about
minutes/group; their brochure.
at least 1 minute
speaking/student - Listeners use the Q&A - Audience Notes template to write
down the following things as they are listening to the
presentation:
+ 01 thing you like about the brochure (strength)
+ 01 thing to make the brochure better (improvement)
+ 01 question
(Listeners complete the template individually.)
Q&A session 2-3 minutes Listeners give Presenters their questions from the Q&A -
Audience Notes, and Presenters answer the questions.
Group discussion 2-3 minutes - Listeners give the Presenters their feedback (strength and
(After all improvement) in the Q&A - Audience Notes.
presentations and - Presenters discuss their group’s performance by answering
Q&A sessions have the questions in the Reflection - Presenter Notes. Presenters
finished, members can use the Listeners’ notes to help with some ideas.
in each group
discuss their
group’s
performance with
each other. This
part is optional.)

Each student will submit the “Q&A - Audience Notes” by the end of the Discussion Day. Failure to do
so will receive penalty following the Penalty and Bonus Guidelines.

4. Phase 4: Reflection (Optional)

This Self Reflection is optional. However, it is highly recommended for students to complete this task
because it is one of the most effective learning strategies for learners to adopt. Students can focus on
areas they need to improve on and learn how to perform better for their next project.

Students can choose to reflect on 1 or more experiences from the entire project. There is no required
minimum word count.

Students who turn in their Self Reflection should get bonus points from the lecturer following the
Penalty and Bonus Guidelines. The deadline for submitting “the self-reflection” paper will be made
by the lecturer.

(Template adapted from the University of Edinburgh’s guideline upon Gibbs’ Reflective Cycle, 2020)

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 III. Product Requirements
1. Format
a. Brochure:
The brochure must be presented in the following format:
● Minimum word count: 120 words (not including the Reference list, if there is any).
● Visual: uses graphics to illustrate ideas. There is a good mix of text and graphics.

b. Presentation:
● Total duration/group: 5-6 minutes
● Minimum speaking time/student: 1 minute

2. Content
a. Brochure:
● Structure:
- There is a good use of headings and sub-headings to signal different parts in the brochure.
- There is a References session at the end of the brochure. In this session, you have to put all
the sources that you use in the brochure. Information includes names of the
newspapers/magazines/books/…, the authors’ names, and the URLs.
● Content accuracy: when you choose a piece of information, you have to make sure that it is
correct and reliable.
● Reference and citation:
All sources (e.g. newspapers, research reports,…) are cited appropriately.

b. Presentation:
● Every student must participate in giving the presentation.
● Introduction:
- Why do you choose this topic?
- Why do you choose this type of brochure?
● Body:
Students use the brochure to give a presentation. When students give the presentation, in addition to
describing the brochure, students need to answer the questions:
- Why do you choose these images/ charts/…?
- Why do you choose this piece of information?

3. Language
The language used in the product must be:
● 100% English
● Appropriate and respectful language (cannot be too informal/inappropriate)
● Vocabulary: appropriate level, preferably a mixture of vocabulary words learned in the
textbook.
● Grammar: appropriate level, preferably a mixture of grammatical structures learned in the
textbook.

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 IV. Assessment
The students will be assessed by following one of the below rubrics. Please use the rubric that is level
equivalent to the students’ course.

1. Rubric for Level A2-

Product (4 points) – Group grade

1 0.75 0.5 0.25
Format ● Brochure has a at least 120 ● Brochure has 100- 119 ● Brochure has 80-99 ● Brochure has less than 80
words words words words
● There is a good mix of text ● There is a mix of text and ● The amount of text ● There are only texts or
and graphics graphics overempowers the only graphics
● The brochure has ● The brochure has attractive amount of graphics OR ● The brochure's
exceptionally attractive formatting and well- vice versa formatting and
formatting and well- organized information. ● The brochure has well- organization of
organized information. organized information or information is confusing
format but not both. to the reader.
Structure ● All headings and sub- ● Most but not all headings ● Half of the headings and ● Less than half of the
headings are placed and sub-headings are sub-headings are placed headings and sub-
appropriately and placed appropriately and appropriately to signal headings are placed
effectively signal different effectively signal different different parts in the appropriately to signal
parts in the brochure. parts in the brochure. brochure. different parts in the
● The References session at ● The References session at ● The References session at brochure.
the end of the brochure is the end of the brochure is the end of the brochure ● No references are found.
accurately displayed displayed with minor is displayed with major
inaccuracy. inaccuracy.

Content ● Graphics match the topic ● Graphics go well with the ● Graphics go well with the ● Graphics do not go with
and there is a good balance text, but there are too text, but there are too the accompanying text or
between the amount of many that they distract few that the brochure appear to be randomly
graphics and text from the text. seems "text-heavy." chosen.
● Only 1 or none of the facts ● Only 2-3 facts in the ● 4-5 facts in the brochure ● More than 5 facts in the
in the brochure is brochure are inaccurate. are inaccurate. brochure are inaccurate.
inaccurate. ● 1-2 of the graphics used in ● The graphics are made by ● No graphics made by the
● More than 2 of the the poster reflect student’s the students but are students are included.
graphics used in the creativity in their creation based on the designs or
brochure reflect an and/or display. ideas of others.
exceptional degree of
students’ creativity in their
creation and/or display.
Language- ● 0-1 spelling and/or ● 2-3 spelling and/or ● 4-5 spelling and/or ● More than 5 spelling
Accuracy grammatical errors are grammatical errors are writing errors are and/or writing errors are
present. present. present. present.

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 Language (4 points)- Individual
2 1.5 1 0.5
Grammar ● Shows a good degree of ● Shows sufficient control of ● Shows only limited control
control of mostly simple, mostly simple, compound of simple, compound
compound sentences and a sentences and a few short sentences and a few short
few short complex ones with complex ones with mixed complex ones with low
mixed accuracy. Performa accuracy. accuracy.
● Often links ideas with a very nce shares ● Occasionally uses a few
● Rarely uses simple
limited number of cohesive features simple common linkers (and,
common linkers (and, but,
devices and discourse of Bands 1 but, because, however,
because, however, while,
markers (and, but, because, and 0.5 while, next,…) but not
next,…) and not always
however, while, next,…) always accurately. (e.g. and,
accurately.
exactly. but) with mixed accuracy.
Vocabulary ● Can frequently use a range ● Can occasionally use a range ● Can sometimes use a
of high-frequency of high-frequency limited range of high-
vocabulary and a few simple vocabulary and a few simple frequency vocabulary and
common phrases common phrases a few simple common
phrases

Content Delivery (2 points)- Individual

1 0.75 0.5 0.25
Pronunciati ● Is intelligible. Intonation is Performa ● Is mostly intelligible, despite ● Has very limited control of
on & Voice generally appropriate. nce shares limited control of phonological features and
projection ● Sentence and word stress is features phonological features. is often unintelligible.
generally accurately placed. of Bands 1 ● Students speak clearly but it ● It is not possible to
● Individual sounds are and 0.5. is difficult to understand understand what is being
generally articulated clearly. some parts of the said due to lack of clarity
● Voices are loud and clear; presentation; could be and low volume of
words are easily louder. speech.
understood.
Gestures/ ● Student stands up straight, Performa ● Student often stands up ● Student rarely establishes
Movement/ looks relaxed and confident. nce shares straight, establishes eye eye contact and shows
Dialogue ● Student establishes eye features contact, and uses body confidence.
contact with everyone in the of Bands 1 language.
room during the and 0.5
presentation.
● Student uses effective body
language to support/
enhance the content
delivery.

V. Online Backup Plan

Under the unexpected circumstances that the University requires students and lecturers to study and
teach online,
- in-person presentation can be conducted online (must be video recorded);
- brochure submission remains unchanged.
- discussions can take place online.

*For Online Audience Notes Submission, lecturers can create an online form and send the link to
students at the beginning of Presentation Day. Students are required to submit this form at the end
of the Presentation Day. Lecturers can look at this FORM for reference.

*Online tools available for reference:

-Brochure design: Canva, Correl, Word, Power Point, etc.

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VI. Appendix (Printable)
1. Phase 1 – Brainstorming Guideline

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 Brainstorming Guidelines
Visual Arts Project
a. Project topic
In groups of 3-5, have a look through all the topics and answer the following questions.
● What topics are there in your course?

topics in
your
course

● Which one topic does your group choose?

…………………………………………………………………………………………………...……………………...………

b. Types of information
In your group, discuss what types of information you want to put in your brochure. You can use the mind
map below to help your group.

What types of
information
do you want
to put in your
brochure?

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 2. Phase 2 – Roles

Roles
In your group, discuss and agree on each member’s role(s). Every student must participate in giving the
presentation and take at least 1 other role(s). Then, complete the table below. You can add more rows if you
need.

Roles Members’ names Contact emails

Presenter & ……………………..

Presenter & ……………………..

Presenter & ……………………..

Presenter & ……………………..

Presenter & ……………………..

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 3. Phase 2 – Brochure and Presentation draft

Brochure and Presentation draft

In your group, discuss the questions below.
1. Who is your target audience? (or: Who will read this brochure?)
…………………………………………………………………………………………………...……………………...………

2. What type of brochure will you use? Choose 01 of the options below, or you can use your own type
of brochure.
a. No fold b. Half-fold

c. Tri-fold d. Your own idea

(Reference: b & c can be found via this article: https://www.swiftpublisher.com/useful-articles/types-

of-brochure-folds)

3. Content structure:
• How many parts are there in your brochure?
• How many words are you going to put in each part?
*Remember to put all the sources you use in the Reference part at the end of the brochure (e.g.
URLs to website, book titles, titles of newspaper articles,…).

4. Presentation:
• Introduction:
- What topic does your group choose? Why do you choose this topic?
- Why do you choose this type of brochure?
• Body: Students take turn to give presentation about each part of the brochure. Additionally,
explain (where applicable):
- Why do you choose these images/ charts/…?
- Why do you choose this piece of information?
• Every student must participate in giving the presentation. Who will say which part(s)?

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 4. Phase 3 - Project checklist

Project checklist
Is your brochure good to submit? Are you ready for the presentation? In your group, discuss the questions
below.

a. The brochure:
Read part III. Product Requirements carefully and check if your brochure has met all the criteria on:
- Format
- Content
- Language

b. Submission:
- When is the deadline?
- How are you required to submit your group’s brochure?
- Have you used the university email to submit your brochure?

c. Presentation:
- Is everyone participating in giving the presentation?
- How long does your presentation last?

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 5. Phase 3 - Q&A – Audience Notes

Student’s name: ____________________________

Q&A - Audience Notes

When listening to the presentations about the brochures, write down what you like, what can change, and 2
questions you have about the performance.
*Things to think about: the topic, the brochure structure, the content accuracy, the use of visual aids,...

Brochure 01 - Group ………..

What you like What can change Questions

Brochure 02 - Group ………..

What you like What can change Questions

Brochure 03 - Group ………..

What you like What can change Questions

Brochure 04 - Group ………..

What you like What can change Questions

6. Phase 3 – Reflection – Presenter Notes

Reflection - Presenter Notes

Read the notes from the Listeners. In your group, discuss the questions below:
● What are your group good at?
● What can your group improve on?
● What other feedback do you want to give about your group’s performance?

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 7. Phase 4 – Self-reflection

Student’s name: ____________________________

Self-reflection

💡 Description: What did you (and the other people) do when you make the brochure?

💡 Feelings and thoughts: How did you feel before, during, and after the presentation?

💡 Evaluation: What was good and bad about the brochure and the presentation?

💡 Analysis: Why did things go well? Why didn’t they go well?

💡 Conclusion: What did you learn from this Visual Arts Project?

💡Action plan: How can you use what you learned in the future?

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 8. Visual Art Checklist- Phase 1

Visual Art Checklist- Phase 1

(For Lecturer)
Class Code: _________________________
Group number: _______________________

1/ Is the Brainstorming Guidelines Template well completed?

 Yes  No

2/ Is the topic chosen from the textbook?

 Yes  No

3/ Are there different types of information in the brochure?

 Yes  No

4/Is the information appropriate?

 Yes  No

9/ Lecturer’s comments (IF ANY):

________________________________________________________________________________________
________________________________________________________________________________________
___________________________________________________________________________________

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 9. Visual Arts Checklist – Phase 2

Visual Arts Checklist- Phase 2

(For Lecturer)

CLASS CODE: _________________________

Group number: _______________________

1/ Did the group submit all of the following worksheets?

1. Roles
2. Brochure and Presentation draft
 Yes  No
If not, which worksheet(s) wasn’t/weren’t submitted? (Just write the number(s).

“ROLES” WORKSHEET
2/ Are the roles of each member clearly defined?
 Yes  No

“BROCHURE AND PRESENTATION DRAFT” WORKSHEET

I/ Is the topic suitable for the target audience?

 Yes  No

I/ Is the type of brochure clearly chosen?

 Yes  No

III/ Is the content structure well designed?

 Yes  No

IV/ Is the presentation well planned?

 Yes  No

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 10. Penalty and Bonus Guidelines

PENALTY & BONUS GUIDELINES

Class Code: ___________________________
Group number: _______________________
Student’s name: _______________________

I/ Phase 1: Brainstorming (penalty) (group grade)

¨ submission on time with finished item(s)
¨ submission on time with unfinished item(s) (-0.25)
¨ late submission with finished item(s) (-0.5)
¨ late submission with unfinished item(s) (-0.75)
¨ no submission (-1)

II/ Phase 2: Planning (penalty) (group grade) TOTAL PENALTY: _______

¨ submission on time with finished item(s)
¨ submission on time with unfinished item(s) (-0.25) TOTAL BONUS: ________
¨ late submission with finished item(s) (-0.5)
¨ late submission with unfinished item(s) (-0.75)
¨ no submission (-1)

III/ Phase 3: Discussion Day (penalty)

• Audience notes
¨ submitted
¨ no submission (-1pt) (individual grade)

IV/ Phase 4: Self-reflection (bonus) (individual grade)

¨ submission on time with finished item(s) (+1)
¨ submission on time with unfinished item(s) (+0.75)
¨ late submission with finished item(s) (+0.5)
¨ late submission with unfinished item(s) (+0.25)
¨ no submission

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 VII. Sample Videos & Suggestions for Assessment
1. SAMPLE 1

• Link: SAMPLE 1
• Sample Assessment for brochure 1 (only group grade):
Marking:

➔ Attractiveness & Organization: 1

- The brochure has exceptionally attractive formatting and well-organized information
➔ Graphics/Pictures: 1
- Several of the graphics used in the brochure reflect an exceptional degree of students’ creativity in their
creation and/or display.
- Graphics match the topic and text in session where placed. There is a good mix of text and graphics.
➔ Content-Accuracy: 0.25
- 4-5 facts in the brochure are inaccurate
➔ Language-Accuracy: 0.75
- No more than 3 spelling and/or grammatical errors are present

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 2. SAMPLE 2

• Link: SAMPLE 2
• Sample Assessment for brochure 1 (only group grade):
Marking:

➔ Attractiveness & Organization: 1

- The brochure has exceptionally attractive formatting and well-organized information
➔ Graphics/Pictures: 1
- Several of the graphics used in the brochure reflect an exceptional degree of students’ creativity in their
creation and/or display.
- Graphics match the topic and text in session where placed. There is a good mix of text and graphics.
➔ Content-Accuracy: 0.75
- 4-5 facts in the brochure are inaccurate
➔ Language-Accuracy: 0.75
- No more than 3 spelling and/or grammatical errors are present

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 3. SAMPLE 3

• Link: SAMPLE 3
• Sample Assessment for brochure 1 (only group grade):
Marking:

➔ Attractiveness & Organization: 1

- The brochure has exceptionally attractive formatting and well-organized information
➔ Graphics/Pictures: 1
- Several of the graphics used in the brochure reflect an exceptional degree of students’ creativity in their
creation and/or display.
- Graphics match the topic and text in session where placed. There is a good mix of text and graphics.
➔ Content-Accuracy: 0.25
- 4-5 facts in the brochure are inaccurate
➔ Language-Accuracy: 1
- No more than 1 spelling and/or grammatical errors are present

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 Compiled by Pham Nguyen Van Anh (Lecturer)
Edited by Thai Ngoc Son (M.A) (Ver. 2)
For Van Lang University, Language Institute

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