E-mail contact
Pamela Hinkle Foley

Teacher Bio
Pamela Hinkle Foley is a second-year Graphic Arts teacher at Brighton High, a School to Career School. Her classes are a part of the Media Arts and Communications Pathway. Before obtaining her teaching certification, she worked in the graphic arts and printing industry for several years. Besides teaching Graphic Arts I & II, she has also taught Visual Art, served as a Technology Support Teacher, and is Cheerleading Coach. Pam is currently working on a Masters degree at Northeastern University as well as obtaining certification in Instructional Technology.

Subject Areas
English Language Arts, Media, Technology

Grade Levels
10 - 12



Bright On Design ~
A School Business Gives Back


Key Question How can Service Learning and School to Career goals help students realize the importance of applying classroom knowledge to the real world?

Overview Good businesses give back to the community. That's what these Graphic Arts students discover when they apply classroom knowledge to a graphic design business for the school community. Choosing an eponymous name for their company, they work closely with Brighton High administration, teachers, and students in a client/designer relationship. As they produce raffle tickets, banners, and brochures, the young designers gain skills in time management and technology. A schoolwide recycling campaign allows them to work with the Headmaster. Finally, students proudly exhibit their products that improve morale, save time and money and introduce them to new careers.

Active Exploration + Applied Learning + Adult Connections
Classroom Activities
Community Activities
Career Activities
Brainstorm steps to organize graphic design business serving school organizations.
Name company & create promotional materials.
Conduct schoolwide advertising campaign.
Apply software skills & hardware knowledge to design & produce requested forms.
Design & distribute client evaluation forms.
Work individually & in groups to brainstorm, edit text & provide friendly feedback on projects.
Reflect & record strengths & weaknesses.
Prepare exhibits for schoolwide Character Education Day.


Distribute flyers, posters & business cards throughout school.
Inform club & team members about company.
Design raffle tickets for Latinos in Action & Cheerleading Squad.
Design theme & flyers for recycling program.
Collaborate on books for TEACHBoston's Welcome Baby project.
Design price lists & banners for school store.
Work with Health Pathway students on informational brochures.
Design prom invitations.
Display products & explain how business can serve community during Character Education Day.
Interview teacher or other professional about experience in the graphic arts & printing industry.
View online interview with graphic designer.
Conduct Internet research on successful graphic arts companies.
Visit local printing company & observe advances in digital printing & graphic arts.
Discuss background & industry with visiting graphic designer.
Research & report on graphic arts careers.
Investigate schools of graphic arts by reading catalogs, preparing portfolios & planning interviews with school representatives.

Academic Rigor

Learning Standards English Language Arts
Organize and present ideas in a logical order.
Ask for clarification when others' responses are unclear.
Actively listen, respond to, and build on ideas generated during group discussions.
Select appropriate strategies for developing ideas into drafts.
Select appropriate strategies for revising work.
Use standard English conventions (mechanics, grammar, and spelling) to edit work.
Deliver informal and formal presentations, giving consideration to audience, purpose and content.
Conduct interviews for research projects and writing.
Identify visual or aural techniques used in a media message for a particular audience.
Apply established criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.


Word Processing
Electronic Research

School to Career Competencies

Communicate and understand ideas and information.
Collect, analyze and organize information.
Identify and solve problems.
Use technology.
Initiate and complete entire activities.
Interact with others.
Act professionally.
Understand all aspects of an industry.
Take responsibility for career and life choices.


Students are assessed in a variety of ways. Valuable are rubric for art and client evaluation form. Students also use peer review strategies at each production stage and write self-reflections.

Software or Materials Used For technology: Adobe Photoshop and PageMaker, scanner and printer devices, digital camera, Internet access, Microsoft Office. For literature: Yahoo Directory of Graphic Arts Magazines.

Teacher Developed Materials rubric for art, self- reflection guidelines, brainstorm guidelines.

Student Developed Materials flyers, promotional materials, children's books, raffle tickets, brochures, prom invitations, reflections, brainstorm lists, client evaluation form.

Web Sites Adobe, Art Career Information, GAIN Graphic Arts Information Portal, Global Recycling Network, Grass Roots Recycling Network, Waldinger Creative

Final Words When students work in a School to Career environment and pursue Service Learning goals, they build professional attitudes and community respect. The project not only depends on students' computer graphics skills, it also demands teamwork and dedication. The hidden bonus is that the entire school community benefits from an in-house design company by saving everyone precious time and money.

Teacher Tip I had a hard time finding businesses willing to give tours. Make those connections from the start. Also, I was surprised how several students took it upon themselves to "encourage" peers who weren't pulling their own weight. They really seemed to enjoy this business venture and took pride in seeing their work around the school. They especially liked contributing to the recycling project, since it meant getting to know the Headmaster. Finally, ask questions that lead to problem resolution, and have students delegate jobs based on individual strengths.

Back to Index Page

Back to CHESP Home Page