SD No. 67 Board / Authority Authorized Courses
Board / Authority Authorized Courses
District Name: Okanagan Skaha
District Number: 67
Developed by: Shirley Smith
Date Developed: February 25, 2010
School Name: Princess Margaret Secondary School
Principal's Name: Don MacIntyre
Board/Authority Approval Date: May 10, 2010
Board/Authority Signature:
Course Name: Culinary Arts 11
Grade Level of Course: 11
Number of Course Credits: 4
Number of Hours of Instruction: 120
Prerequisite(s):
None, although it would be beneficial for students to have taken a Food Studies course or have some cooking experience.
Special Training, Facilities or Equipment Required:
Foods room, access to digital photograghy equipment and photo printing equipment.
Course Synopsis: This is a hands on course where students will learn the elements and principles of design and apply them to food. Students will develop and apply skills in food preparation and emphasis will be placed on developing an appreciation for food presentation and food as an edible art form. Some of the edible works of art students will create include: spice art, cookie dough impressions, yeast breads sculptures, garnishes, decorated cakes and many other projects. This course also focuses on developing both team and independent work skills. Through out the course, students will create a photo portfolio of their food creations, which can be used for future studies, job interviews and help to meet some of the requirements for their grad transition plan.
Rationale: Culinary Arts 11 would allow students the opportunity to explore and be creative, develop an appreciation of food as an art form and to develop skills (both basic and more advanced). Students also have an opportunity to develop teamwork skills and at the same time this course allows for individual creativity and independent work.
Organizational Structure:
Unit/Topic / Title / TimeUnit 1 / Elements and Principles of Design / 12 Hours
Unit 2 / Baking (Yeast Breads, Pastry, Cake Decorating, Cookies) / 52 Hours
Unit 3 / Skills for Creating and Plating Meals / 10 Hours
Unit 4 / International Foods / 8 Hours
Unit 5 / Seasonal Specialties / 30 Hours
Unit 6 / Portfolio / 8 Hours
Total Hours / 120 Hours
Unit/Topic/Module Descriptions:
Unit 1: Safety, Sanitation and Lab Procedures
Overview
During the overview of the course students will become aware of the various projects and the expectations related to the portfolio they will produce. Students will then review safety and sanitation procedures within the classroom and in their units. The students will have an opportunity to become oriented to the classroom location of supplies and equipment. Operational procedures related to researching recipes, preparing market orders and planning for a lab and the photo shoot of their products will be outlined. Students will become aware of the co-ordination required between unit members when preparing products as individuals but sharing equipment and clean up as a team. Correct use of the digital camera and storage of disks will be outlined.
Curriculum Organizer – Lab Procedures
It is expected that students will:
· use kitchen tools and equipment in a safe manner
· understand the relationship between personal hygiene and safe food handling
· become aware of safe food handling techniques
· understand the importance of co-operating with others
Curriculum Organizer – Elements and Principles of Design
It is expected that students will:
· understand the expectations related to production of their portfolio
· practice the techniques demonstrated related to the correct use of the digital camera and disks
· apply the creative process related to food photography and the use of props
Curriculum Organizer – Principles of Food Preparation
It is expected that students will:
· understand the importance of research, planning and purchase of foods and how they relate to the preparation and presentation of their products
Unit 2: Elements and Principles of Visual Art
Overview
Students will gain an understanding of the basic elements of design (colour, line, texture, space, and shape) and the basic principles of design (scale, balance, rhythm, proportion, and emphasis) and how they relate to food presentation. Several assignments involving different aspects of design applied to food examples are used to establish a comfortable working vocabulary. These initial assignments will serve as a basis for incorporating
these elements and principles of design throughout the course and applying them to the various projects
selected as well as being used as part of the criteria for evaluation. Some possible assignments may be a Fine Arts Vocabulary Assignment, Spice Art, etc.
During this course, students will take a digital photo of the work they have produced and create a portfolio, which illustrates their understanding of the elements and principles of design
Curriculum Organizer – Lab Procedures
It is expected that students will:
· use kitchen tools and equipment in a safe manner
· use safe food handling techniques
· display a willingness to co-operate with others
· demonstrate effective use of time
Curriculum Organizer – Elements and Principles of Design
It is expected that students will:
· complete a fine arts vocabulary assignment demonstrating their understanding of the visual elements and principles of design used in the visual arts
· practice creating a work of art using salt which illustrates the visual elements of line, texture and colour
· create a work of art using spices, herbs and other food products as a medium to illustrate the visual elements of line, texture, colour, shape and tone as well as the principles of design
· take a digital photo of their spice art to be used in their portfolio
· assist in setting up a public display of the work produced by the class
Curriculum Organizer – Principles of Food Preparation
It is expected that students will:
· consider size, shape, closure and design of the jar they select for their spice art project
· demonstrate appropriate storage techniques while creating the art projects
Curriculum Organizer – Food Preparation
It is expected that students will:
· explore, express and interpret creativity during the production of their art work
· demonstrate appropriate layering and packing techniques in the creation of their projects
· create a label for their work of art which includes title and suggested uses
Curriculum Organizer – Evaluation
It is expected that students will:
· self evaluate the success of the process of creating this work of art
· self evaluate their art work projects
· peer evaluate 2 other projects
· demonstrate their understanding of the fine arts vocabulary in the critiquing of the works of art
Note: The various projects within the units may vary from teacher to teacher depending on budget, resources, time of year the course is offered, and the skills and preferences of teacher.
Unit 3: Baking (Yeast Breads, Pastry, Cake Decorating, Cookies)
Students will work individually and within a group on various projects to explore creative presentations and variations on about eight different projects in this unit. A combination of research, teacher demonstrations and inspirational ideas will spark students to their own interpretation of the techniques involved. A photo of each product allows students to create a lasting portfolio of products that have a temporary presence. Some examples of projects would be yeast roll shaping, fancy bread shaping from around the world, decorative pastry trims and edges, Danish pastry dough and shapings, choux pastry (cream puffs) basic cake decorating techniques, fun cake shapes, cookie dough impressions, elaborate cookie decorating.
Curriculum Organizer – Lab Procedures
It is expected that students will:
· demonstrate the use of kitchen tools and equipment in a safe manner
· demonstrate their understanding of the relationship between personal hygiene and safe food handling
· use safe food handling techniques
· display a willingness to co-operate with others
Curriculum Organizer – Elements and Principles of Design
It is expected that students will:
· use the basic elements and principles of design in the creation of their products
· use the basic elements and principles of the visual arts in the layout for photographing their project
· take a photo of each product and use the basic elements and principles of food photography to communicate specific ideas, moods or feelings in presenting each photo for their portfolio
Curriculum Organizer – Principles of Food Preparation
It is expected that students will:
· demonstrate an ability to read and comprehend more complex recipes
· demonstrate an understanding of the cooking principles related to each product
· research, plan and order the foods and supplies required to prepare and present their products.
· explain and use appropriate food related terminology
Curriculum Organizer – Food Preparation
It is expected that students will:
· demonstrate techniques required in the preparation of cookies, pastry and pies, yeast breads, Puff pastry and cakes
· use effective time-management principles while preparing food
· apply principles of portion and quality control
· display a willingness to work with others co-operatively
Curriculum Organizer – Evaluation
It is expected that students will:
· evaluate the quality of the products produced using the criteria outlined on the assessment handouts
· critique their food presentation using the visual elements and principles of design vocabulary
· critique the food presentation of their peers using the visual elements and principles of design vocabulary
Unit 4: Skills for Creation and Plating of Meals (presentation)
The attractive presentation of food at the table involves many separate skills and artistic decisions. Some of the skills involved in this process are garnishing, saucing techniques, plating, consideration of nutritional quality, colours and textures in a meal, napkin folding, and table setting. By individually practicing each skill in isolation, the students become proficient and are ready to put it all together in a well prepared and presented meal including dessert presentation. Some possible projects included in this area would be cream puff éclairs or swans, Buche de Noel yule log, devilled eggs, stacks (the art of vertical food presentation), international buffet of appetizers, and many other possibilities.
Unit 5: International Food
Students will research the cultural roots of food from another country, while comparing the lives of others with their own. Students prepare food from their country and share this with others in the class. This unit offers the opportunity to explore appetizers form other cultures. Many of the skills developed in Unit 3 will be utilized to present these items. Some possible examples of this are sushi and samosas.
Unit 6: Seasonal Specialties
This unit will adapt according to the semester it is presented in. Pumpkin carving, gingerbread houses, elaborate decorated Valentine cookies and Pysanky Easter Eggs are some of the possible projects. Along with the project, students will have an opportunity through research to explore the history, traditions, and myths surrounding many holidays.
Unit 7: Portfolios
Students will learn many of the aspects of setting up a display of food for the purpose of photographing it – arrangement, backgrounds, lighting, and choosing appropriate props. Students will learn to use the camera properly – focus, zoom, lens care, handling, etc. Some may have access to digital cameras while others may be using 35mm cameras. Student will also learn the effects of angle and distance when photographing food products to produce an appealing image. Once photos have been taken, students will then assemble them to create a portfolio of their work. Digital images will be enhanced on the computer using programs such as Print Shop to add titles, borders, backgrounds, signatures, etc., creating their own unique work of art. 35mm photos will be displayed in a similar manner. Careers in food styling and food photography are also discussed.
Instructional Component:
· Direct instruction
· Indirect instruction
· Interactive instruction
· Independent instruction
· Practical creativity
· Brainstorming
· Individual, pair and group work
· Analysis of own and classmates’ project work
· Food preparation and technique demonstrations
Assessment Component:
Eighty per cent (80%) of the grade will be based on evaluations conducted throughout the course. This portion of the grade will reflect the students’ most consistent level of achievement throughout the course.
Twenty per cent (20%) of the grade will be based on a final evaluation of the student’s portfolio, which includes pictures of the products produced in class creatively titled and displayed with at least 10 recipes used in the course and the fine arts vocabulary assignment.
Type of Assessment / Category / Details / Weighting(%)Formative
(80%) / Practical Work
Projects
Self & Peer Evaluation / Lab work, recipe development and planning
Assignments & research paper
Evaluation of product and lab work / 50%
25%
5%
Summative
(20%) / Portfolio / Portfolio of work produced / 20%
Total
/ 100%Performance Methods Personal Communication Other
- project planning and proposals - group dialogue - daily lab assessment
- projects - student/instructor dialogue - teacher anecdotal records
- portfolio - self evaluation - teacher log
- assignments - peer evaluation - checklists
- work journals - evaluation criteria
- lab work and food products - rubrics
- rating scales
Learning Resources:
Special resource books with ideas for projects
Videos appropriate for certain projects
Special Equipment as needed for each project
Photography equipment
Additional Information:
Flexible access to a computer lab equipped with disc drives make the course run more smoothly, especially if digital photography is used.
: SUP/00650-20/Admin/District Forms/Board – Authority Authorized Courses 04Jan21
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