APS DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK

Transcription

1 APS DISTRICT HIGH SCHOOL CURRICULUM FRAMEWORK Course Title: Computer Graphics III Course Number: Department: Art ADS Number: Prerequisites: Successful completion of Computer Graphics II Length of Course: One Year Credit/PRI Area:.5 per Semester/Practical Arts Grade Level(s): 11, 12 Important Notes: A materials fee may be charged. COURSE DESCRIPTION: Computer Graphics III offers the student an opportunity to further study computer graphics applications with emphasis on mastery of advanced technical skills and concepts. The student continues to apply visual design elements and principles, to use the computer as a visual design medium, and to gain proficiency, confidence, and sensitivity in applying advanced knowledge of art media and techniques to the creation of graphic products. Advanced skills are learned through a variety of applications. Areas of study are visual design, conventions and history, technical literacy, visual communication, career awareness, and preparation of work for public display. Emphasis is placed on creating an individualized body of work which represents a personal exploration of view points. References in parentheses following each performance standard refer to and are aligned with the State of New Mexico Art Education Standards (A), New Mexico Career Readiness Standards (CR), and Albuquerque Public Schools Art Standards (APS). COMPUTER GRAPHICS III 15B.1.8 Albuquerque Public Schools 03/04

2 STRATEGIES: The Illustrations column in the Program of Studies provides exemplars of the performance standards, strategies, and best practices suggested by the computer graphics teachers in the Albuquerque Public Schools. ASSESSMENTS: The Illustrations column also incorporates a variety of assessments and check for items, suggested by APS Career and Technical Education teachers. Assessments include: authentic and performance-based assessment, cooperative learning, teacher observations, role playing, checklists, rubrics, tests and exams, formal and informal writing, individual and peer conferences, small group and full class discussions, oral and multimedia presentations, projects, demonstrations, and portfolios/notebooks. SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS: The Nondesigner s Handbook Robin Williams Adobe Classroom in a Book - latest version Quick Start Guides Current technical publications SUGGESTED TITLES/AUTHORS WEB SITES: Tutorials and learning materials on Adobe s website Apple.com Intel.com Approved by HSCA: COMPUTER GRAPHICS III 15B.2.8 Albuquerque Public Schools 03/04

3 STRAND I: VISUAL DESIGN CONTENT STANDARD: The student develops the essential skills unique to graphic design. BENCHMARK: The student demonstrates proficient use of design principles and elements of art in the generation of a unique personal style. 1. Applies the elements and principles of design (APS 2; NM VA:1A.1). 2. Produces consistently new and creative solutions to problems through the use of computer graphic design (APS 7; NM VA:5A). 3. Demonstrates proficiency in the use of design vocabulary and applies the terms and concepts to personal artwork (APS 4). 4. Examines and identifies various styles that may influence personal style (NM VA: 5A). NOTE: Illustrations include suggested activities for attaining each performance standard. A check ( ) refers to a key feature to look for while assessing student performance The student continues to develop a portfolio of work reflecting mastery of design principles and the evolution of a personal style. quality of work all required components originality development of personal style COMPUTER GRAPHICS III 15B.3.8 Albuquerque Public Schools 03/04

4 STRAND II: CONVENTIONS AND HISTORY CONTENT STANDARD: The student shows increased awareness of diverse peoples and cultures and their historical influence on creative expression. BENCHMARK: The student identifies and interprets characteristics, purposes, and meaning of art works produced in a historical and cultural context. 1. Demonstrates sensitivity to a variety of cultural styles and historical influences in graphic design (NM VA: 3A, 6A. 6B). 2. Examines a variety of historical trends and their relationship to target audiences (NM VA: 3A, 6A). 3. Incorporates technical considerations (e.g., copyright laws, processes) in the creation of artwork (NM VA: 3A, 6A) The student investigates a trend in history that is culture specific and designs a piece of art work (e.g., monument, mural) in that context around a political, cultural, or social event incorporating sensitivity to multiple view points. different perspectives practical assessment of technical considerations appropriate expression of ideas COMPUTER GRAPHICS III 15B.4.8 Albuquerque Public Schools 03/04

5 STRAND III: TECHNICAL LITERACY CONTENT STANDARD: The student develops and demonstrates the essential skills and technical demands unique to graphic art. BENCHMARK: The student demonstrates the use of a variety of computer applications to create original art. 1. Demonstrates proficiency with computer graphics hardware (APS 1; NM VA: 7A). 2. Illustrates proficient use in the technical processes of graphics software (APS 3; NM VA: 7A). 3. Evaluates appropriate use of graphic tools and file formats in a variety of graphic applications (APS 10; NM VA: 7A). 4. Demonstrates responsible safety practices in the computer environment (CR: 4D; NM VA: 1B) See Computer Graphics I Strand III 2 nd illustration. The student chooses a classroom rule to illustrate and works in a different application to create a presentation or illustration. interpretation technology skills safety awareness originality team work individual participation required components 4. See Computer Graphics II 2 nd illustration. The student, working in small groups, analyzes safety issues identified in that activity, distills the essential safety issues, and creates a poster illustrating them. team work creativity understanding of safety practices COMPUTER GRAPHICS III 15B.5.8 Albuquerque Public Schools 03/04

6 STRAND IV: VISUAL COMMUNICATION CONTENT STANDARD: The student integrates understanding of visual arts by seeking connections and parallels among arts disciplines as well as other content areas. BENCHMARK: The student utilizes a variety of methods to communicate concepts common to the graphic arts and to the other content areas. 1. Examines various art works relative to design concepts (NM VA: 5A, 5B). 2. Illustrates creative and artistic intent and discusses the creative process (NM VA: 4A). 3. Incorporates the creative process into individual art work (NM VA: 4A). 4. Utilizes selected media, techniques, and processes to communicate ideas and solicit a response (NM VA: 2A). 5. Integrates graphic arts with other content areas (NM VA: 3A). 6. Analyzes the introspective process used in creating personal artwork (NM VA: 4A) The student creates a poster promoting reading from a teenager s point of view and collectively evaluates the success of individual pieces. communication of ideas understanding of artistic intent creativeness integration of graphics with other content areas analysis COMPUTER GRAPHICS III 15B.6.8 Albuquerque Public Schools 03/04

7 STRAND V: CAREER AWARENESS CONTENT STANDARD: The student explores and identifies interests and opportunities as they relate to the graphics arts. BENCHMARK: The student demonstrates the knowledge, skills, and discipline needed to pursue career opportunities in the graphic arts. 1. Identifies career opportunities (CR: 1A). 2. Develops skills (e.g., self-discipline, education, training) required in the current job market (CR: 1A). 3. Produces work suitable for current job market (APS 5; CR: 1D). 4. Demonstrates awareness of client expectations for the graphics art market (CR: 5A; 5E; NM VA: 6B) It was suggested in Computer Graphics II, Strand V that the student create a logo for a business. The student revisits that design and reworks it (e.g., He/She can put it on a business card, letter head, or an envelope). modifications development of discipline quality work awareness of client expectations OR The student conducts research (e.g., newspaper, Internet) to locate jobs related to computer graphics, selects one that appeals to him/her, writes a resume for that position, and applies for that job. writing conventions qualifications relevance COMPUTER GRAPHICS III 15B.7.8 Albuquerque Public Schools 03/04

8 STRAND VI: PRESENTATION OF WORK CONTENT STANDARD: The student investigates all aspects of the process essential to the public exhibition of art work. BENCHMARK: The student generates and prepares work for public display Exhibits work for public display (NM VA: 8A). 2. Demonstrates proficient use of the elements and principles of art to create art works for public exhibition (NM VA: 8A). 3. Creates an individualized body of work which represents a personal exploration of viewpoints using principles and elements of design (NM VA: 1D.1). 4. Follows venue-specific exhibit guidelines for preparation and display of art work (NM VA: 8A). 5. Continues to share expertise in visual arts by participating in the activities of cultural institutions (NM VA: 8A) The student continues to prepare work for exhibition with the exception that now the exhibit has to be tied to a cultural center. In addition, he/she assumes more leadership and more independence in this activity. He/She selects a cultural center and organizes the exhibit with the help of other advanced students. personal involvement leadership and independence representation of work adherence to guidelines teamwork collaboration and cooperation Extension: The student contacts a cultural institution and identifies a product need. In other words, the student asks if he/she can offer his/her services in any way. COMPUTER GRAPHICS III 15B.8.8 Albuquerque Public Schools 03/04