JEFFERSON TOWNSHIP PUBLIC SCHOOLS RELATED ARTS AND TECHNOLOGY CURRICULUM TITLE: 3D COMPUTER GRAPHICS GRADE: 10-12

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1 JEFFERSON TOWNSHIP PUBLIC SCHOOLS RELATED ARTS AND TECHNOLOGY CURRICULUM TITLE: 3D COMPUTER GRAPHICS GRADE: 10-12

2 Grade Related Arts and Technology Curriculum Page 2 TABLE OF CONTENTS JEFFERSON TOWNSHIP GRADE CURRICULUM TITLE Topic Page Number/s I. Grade Related Arts and Technology Curriculum: Philosophy 3 II. III. IV. Major Themes. 4 Curriculum Including Unit Descriptions...6 Sample Lesson Plans 12 V. Assessments..15 VI. VII. Bibliography and Resource Materials...16 NJCCCS for Related Arts and Technology...17

3 Grade Related Arts and Technology Curriculum Page 3 JEFFERSON TOWNSHIP PUBLIC SCHOOLS GRADE CURRICULUM: TITLE: 3D Computer Graphics Philosophy The prerequisite for this course is successful completion of the half-year ACE Skills course. The philosophy of this full-year, elective course is that students will benefit from learning about the many real-world applications of 3D computer graphics. Students will learn how to use one of the most widely accepted software packages, Autodesk 3ds Max 2013, to create and modify three-dimensional objects in a digital format. This software is used in a practical manner by animators, architects, designers, engineers, video game developers, and visual effects specialists. Students will be continually challenged with assignments to digitally create a wide variety of different objects. These objects will then be compiled into fully animated scenes, which will be modified with a wide variety of movements and special effects. Students in this course will use their imaginations to analyze how digital objects are created and animated for a practical purpose. Throughout the course, students will be given the opportunity to use higher level thinking skills as they critique and evaluate their own work and that of other students. Students will take part in class lectures, discussions, readings, research, online tutorials, and independent 3D graphic design. There will be some group work but the majority of class will focus on individual project completion. This course will encourage all students, whatever their level of interest or experience, to be more technologically literate, responsible, and creative. After taking this course, students will have a better understanding of the technologically designed world and the career path of 3d computer graphics. Students will be instructed to develop positive learning and work attitudes. The course content of 3D Computer Graphics is aligned with the 2009 New Jersey Core Content Standards for Technology ( ), 21st Century Life and Career Standards (9.1, 9.3 and 9.4), and the Common Core State Standards for English Language Arts & Literacy in Technical Subjects.

4 Grade Related Arts and Technology Curriculum Page 4 MAJOR INDUSTRIAL AND TECHNOLOGY EDUCATION THEMES 3D COMPUTER GRAPHICS I. INTERFACE OVERVIEW AND CREATING, MODIFYING PRIMITIVE OBJECTS A. USER ITERFACE B. COMMANDS, MENUS, NAVIGATION C. VIEWPORTS D. PRIMITIVE TYPES: CREATION AND MODIFICATION E. COORIDNATES F. MATERIALS G. LIGHTING H. CAMERA II. III. IV. CREATING SCENES, SHAPES, SPLINES, LOFTED OBJECTS, CURVED PATHS, DEFORMATIONS A. RENDER AND PLAY ANIMATIONS B. REVOLVING AND LOFTING SHAPES ALONG A PATH C. SPOTLIGHTS D. CREATE 2D SHAPES E. MODIFY VERTICES, SEGMENTS, SPLINES F. CHANGE SKIN DISPLAY AND PATH LEVELS G. USING BEZIER HANDLES H. DEFORMATION TOOLS MATERIALS EDITING A. CREATE NEW MATERIALS B. ADJUST AMBIENT AND DIFFUSE PROPERTIES C. APPLY TEXTURE AND BUMP MAPS D. CREATE TRANPARENT MATERIALS E. APPLY OPACITY MAPS F. CREATE PROCEDURAL MAPS G. MODIFY MAPPING PARAMETERS H. APPLY DECAL TEXTURE AND REFLECTION MAPS I. BACKGROUND BITMAPS ANIMATIONS, RENDERING A. ADJUST FRAMES AND PIVOT POINTS B. CREATE ANIMATION KEYS

5 Grade Related Arts and Technology Curriculum Page 5 C. CREATE HIERARCHICAL KEYS D. ADJUST TRACKING AND KEYS E. CREATE DUMMY AND SNAPSHOT OBJECTS F. ANIMATE AND LINK CAMERAS G. CREATE ANIMATION FOR PREVIEW H. RENDER A FRAME AS A BITMAP FILE I. CREATE AND MODIFY A MOTION PATH J. ADJUST CAMERA PARAMETERS AND ANIMATION K. WALKTHROUGH ANIMATION

6 Grade Related Arts and Technology Curriculum Page 6 UNIT ONE UNIT TITLE: OVERVIEW; CREATING, MODIFYING PRIMITIVE OBJECTS Essential Questions: Which are the most important and useful icons, menus, and viewports? Which are the most needed and used primitive shapes? How are modifying commands similar and different from each other? Enduring Understandings / Content Statements: The functions of the icons, menus, and viewports of the user interface should be understood in order to maximize productivity. Basic objects (primitives) can be created by using preset command icons. Objects can be modified to suit whatever specific needs you have. NJCCCS Correlations: 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees K.(3).8 Participate in a user-focused design and development process to produce Webbased and digital communication solutions. CCSS Correlations: CCSS.ELA-Literacy.RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-Literacy.RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. Content Focus Questions 1. What are the names and functions of the areas of the user interface? 2. What are the names of the primitive objects? 3. In what ways may objects be modified? Key Vocabulary: menu bar, pull down menus, drawing area, time slider, track bar, prompt line,

7 Grade Related Arts and Technology Curriculum Page 7 status bar, coordinate, display, viewport, orthographic views, isometric views, grid, wireframe, units setup. Sample Activities 1. Demonstration of user interface areas. 2. Students create primitive shapes. 3. Students modify shapes to predetermined parameters. Assessment 1. Oral and written quiz. 2. Practical drawing creation exam. 3. Visual observation. UNIT TWO UNIT TITLE: CREATING SCENES, SHAPES, SPLINES, LOFTED OBJECTS, CURVED PATHS, DEFORMATIONS Essential Questions: What is the order of steps should you follow to create a scene? What are the advantages and disadvantages of revolved and lofted objects? What sort of objects would you want to adjust with spline vertices and segments? What other ways could you utilize bezier handles? What are the most commonly used deformation tools? Enduring Understandings / Content Statements: Scenes are comprised of objects, materials, lights, cameras, and animation controls. 2D Objects can be revolved and lofted to form intricate shapes. Splines can be adjusted by their vertices and segments. Curved paths are facilitated by using bezier handles. Deformation tools can be used to modify lofted objects. NJCCCS Correlations: 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees K.(3).2: Create and implement a digital communication product to meet customer needs K.(3).8 Participate in a user-focused design and development process to produce Webbased and digital communication solutions.

8 Grade Related Arts and Technology Curriculum Page 8 CCSS Correlations: CCSS.ELA-Literacy.RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-Literacy.RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. CCSS.ELA-Literacy.RST Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CCSS.ELA-Literacy.RST By the end of grade 12 read and comprehend science/technical texts in the grades 11 CCR text complexity band independently and proficiently. Content Focus Questions 1. What would the effect be of having no lights in a scene? 2. What is the procedure to follow to revolve and loft an object? 3. What are the similarities and differences between vertices and segments? 4. What is the definition of a bezier handle? 5. Why would you want to be able to deform an object? Key Vocabulary: keyframe, AVI file, render, revolve, loft, spotlight, spline, 2D, vertice, segment, bezier, coordinates, deformation, teeter, bevel. Sample Activities 1. Students create objects with exact sizes as specified by teacher. 2. Students create unique, complex objects that are free form but have a practical purpose of some sort. 3. Students demonstrate and create examples of each of the deformation commands. Assessment 1. Practical drawing creation exercises. 2. Visual observation. UNIT THREE UNIT TITLE: MATERIALS EDITING Essential Questions: Why would you want to create a new material? Enduring Understandings / Content Statements:

9 Grade Related Arts and Technology Curriculum Page 9 Why is it useful for texture maps and bump maps not to change the makeup of the object they are attached to? What are the advantages and disadvantages of transparent and opaque materials? When would it be a good idea to not have a background? New materials can be created which are unique and not included in a material library. Texture maps and bump maps are applied to the surface of objects. Materials may be made either transparent or opaque. Backgrounds add to a scene being photo realistic. NJCCCS Correlations: 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees K.(3).2: Create and implement a digital communication product to meet customer needs K.(3).8 Participate in a user-focused design and development process to produce Webbased and digital communication solutions K.(3).9: Design and employ the use of motion graphics to create a visual Web-based or digital design. CCSS Correlations: CCSS.ELA-Literacy.RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-Literacy.RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. CCSS.ELA-Literacy.RST Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CCSS.ELA-Literacy.RST By the end of grade 12 read and comprehend science/technical texts in the grades 11 CCR text complexity band independently and proficiently. Content Focus Questions 1. What common materials would you likely want create which are not included in the library? 2. What texture maps and bump maps would be most common for our geographic area? 3. What is the difference between transparent and opaque? 4. When would a background add to, or take away from, the impact of a 3D object?

10 Grade Related Arts and Technology Curriculum Page 10 Key Vocabulary: ambient, diffuse, render, texture, transparent, opaque, parameter, decal, reflection, bitmap. Sample Activities 1. Students compile a list of common materials that are not included in the material library. 2. Students create a texture map and bump map. 3. Students compile a list of real life objects that are either transparent or opaque. 4. Students cut out from magazines a variety of backgrounds and explain the intended use for each. 5. Students create objects with exact sizes as specified by teacher. 6. Students create unique, complex objects that are free form but have a practical purpose of some sort. Assessment 1. Grading of all student project work. UNIT FOUR UNIT TITLE: ANIMATIONS, RENDERING Essential Questions: How would you modify an animation to elicit different moods for a consumer? What would objects look like without rendering? When would it be beneficial for a camera to follow a path? Enduring Understandings / Content Statements: Animations, both simple and complex, are modified to suit the needs of the consumer. Rendering allows photo realistic images to be created. Cameras can be made to follow a path for a walk through. NJCCCS Correlations: 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees K.(3).2: Create and implement a digital communication product to meet customer needs.

11 Grade Related Arts and Technology Curriculum Page K.(3).8 Participate in a user-focused design and development process to produce Webbased and digital communication solutions K.(3).9: Design and employ the use of motion graphics to create a visual Web-based or digital design. CCSS Correlations: CCSS.ELA-Literacy.RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-Literacy.RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. CCSS.ELA-Literacy.RST Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CCSS.ELA-Literacy.RST By the end of grade 12 read and comprehend science/technical texts in the grades 11 CCR text complexity band independently and proficiently. Content Focus Questions 1. What moods have you seen in animations used in television commercials? 2. When have you seen images of objects that are not photo realistic? 3. When else would you use a camera walk through, besides walking through a house? Key Vocabulary: frames, pivot points, animation, hierarchical, tracking, key info, dummy object, snapshot object, link, preview, segment, bitmap file, render, constraint, AEC. Sample Activities 1. View animations on YouTube, School Tube and determine their primary audience and purpose. 2. Render an image, in several different manners that each student creates. 3. Create a camera walk through of a residential house. Assessment 1. Grading of all student project work.

12 Grade Related Arts and Technology Curriculum Page 12 Sample Lesson Plan #1 COURSE: 3D Computer Graphics CONTENT/TOPIC: Interface Overview SAMPLE LESSON PLANS TITLE OF LESSON: Naming Parts of the User Interface screen. FOCUS: Knowing the function of each screen area and the ability to access commands. OBJECTIVE: Students will be able to name the user interface screen parts and open the commands in each. RESOURCES SUGGESTED FOR LESSON: teacher computer attached to classroom projector, individual student computers, textbook: Autodesk3ds Max Design 2013: A Tutorial Approach, handout with printout of user interface screen. PROCEDURE: 1. Teacher opens and explains 3ds Max software user interface screen on teacher s computer and shows that screen on projector to rest of class. 2. Students fill in screen names on handout that shows parts of user interface screen. 3. Students go to their individual computers and open 3ds Max software and begin to navigate around user interface screen. Teacher circulates around class to assist as needed. ASSESSMENT OF STUDENT LEARNING: visual observation of each student as they name the user interface parts to the teacher who circulates around the room; written quiz on user interface parts (from handout).

13 Grade Related Arts and Technology Curriculum Page 13 Sample Lesson Plan #2 COURSE: 3D Computer Graphics. CONTENT/TOPIC: The Loft Command TITLE OF LESSON: Procedure for Loft Command FOCUS: Being able to create and modify lofted objects. OBJECTIVE: Students will be able to create and modify a loft shape and path. RESOURCES SUGGESTED FOR LESSON: textbook: Autodesk3ds Max Design 2013: A Tutorial Approach, teacher computer attached to classroom projector, individual student computers, real-life lofted objects (garden house, spring, coffee mug handle, etc.). PROCEDURE: 1. Teacher passes lofted objects around the class explaining how each was made. 2.Teacher demonstrates loft command procedure on projector. Students take notes on steps needed. 3. Students go to individual workstations and complete loft exercise. Teacher circulates and assists students as needed. 4. Teacher demonstrates modifying lofts. 4. Students go to individual workstations and complete loft modifying exercise. ASSESSMENT OF STUDENT LEARNING: visual observation, each student s completed loft exercise, practical exam for students to create a lofted part with specific sizes determined by teacher.

14 Grade Related Arts and Technology Curriculum Page 14 Sample Lesson Plan #3 COURSE: 3D Computer Graphics. CONTENT/TOPIC: Materials Editing TITLE OF LESSON: Creating New Materials FOCUS: Students will understand that while the material library is extensive, there are occasions when: 1. The settings need to be modified to suit their particular need. 2. The materials are not automatically applied correctly. OBJECTIVE: Students will be able to open the materials editor and create new materials. RESOURCES SUGGESTED FOR LESSON: teacher computer attached to classroom projector, individual student computers, textbook: Autodesk3ds Max Design 2013: A Tutorial Approach. An instructional video for material editing: PROCEDURE: 1. Teacher plays and explains instructional video for the class to view simultaneously. 2. Students work at their individual computers to create new materials according to teacher s parameters. 3. Students explore material editor to find new command procedures, which they will explain to the rest of the class. ASSESSMENT OF STUDENT LEARNING: visual observation, each student s completed material editing exercise, presentation to class regarding a new command in material editing.

15 Grade Related Arts and Technology Curriculum Page 15 TEACHER ASSESSMENT OF STUDENT LEARNING 1. TEACHER OBSERVATION 2. ONLINE AND TEXT TUTORIALS 3. INDIVIDUAL PROJECT WORK 4. COOPERATIVE GROUP PROJECT WORK AND ACTIVITIES 5. ORAL PRESENTATIONS 6. QUIZZES, TESTS 7. CLASS PARTICIPATION & DISCUSSIONS 8. RUBRICS FOR PROJECTS 9. INDIVIDUAL AND GROUP CRITIQUE SESSIONS 10. NOTEBOOK 11. PORTFOLIO 12. RESEARCH 13. CAREER RESEARCH PRESENTATION 14. INDEPENDENT STUDY PROJECT 15. MIDTERM AND FINAL EXAM

16 Grade Related Arts and Technology Curriculum Page 16 BIBLIOGRAPHY/COURSE MATERIALS Primary Textbook: Tickoo, Sham. Autodesk 3ds Max Design 2013: A Tutorial Approach. CADCIM Technologies, Schererville, Indiana Supplemental Texts: Harper, Jeffrey. Mastering Autodesk 3ds Max2013. John Wiley and Sons, Indianapolis, Indiana Murdock, Kelly. Autodesk3ds Max2013 Bible. John Wiley and Sons, Indianapolis, Indiana Tickoo, Sham. Autodesk 3ds Max Design 2013: A Comprehensive Approach. CADCIM Technologies, Schererville, Indiana Websites: To download Autodesk 3ds Max Design 2013 software and get other educational resources: Video/Media: For tutorials on Autodesk 3ds Max Design 2013: For online resources related to Autodesk 3ds Max Design 2013: The Autodesk YouTube site for learning videos: Additional Resources: I will establish contact with other high school 3D Computer Graphic teachers, so that our students can share their 3D computer graphics, offer critiques, and learn what everyone else is creating.

17 Grade Related Arts and Technology Curriculum Page 17 NEW JERSEY CORE CURRICULUM CONTENT STANDARDS Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills for careers in emerging and established professions that lead to technical skill proficiency, credentials, certificates, licenses, and/or degrees. needs K.(3).2: Create and implement a digital communication product to meet customer K.(3).8 Participate in a user-focused design and development process to produce Web-based and digital communication solutions K.(3).9: Design and employ the use of motion graphics to create a visual Webbased or digital design. COMMON CORE CURRICULUM STANDARDS CCSS.ELA-Literacy.RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. CCSS.ELA-Literacy.RST Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. CCSS.ELA-Literacy.RST Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. CCSS.ELA-Literacy.RST By the end of grade 12, read and comprehend science/technical texts in the grades 11 CCR text complexity band independently and proficiently.