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Greenwich Visual Arts Objectives Computer Graphics High School Greenwich Visual Arts Objectives Computer Graphics High School Media, Techniques and Processes 1. Uses a variety of tools to draw digitally to capture the essence of the subject using an application program such as Apple works Paint® (e.g., pencil tool, pen tool) (*1a, 1b) 2. Uses a variety of tools to paint digitally to add volume to the subject to create form using an application program such as Apple works Paint® (e.g., paint brush, paint bucket) (*1a, 1b) 3. Creates tessellation patterns using the computer tools by designing a unit and repeating the unit to produce harmonious designs (*1a, 1b, 2c) 4. Demonstrates a mastery of tools and shortcut keys (*1a, 1b) 5. Exports graphics for use with other applications (*1a, 1b) 6. Demonstrates how to use appropriate computer peripheral devices such as printer, scanner, and digital camera to create digital works of art (*1a, 1b) 7. Demonstrates an understanding of the appropriate file formats for importing images in both raster-based and vector-based software for print, web and other applications (*1a, 1b) 8. Combines and manipulates images to create a digital composite that shows a mastery of selection tools and layers using Adobe Photoshop® (*1a, 1b, 2b, 2c) 9. Develops a logo design using a vector-based program such as Adobe Illustrator ® that communicates a specific idea or concept to advertise or promote a product or service (*1a, 1b, 2b, 2c) 10. Creates a cell animation that shows motion based on the manipulation of frames using imagery, sound, music and text (*1a, 1b, 2b, 2c) 11. Creates and prints a package such as a Compact Disc jewel case design (front, back, inside, sides) to illustrate a concept with attention to the elements and principles for actual use (*1a, 1b, 2a, 2b, 2c) 12. Uses filters and Plug-ins such as KPT6, Eye Candy 4000 to produce dramatic effects that enhance the digital artwork. (Adobe Photoshop®) (*1a, 1b) _____________________________________________________________________________________________________________________ _ *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright© Greenwich Public Schools Policy Studies in Education Greenwich Visual Arts Objectives Computer Graphics High School Elements and Principles 1. Analyzes given digital artworks from a variety of sources (including the World Wide Web) for the use of all the elements and principles of art (*2a, 2b, 2c) 2. Uses appropriate art vocabulary (e.g. color, line, space, shape, form, pattern, texture, contrast, rhythm, composition, balance, movement, and unity) to describe techniques and processes which depict the elements and principles of art (*2a, 2b, 2c) 3. Applies an understanding of negative and positive space when creating a digital composite (*2b) 4. Identifies and discusses the digital color palette in relation to the different color modules including (HSB hue, saturation, brightness, RGB red, green, blue and CMYK cyan, magenta, yellow, black) (*2a, 2b, 2c) 5. Discusses how to choose the most appropriate and effective application program to create a well-balanced digital work of art (e.g., Adobe Photoshop, Macromedia Flash) (*2a, 2b) 6. Applies an understanding of scale and perspective by creating transformations to create the illusion of depth in digital artworks (*2b, 2c) 7. Solves typographical problems to increase the readability of the design by manipulating the elements and principles of art (e.g., uses the appropriate font, size and style) (*2a, 2b, 2c) 8. Discusses the color gamut as it relates to documents that are to be printed and / or used for other purposes such as animation or web publishing (*2a, 2b, 2c) 9. Discusses the principle of repetition of a group of shapes, lines and colors as it relates to the creation of a pattern (*2c) _____________________________________________________________________________________________________________________ _ *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright© Greenwich Public Schools Policy Studies in Education Greenwich Visual Arts Objectives Computer Graphics High School Content 1. Uses the concept of progression to develop patterns that represent geometric, freeform, and figurative genres using deductive and inductive reasoning (*3a, 3b) 2. Uses digital self-portrait combined with other imagery to create a composite (*3b) 3. Discusses the ethical use of digital media with relation to copyright laws with respect to copying images and using software application programs (*2a, 2b, 5a, 5b) 4. Uses design concepts to create packaging (e.g., for a CD cover design) that conveys a mood (*3a, 3b, 5a) 5. Animates a character that faces a predicament using basic animation techniques (*3b, 5c) 6. Solves a dilemma using critical and abstract thinking processes (*3a, 3b) 7. Selects colors based on the psychology of color to create feeling, sensation or emotion (e.g. Blue generates a feeling of harmony or peace as compared to red which generates feelings of agitation or passion) (*3a, 3b) 8. Develops a new product to market (*3a, 3b) 8. Manipulates images, photos and text to design layouts for publishing advertising Projects (*3a, 3b) 9. Corrects images from scanner and digital camera to remove casts, noise and clean up channel levels to clearly communicate ideas (*3a, 3b, 5a) History and Cultures 1. Differentiates among Modern artworks (e.g., Wassily Kandinsky, Keith Haring, Georgia O’Keffee) in terms of form, cultural and historical context and purpose (*4a, 4b, 4c) _____________________________________________________________________________________________________________________ _ *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright© Greenwich Public Schools Policy Studies in Education Greenwich Visual Arts Objectives Computer Graphics High School 2. Makes judgments about the visual, cultural, historical and ethical characteristics of contemporary digital design including commercial magazines, compact disc cases and product labels (*4a, 4b, 4c) 3. Describes the function and explores elements of traditional and non-traditional animation including cell animation, tween animation, claymation and computer rendered animation through the use of video, DVD, film, the Internet and other related media (*4b, 4c) 3. Differentiates between contemporary examples of computer-produced art made by professionals in the field (e.g., Bob Kelly, Tom Chambers, Istvan Horkay, Jeff Fisher) (*4a, 4b, 4c) 5. Recognizes and selects famous paintings in order to create a well balanced digital composite that has a different meaning from the intent of the master artist(s) (*5a, 5b, 5c) 6. Analyzes the relationship of computer artwork to one another in terms of characteristics, purposes and culture (*4c) 7. Justifies and uses conclusions drawn from the analysis of computer art work to inform the student’s own art making (*4a, 4b, 4c, 5a, 5b, 5c) 8. Differentiates the design and visual characteristics of Internet sites in terms of history, culture and style (*4a, 4b) 10. Explores the meaning of art work in terms of history, culture and style to make informed decisions when making digital art (*4a, 4b) 11. Investigates the artistic period of Surrealism by analyzing the artists Salvador Dali, Max Ernst, Rene Magritte, Frida Kahlo, Giorgio de Chirico, and Man Ray as it relates to computer composites and filter distortions (*4a, 4b) 12. Investigates the artistic period of Pop Art by analyzing the artists Andy Warhol, Roy Lichtenstein, David Hockney and Jasper Johns as it relates to, and has influenced computer contemporary layout and design (*4a, 4b) _____________________________________________________________________________________________________________________ _ *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright© Greenwich Public Schools Policy Studies in Education Greenwich Visual Arts Objectives Computer Graphics High School Evaluation 1. Judges the quality of a computer-generated artwork by describing its specific art elements (*5a, 5b, 5c) 2. Judges the quality of a computer-generated artwork by describing its specific art design principles (*2a, 2b, 5c) 3. Evaluates the artwork of his or her classmates, based on a rubric supplied by the teacher (*5a, 5b, 5c) 4. Evaluates his or her own artwork over time, based on rubrics supplied by the teacher (*5a, 5b, 6b) 5. Evaluates the creativity, originality, and craftsmanship of each of his or her individual artwork (*5a, 5b) 6. Writes and/or talks about his or her own artwork, using appropriate art vocabulary (*2a, 2b, 5a, 5b) 7. Explains the purpose or function of digital artwork (*4a, 5a, 5b) 8. Describes the process of digital artwork (*5a, 5b, 6a) 9. Judges the success of the techniques used to create the digital artwork (*5a, 5b, 5c) 10. Compares student work to other artists including well-known artists (*5a, 5b, 6a, 6b) 11. Formulates a theory behind works of master and/or contemporary artists (e.g., Why did Dali create this? What was he trying to achieve?) (*5a, 5b) 12. Writes a short critique of contemporary digital artwork, using appropriate art vocabulary (*2a, 2b, 5a, 5b) 13. Judges the success of various art elements and principles used to create the digital artwork (*2a, 2b, 5a) 14. Discusses whether or not the digital artwork achieved its purpose (*2a, 2b, 5a) _____________________________________________________________________________________________________________________ _ *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright© Greenwich Public
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