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Greenwich Visual Arts Objectives Advanced Computer Graphics High School

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Greenwich Visual Arts Objectives Advanced Computer Graphics High School Greenwich Visual Arts Objectives Advanced Computer Graphics High School Media, Techniques and Processes 1. Discerns between the tools to draw digitally to capture the essence of the subject using an application program such as Apple works Paint® (eg.,. pencil tool, pen tool) (*1d) 2. Discerns between the tools to paint digitally in such a way as to add volume to the subject to create form using an application program such as Apple works Paint® (e.g., paint brush, paint bucket.) (*1c, 1d) 3. Creates complex characters, graphics and composites (e.g., animated cartoons) using the computer tools to solve design dilemmas (*1c, 1d, 2e) 4. Demonstrates a mastery of tools and shortcut keys and does not rely on the overuse of the mouse (*1c) 5. Exports graphics for use with other applications with correct recognition of file types and extensions (*1c, 1d, 2e) 6. Demonstrates when to use appropriate computer peripheral devices such as printer, scanner, digital camera, to create digital works of art (*1c, 1d, 2e) 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 (*1c, 1d) 8. Combines and manipulates images to create a digital composite that shows a mastery of selection tools and layers using Adobe Photoshop® in such a way as to be convincing (*1c, 1d, 2b, 2c) 9. Develops an advertising campaign using a vector-based program such as Adobe Illustrator ® that effectively communicates a specific idea or concept to advertise or promote a product or service (*1c, 1c, 2b, 2c) 10.Creates complex animations (tween, animated gif) that shows motion based on the manipulation of frames using imagery, sound, music and text (*1c, 1d, 2d, 2e) *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education Greenwich Visual Arts Objectives Advanced Computer Graphics High School 11. Develops an advertising concept for a package such as a compact disc jewel case design (front, back, inside, sides) to illustrate a concept with attention to the demographics, market and function for actual use (*1c, 1d, 2d, 2e) 12. Knows when to use filters and Plug-ins such as KPT6 and Eye Candy 4000, to produce dramatic effects that enhance the digital artwork. (Adobe Photoshop®) without over filtration of an image (*1c, 1d) 13. Demonstrates the ability to develop an animation that investigates the relationship between form and content and incorporates the use of line, shape, color, sound, text and motion using tween-animation. (e.g. Macromedia Flash®) (*1c, 1d, 2d, 2e) 14. Creates a working website that includes tweens, thumbnails, rollovers, slices and animated GIFs (*1c, 1d) 15. Discusses HTML in relationship to using a web editor such as Macromedia Dreamweaver® and edits codes when applicable (*1c, 1e, 2d, 2e) 16. Compares and contrasts animation types including cell animation, animated GIF, and tween animation and determines the suitability of an animation type for a particular application (*2d, 2e) 17. Uses a variety of re-touching techniques such as rubber-stamp tool and employs accurate color correction strategies (*1c, 1d, 2e) 18. Uses image optimization to prepare artwork for use with Flash® and / or web publishing. (e.g., Adobe Image Ready®) (*1c, 1d) *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education Greenwich Visual Arts Objectives Advanced Computer Graphics High School Elements and Principles 1. Shows an understanding of all the elements and principles of art found in digital artworks from a variety of sources (including the World Wide Web) (*2d, 2e) 2. Uses appropriate art vocabulary (e.g., color, line, space, shape, form, pattern, texture, contrast, rhythm, composition, balance, movement, unity) to create computer art works which depict the elements and principles of art (*2d, 2e) 3. Shows a mastery of negative and positive space when creating a digital composite (*2d) 4. Becomes proficient with the use of 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, 2d, 2e) 5. Chooses the most appropriate and effective application program to create a well-balanced digital work of art (e.g., Adobe Photoshop, Macromedia Flash) (*2d, 2e) 6. Applies scale and perspective at a mastery level when creating transformations (e.g., create the illusion of depth in digital artworks) (*2d, 2e) 7. Solves typographical problems to increase the readability of the design by the expert manipulating the elements and principles of art (e.g., uses the appropriate font, size and style) (*2d, 2e) 8. Manipulates 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 (*2d, 2e) 9. Employs the principle of repetition of a group of shapes, lines and color as it relates to the creation of a pattern, graphic and logo (*2e) *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education Greenwich Visual Arts Objectives Advanced Computer Graphics High School Content 1. Demonstrates a mastery of the concept of progression to develop patterns that represent geometric, freeform, and figurative genres using deductive and inductive reasoning (*3c, 3d) 2. Uses digital self-portrait combined with other imagery to create a composite, which expresses a personal concept, idea or value (*3b, 3c, 3d) 3. Employs the ethical use of digital media with relation to copyright laws with respect for copying images and using software application programs (*2d, 2e, 5d) 4. Uses design concepts to create packaging (e.g., for a CD cover design) that conveys a mood or idea that influences the viewer in such a way as to keep his or her attention (*3c, 3d, 5d) 5. Animates a character that faces a predicament using complex techniques (*3c, 3d, 5d) 6. Solves a dilemma using critical and abstract thinking processes which defends the validity of sources for content (*3a, 3b, 5d) 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 with generates feelings of agitation or passion) (*3c, 3d) 8. Develops a new product to market that has a positive impact on the world, and it must be original and creative (*3d) 9. Manipulates images, photos and text to design layouts for publishing advertising projects and explains why they are of value in the design (*3c) 10. Corrects images from scanner and digital camera to remove casts, noise and clean up channel levels to effectively communicate ideas (*3c, 3d) *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education Greenwich Visual Arts Objectives Advanced Computer Graphics High School History and Culture 1. Analyzes and interprets the work of Contemporary artists (e.g., Peter Davies, Paul Garrin, Don Flavin) in terms of form, cultural and historical context and purpose (*4d, 4e) 2. Analyzes common characteristics of the visual, cultural, historical and ethical characteristics of contemporary digital design including commercial magazines, considering copyright laws and standards (*4d, 4e) 3. Compares and contrasts 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 (*4d, 4e) 4. Analyzes contemporary examples of computer-produced art made by professionals in the field (*4d, 4e) 5. Recognizes and responds to works of art by contemporary designers (e.g., Lunar Design, Jonathan Irve, Karim Rashid) with regard to techniques for communicating meanings, ideas, attitudes, views and intentions (*5d) 6. Compares computer artwork found on sites such as www.raph.com/3D Artists, www. museumofcomputerart.com to one another in terms of history, aesthetics and culture (*4d, 4e) 7. Integrates the knowledge gained through the analysis of computer art works to inform the student’s own art making (*4d, 4e, 5c, 5d) 8. Analyzes the design and visual characteristics of Internet sites in terms of history, culture and style (*4a) 9. Uses judgment regarding history, culture and style to make informed decisions when making digital art (*4d, 4e) 10. Investigates the artistic period of Surrealism by analyzing artists such as Salvador Dali, Max Ernst, Rene Magritte, Frida Kahlo, Giorgio de Chirico, and Man Ray as it relates to computer composites and filter distortions (*4d, 4e) *Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright©2004 Greenwich Public Schools Policy Studies in Education Greenwich Visual Arts Objectives Advanced 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, 5b) 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 artworks 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 artworks (*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 the digital artworks (*4a, 5a, 5b) 8. Describes the process of the digital artwork (*5a, 5b, 6a) 9. Judges the success of the techniques used to create the digital artworks (*5a, 5b, 5c) 10. Compares the student works to other artists including well-known artists (*6a, 6b, 5a, 5b) 11.
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