100 10169
120 Electronic Design I (ACP) 836
130  Learning the Illustrator program
140 
150 9-12
160 
170 
180 
210 01.4 The Arts - Visual Art
211 2.9.1
212 5.9.3
213 6.9.3
214 6.9.4
215 1.9.1
216 
220 
221 
222 
223 
224 
225 
226 
230 04.2 LRIT - Computer Technology
231 1.9.1
232 3.9.1
233 4.9.1
234 
235 5.9.8
236 
240 
241 
242 
243 
244 
245 
246 
250 03.0 Language Arts
251 2.9.1
252 1.9.1
253 
254 
255 
256 
300 How does Illustrator create and manipulate objects?
300 How can the designer learn more about how the program works?
300 What is the best use for this software? When should the designer use it?
300 How is Illustrator different from Photoshop?
300 How does the designer get the images from the computer onto paper (working with printing)?
400 This unit emphasizes the difference between Photoshop and Illustrator- vector vs. raster images, what Illustrator is best at doing: typography logos and graphics, working with printing technologies: matchin the image on the screen to the paper, tutorials: help program, web resources, textbooks, and "cheat sheets," and the communication with composition.
500 When working with Illustration, students will develop the ability to:
500 -- Identify he difference between photoshop and Illustrator- vector vs. raster images,
500 -- Evaluate what jobs Illustrator is best at doing,
500 -- Select appropriate printing technologies: matching the image on the screen to the paper, 
500 -- Choose efficient ways to learn about the software on their own by using: the help program, web resources, textbooks and "cheat sheets."
600 All students will:
600 
600 -- demonstrate an understanding of use of Illustrator software,
600 -- demonstrate an understanding of good visual design,
600 -- recieve feedback on their own artwork,
600 -- be involved in group discussions of their work,
600 -- be instructed on the effective presentation of their work to a group.
700 1. Homework is used as a formative and summative evaluation tool.
700 2. Quizzes and tests are used to access concrete information such as vocabulary, equipment use, and procedures.
700 3. Project evaluations may take the form of group critiques, rating scales, checklists, written evaluations, and teacher interviews.
700 4. Group discussions give insight into the creative process and problem solving, providing an avenue for learning, how to talk about art, how to view art, and how to improve one's skills.
800 field trips to local art colleges and art museums
800 guest speakers for communication arts and higher education options
800 applications for state and national design competitions
820 Equipment: 
820 
820 One fully equipped, up-to-date Macintosh computer system per student
820 One computer system for the teacher with additional RAM, processor speed, and storage to handle the course requirements
820 One digital projector system for presentation
820 Up to four, efficient color printers with abilities to print sizes up to 24X34"
820 Three digital scanners
820 Three, 5+ megapixel digital cameras
820 Other hands-on building equipment for cutting and pasting
840 Prerequisite courses are: Art 1