CURRICULUM MAP: 10172.map

Electronic Design I (ACP) 836
Learning effective/efficient use of Graphics software: Illustrator and Photoshop

TIME FRAME:
GRADE: 9-12
CONTACT:

         MAP LEVEL:
01.4 THE ARTS - VISUAL ART

01.4.2.9.1 -- Students will judge the effectiveness of different ways of using visual characteristics in conveying ideas

01.4.5.9.3 -- Students will defend personal interpretations using reasoned argument

01.4.6.9.3 -- Students will create and solve interdisciplinary problems using multimedia

01.4.6.9.4 -- Students will apply visual arts skills and unde4rstandings to solve problems relevant to a variety of careers.

01.4.1.9.1 -- Students will apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood

04.2 LRIT - COMPUTER TECHNOLOGY

04.2.1.9.1 -- Students will make informed choices among technology systems, resources and services

04.2.3.9.1 -- Students will use technology tools and resources for managing and communicating personal/professional information

04.2.4.9.1 -- Students will use technology tools and resources for managing and communicating personal/professional information

04.2.5.5.2 -- Students will design, develop, publish and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom

04.2.5.9.8 -- Students will independently select and use an appropriate search engine or directory related to a specific task

03.0 LANGUAGE ARTS

03.0.2.9.1 -- Students will communicate effectively by determining the appropriate text structure on the basis of audience, purpose and point of view; students will select from the complete variety of text structures (essay, short story, 0oetry, academic essay, report, research paper, response to literature, documentary, etc.) the appropriate organizational pattern for addressing audience, purpose and point of view.

03.0.1.9.1 -- Students will describe the text by giving an initial reaction to the text and describing its general content and purpose;



What is the most efficient/intuative way to create with Illustrator and Photoshop software?



1. learning basic drawing tools in Illustrator.
2. Learning to select and modify vector objects in Illustrator.
3. Filling objects in Illustrator.
4. Saving and exporting files
5. Printing, producing "hard copies" of your work.
6. Gathering images from the web, CDs and the scanner
7. Evaluating the most efficient processes to create images.



When learning the correct use of design software students will demonstrate:
*ability to select and modify objects
*an understanding of the language/termonology of the software and hardware.
*mastery of the basic drawing tools in Illustrator.
*ability to save and export files
*competence in printing, producing "hard copies" of your work.
*fluency in gathering images from the web, CDs and the scanner
*Ability to evaluate the most efficient processes to create images.



All students will be instructed on the creative process
All students will be instructed on the use of Illustrator and Photoshop software
All students will be instructed on the use of scanners, digital cameras and printers.
All students will be instructed on the use of color in visual design
All students will be instructed on the anatomy and use of typography in communicating ideas.
All students will be instructed on the elements and principles of art
All students will be instructed on cutting, measuring and gluing techniques
All students will be exposed to examples of good visual design.
All students will be introduced to carreers in visual graphics and communication
All students will recieve feedback on their own artwork.
All students will be involved in group discussions of their work
All students will be required to communicate ideas through writting.
All students will be instructed on effective presentation of their work to a group



1. Homework is used as a formative and summative evaluation tool.
2. Quizes and tests are used to access concrete information such as vocabulary, equipment use, and procedures.
3. Project evaluations may take the form of group critiques, rating scales, check lists, written evaluations, and teacher interviews.
4. A portfolio demonstrates skills learned and personal, aesthetic growth. The body of work stands as a visual record of the creative process experienced through the semester.
5. 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.



Field trips to local Art Colleges and Art Museums.
Guest speakers for communication arts and higher education options.
Applications for state and national design competitions
Web hunt activities to gather information and to discover new designers and design ideas.




Equipment:
One fully equiped, up-to-date Macintosh computer system per student
One computer system for the teacher- with additional RAM, processor speed, and Storage to handle the course requirements
One digital projector system for presentation
Up to four, efficient color printers with abilities to print sizes up to 24X34"
Three digital scanners
Three, 5+ megapixel digital cameras

Other hands-on building equipment for cutting and pasting.



Prerequisit courses are: Art 1