Quarter

Content

Skills

Assessments

Michigan Standards

GPPSS Essentials

1^st

PowerPoint Presentation "Personal Sketch"

Create a “PowerPoint” presentation about yourself.  Be sure to include the necessary components in your project.  Use original imagery in all but number 5.  You must scan at least one original photo or other image for this assignment.  Use the digital camera at least once for this presentation. 

1.       A page about your family. 

2.       A page about your favorite place.

3.       A page about your favorite activity. 

4.       A page that makes reference to the best art work you have ever done with a computer.  This should show your skills.  Display the artwork right on the screen.  If you have never done art with a computer, then include an example of your work in any medium.

5.       A page that makes reference to the best programs that you have used to create art on the computer.  If you have program at home that we do not have here at school, then copy a screen of that program and show us what it looks like.

6.       A page that makes reference to your future career of choice.

• Powerpoint
• Scanner
• Digital Camera
• Card Reader
• File Management
• Picture file format
• Public Speaking

Student presents project to the class. 

_____(5)  Originality

_____(5)  Presentation  (i.e. respect for the content, the delivery of the content and your audience

_____(5)  Skill demonstrated in the building of the presentation

_____(2)  Used Scanner for presentation

_____(2)  Used digital camera for presentation

_____(6)  You included all 6 pages in your presentation

_____(5)  Did you do your best work?  You were on task and worked on the assignment during class

_____(30)  Total

C4, P2, P4,

2, 3, 7, 8

1

Introduction to Photoshop CS3

Basic Skills for Adobe Photoshop

• Skill worksheets and classroom experimentation (graded)

a. Introduction to Photoshop

• Notes from lecture (save to study for the semester exam)

Note taking worksheet.  Students fill in definitions and or shortcuts for the tools covered in the lecture.

C4, P2

1

1

Photoshop Skills

Chapter 2:  Basic Photo corrections

Chapter 4:  Working with Selections

Chapter 5:  Layer Basics

Painting Assignment:  (see demo)

• Selection techniques
• Layers
• Painting and Editing
• Photo Re-Touching

Each student reads the chapter and completes the image manipulation according to the directions.  On the date specified, completed images are handed in for grading. 

P2, C4

1, 8

1

Elements of Art and the Principles of Design Presentation and Listening Activity (Game)

There are typically six elements of art that can be found in most art works. Artists use these elements as a "visual alphabet" to produce all kinds of art forms.

The elements are line, color, shape, space, and texture.

Principles of Design

The Principles are concepts used to organize or arrange the structural elements of design. Again, the way in which these principles are applied affects the expressive content, or the message of the work. The principles are:

Balance, Proportion, Rhythm, Emphasis, Unity

• Listening
• Discussion and definition of terms
• Synthesis of definitions and application to art examples

Students are divided into rows and must answer questions related to the 29 page PowerPoint presentation.  Participation points are awarded to groups that are able to answer questions appropriately. 

There are two phases to each question and answer section.  The teacher (game show host) delivers a quick definition of each term prior to a question being asked of a student from each “team.” 

Art Historical Examples are shown in conjunction with each term.  Students merely re-iterate in their own words, how these terms may or may not apply to the artwork on display.  Points are awarded via tickets which must be turned in later for recording.  The goal is that everyone in the class get at least one ticket before the game is over.  Game may take more than one class period.

Though the PowerPoint offers visual artworks that illustrate the principles discussed, additional resources may be drawn upon including:  music video (appropriate pop culture), animation, and other examples of artwork by way of slides, magazines, posters, or web. 

R1,  R2, P2, P3,  C5

6,

1

Perceptual Drawing Unit

Introduction to Self Portrait via AHR’s

• Portraits Throughout History Lecture, Discussion, and interactive note taking exercise.

• Listen to lecture and see portraits ranging from 1700’s to present day
• Evaluate six artworks and write about them (color, skill, age, mood, historical, societal statements, and other indicators of significance)

Students hand in notes following the lecture.  In the notes, they must have recorded 6 examples of portraiture from the lecture according to directions.  Included in each statement would be artist, date, Title of the work and then a brief explanation as to why or how this piece fit the category specified.

R1, R2,  R3,  R4

6

1

Writing Activity Follow – Up to the Portraits Throughout History Presentation

Having recorded fundamental “facts” about works of art from the lecture that interest them, students will be guided in a writing exercise that will encourage them to compare two works (from the presentation) of art using 3 of the following:

• Composition
• Craftsmanship
• Elements of Art (line, color, shape, space, or texture)
• Design (Balance, Proportion, Rhythm, Emphasis, Unity)
• Cultural Significance
• Historical Perspective

N.B.  With approval, student may compare and contrast one work from the presentation and another work from his/her own source (including peers, on-line contemporary artists, or artists here at North)

Review of writing ideas:

• Topic Sentence
• Supporting Sentences
• Concluding Sentences

Research of Artwork background may also be needed

• Artchive
• Other resources and strategies may be discussed

Knowledge of Elements of Art and Principle of Design review.

Definition and working knowledge of what would constitute “historical” and “cultural” significance would be required to complete the writing successfully.

Students will be graded according to an adaptation of the Self-Evaluation Rubric (Item 1) as listed in the appendix.

The following categories will be used to grade the writing (2 points each for a total of 10 points):

• Paragraph Construction
• Topic Sentence
• Supporting Sentences
• Concluding sentence
• Knowledge of subject matter
• Completeness of Argument
• Creativity
• Effort

R1, R2, R3, R4

6

1

Introduction/Review of Face Proportions

• Lecture
• Demonstration
• Oral Response
• Diagram Proportions

Students create a diagram of a face on paper demonstrating knowledge of proportions. 

P2,  C3,

5, 7

1

Self Portrait (Perceptual Drawing)

Students use a mirror at the computer station to draw a self portrait using the electronic drawing pad and the Photoshop drawing tools.  Corel Painter may also be introduced as an alternative possibility. 

• Painting Techniques
• Layers
• Gesture Drawing
• Proportions
• Color
• Value/Shading
• Composition

Students use a mirror at the computer station to draw a self portrait using the electronic drawing pad and the Photoshop drawing tools.  Corel Painter may also be introduced as an alternative possibility. 

 “Using a new Photoshop file, at least 10 in. high by 8 in. wide @ 200 ppi., create a self portrait in proper proportions.  Plan the composition carefully.  (Create thumbnail sketches on paper first.)  Pay close attention to how light falls on the subject (you) as you look into the mirror.   Can you use your drawing techniques to create a realistic portrait and include clues in your portrait as to your own personality?” 

“Go beyond a simple portrait and give this Art meaning and interest by telling us something about yourself.  Your use of expression, color, composition, or inclusion of other elements in addition to your face are good ways to fulfill this requirement.”

Save this image on the shared drive in your assignments folder.  Print the assignment when it is requested for grading.

C1, C2, C3, C4,

1,  4,  5,  7,

1

Critique of Self Portrait

Students fill out a Basic Self Evaluation Form of their project.  See appendix for Basic Self Evaluation form. 

In addition, each student writes a paragraph response to the following question: 

1. Composition or Design

• Balance
• Proportion
• Rhythm
• Emphasis
• Unity

2. Technique

• Brushwork
• Perceptual rendering

3. Historical context

• Art
• Society

4. Visual language of the work

• Line
• Color
• Shape
• Space
• Texture

Writing and analytical thinking regarding:

• Composition or Design

• Balance
• Proportion
• Rhythm
• Emphasis
• Unity

• Technique

• Brushwork
• Perceptual rendering

• Historical context

• Art
• Society

• Visual language of the work

• Line
• Color
• Shape
• Space
• Texture

Students fill out a Basic Self Evaluation Form of their project.  See appendix for Basic Self Evaluation form. 

In addition, each student writes an essay (at least 200 words) response to the following question: 

“Compare your self portrait to one of the Art Historical References that we viewed in the Powerpoint Portrait Presentation stored on the shared drive in the “Photoshop Source Files” folder.  Write about you comparison and analyze your work with respect to these four categories:”

1. Composition or Design

• Balance
• Proportion
• Rhythm
• Emphasis
• Unity

3. Technique

• Brushwork
• Perceptual rendering

4. Historical context

• Art
• Society

4. Visual language of the work

• Line
• Color
• Shape
• Space
• Texture

R1,  R3, R4,  P2, P3, C5

6

2

Portrait in Motion (Conceptual Portrait)

Students create a montage of digital portrait images using Photoshop techniques to create an original portrait.  Less traditional than the earlier perceptual portrait, these portraits use an ever evolving use of visual technology.  Students use techniques related to selections, layers, modality changes, hue, saturation, brightness, contrast, and filters to manipulate original digital images.  

• File format (8 x 10” @ 200 ppi)
• Emphasis/Composition and the “Rule of Thirds
• Selections
• Layers
• Modality changes
• Hue adjustment
• Brightness/contrast

Requirements for this project include the following:

• File format (8 x 10” @ 200 ppi)
• Get personal!  This is about you or anther individual (with their permission) – include emotional, cultural, environmental, or historical references!
• Make a new file at least 8 inches by 10 inches at 200 ppi (this will most likely be printed for the art show)
• Use the digital camera to take images of your subject in good light – don’t be shy move right in with the camera and avoid the zoom in low light conditions
• Include at least 3 different original digital images showing your subject from more than one point of view (AHR Cubism 20^th Century)
• You must use the computer to create a portrait that does not fit the traditional “mold” - in this project we define our use of technology as “evolving” in other words, make use of the new technology to create something new
• Use brightness and contrast adjustments for all images (especially digital images taken in the hallway!)
• Use filters
• Use Modality changes on layers
• One image should have the most emphasis and be the “Center of Interest”
• Use the Rule of Thirds as discussed in class to place the COI
• Experiment and pay attention to the latest issue of “Computer Arts”  - great exampes of new techniques in that magazine

C1, C2, C3, C4, C5, P1,  P2, P4

3, 4, 7,

2

Critique of Portrait in Motion

Students use two self evaluative instruments to illustrate their own understanding of how they performed on the Portrait in Motion.  Their ability to articulate their own success is evaluated by the teacher who in turn applies his/her own “rating” to the rubric. 

Writing and analytical thinking regarding:

• Composition or Design

• Balance
• Proportion
• Rhythm
• Emphasis
• Unity

• Technique

• Brushwork
• Perceptual rendering

• Historical context

• Art
• Society

• Visual language of the work

• Line
• Color
• Shape
• Space
• Texture

Students fill out a Basic Self Evaluation Form of their project.  See appendix for Item 1, Basic Self Evaluation form. 

Students fill out 2-D Rubric and attach to the work for grading.  See appendix for Item 2, Universal Rubric for 2 Dimensional Composition/Design.

Rubrics are returned to the students marked with the “final grade” for the project.

R1, R4, P2, P3, C5

6,

2

Perspective Unit  (1 and 2 point)

A review of the basic perspective concepts illustrated below will preface this unit.  One point and two point perspective will be discussed with the students.  Using the vector shape drawing tools, students will first draw simple examples of the perspective concepts and hand in for a 10 point grade.  Vector manipulations listed in the skills column will be taught.

Following the one point review, students will be directed in completing two projects in perspective.  The exterior of a building in two point perspective and the interior of a room in one point perspective. 

Perspective

• Horizon line
• Vanishing point(s)
• Vanishing lines
• 1 point perspective
• 2 point perspective
• shading/light direction

Vector Drawing Skills

• Line tool
• Pen tools
• Shape Tool

Vector Manipulations

• Free transform
• Distort
• Perspective

Student creates a basic illustration of the following concepts one point perspective and two point perspective using the vector drawing schools.

a.  Student Project:  Basic One Point Perspective Illustration (10 points)

2. Student Project:  Two Point Perspective (20 points)

Minimum requirements: 

·         Format (8 x 10” @ 72 ppi)

·         2 sided building

·         one road

·         one sidewalk

3. Student Project:  One Point Perspective (20 points)

Minimum requirements:

·         Format (8 x 10” @ 72 ppi)

·         Three walls in perspective

·         Two pieces of furniture drawn in perspective

·         Walls decorated before the transformation

C3, C4,  P2,

1, 5, 

2

Animation Unit

The animation unit would not be possible without the development of the Photoshop skills.   Many Photoshop skills will be utilized in the “problem solving” that animation requires.

1. Review of professional animation with an eye to careers in this field.
1. View animation example
2. Writing activity

·         5 days of short writing assignments (5 min. each day)

·         Careers in animation hand out and discussion.  Students write a compare and contrast paragraph highlighting two of the careers listed on the hand out and take a position as to why they would prefer one career over the other.

OR

·         Students write an essay on the contribution of the animator to modern society (see assessments)

• Listening and observing
• Writing skills
• Punctuation
• Compare and contrast statements
• Argument
• Thesis statement(s)
• Supporting arguements
• Paragraph

Complete one of the following writing options as homework for Computer Graphics.  Ask your teacher for a specific due date.

1.  Write a compare and contrast paragraph.  Use your knowledge of what constitutes “good writing” to complete this writing assignment.

Using the list of Animation Job Descriptions below…

• identify two careers that interest you and explain why you would prefer one over the other. 
• Use examples from the job descriptions to make your argument as to your preference.

2.       In a brief essay, consider the impact that well constructed animations have as entertainment, education, and communication and answer the question:  “As an art form, is animation an important form of expression and worthy of being a career?”  In other words, does an animator make a valid contribution to society?  Use examples of specific animations to make your argument(s). 

Animator (Advertisements, Television, Video Games, Training Films, and Feature Length Films)

·         2-D Animator

o        Traditional

o        Digital

·         3-D Animator

Assistant Animator

Producer

Writer

Character Developer

Background Animator

Director

Inker, Opaquer, Checker

Film Editor

Special Effects Animator

Project Manager

Storyboard Artist

Layout Artist

Inbetweener

P2, P3,  R1, R3, R4,

6

2

2. Creation of 3-d animation demonstration of a ball bouncing.
1. Bryce

• Standard File format (640 x 480 px @ 72 ppi)
• Create Objects
• Edit Objects
• Sky/Atmosphere (direction of light, skylab)
• Camera View
• Director View
• Render Scene
• Textures/Colors
• Motion Paths/Tweening
• Time Scrubber
• Document set-up (640 x 480 px @ 72 ppi)
• Render Animation (change file path, set compression)

3-D Bouncing Ball Animation Assessment

Each student will create an animation in Bryce whereby a colored “ball” or other object will move from one area in the scene to the other over a period of time. 

• The illusion of smooth and natural motion will be created by combining motion of the object(s) and multiple frame increments with the time scrubber. 
• The animation will be renedered as demonstrated to the shared drive and played on the media player program in .avi format for credit of 10 points.

C1, C3, C4, P2,

1, 7, 8

2

1. Creation of 2-D animation of a ball bouncing and the nature of 2-D animation.
1. Photoshop/Painter/ Imageready

• Layers
• Numbered files techniques
• File format (640  x 480 px @ 72 ppi)
• Flattening of files
• Organization of files in separate folder
• Subtle movement of “ball” creates best results
• Import flattened files into Corel Painter to create a Framestack which is converted to an .AVI animation
• Import unflattened files into Imageready to create Quicktime Animation (later to be open and converted in Corel Painter to save as .avi if .avi is desired)

2-D Bouncing Ball Animation Assessment

Each student will create an animation in Photoshop whereby a colored “ball” or other object will move from one area in the scene to the other over a period of time. 

• The illusion of smooth and natural motion will be created by making gradual movements from frame to frame in sequence 
• The animation will be saved  as demonstrated to the shared drive and played on the media player program in .avi format for credit of 10 points.

C1, C3,C4, P2,

1, 7, 8

2

2. Creation of Final Animation Advertising “Favorite Class at North”
1. Animation of text and drawn characters to create an advertisement expressing a positive message about your favorite class.  Included the following:

·         Text (message or “copy” a slogan, etc.)

·         Original Character(s) or objects to illustrate your point

·         Original Digital Images

·         Smooth motion of objects, characters and text.

·         Emotional Direction (make your argument appealing and attractive with serious facts or humor)

·         Balanced Compositon (colors, textures, light, everything!)

2. Use program/method of choice

Choices include:

·         Frame by frame method (Photoshop, Imageready, and Corel Painter)

·         3-D Bryce

·         Flash (with approval)

See skills listed for two previous animation exercises and add the following:

• Brainstorming
• Character Development
• Storyboarding
• File format (640 x 480 px @ 72 ppi)

Progress checks on the project will be completed by collecting artifacts along the way to the finished animation including:

·         Brainstorming Sheet (10 points)

·         Character and Message Sheet (10 points)

·         Storyboard (10 points)

·         Animation Presentation to group (usually during the Final Exam Period in conjunction with the CD cover assignment)

C1, C2, P1

1, 4, 7, 8

Final Exam Graphic Design Project

PROBLEM: Create a magazine cover (8 x 10” @ 200 ppi)  by combining your self portrait, (created by manipulating a captured personal image(s)); the magazine title, (scanned in from an existing magazine); the title of the cover story, (text); and other computer generated graphics as you see fit.

Or

PROBLEM:  Create an Album Cover  (8 x 8” @200 ppi) with you or a friend as the “star.”  Combine text, digital image(s), and hand drawn images to create an effective CD package that will successfully market the music contained on the imaginary CD.

• Review of Photoshop Skills as listed in previous lessons (layers, effects, transformation, shape manipulation, etc.)
• Additional skills introduced include:
• Conversion of alpha characters to pen paths
• Manipulation of pen paths to create unique letters
• Digital Camera
• File format (8 x 10” @ 200 ppi)

• Composition or Design

• Balance
• Proportion
• Rhythm
• Emphasis
• Unity

Center of Interest and Movement

Student will display the CD/Magazine Cover design during the exam period. 

Work will be evaluated using the rubric (see Appendix #4).  Students complete the rubric with respect to their own work including a brief bit of writing at the end.

Rubric is handed in prior to display and is used by the teacher to mark notes and assign “grade” to the work. 

C1, C2, C3, C4, C5, P2, P3, P4, R1, R4,

1, 2, 3, 4, 6, 7, 8

1. Have variety in shape, size, direction, contrast in value, color,etc.?    

2. Connect with the edge or run to and off the edges of the paper or frame?

3. Have a strong and recognizable focal point or center of interest?   Where?________________________________

4. Show balance?

5. Not have itself cut in half:: horizontally, vertically, or diagionally?

6. Use both positive and negative space?

7. Create a sense of depth?

8. Encourage the viewer to use imagination?

9. Show unity by having some repetition of some visual elements (line, shape, color,etc) ?

10. Encourage the viewer's eye to move through the design? (eye

 flow)

11. Not have the eye directed out of the picture plane (frame)?

12. Have a sense of organization?

13. Show originality and creativity?

14. Have enough small detail to be visually interesting?

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P  F  G  VG E

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CREATION of a visually interesting/original design in PHOTOSHOP.

Has a Focal Point:

Has enough Variety of line, shape, color, texture, size, pattern to be interesting without being confusing.

Creates a strong sense of depth.

Difficulty of design:

Good Eye Flow:

Interesting Detail

Originality of design:

Drew design completely from my head or by looking at models___

Traced over an image and then painted it in____

Used my own photo images and significantly manipulated them___

(Note anything less is not acceptable, without my prior permission)

P F G VG E

P F G VG E

P F G VG E

P F G VG E

P F G VG E

P F G VG E

P F G VG E

2. CREATION of a visually interesting cover sheet for a cd/book combining the image created above with  3 other “chunks” of copy)

Page design has a focal point:

Lettering is done in typefaces that are appropriate to the theme of the cover design:

Image design is appropriate to the theme of the cover design:

Design is visually interesting without being confusing:

Design is organized and readable without being boring:

Design encourages viewer's eye to move around whole design:

Thought is given to the size, shape, and placement of the image and text.

Text is specifically aligned:

P F G VG E

P F G VG E

P F G VG E

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