stevecampbell.hillwood: June 2015

Teacher: Stephen Campbell
email: stephen.campbell@mnps.org
phone:615-353-2025 extension 807109

What is a syllabus?
This syllabus is an outline of the course that (hopefully) informs the reader by describing the course, providing the course requirements and expectations, projecting when material will be taught, and stating how a student will earn a grade.

Course Description
Digital Arts & Design I is a foundational course in the Arts, A/V Technology & Communications cluster for students interested in art and design professions. The primary aim of this course is to build a strong understanding of the principles and elements of design and the design process. Upon completion of this course, proficient students will be able to utilize industry tools to conceptualize and create communications solutions which effectively reach targeted audiences. Students will acquire basic skills in illustration, typography, and photography. Standards in this course include career exploration, an overview of the history of design, basic business management, and legal issues. In addition, students will
begin compiling artifacts for inclusion in a portfolio, which they will carry with them throughout the full sequence of courses in this program of study. Standards in this course are aligned with Tennessee State Standards for English Language Arts & Literacy in Technical Subjects, Tennessee State Standards in Mathematics, Tennessee Visual Art standards, and Tennessee Art History standards.*

Recommended Credits: 1

Recommended Grade Levels: 9th – 10th

Number of Competencies in Course: 29

Course objectives

Following completion of this course students will be able to demonstrate: an extensive array of skills in the preparation of art for reproduction and display within a wide range of media; the use of the Macintosh computer, a scanner, Adobe Creative Suite in desktop publishing; and methods for properly presenting artwork in a portfolio.

Course Requirements and Teaching Methods

Classes will consist of a combination of lecture, discussion, lab activities and project-based learning. Projects are usually completed in-class. In addition to in-class activities, quizzes and semester exams are designed to test the student’s skills, knowledge and vocabulary. Students are required to begin the development of a portfolio which properly presents their work.

Suggested materials

Pencils, pens, flash drive (4GB minimum)

Grading

Nine-week grades are determined by the following categories and percentages:

Mastery of Standards (Projects and Assignments) 50%

Daily Classwork (sketchbooks, practice) 40%
Literacy (reading and writing) 10 %

Projects - Assignments for projects usually contain criteria and problem solving content encompassing the entire range of cognitive abilities. The student will exhibit knowledge, comprehension, application, analysis, synthesis, and evaluation in almost all assignments completed for a grade. Evaluation is determined by the proper execution of criteria contained in each assignment (Were all the specifications & conditions accurately met? Are minimum standards and competencies exhibited? Is the work professionally prepared and presented? etc.).

Individual student abilities are always a consideration in the determination of art production grades. In other words, the standard, or measure, is each individual, evaluated according to his/her own existing competency level, not that of an arbitrary standard or the abilities of other, more "talented" students. All students are expected to master course standards.

I utilize rubrics or score sheets to determine the numeric grade for most projects.

http://stevecampbellhillwood.blogspot.com/2013/02/art-master-rubric.html

Deductions may be made for late work. Work turned in more than two days late may not be accepted, resulting in a 50.

Daily classwork - Many assignments are graded on satisfactory completion of the daily assignment. Daily classwork assignments are due on the day they are assigned. If they are not completed on time, the grade will be a 50 and cannot be made up. If you are absent, you are still responsible for turning in the work when you return to school.

Literacy_an extended, broad-based effort to fulfill the charge issued

by the states to create the next generation of K–12 standards in order to help

ensure that all students are college and career ready in literacy no later than the

end of high school.

Employability skills - Employability skills are those work habits valued by employers that increase individual and group productivity. This grade is calculated as a classwork grade.

Five employability categories, worth 20 points each, are used to determine this grade.

The categories are:

1. Arrives on time and attends class

2. Completes assignments on time

3. Complies with standard school attire and exhibits professionalism in the areas of courtesy and appropriate language

4. Works toward achieving individual and group goals

5. Follows school and district policies regarding use of electronic devices and internet

Grading scale

A 100-93

B 92-85

C 84-77

D 76-70

F 69 and below

Prerequisites

None

Digital Arts & Design 1

2015_2016 Standards

This is the first course in the Digital Arts & Design program of study. For more information on the benefits and requirements of implementing this program in full, please visit the Arts, A/V Technology, & Communications website at http://www.tn.gov/education/cte/artstech.shtml.

Course standards are what students should know or be able to do.

Course Standards

Safety

1) Demonstrate the ability to comply with personal and environmental safety practices associated with art and design applications: the use of adhesives; hand tools; machines; and the handling, storage, and disposal of chemicals/materials in accordance with local, state, and federal safety and environmental regulations. a. Inspect, maintain, and employ safe operating procedures with tools and equipment. b. Adhere to responsibilities, regulations, and Occupational Safety & Health Administration (OSHA) policies regarding reporting of accidents and observed hazards, and regarding emergency response procedures. c. Complete a safety test with 100 percent accuracy. For equipment used in the course, complete equipment examinations with 100 percent accuracy in which the student performs an operational checkout by the instructor. Maintain a record of safety examinations and equipment examinations. (TN Reading 3, 4)

Introduction to Design

2) Investigate the role of designers in communicating ideas in society, both historically and currently, emphasizing how social, cultural, economic, and political developments are reflected in and influenced by visual messaging. Synthesize research from informational texts, including design magazines and textbooks, to create an informational artifact that illustrates how visual art and design is used as a communication tool, citing specific examples to illustrate concepts. (TN Reading 1, 2; TN Writing 2, 4, 8, 9; TN Visual Art 1.3, 4.1, 4.2; TN Visual Art History 4.1) 3) Research the development of design throughout history, analyzing how advances in technology have impacted design (Gutenberg’s invention of movable type, lithography, computers, etc.). Citing resources from informational text, create an annotated timeline or visual graphic emphasizing significant time periods in design (such as Victorian, Arts and Crafts, Modernism, Art Deco, etc.) and the key technological advances impacting design. (TN Reading 1, 2, 4, 7; TN Writing 2, 6, 8, 9; TN Visual Art History 4.1) Approved on January 30, 2015 Page 3

Career Exploration

4) Identify and analyze the career pathways in art and design professions and the industries in which art and design professionals work, including but not limited to manufacturing, specialized design services, publishing, and advertising. Cite supporting evidence from multiple sources (such as interviews with design professionals retrieved from industry magazines), summarize the aptitudes and training needed for at least three careers of interest. For example, outline the typical requirements needed to become a graphic designer, including personal aptitudes and secondary and postsecondary training required. Devise a tentative career plan to reach employment goals. (TN Reading 1, 29; TN Writing 2, 7)

5) Compile and analyze real-time and projected labor market data from public sources such as the U.S. Bureau of Labor Statistics to explore local and regional occupational opportunities and trends in design careers. Synthesize collected data to develop an informational artifact comparing occupations by job availability, salaries, and benefits. (TN Reading 2; TN Writing 4, 9)

Elements and Principles of Design

6) Categorize and describe the principles of design which affect 1) the internal relationships of a design, and 2) the design as a whole, citing examples of design principles found in art. a. Unity b. Contrast/Variety c. Hierarchy d. Dominance/Emphasis e. Proportion/Scale f. Balance g. Rhythm/Repetition (TN Reading 1, 2, 4; TN Visual Art 2.1; TN Visual Art History 2.1)

7) Analyze the elements of design by evaluating their purposes and applications in a variety of design applications. a. Line b. Shape/Form c. Space/Size/Stability d. Value e. Color f. Texture g. Typography For example, label and explain the elements of design in a given book cover compared with a billboard. (TN Reading 4, 7; TN Writing 9; TN Visual Art 2.1; TN Visual Art History 2.1)

8) Research rules of composition (such as the rule of thirds) and explain how the rules govern the elements and principles of design. Write persuasively to describe the properties of a strong composition by providing examples and counterexamples and citing evidence from informational texts. (TN Reading 1, 2, 4, 5; TN Writing 1, 4, 9; TN Visual Art 2.2)

9) Explain the function of the color wheel and identify techniques that achieve desired hues, values, intensities, and color schemes for use in design. Compare and contrast additive and subtractive color systems, and relate these principles to color specification systems (such as CMYK and RGB) used in design software. (TN Reading 3, 4, 9)

10) Research the psychological characteristics of colors, comparing and contrasting the differences in warm and cool color palettes. Illustrate and describe in a written narrative how color is measured in hue, value, and intensity, and how these properties combine to produce specific psychological characteristics and illustrate themes. Produce examples that demonstrate how emotions may be influenced by the use of color in designs. (TN Reading 2, 4; TN Writing 2, 4, 9)

11) Examine color theories such as color context and contrasts of colors. Evaluate the use of various color schemes (such as complementary, tertiary, and analogous) in designs. Apply the knowledge to demonstrate basic techniques in combining colors to create designs. (TN Reading 2, 4; TN Visual Art 1.3)

12) Analyze, assess, and identify the effectiveness of design products based on the intended function of the design and the principles and elements of design used in the composition. Investigate the intent of a given design and evaluate whether the intent was met through the structure of the design. For example, create an evaluation rubric based on the elements and principles of design and use it to evaluate given design products. (TN Writing 4, 8, 9; TN Visual Art 2.1, 2.2, 2.3, 5.1, 5.2, 5.3)

Introduction to the Design Process

13) Research design processes described in textbooks, designers’ professional websites, design magazines, or by interviewing design professionals. (Steps may include problem identification, research, identifying the audience, brainstorming, and idea refinement.) Citing research, create a visual illustration describing the major steps to the design process for digital arts and design. (TN Reading 1, 2, 3, 4; TN Writing 4, 7, 8, 9)

14) Describe the importance of setting design goals such as determining the purpose, message, and audience for given design projects. Examine the research techniques professionals use to inform design goals and influence design outcomes. For example, describe how designers use market data to identify the audience for advertisement of a given product. (TN Reading 2, 3, 4)

Basic Illustration

15) Create two-dimensional and three-dimensional sketches, including rough and refined sketches, demonstrating shape, volume, depth, and dimension. Distinguish among common illustration techniques used in design composition such as one-point, two-point, and multi-point perspective drawings. Develop conceptual design ideas using freehand sketching. For a given design problem, generate, analyze, and refine sketches to develop design solutions. Use the sketches to create refined drawings utilizing design software. For example, create thumbnail sketches to generate ideas for a logo or advertisement. (TN Reading 4, 5, 7)

16) Describe how symbols have been used and have been developed throughout history. Explain how symbols communicate visual information in design. Analyze the use of symbols in pictograms, ideograms, and logos, explaining and providing examples of each. (TN Reading 2, 3, 4, 7; TN Writing 9; TN Visual Art 3.1) Approved on January 30, 2015 Page 5

17) Examine a variety of well-known company logos to create a list of key characteristics that influence a logo’s effectiveness. Compare the list with other resources such as textbooks and design journals, evaluating the credibility of each source. Drawing on research, plan and create an effective logo for a given mock company. Appraise the effectiveness of the resulting logo design as well as the designs of peers based on the criteria generated from the prior research. (TN Visual Art 3.1)

Basic Photography

18) Demonstrate basic techniques to adjust camera settings and operate a camera to capture digital images. Define and explain white balance, depth of field, and shutter speed; demonstrate procedures for properly adjusting each for a particular scene. Apply the principles of design and the rules of composition to capture photographs. (TN Reading 2, 3, 4)

19) Read and interpret instructional narratives, such as manuals or tutorials, to perform basic edits and enhancements to photographs using software, including but not limited to cropping, resizing, retouching, making selections, and using layers. Assess the extent to which each text addresses the given editing task. Demonstrate the procedures for editing raster-based imagery, both high resolution and low resolution, in CMYK and RGB, and preparing files for both print and web media. (TN Reading 2, 3, 4, 8) Introduction to Design Software

20) Demonstrate basic procedures to manage digital files. Describe file storage in memory cards and estimate the number of photographs a memory card can hold based on the resolution of the photographs and other factors. Use a scanner to create digital files. Determine appropriate resolutions for various applications such as printed and web media. Use file system folders to organize files. Utilize online file management services to backup files. (TN Reading 2, 3, 4; TN Writing 6; TN Math N-Q)

21) Distinguish between the various software used for visual design, including page layout software, illustration software, photo editing software, and web publishing software. Describe and illustrate the difference between raster and vector graphics. Create a chart or infographic explaining the major types and uses of design software. Employ the appropriate software to complete assigned tasks. (TN Reading 2, 3, 4; TN Writing 4, 6, 9; TN Math N-Q)

Basic Typography

22) Categorize varieties of type, including but not limited to serif, sans serif, script, and decorative. Employ the units of measurement used to describe line spacing (leading), type size, tracking, and kerning. Apply appropriate typography to given projects, emphasizing readability and the impact on design goals. (TN Reading 2, 3, 4, 7; TN Visual Art 1.3) Approved on January 30, 2015 Page 6

Design Projects

23) Apply the design process to complete projects of increasing complexity and of varying applications such as print, web, film, and marketing communications. Demonstrate the ability to select and use the appropriate tools and procedures to accomplish project goals. Prepare an informative narrative to explain a design to a peer, emphasizing how the design process and the design elements and principles were applied. (TN Reading 2, 3, 4, 7; TN Writing 2, 4, 9; TN Visual Art 1.3)

24) Utilize the critique and refinement strategy as part of the design process to achieve project goals. As part of a design project, present preliminary design ideas in a way that is understandable to an audience using both visual and verbal explanations. Note constructive criticism received and use it to influence design refinement. Similarly, evaluate the work of others, drawing on design principles and project goals, to provide clear, specific, and constructive feedback. (TN Reading 2, 3, 4; TN Writing 4, 5, 6, 7, 9; TN Visual Art 1.3, 2.1, 2.2, 5.1, 5.3; TN Visual Art History 2.1)

Ethical & Legal Issues

25) Research and interpret laws and regulations protecting intellectual property as they relate to the design industry, such as copyright laws. Explain ethical and legal conduct that provides proper credit to those whose ideas and content have been used in creating new works. Distinguish between copyrights, trademarks, infringement, and fair use. Summarize and explain guiding principles in a written or oral presentation, as though leading a training or tutorial for fellow employees. (TN Reading 1, 2, 4, 6; TN Writing 2, 4)

Business Management

26) Explore how design professionals and companies calculate profit. Relate the profitability of a business to pricing and cost. For example, create a list of expenses incurred by a freelance designer and calculate the price and amount of work that must be accomplished in order to earn profit. (TN Math N-Q)

27) Describe the components of a basic contract document for design work by analyzing an example contract. Drawing on textbooks, news articles and other resources, explain the benefits of utilizing written contracts as opposed to oral agreements. (TN Reading 2, 3, 4, 6; TN Writing 4, 5, 8, 9)

Portfolio

28) Gather examples of professional portfolios from contemporary designers and photographers. List the items that are often included in a professional portfolio. In a written, visual, or oral presentation, describe the components of a professional portfolio and the benefits of maintaining one. (TN Reading 1, 4; TN Writing 2, 4, 9)

29) Compile important artifacts to create a digital student portfolio that connects personal career preparation to concepts learned in this course, including written descriptions of project processes and reflections on learning outcomes. (TN Writing 4, 5, 6, 9; TN Visual Art 5.1)

Digital Arts and Design 1

Pacing Guide

A pacing guide maps out the projected time frame for when standards will be taught.

Simple pacing guide
1st 9 Week Grading Period

Safety_Standard 1

Traditional Collage_Type collage: Typography_Standard 22

Sketchbooks_Standard 15

Color wheel in colored pencil_Standard 9 & 11

Career Exploration_Standard 4 & 5

AIGA site_4

Speaker_ 4_ and 26

Research US Bureau of Labor Statistics_5

Ethical & Legal Issues_Standard 25

Business Management_Standard 26 & 27

Introduction to design Software_Standard 20 & 21

Photoshop Basics_custom shape & typing tools 20 & 21

2nd 9 Week Grading Period

Introduction to Design_Standard 2 & 3

Introduction to the Design Process_Standard 13 & 14

Elements & Principles of design_Standard 6, 7, 8, 9, 10 11, & 12

3rd 9 Week Grading Period

Basic Illustration_Standard 15, 16 & 17

Basic Photography_Standard 18 & 19

4th 9 Week Grading Period

Design Projects_Standard 23 & 24

Portfolio_Standard 28 & 29

Detailed Pacing Guide

Stephen Campbell

2015_2016 Pacing Guide

Digital Arts & Design 1rev. 6_23_15

1st 9 Weeks

Focus/Theme: Business and Software

Standards:

Safety_Standard 1

Traditional Collage_Type collage: Typography_Standard 22

b4andafter magazine_BA0269TextType

Sketchbooks_Standard 15

Color wheel in colored pencil_also Standard 9 & 11

Career Exploration_Standard 4 & 5

AIGA site_4

Speaker_Craig Gwin (Hillwood graduate) ?????_4_also 26

Research US Bureau of Labor Statistics_5

Ethical & Legal Issues_Standard 25

Business Management_Standard 26 & 27

Introduction to design Software_Standard 20 & 21

Photoshop Basics_custom shape & typing tools

Sketchbooks_15

CCSS: 1, 2, 3, 9

Assessment:

Summative exam

Art products assessed using rubrics

Project: Infographics, Photoshop layouts, color wheels, designs incorporating color theory, collages

Speaker: Not confirmed. Craig Gwin: Hillwood graduate, now the owner of a design firm

CTSO Focus/Event: Membership and community service.

2nd 9 Weeks

Focus/Theme: Design

Standards:

Introduction to Design_Standard 2 & 3

BA0615DesignAChart

BA0616DesignOnACenterline

Introduction to the Design Process_Standard 13 & 14

BA0363LogoOfLetters

Elements & Principles of design_Standard 6, 7, 8, 9, 10 11, & 12

BA0619DesignTalk

BA0620DesignTalk2

BA0623DesignTalk3

BA0625PicturePath

CCSS: 7, 2, 9, 3

Assessment:

Mastery rubrics

Summative exam

Project: Posters, infographics, Photoshop layouts and products illustrating concepts in standards

Speaker:

CTSO Focus/Event: Leadership

3rd 9 Weeks

Focus/Theme: Illustration, photography, color theory

Standards:

Basic Illustration_Standard 15, 16 & 17

BA0627ChristmasCards

BA0630FlierDesign

BA0631SimplePresentations

BA0632TeenyTinyBrochures

b4andafter magazine folder_Patterns

Basic Photography_Standard 18 & 19

Color Theory_Standard 9, 10 & 11

BA0453PerfectColor

CCSS: 2 ,3 ,4, 7, 9

Assessment:

Mastery rubrics

Summative exam

Project: Book cover design, CD Design, logos, marketing materials, packaging, T-shirt design

Speaker:

CTSO Focus/Event: Competition

4th 9 Weeks

Focus/Theme: Design and portfolios

Standards:

Design Projects_Standard 23 & 24

Portfolio_Standard 28 & 29

CCSS: 3, 7, 9

Assessment:

Portfolio review

Mastery rubrics

Summative exam

Project:

Portfolios and selected design projects

Speaker:

CTSO Focus/Event: Competition

Both student and Parent/Guardian must read and sign a copy of our classroom safety rules. This is required.

Safety Rules

Hillwood High School

Instructor: Steve Campbell

Digital Arts and Design 1

1. Do not throw anything at any time. Even a sheet of paper or an eraser can cause an injury.

2. Use extreme caution when using Xacto knives, paper cutters, mat cutters, scissors, the tape dispenser, or any sharp instruments. Do not use any cutting tools without permission. Always cut away from your body, especially your hands. Never take any tools or equipment outside the classroom. Some items could be considered weapons and could result in a zero-tolerance offense.

3. Never possess any item that can produce a flame. Never strike a match, lighter, or any other item that can produce a flame. Some materials and supplies, such as rubber cement, are flammable and can cause fire.

4. When using spray products such as fixative, spray mount, etc., be sure that you do so in proper ventilation.

5. Follow proper safety precautions when working around electrical equipment, outlets, cords, etc. Never make contact with an electrical device when any of your hands or any other body parts are wet.

6. Do not have any food, liquids, soft drinks, milk, etc., near a computer.

7. Do not run, push, shove, or engage in "horseplay" in the classroom.

8. Be sure that your seating is stable, safe, and free of potential hazards. Do not lean back in your seat. Do not sit or lie on tables, including the glass top light tables.

9. In case of fire, leave the room calmly, turn right and exit the building. Assemble in the parking lot for attendance check. Know the location of the fire extinguisher.

10. Report any damaged equipment, broken equipment, accidents or any potential hazard to the classroom teacher immediately.

I have read and understand these safety rules and agree to abide by them at all times:

____________________________________________________________

Student signature Date

Read, agreed and consented to:

____________________________________________________________

Parent/Guardian signature Date

Guidelines for Usage Computers and Electronic Devices

Hillwood High School

Computer and Electronic Devices Policies

Instructor: Steve Campbell

Digital Arts and Design 1

All computer usage and uses of any electronic devices such as cell phones must comply with regulations and guidelines determined by Metropolitan Nashville Public Schools and Hillwood High School. These devices should not be used in the classroom unless they are part of classroom instruction. A student who brings his/her device to school shall do so at his/her own risk. No searches or investigations will be conducted for lost or stolen devices.

MNPS Student Use of Personal Technology SP 6.107 may be found at this link:
http://www.mnps.org/files/_6EKtt_/9dac9281606bd75a3745a49013852ec4/SP_6.107.pdf

If you would like a written copy of this file, please request that in wriiting.

In addition:

1. Never download anything from any source without permission.

2. Do not alter the desktop, applications, control panels, system preferences, computer configuration, or any other components that might affect the computer’s operation any way.

3. No food or beverages are allowed in the computer area or workstations.

4. Students are not to use CD’s, DVD’s, or disks other than those distributed by the teacher, i.e. free Internet, personal software, unlicensed software, games, etc.

5. The only websites you should open or visit are those that are specifically designated for classroom use. Sites not designated for schoolwork should not be opened or used on these computers.

6. Proxies or other means of accessing blocked websites are not to be used.

Failure to comply with these rules and policies may result in the loss of your right to use computers in this classroom or your dismissal from this program.

I understand the computer rules and policies and agree to comply fully.

_________________________________________________________________________

Student Signature Date

_________________________________________________________________________

Parent Guardian Signature Date

Expectations for the classroom

Steve Campbell

rev 6_10_17

Expectations

1. Be considerate. Treat others as you would like to be treated.

2. Start assigned work when the bell rings. Usually there is a 10 minute warmup, then a daily assignment. I will grade your work throughout class.

3. Be seated and listen when I am giving instructions. If you need to ask questions, raise your hand.

4. Work on your assignment the entire period. If you have finished assignments, work on tutorials.

5. Follow all school rules and safety rules.

6. There are district and school rules related to cell phones and electronic devices. If you violate those rules, I have the right to collect, hold, and turn the phones and devices in to an administrator. If you refuse, I will follow school and MNPS procedures and policies. Cell phones and electronic devices are easily stolen. Protecting your cell phones and electronic devices and preventing their loss or destruction is totally your responsibility. Cell phones and electronic devices may not be used when I am giving you instructions. If I see them during this time, I will ask you to give them to me. I will usually return them to you at the end of class. Never use phones, cameras, or any digital device to create images that might make a classmate or adult uncomfortable or be considered bullying or harassment.

7. If you have been absent, it is your responsibility to find out about missed work and make it up.

8. During this class, if you need to go to another teacher, to guidance, or any other location for school work, you need to bring a note from the person who will be supervising you requesting permission for you to leave class.

9. Any sound that I can hear from a computer or electronic device is too loud.

10. Please do not have food or beverages near the computers. Cleanup after yourself if you have food or beverages.

I understand these expectations and agree to abide by them:

__________________________________________________________

Name Date

Agreed & Consented To:

___________________________________________________________

Parent/Guardian Date

make up work

Saturday, June 20, 2015

week 4_2015

week 3_2015

week 2_2015

week 1_2015

Saturday, June 13, 2015

Syllabus