updated weekly
  Welcome Advanced Digital Art Students!

By enrolling in this course, you have entered the second stage of the AVCHS Visual Arts Pathway. By the end of this course, you will be able to add this work to your final digital art portfolio for presentation. Your skills should include graphic design, photography, illustration and 3-D design.

Take a few minutes to review this website. To receive a successful grade in this course, you will need to use this site daily for classroom and homework. Those students who successfully complete this course by receiving an "A" or "B", will be awarded a certificate, a "degree" in Digital Art, a letter of recommendation and will be prepared to attend advanced courses the following year.

FALL
SPRING
U1: Graphic Design Basics (6) U5: Digital Design Review (4)
U2: Photo Illustration (6) U6: Advanced Design Methods (3)
U3: 3-D Character Design (5) U7: Advanced Photo Methods (3)
U8: AP Photo I: Breadth 4 (4)
WINTER BREAK U9: AP Photo II: Concentration 4 (3)
U10: Photo Film (3)

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RESOURCES / BOOKS / ARTICLES / VIDEO / CONTESTS / EMPLOYMENT

DAILY LESSON PLANS / PROCESSES

SCHOLAR MONDAYS

  1. Design Journal See Think Wonder / Think Aloud / thumbnail sketches / Media (12)
  2. Design Journal Homework Response (10)
  3. Design History / Close Reading / Reciprocal Teaching / Vocabulary (18)
  4. Evaluation of class / work (5)

SCHOLAR DESIGNER TUESDAYS / WEDNESDAYS

  1. Design Journal Quick Creative Writing / Thumbnail sketches / Image Analysis (12)
  2. Hook -Computer Image Shown / Log into Edmodo / write in Edmodo (10)
  3. Act I - Reading / Reciprocal Teaching Articles / Art Talk / Art Through the Ages (12)
  4. Act II - Lecture / Notetaking Q&A, topic, reading / Socratic discussion (12)
    1 min. break
  5. Act III - Modeling Demonstration of skills by instructor (10)
  6. Design Journal Practice photography, drawing, watercolor, writing (15)
  7. Proving Behavior Studio Work (20)
  8. Design Journal Evaluation of class / work (5)

DESIGNER STUDIO THURSDAYS / FRIDAYS (Also last three classes before due date)

  1. Quick Write / thumbnail sketches in Design Journal (10)
  2. Pick up laptop / evaluate your project / email instructor timeline (10)
  3. Studio work / benchmark check ups (60)
  4. Evaluate your work in your journal (10)

DESIGN JOURNAL

  1. Bring journal to every class
  2. Number each page (only front)
  3. Each drawing/painting should have a border
  4. Design each page using the grid system
  5. Write out the Lesson number / title on eah page
  6. Work with a partner in case of absence

HOMEWORK

  1. Homework is assigned every weekend
  2. Homework may include drawing, writing and photography each weekend
  3. Homwork grading based on effort / time spent (90+ mins - A; 60+ mins - B; 30+ mins - C)
  4. No late homework

LAB FEE ~20.

  1. one black design journal paid for in the office
  2. 3 pencils, 2 erasers
  3. ruler
  4. one Micron marker

ADVANCED STUDENTS / WORK COMPLETED

  1. Practice keyboarding
  2. Plan next class
  3. Experiment with current media in journal
  4. Re-do past work for better grade

FALL SEMESTER - Natural Media to Dynamic Design

SEMESTER ESSAY Choose one topic below

  • PHOTOJOURNALISM
    • Photojournalism works within the same ethical approaches to objectivity that are applied by other journalists. What to shoot, how to frame and how to edit are constant considerations. Photographing news for an assignment is one of the most ethical problems photographers face. Photojournalists have a moral responsibility to decide what pictures to take, what picture to stage, and what pictures to show the public. What level of photo manipulation is acceptable for a photojournalist? Write & shoot a 2-3 page paper, using the photo techniques while analyzing the ethics of photo manipulation, "focusing" on the differences between "pure" photographs and those manipulated and sold as “real”. Embed your examples on the front page of your essay.
  • PHOTO MANIPULATION
    • Since its creation 175 years ago, photography has followed two basic pathways as documentation - cityscapes, local events, personal portraits - and as a method of experimentation and manipulation, to fool the viewer into a set of beliefs or ideas. Students will research both "real" photography and compare it to its manipulated cousin. Write a 2-3 page essay comparing both methods as ways of revealing the photographer’s goals and intentions. Cite 3 or more sources in your comparison. Embed two examples on the front page of your essay
  • Prep I Format
  • Prep II Thesis
  • Research & Writing Process
  • Rubric Review
  • Due December

MEDIA LITERACY

The Media Literate Person


  • Uses media wisely and effectively.
  • Engages in critical thinking when evaluating media messages. (Five Key Questions)
  • Evaluates the credibility of information from different sources.
  • Understands the power of visual images and knows how to “read” them.
  • Is aware of a diverse cultural universe and appreciates multiple perspectives.
  • Expresses him/herself clearly and creatively using different forms of media.
  • Recognizes media's influence on beliefs, attitudes, values, behaviors and the democratic process.

Five Key Questions of Media Literacy

  • Who created this message?
  • What creative techniques are used to attract my attention?
  • How might different people understand this message differently?
  • What values, lifestyles and points of view are represented in, or omitted from, this message?
  • Why is this message being sent?

Five Core Concepts

  • All media messages are ‘constructed.’
  • Media messages are constructed using a creative language with its own rules.
  • Different people experience the same media message differently.
  • Media have embedded values and points of view.
  • Most media messages are organized to gain profit and/or power
Media Resources

Class Magazine Box

Many media literacy activities call for students to cut up magazines to analyze the advertising, create collages, etc. In order to get magazines that speak to students’ interests and to help insure diversity of images, students are invited to bring outdated magazines from their homes to fill the box. For extra credit student can bring in an array of youth-oriented publications, news, sports, nature and fashion magazines – and especially ethnic magazines, including those in different languages and portraying different cultures.

  • UNIT 1: Graphic Design Basics & Digital Identity [ Natural & Digital Methods ]
    • UNIT Objective Students will address and develop the concept of digital identity, using a variety of graphic design techniques. After five classes of design journal and software exercises, students will use type and basic graphics techniques to create a personal logo, a business card, a concrete poem and a visual haiku, working with both journal and computer software skills. Typical projects include branding and logo development, posters, books, and interactive design. Students learn to articulate a critical and theoretical perspective and develop graphic design skills, such as type design. Strong craft and presentation skills are emphasized throughout. Students achieve the highest level of design excellence through critiques, reviews, and workshops.
    • (6 weeks - 16 classes)

    LESSONS | FINAL PROJECTS | VOCABULARY

    • ESSENTIAL Questions What is the role of the graphic designer in today's society?
      • What are the basic skills of a designer?
      • What is the difference between fine and commercial art?
      • How is cultural knowledge useful in design?
      • How are visual metaphors used in contemporary design?
      • How do you develop a style in design?
      • How is "identity" illustrated in design?
      • How is intentionality displayed in a design?

    • ENDURING Understandings
      • Design basics are an essential skill set for artists and designers
      • Designers need to have basic drawing skills as well as software skills
      • Designers must learn the basic design rules before breaking them
      • Commercial art projects usually have a goal and a client

      UNIT Standards
      • 2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
      • 2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
      • 3.1 Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.

    • FINAL Projects
      • Commercial Art
        • Two examples of your personal logo - examples 1 | 2 | 3
        • One personal business card front / back designs - examples 1 | 2
        • One Sumo Paint Radial Design Painting / Poster - examples 1 | 2 | 3
        • Interface Google Portfolio
      • Fine Art
        • One Digital Silhouette Avatar - examples 1 | 2 | 3
        • One Digital Visual Haiku - examples 1 | 2 | 3
      • Natural Media
        • One Illuminated Letter / Logo using French Curves
        • One Alphabet Design
        • Journal work 10 lessons / collages, font design, thumbnail designs
      • Design Manifesto
        • Five Statement Manifesto (using specific vocabulary / citing online resources)

      • Google Slides Final Product
      • Digital Art Rubric

    • AVCHS Core Value Accept Challenges
      (Students struggle with and solve tough technical and artistic challenges)
    • VOCABULARY
      1. design arrangement of elements and principles of art
      2. logo a graphic image that is used as a company's symbol or signature
      3. branding an advertising method that helps society identify a company's goals
      4. collage an art making technique that uses photos, materials, objects as its medium
      5. balance the design principle that create a sense of order based on a central axis
      6. symmetry equal balance along a central axis
      7. asymmetry unequal balance along a central axis
      8. color schemes monochrome, analogous, spot
      9. layout the method of placing all elements in a design in the composition
      10. vector a shape made of points and paths. Resolution independent.
      11. bitmap an image made of pixels. Resolution dependent.
      12. layers in a graphics program, the method of separating elements such as type and images
      13. PNG / JPG / GIF important graphic file formats. PNG Fireworks; JPG photos; GIF graphics
      14. CMYK four color printing; C-cyan, M-magenta, Y-yellow, B-black
      15. grid / guidelines digital method to align elements in work of graphic design
      16. interface in gaming or websites, the consistent navigation device
      17. type / typography font faces and the elements such as spacing, kerning and font scale
      18. calligram shape or visual elements created with text; ie. concrete poems
      19. mood board a collection of images and materials around one theme
      20. primitives in computer graphics, basic shapes such as triangles, squares, circle, oval, etc.
      21. design manifesto a statement of purpose and belief by a designer

    • ART / Design History Text and Image
    • U1 EXERCISES
      • WEEK 1
        "Designing is not a profession but an attitude... Thinking in relationships." - L. Moholy-Nagy
        "La Vie a deux
        " by Manu Chao
        • ESSENTIAL Questions (EQ)
          • Why be a designer? What is design? Design vs. Art
          • What is the role of the designer in today's society?
        • L1 SCHOLAR DESIGNER
          • OPENING
            • Why be a designer? What is design?
          • ACT I
            • Booklet - Natural Identity Exercise Cover
              • Your Name Exercise Write an opinion about your first name
              • Sketch out your image outline, with favorite features
              • Sketch out your initials as a logo inside your silhouette
          • ACT II
            • Media Literacy Five Questions Discussion - Jack in the Box Commercial
              • Who created this message?
              • What creative techniques are used to attract my attention?
              • How might different people understand this message differently?
              • What values, lifestyles and points of view are represented in, or omitted from, this message?
              • Why is this message being sent?
          • Homework
            • Bring in one designed object to photograph
        • L2 DESIGNER STUDIO
          • OPENING
            • Compare your object with your partners
            • Compare your object with your cell phone
          • HOOK - with Partner
            • Find a poster or ad in Wired magazine.
              • Five Media Literacy Questions
          • ACT I
            • Homework Compare objects with partner
              • Describe the form
              • Describe the function
          • ACT II
          • ACT III
          • ACT IV
            • Typography Basics using Fireworks (partners)
              • Font Basics Serif / Sans Serif / Specialty
              • Logo Techniques: Scale / Diagonal / Extension / Curved / Hand
              • Fireworks Logo Techniques for your Google Portfolio
          • HOMEWORK I
            • Journal Design own font A - Z in journal - Paula Scher
      • WEEK 2
        • ESSENTIAL Questions
          • What are some of the basic skills of all designers?
          • What effects does media literacy skills have on the designer?
        • L3 SCHOLAR
          • OPENING
            • What is design?
            • Why is it important to know design history and master designers?
            • Design three different fonts using: A, B, C
            • Pair / Share
          • OBJECTIVE
            • Students will learn / synthesize / use typographic skills to create a business card
            • Students will annotate their class syllabus
          • HOOK: Design on the Edge
          • ACT I
          • ACT II
            • Review business card example here
              • Examples 1 | 2 | 3
            • Sketch out and analyze the business card
              • Look at font style, color scheme, logo, position, card shape
          • ACT III
        • L4 SCHOLAR DESIGNER
          • OPENING
            • Why is design literacy important? Think | Write | Discuss
            • Four thumbnails of your intitials | experiment
          • HOOK:
          • ACT I
            • From Sketchbook to Software - Fireworks
              • How to begin your work / projects
                • Thumbnails (brainstorming)
                • Sketch (choose and develop)
                • Design (complete you basic design)
                • Software (convert from journal to computer)
              • Practice four thumbnails | choose one to develop | complete
              • Pencil Sketch - Business Card: Horizontal / Vertical
                • Examples 1 | 2 | 3
          • ACT II
            • TYPOGRAPHY in Art
            • Essay: "Text as Images" - Annotation / Summary / Quote
          • ACT III
            • Assignment 1 Initials Logo - Your initials in 6 different sizes, fonts, etc.
            • Assignment 2 Initials Logo - Change to serif, sans serif, specialty fonts
            • Assignment 3 Design an asymmetrical business card
            • Assignment 4 Create a favorite font list - Example
          • HOMEWORK
            • Metaphoric Lettering Handout - Annotate
            • Photography Photograph three letters that you created with objects
            • Alphabet Font Design: A-Z Upper Case
            • KEEP BOOKLET UNTIL MONDAY / BRING COMPOSITION BOOK
        • L5 DESIGNER STUDIO
          • OPENING
            • Why is font design / typography an important part of graphic design?
            • List the items that belong in a business card
          • OBJECTIVE
            • Design an illuminated letter using French Curves and straight edges
            • Design a BALANCED business card using HIERARCHICAL text and graphics
          • BUSINESS Card
            • Design your own business card
            • Use text / image / shape and essential elements
            • Sumo Paint Business Card Handout
          • Reading
        • HOMEWORK II
          • Metaphoric Lettering Handout - Annotate
          • Photography Photograph three letters that you created with objects
          • Alphabet Font Design: A-Z Upper Case
      • WEEK 3
        • ESSENTIAL Questions
          • How are visual metaphors used in contemporary design?
          • Visual Metaphor Examples
        • L6 SCHOLAR
          • OPENING See Wonder Think
          • OBJECTIVE
            • SWBAT effectively research typography and determine what the use might be for specific fonts
            • SWBAT effective review the five questions of media literacy
          • ACT I
            • SYLLABUS Due on Tuesday / Wednesday
          • ACT II
            • HOMEWORK
              • 100 Ideas - Metaphoric Lettering essay
              • Constructed Letters: Letter from Objects - add to Google Slides
          • ACT III
            • What is a mood board?
              • Mood board examples
              • Skill 1 Create a 6 image mood board
                • Serif / Sans / Specialty (TYPE / TYPOGRAPHY /FONT STYLE)
                • Keywords: logo, masthead, brand name
          • ACT IV
        • L7 SCHOLAR DESIGNER
          • OPENING See Wonder Think
          • OBJECTIVE
            • Students will effectively manipulate text/fonts/images to create successful digital identities like a business card and avatar using the basic and experimental design standards.
          • ACT I
          • ACT II
            • ART TALK - Prinicple of Design- Chapter 9 Balance
              • Analyze one work from the chapter
              • Process: Credit line, How is balance used? Be specific
          • ACT III
            • GRID System Design
              • 100 Ideas Book: The Grid Essay (annotate, summarize, quote, use)
              • Read about the grid system
              • Download this graphic
              • Skill 1 Align the elements using the grid system in Fireworks
              • Skill 2 Create two basic designs
                • symmetrical balance: triangle, rectangle, circle, organic shape
                • asymmetrical balance: triangle, rectangle, circle, organic shape
              • Example
          • ACT III
            • VECTOR SHAPE: Conversion
              • Skill 1 Create letters/logos using pen tool / download example
              • Skill 2 Shapes into Vectors Convert Marquee to Path
                • Choose one silhouette
                • Convert to Path
                • Add shaped text
              • Example
          • ACT IV
            • BUSINESS Card Redux
              • Re-do Asymmetrical Card to improve design & grade
        • L8 DESIGNER STUDIO
          • OPENING
            • Review business card example here
              • Examples 1 | 2 | 3
            • Sketch out and analyze the business card
              • Look at font style, color scheme, logo, position, card shape
          • OBJECTIVE
            • Use specific design skills / rules to create a business card and an avatar, addressing balance and emphasis
          • ACT I
            • HOMEWORK
              • 100 Ideas Essay: Metaphoric Lettering (collect)
          • ACT II
            • BUSINESS Cards
              • Spot color design: choose one color
              • Complete asymmetrical and symmetrical card
              • Create a vector design for the back
              • Examples 1 | 2 | 3
              • POST work in Google slides
          • ACT III
            • DIGITAL Avatar
              • Develop a concept or idea for your avatar -think silhouettes
              • Choose a personal silhouette
              • Add your logo / text / image / Google map to silhouette
              • Create shapes from text following paths, flattening text
              • Outline your photo portrait with your favorite poem, words, etc.
              • Advanced: use own silhouette to create digital avatar
              • Google Share Work
          • ACT IV
            • WRITING
              • Write out your manifesto
              • Design your Concrete Manifesto based on your written manifesto
          • HOMEWORK Start & Review
            • Write out your manifesto in a slide called Design Manifesto
            • Complete Alphabet Design in Journal
      • WEEK 4
        • ESSENTIAL Questions
          • What is the process for creating an effective design? Meta-cog
          • How is the knowledge of culture useful in design?
        • L9 SCHOLAR
          • OPENING See Wonder Think
          • HOOK Art History
          • OBJECTIVE
            • Students will continue to learn and develop design and media skills
            • Students will continue to develop skills with type and graphic design
          • ACT I
            • DESIGN Journal
              • What each page must have
              • Design Printing: writing in block
          • ACT II
            • HIERARCHY Mood Board - Typography
              • Six images from the typography section
              • Choose from "Typographic Milestones" and "Avant Garde Typography"
              • Choose one and write out a summary - Google Slides
          • ACT III
            • VOCABULARY Handout: Review / Quiz L14
          • ACT IV
        • L10 SCHOLAR DESIGNER
          • OPENING
            • Media Literacy: Under Armour Commercial
            • Evaluate using the Five Key Questions Media Literacy
            • Design Literacy Quiz Review
          • OBJECTIVE
            • Students will add backs to both business card, design own avatar
            • Students will practice the Reading Protocol
            • Advanced students will digitize their French Curve Letters
          • HOOK Art History
          • ACT I
            • Five Question Quiz - minus 1 if not in complete sentences
              • What does CMYK stand for?
              • How is it different from RGB?
              • What are the three basic typefaces?
              • What do you use to line up elements in design?
              • What are the two types of balance?
              • EC: How did we use those two types of balance? +2
          • ACT II
            • 100 Ideas Changed: Manifestos
              • Reading Protocol: Annotation, Summarizing, How will you use it?
              • 40 pts.
          • ACT III
            • CRITIQUE Skills I
              • Skill 1 How do I write about art? See Wonder Think
              • Skill 2 Complex Critique - The Feldman Method
              • Skill 3 Design Manifesto Examples: #5 Dieter Rams
              • Skill 4 Writing a Design Statement
            • CLOSING: Why is writing your own design manifesto important to designers?
          • ACT IV
            • BUSINESS Card Completion
              • Add a back to your front
              • Examples 1 | 2 | 3
          • ACT V
            • DIGITAL Avatar
              • Digital Silhouette Avatar examples 1 | 2 | 3
              • Silhouette Avatar Process
                • Choosing a metaphor / symbol / allegory
                • Background added
                • Shaped text / font choice
        • L11 DESIGNER STUDIO
          • OPENING
            • Reading Protocol
              • Triangulation essay handout
              • Annotation / Summarize
              • How will you use this information?
          • OBJECTIVE
            • Students will design and produce different works that use text and design skills such as triangulation
            • Students will continue with their digital avatar and business card skills
          • ACT I
            • Review Software and Design Skills - List
          • ACT II
            • Computer Collage Triangulation - Group
              • Bauhaus Research here
              • Triangulation Example
              • Cut and Paste different sizes of text at right angles
              • Paper or computer - keywords: famous slogans, taglines
          • ACT III
            • BUSINESS Card Continuation / Completion
              • Complete front image using spot color
              • Complete back image using spot color
              • Examples 1 | 2 | 3
          • ACT IV
            • DIGITAL Avatar Continuation / Completion
              • Foreground Silhouette Skills
              • Background Skills: Rays / 3-D Space
              • Shaped text techniques
        • HOMEWORK IV
          • Digital Identity I
            • Sihouette Collage - Add 16 or more text phrases / images inside silhouette
            • Rubric 16 or more elements, well made, inside silhouette
          • Handout
            • "Ray" handout- Reading Protocol
          • Object Letter Choose three additional letters, create using objects; photograph
      • WEEK 5
        • L12 SCHOLAR DESIGNER
          • OPENING DJ
            • Develop three rubric strands / requirements for your avatar
            • 100 Ideas Essay: Rays - Complete Reading Protocol
          • HOOK Review final projects
          • OBJECTIVE
            • Students will develop and complete their first avatar, using several design and software technique
            • Students will review their business card skills and begin their final card
          • ACT I
            • READING Protocol: 100 Ideas Graphic Design: Rays
          • ACT II
            • Review for test / Practice Quiz Doc
              • Copy / Paste answers into email
            • Studying Methods here
          • ACT III
            • Avatar Skills
              • Silhouette Shapes
              • Curved Texts
              • Rays
          • ACT IV
            • Business Card Skills
              • Hierarchy of typeface / graphics
              • Grid / Guideline Layout
              • Logo Design
              • Symmetry / Asymmetry
        • L13 SCHOLAR DESIGNER
          • OPENING DJ
            • Describe the process for creating an avatar
            • Three parts: 1) silhouette; 2) shaped text; 3) gradient rays
          • HOOK Review final projects
          • OBJECTIVE
            • Students will develop and complete several small design including developing questions for their own process and work
            • Students will review a variety of design processes including an interface design for their Google Slides Portfolio
          • ACT I
            • Avatar Final - Complete Add to Portfolio
            • Business Card Final
              • Post Final Work in Google Slides
          • ACT II
            • Review for test on Monday
            • 15 minutes
          • ACT III
            • Design Google Slides
          • ACT IV
            • DJ - Name Project (Concrete Shape)
              • Name Exercise
              • Personal Logo Letters-Illuminated Letters
              • Portrait Contour Sketch / Collage
            • Setup one page in Google Slides
          • ACTV
            • Add 6 letters to a PNG Poster
            • Email PNG to instructor
        • HOMEWORK V
          • Journal Work
            • Torn Paper Text Logo Collage / Digital Logo Text Collage
              • Create a shape and add multiple color swatches to the shape
              • Rubric Consistent elements, using language/text as part of texture
              • See Examples
          • Letter Design Sketch
          • Silhouette Name Project
      • WEEK 6
        • L14 SCHOLAR
          • OPENING DJ
            • List your skills using Fireworks software
            • List your design methods for this week
            • Letter sketch redux
          • OBJECTIVE
            • SWBAT review their projects, develop a Google Interface Design
            • SWBAT review their haiku project, choosing one from a list
          • ACT I
          • ACT II
            • VISUAL HAIKU
          • ACT III
            • Interface
              • Consistent look
              • Consistent location of elements for logo, design work.
            • Pages
              1. Title Page
              2. Two Logo Examples
              3. Business Card Front / Back
              4. Avatar Page
              5. Visual Haiku
              6. Letter Design
              7. Project Statement / Manifesto resources 1 | 2 | 3
            • Due: Sept. 19
            • Basic Rubric
          • HOMEWORK
            • Capital Letter Sketch-photographed
            • Name Project Silhouette-photographed
        • L15 SCHOLAR DESIGNER
          • OPENING
            • What is the Media Literacy Protocol?
            • Why is using this protocol important?
          • OBJECTIVE
            • Students will be able to create their final projects for their Unit 1 Portfolio, following the rubric, to create the best work for each. They will also find, create and develop a visual haiku / poem as part of their portfolio
          • ACT I
          • ACT II
            • VISUAL HAIKU Illustration Project
          • ACT III
            • Vectors: Letter Design
              • Example / Process
              • Freehand Type video
              • Connecting Drawing with the Computer: Vector Shapes
          • ACT IV
            • Interface
              • Consistent look
              • Consistent location of elements for logo, design work.
            • Pages
              1. Title Page
              2. Two Logo Examples
              3. Business Card Front / Back
              4. Avatar Page
              5. Visual Haiku
              6. Letter Design
              7. Project Statement / Manifesto resources 1 | 2 | 3
            • Due: Sept. 19
          • HOMEWORK
            • Review homework / Powerschool
        • L16 DESIGNER STUDIO
          • OPENING
            • What are some of the issues brought forth by the film Merchants of Cool?
            • As designers, what ideas from the film are useful?
            • Nike Commercial | 5 Questions
          • OBJECTIVE
            • Students will be able to complete their digital identy work such as their avatar and visual haiku. They will add the work to their Google Slides
            • Students will begin the process of designing their illuminated letter
            • Students will write out their first manifesto statement that follows a specific protocol
          • ACT I
            • VISUAL HAIKU Illustration Project
              • Rubric Principle of art - variety / emphasis / rhythm / contrast
              • Design:
                • Match colors / use a color scheme
                • Contrast: Can you read the text?
                • Is the background image too dark / light?
              • Add to your Google Portfolio
          • ACT II
            • Vectors: Letter Design
              • Example / Process
              • Connecting Drawing with the Computer: Vector Shapes
          • ACT III
            • Portfolio Setup
              • Title Page
              • Two Logo Examples
              • Business Card Front / Back
              • Avatar Page
              • Visual Haiku
              • Letter Design
              • Project Statement / Manifesto resources 1 | 2 | 3
            • Interface Design
              • Each page is well designed with logo bug and title
          • ACT III
          • HOMEWORK discussion
        • HOMEWORK Catch-up / Add-on
          • Past Homework
          • Constructed Letters - 12 total (rubric: variety of methods / against solid background) Constructed Letters Alphabet Poster
          • Photography - B/W
            • Two photos: one of a person, one of their shadow (with negative space)
            • Two photos: one of the a building, one of a reflection in window of that building (with negative space)
    • READING List
      • Making the Parts a Whole
        by Ellen Wixted, Adobe Magazine
        How the principles of compostition can form-or transform-your design.
      • Making Digits Dance
        Prepared for City of Los Angeles Private Industry Council
        Report on Visual Effects and Animation Careers in the Entertainment Industry.
      • High Score Education
        Is computer/video games better at teaching than our schools? Read James Gee's article, then you decide.


  • UNIT 2 Photo Illustration & Digital Identity [ Natural & Digital Methods ]

    • UNIT Objective After several classes using a variety of photo composition, subject focus and image manipulation techniques, students will create a series of projects displaying different methods, connecting personal images with graphics, choices with photo genre, a series of portrait photos that will display a variety of image manipulation techniques, and telling a story within a single photo frame. Best examples of their work will be placed in a Google Slides presentation, to be part of their portfolio. Focusing on a medium with a wide presence in popular culture, students will gain technical and conceptual skills to create and analyze photographic works of art. Students learn digital approaches to the medium, using digital SLRs, cell phone cameras and scanners. Working in traditional black-and-white, color, and digital forms is explored as well as basic skills in studio lighting and digital darkroom software techniques.
    • (6 weeks - 17 classes)

LESSONS | FINAL PROJECTS | VOCABULARY

  • ESSENTIAL Questions
    • What photo techniques keep / change the meaning of a photograph?
    • How do you use critique to improve your work?
    • How will analysis of ur-photographs improve your photographic practice?
    • How does experimentation extend your practice of photography?
    • How is an image like a word / sentence / paragraph? How do images and words connect?

  • ENDURING Understandings
    • Photography techniques are an important tool for artists and designers
    • Photo composition techniques cross over into art and design
    • Photography can be the ground for a variety of mixed media techniques and concepts
    • To grow as a photographer, basic skills must be mastered
    • To grow as a photographer, experimental compositions and processes must be practiced

  • UNIT Standards
    • 1.5 Compare how distortion is used in photography or video with how the artist uses distortion in painting or sculpture.
    • 2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
    • 2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
    • 5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.
  • FINAL Projects
    • Google Slides includes
      • Digital Darkroom
        • Four Personal Best Photos using different compositional techniques
        • Four Panel Black & White Photo Essay of a personal subject
        • Four Abstract Photos
      • Photo Manipulation
        • One Vanitas Photomontage / Example
        • One Hands Holding Worlds Example
        • One Andy Warhol- OR David Hockney-style Example
        • One Halloween Hand - Example
        • One Shadow / Figure Text Example
      • Photography Statement / Designer Manifesto & Evaluation
    • Digital Art Rubric
    • UNIT Length
    • VOCABULARY
      1. photojournalism using images to tell a story
      2. photography the art, science and practice of fixing light through chemical or digital methods
      3. photomontage a method of collage that uses only photo images
      4. decisive moment the moment when a photo should be taken (from H. Cartier Bresson)
      5. resolution quality of an image (in digital photography, measured in megapixels)
      6. composite mixing a variety of images and elements in a digital product
      7. contrast differences in two or more elements; ex light / dark; large / small; close / far; etc.
      8. focus fixing a camera lens on an image
      9. close-up a photo subject very close to the camera's picture plane
      10. zoom pulling an photo image close to the picture plane using a telephoto or zoom lens
      11. depth of field the distance between the nearest and farthest object in an image
      12. leading lines real or implied lines in an image that leads to an area of the image
      13. rule of thirds dividing the image into thirds, the emphasis of the image is on the intersection of those thirds
      14. framing within an image, an element that surrounds or "frames" background elements
      15. copyright a legal concept that grants ownership of an image to its creator
      16. fair use the ability to use another's copyrighted material
      17. public domain images no longer protected by copyright laws.
      18. détournement a form of culture jamming, used by artists
      19. surrealism an early 20th century art movement that focuses on dream imagery and the subconcious

    • ART / Design History
    • U2 EXERCISES
      • WEEK 7
        • L17 SCHOLAR
          • OPENING
            • What traits define quality graphic and digital design work?
            • What traits define a quality illuminated letter? Example
          • OBJECTIVE
            • Students will review Unit I skills and knowledge
            • Students will complete their illuminated letter project, adding their own image behind it
          • ACT I - Notetaking
            • Design Skills
            • Software Skills
            • Media Literacy Skills
          • ACT II - Notetaking
            • Illuminated Letter
          • ACT III - Summative
            • Portfolio Setup
              • Title Page
              • Two Logo Examples
              • Business Card Front / Back
              • Avatar Page
              • Visual Haiku
              • Letter Design
              • Project Manifesto resources 1 | 2 | 3
          • HOMEWORK I
            • Constructed Letters - 12 total - Example
            • Photography
              • Two Diptychs
                • Two photos: one of a person, one of their shadow
                • Two photos: one of the a building, one of a reflection in window of that building
                • Basic rules: in-focus, emphasis
              • Send completed Google Slide to instructor: jkannofsky@animo.org
        • L18 DESIGNER PHOTOGRAPHER
          • OPENING
            • What do I need to accomplish to complete my first unit work?
          • OBJECTIVE
            • Students will complete their illuminated letter
            • Students will set up their Tumblr account using specific protocol
            • Students will complete their Unit 1 portfolio
          • ACT I
            • Benchmark I:
              • Constructed Letters - 6 total
              • All letters in one poster
              • Example
          • ACT II
            • Illuminated Letter Completion
          • ACT III
            • Create a Tumblr.com account
          • ACT IV
            • Portfolio Setup
              • Title Page
              • Two Logo Examples
              • Business Card Front / Back
              • Avatar Page
              • Visual Haiku
              • Letter Design
              • Project Manifesto resources 1 | 2 | 3
          • HOMEWORK II
            • Two Diptychs
              1. Two photos: one of a person, one of their shadow
              2. Two photos: one of the a building, one of a reflection in window of that building
              • Basic rules: in-focus, emphasis
              • Send completed Google Slide to: jkannofsky@animo.org
            • 12 LETTERS
      • WEEK 8
        • L19 SCHOLAR
          • OPENING
            • What makes a successful photograph?
            • California Lottery - "Snowfall"
            • Media Literacy - Five Questions
          • OBJECTIVE
            • Students will complete their homework assignment
            • Students will complete their Unit I Portfolio
          • HOOK
          • ACT I
            • California Lottery - "Snowfall"
            • Media Literacy - Five Questions Quiz
          • ACT II
            • Portfolio Setup
              • Title Page
              • Two Logo Examples
              • Business Card Front / Back
              • Avatar Page
              • Visual Haiku
              • Letter Design
              • Project Manifesto resources 1 | 2
          • ACT III
            • Vocabulary Practice
            • Quizlet Team Practice
        • L20 SCHOLAR DESIGNER
          • OPENING
            • Master Photographer Graciela Iturbide | PDF
              • Cut n' Paste one image into journal
              • Quick 3 C's
          • OBJECTIVE
            • Students will connect photo practice with the Three Cs; media literacy with media practice.
          • ACT I
            • Three C's: Lecture
              • Craft, Composition, Concept (Denotation / Connotation)
          • ACT II
          • ACT III - Research
            • Google Slide Title: Mood Board Research I
              • What is a mood board?
                • a collage around one idea, concept, person, place, thing
              • Google Slides: Three (3) works from these two photographers
              • Label each image with title and artist
              • Choose one photo from each: compare using the 3 Cs
          • ACT IV
            • Three C's: Composition
              • Basics
              • Choose 1 / Create a photo based on it
        • L21 DESIGNER STUDIO
          • OPENING
            • Master Photographer László Moholy-Nagy PDF
              • Quick Three C's in a Google Slide
              • Print Screen / Paste into a Google Slide
          • OBJECTIVE
            • Students will work with digital darkroom techniques.
            • Students will work with their software skills to begin a poster and arrange their photo diptychs.
          • LECTURE
            • Digital Darkroom vs. Photomanipulation
              • Dig. Dark
                • Straight photo / no meaning changed, may use
                  • color correction
                  • contrast
                  • cropping
              • Photo Man
                • Manipulated photo / meaning changed, may use
                  • Filters
                  • Cut and Paste
                  • Clone Brush: add or remove
          • ACT I - Formative: 80 pts.
            • Group Work:
              • What’s the Difference between a Selfie and a Self-Portrait?
              • Complete reading of article with partner
              • Review Protocol
          • ACT II
            • Homework Production
              • Six Letters arranged in a Firework PNG / Use Grid - email
              • Two Diptychs: 1 building/reflection; 1 figure/shadow - share
          • ACT III
            • Selfie & Self-Portrait Diptych (2 photos)- Summative
              • Selfie Web Cam Toy here
              • Or with Camera - indoors / outdoors?
              • What are the differences?
            • Post in a Google Slide
          • HOMEWORK
      • WEEK 9 - Copyright
        • L22 SCHOLAR
          • OPENING - Journal / Group
            • Master Photographer: Jerry Uelsmann | PDF
            • Add to journal
            • Three Cs: A/B Group Protocol
          • OBJECTIVE
            • Students will be able to work with the Three Cs, denotation / connotation and media literacy methods.
            • Students will decipher the basics of copyright law and fair use.
          • HOOK
          • ACT I - Homework
            • Photo Beast in Tumblr / Google Slides
            • Six letters in your Alphabet Poster
            • Two Diptychs: figure/shadow; building/reflection
          • ACT II - Journal
          • ACT III - Copyright Basics in Groups
            • Essential Questions:
              • How can I legally use online images?
              • What methods will make another's image my own?
            • COPYRIGHT Methods
        • L23 SCHOLAR DESIGNER
          • OPENING
          • OBJECTIVE
            • Students will reinforce three Cs and comparison techniques
            • Students will learn the Uelsmann technique
          • HOOK
            • Baldessari vs. Uelsmann - photo manipulation comparison
          • ACT I
            • Homework Reminder
            • Vocabulary Quiz - 5 terms
          • ACT II
            • Digital Darkroom / DSLR
              • Choose one photograph from your Photo Beast
                • Color Correction
                • Cropping
                • Contrast
            • Digital Darkroom vs. Photo Manipulation: Bresson vs. Uelsmann
          • ACT III
            • Photo Manipulation - Partners
            • How do you know what to do? To manipulate or to NOT manipulate?
            • Baldessari vs. Uelsmann - photo manipulation comparison
          • ACT IV
            • Practice:
              • Baldessari Method: three panel work using online images / closeups like John Baldessari
              • Uelsmann Method: photomanipulation work that integrates two or more images
                • Add a third eye to a person
                • Add a tree to the top of a head
                • Example here
              • Consider Public Domain images: www.pixabay.com
        • L24 DESIGNER STUDIO
          • OPENING
          • OBJECTIVE
            • Students will evaluate copyright law and fair use
            • Students will manipulate copyrighted imagery to allow for fair use
            • Students will compare digital darkroom with photomanipulation
          • HOOK
          • ACT I - 45 minutes
            • Create one 6 image poster using constructed letters
            • Use this document here
          • ACT II - Copyright Basics in Groups
          • ACT III
            • Baldessari Method: three panel work using online images
              • 3-5 panels, different sizes
              • from movies
              • faces with dots / one figure with color silhouette
              • Example here
            • Uelsmann Method: photomanipulation work that integrates two or more images
              • Add a third eye to a person
              • Add a tree to the top of a head
              • Example here
          • ACT IV
            • DSLRS
              • Per table / 6 cameras / how to use them
              • Instructor will work with ISO / Aperature / Shutter Speed
          • HOMEWORK - Tumblr / Label
            • Four Panel B/W photo essay of a personal subject
              • Brainstorm su)bjects: friends, profession, issue, housing, community, etc.
            • Four Abstract Photos without photo manipulation
      • WEEK 10
        • L25 SCHOLAR
          • OPENING - Journal
            • How can you protect your work from being used?
          • OBJECTIVE
            • Students will review the terms of copyright, how they can protect their work and how they can fairly and legally use other's images.
            • Students will make up their Uelsmann and Baldessari Methods
            • Students will create superimposition work from their homework
          • HOOK
            • Photo Fakery Book
          • ACT I
            • Superimposition - Layering one image on top of another
            • Place two superimpositions into your Unit 2 Portfolio
            • Example | Fireworks PNG
          • ACT II
            • Unit II
              • Diptych Homework Projects
                • Building / reflection
                • Figure / shadow
              • Diptych Superimpostion
              • Uelsmann Project here
              • Baldessari Project here
          • ACT III
          • ACT IV
            • Uelsmann and Baldessari Completion
        • L26 SCHOLAR DESIGNER
          • OPENING
          • OBJECTIVE
            • Students will continue to work with photo images, created and found, creating photo-based works.
          • HOOK
            • Photo Manipulation vs. Digital Darkroom
          • ACT I - 15m
            • Photo Manipulation
            • Email or Slides: List five techniques of photo fakery (manipulation)
          • ACT II - 15m
            • Basic Digital Darkroom - Download one student photo
              • Skill 1 Color correction practice sample 1; Correct Using Levels
              • Skill 2 Contrast Levels: Filters > Adjust Color > Brightness & Contrast
              • Skill 3 B&W Filter: Filters > Adjust Color> Hue & Saturation - Saturation to the left
              • Skill 4 Cropping: Crop tool; Tool below white arrow
          • ACT III - 15m
            • Photo Basic Manipulation
              • Skill 1 Rubber stamp exercise practice sample 1, practice sample 2
              • Skill 2 Hue / Saturation Filter: Hue/Saturation manipulation
              • Skill 3 Double Exposure; Create a double exposure work
              • Skill 4 Cut / Paste, add shadow, noise, etc.
          • ACT IV - Review
            • Homework: Four community photos; four abstract photos
              • Photojournalism Video
              • Four Panel B/W photo essay of a personal subject
                • Brainstorm subjects: friends, profession, issues, housing, community, etc.
              • Four Abstract Photos without photo manipulation
      • WEEK 11
        • L27 SCHOLAR
          • OPENING Journal
            • List the Three Cs and what does each “C” represent.
            • What are the two differences between Digital Darkroom and Photo-manipulation?
            • What are the Four Principles that we have used so far?
          • OBJECTIVE
            • Student-groups will begin the process for creating their final photo projects, choosing two of the four projects presented.
          • ACT I
            • Photomontage (found photos): Still Life Vanitas- Example
              • Choose a table from Google
              • Choose images against white: examples of skulls
              • How to manipulate imagery to create a composition?
            • REQUIRED: Skull, mirror and additional objects on table
          • ACT II
            • Photomontage / Composite: Hands Holding Worlds - Example
              • Photo hands against neutral background
              • Use Fireworks / Photoshop to remove background
              • Add elements and text
          • ACT III
            • Photomontage / Composite: Halloween Hand - Example
          • ACT IV
            • Photomontage / Composite: Image Text Project - One Shadow / Figure Text - Example
          • ACT V
            • Unit 2 Google Slides - Formative
              • In Google Slides:
                • Copy and Paste this:
                  • Student-groups will begin the process for creating their final photo projects, choosing two of the four projects presented.
                • Write out you and your partner on a Slide
                • Copy and paste two examples from ACT I - IV on a Slide
                • Explain your reasoning for these choices
                • Share with Instructor: jkannofsky@animo.org
          • ACT VI
            • Homework
              • Four community photos; four abstract photos
        • L28 SCHOLAR DESIGNER
          • OPENING Journal
            • List the Three Cs and what does each “C” represent.
            • What are the two differences between Digital Darkroom and Photo-manipulation?
            • What are the Four Principles that we have used so far?
          • OBJECTIVE
            • Students will organize their two projects which are due next week.
            • Students will review skills necessary to complete their work.
          • HOOK
            • 12 Images: Three Cs, Camera Lucida, AP Good Quality - Google Slides
          • ACT I
            • Camera Lucida Fragment
              • Why read this text?
              • How is Studium and Punctum connected to the Three Cs?
            • Camera Lucida by Roland Barthes Film | Read the first Comments
            • Article on Photography and Camera Lucida here
          • ACT II - Review Projects and Skills
            • Photomontage (found photos): Still Life Vanitas- Example
            • Photomontage / Composite: Hands Holding Worlds Poster - Example
            • Photomontage / Composite: Halloween Hand - Example
            • Photomontage / Composite: Shadow / Figure Text - Example
          • ACT III
            • Benchmark I: Send me the beginning of your project | Fireworks PNG file
          • HOMEWORK
            • Constructed Letters - first 12
            • Alphabet Poster Design Week 12
      • WEEK 12
        • L29 SCHOLAR
          • OPENING Journal - Choose one to answer
            • List the Three Cs and what does each “C” represent.
            • What are the two differences between Digital Darkroom and Photo-manipulation?
            • What are the Four Principles that we have used so far?
          • OBJECTIVE
            • Students will continue their final Unit 2 Photomontage Project
            • Students will connect difference elements of critique into one method
          • HOOK
            • 12 image folder review
          • ACT I
            • Review Projects and Skills
              • Photomontage (found photos): Still Life Vanitas- Example
              • Photomontage: Hands Holding Worlds Poster - Example
              • Photomontage: Halloween Hand - Example
              • Photomontage: Shadow / Figure Text - Example
          • ACT II
            • AP 2-D Rubric
              • 4.C – The composition of the works includes some imaginative ideas.
              • 4.D – The work may show engagement with experimentation and / or risk-taking.
              • 4.F – The work demonstrates good technical competence and use of materials and media.
              • 4.G – With the apparent appropriation of published or photographic sources or the work of other artist, the student’s vision is discernible; the images have been manipulated to express the student’s individual ideas.
          • ACT III
            • Connections - Help explain those connections
              • Three Cs
              • Studium / Punctum
              • AP 2-D Rubric Threads
          • ACT IV
            • Remind for these classes
            • Survey for these classes
        • L30 SCHOLAR DESIGNER
          • OPENING Journal
          • OBJECTIVE
            • Students will continue their final Unit 2 Project
            • Students will connect difference elements of critique into one method
          • HOOK
            • 12 image folder review
          • ACT I
            • Visual Annotation Worksheet
            • Three Cs
          • ACT II
            • Review Projects and Skills
              • Photomontage (found photos): Still Life Vanitas- Example
              • Photomontage: Hands Holding Worlds Poster - Example
              • Photomontage: Halloween Hand - Example
              • Photomontage: Shadow / Figure Text - Example
          • PROVING BEHAVIOR / Supports
            • Support & Review here
            • Proving Behavior - Final
          • HOMEWORK
            • Constructed Letters: Thirteen images completed by next week
        • L31 DESIGNER STUDIO - Review / Quiz
          • OPENING Journal
            • Which of the Three Cs is most important? Why?
            • When you take photographs, which of the Three Cs do you think about first? Don't say "none". Choose one.
          • OBJECTIVE
            • Students will be able to evaluate photographs using an updated and synthesized version of the Three Cs. Students will score proficiently on one the proving behaviors.
            • Students will complete their photomanipulated project
          • HOOK
            • Photo Folder - Pick one image
              • Review the Three Cs / Predict the lesson
              • Choose your Favorite "C' then add to image
              • Is it digital darkroom or photomanipulation?
            • Support & Review here
          • ACT I
            • Three Cs Visual Annotation
              • Two Images: One together / One in pairs
              • Photo Annotation Protocol
              • Add DD / PM to the Three Cs
          • ACT II
            • Camera Lucida: Studium Punctum Handout
              • Connecting the Dots to the Three Cs
              • Bresson: Concept - Denotation / Connotation
              • Add Studium Puntum to the Three Cs
            • Objective update: Explain the objective
          • ACT III
            • Review updated Three Cs
              • What are the Updated Three Cs?
            • Group / table review
          • ACT IV
            • Review Computer Protocol
              • Two tabs: This lesson and Google Drive
          • CLOSING
            • What did you learn from today's lesson?
            • What you like to learn more of?
            PROVING BEHAVIOR / Supports
            • Support & Review here
            • Proving Behavior - Final
          • STUDIO WORK
            • Complete your photomanipulated work
          • HOMEWORK
            • Photography four different environments in your community
            • Add to your next project: 3-D Character Design

      • READing List

  • UNIT 3: 3-D Character Design [ Natural & Digital Methods ]

    • UNIT Objective Student teams will design a character usign 3-D software and earthenware, experimenting with different methods and scenarios. Students will integrate this character into a scene from literature by creating a storyboard or comic book. After four classes of design, photo composition and character building instruction, students will create a variety of 3-D figure based projects, a photo or traditional comic book, several idea generation sketchbook pages, character compositing, all presented in a Google Slides and diorama. Students may work with partners to complete their Google Slides and diorama.
    • (5 weeks - 13 classes)

    LESSONS | FINAL PROJECTS | VOCABULARY

    • ESSENTIAL Questions
      • What are the differences between 2-D and 3-D figures?
      • When would a design use or require 3-D elements?
      • How is 3-D modeling similar to working with real materials?
      • How does a designer visualize the important elements of a character?

    • ENDURING Understandings
      • Design encompasses all modes of expression
      • 3-D Design has similar design concepts but some different skill sets from traditional design
      • Working with 3-D software has some similar and some different skill sets from natural sculpture

    • UNIT Standards
      • 1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.
      • 2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
      • 3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture.
      • 4.4 Apply various art-related theoretical perspectives to their own works of art and the work of others in classroom critiques.

    • U3 FINAL Projects
      • Group Work Google Slides includes
        • DIGITAL
          • Two 3-D characters from English literature - example
          • Drawing / Painting Digital Sketches
          • Photomontage One Panel Comic
        • NATURAL
          • Clay figures
          • Painting / drawings / POVs of character in a space
          • Tableaux Cardboard environment
          • Figure Description / embedded story - part of current English Lit boo
      • Individual Work
        • SEMESTER Project
        • Designer Manifesto (using specific vocabulary / citing online resources)
      • Group Work Diorama Presentation includes
        • Diorama Project displays Sculptris 3-D, Clay Figure, Painting / Drawing, Sketchbook work, photography, creative writing
      • Digital Art Rubric

    • U3 VOCABULARY
      1. 3-D three dimensional digital imagery / figures
      2. CGI computer generated image
      3. X / Y / Z coordinates the letter representations for three dimensions
      4. polygons triangles used to create 3-D forms
      5. bust a figure in sculpture that includes the head and part of the torso
      6. genre a category in film such as westerns, thrillers, romance, comedy
      7. animation a sequence of drawn or created images that generate the illusion of movement
      8. color hue, value, saturation
      9. composite a mixing of a variety of digital elements layered into one project
      10. diorama  a scene, often in miniature, reproduced in three dimensions by placing objects, figures, etc., in front of a painted background
      11. sculpture the art of making two- or three-dimensional representative or abstract forms, especially by carving stone or wood or by casting metal or plaster.
      12. physiognomy the supposed art of judging character from facial characteristics
      13. proportion the relationship of parts to the whole
      14. distortion out of proportion, manipulated to create an effect
      15. surrealism an art movement that dealt with the subconscious and dream imagery

    • U3 EXERCISES
      • WEEK 13
        • L32 SCHOLAR DESIGNER
          • OPENING Journal
            • Designing Figures
          • OBJECTIVE
            • Students will evaluate their skills: Drawing, Digital Painting, Sculpture
            • Students will practice these skills: paper vs. software
            • Students will complete their first Sculptris sculpture adding paint
          • ACT I
            • Team of Three / Roles: Designer, Artist, Sculptor, Writer
              • Choosing a character to design / develop / produce
              • Developing a figure: visual / narrative writing
          • ACT II
            • Sculptris
              • Sculpting vs. Painting
          • ACT III
        • L33 SCHOLAR DESIGNER
          • OPENING Journal
            • Designing Figures
          • OBJECTIVE
            • Students will evaluate their skills: Drawing, Digital Painting, Sculpture
            • Students will practice these skills: paper vs. software
            • Students will complete their first Sculptris sculpture adding paint
          • ACT I
            • Team of Three / Roles: Designer, Artist, Sculptor, Writer
              • Choosing a character to design / develop / produce
              • Developing a figure: visual / narrative writing
          • ACT II
            • Sculptris
              • Grab Tool
          • ACT III
            • Design Thinking Process
            • From Brainstorming to Prototype
        • L34 DESIGNER STUDIO
          • OPENING Journal
          • HOOK
            • Sketch out a head /bust form - no details: frontal / profile
            • Should designers have basic drawing skills?
          • OBJECTIVE
            • Students will connect drawing with digital work, finding similarities
            • Students will develop a team of artists
          • ACT I - Photography
            • Photography Portfolio: Environments for a tableaux
            • SEMESTER Project
              • Constructed Letters Poster / Alphabet Poster example
              • Six to Twelve Photographed Letters in a Poste
          • ACT II
            • Group of three (who is the best at each skill):
              • designer - drawing / comic
              • sculptor - clay figures
              • digital sculptor - Sculptris
              • artistic director - design of project / support all
            • Goal: Replace or Find a Character from Literature / Different POVs (3 or more)
          • ACT III - Journal
            • Forms in Art: The head / skull examples
              • Practice sketch
              • Rubric: Both front and profile looks human
          • ACT IV - Benchmark II
            • New Software: Sculptris
              • Sculpture: Grab Tool
              • Rubric: Both front and profile looks humanl
              • Painting: Airbrush
              • Send to *.sc1 file for review
          • HOMEWORK
            • Shoe box for team
            • Two Photo Portraits of Friends
            • Collage of heads: 15-20 magazine full heads glued into journal
      • WEEK 14 - Develop Project Roles
        • L35 SCHOLAR
          • OPENING Journal
            • Artist as Satirist: Honore Daumier
              • List some of the traits of a Daumier sculpture
              • What traits help identify each of these sculptures?
              • Sketch out one Daumier Figure / Label using the actual title
          • OBJECTIVE
            • Students will continue to design and develop skills for their final character design: sketches, sculpture and writing/comic.
            • Students will discuss book / scenes as possible storyboard / comic
            • Students will practice exporting their Sculptris sculpture and embedding it in a relevant background - Example
          • HOOK
          • ACT I
            • Group of three:
              • designer - drawings / comic
              • sculptor - clay
              • digital sculptor - Sculptris
              • artistic director - design of project / support
            • Roles and Final Projects
              • One sheet of figure design drawings - 40 pts.
              • Digital storyboard / comic design - 80 pts.
              • One clay figure in a tableaux / environment - 80 pts.
              • One Sculptris digital figure in a Google Slides - 80 pts.
            • Presentation
              • Project Tableaux and Google Slides - 120 pts.
          • ACT II
            • Brainstorm by group a roll, a text / scene from English Literature
              • Substitute / add a new character for one of the characters in book
              • How do you choose a figure? a scene?
              • Final Presentation Sculpture Example (PNG)
          • ACT III
          • PROVING BEHAVIOR
            • Moodboard
              • Identify one or more figures from literature
              • Choose one or more scenes from book / play
              • Four quick sketches / photographed / added
              • One Sculptris image exported (rough image) - Example
        • L36 DESIGNER STUDIO
          • OPENING Journal
          • OBJECTIVE
            • Students will continue to design and develop skills for their final character design - sketches, sculptures, painting, writing
            • Students will complete their photo Google Slides project
            • Students will develop a design thinking method
          • ACT I
            • Group Projects
              • designer - drawing
              • sculptor - clay
              • digital sculptor - Sculptris
              • artistic director - design of project / support all
          • ACT II
            • Sculptris: Add ears, hair, mouth, etc.
            • Sculptris Basic Bust File (add own elements)
          • ACT III REVIEW
            • Final Project:
              • Digital Work: 3-D Character in different environments
              • Digital Photography/Storyboard: Comic Book Story
              • Natural Work: Sketches / Paintings of Characters
              • Natural Work: Clay Figure Tableaux
              • Rewriting of scene from literature
          • HOMEWORK
            • Writing: Scene from literature
            • Constructed Letters for one word or phrase (9 or more letters)
            • Photography: Friends in Three Poses
            • Shoe box
      • WEEK 15 - Clay Work
        • L37 SCHOLAR - Clay Work Setup / Design Thinking
          • OPENING Journal
            • Research online: Apple Commercial | Reflection
            • Label / Name your Sculptris work
            • Sketch out your image - add tangential ideas - how would you change it?
            • Literature Choice: Choose one scene
          • OBJECTIVE
            • Students will work in their roles for each team
            • Students will brainstorm their character's design; create sketches
          • ACT I
          • ACT II
            • Cardboard Profile Project
              • Tape, glue, collage materials
              • Well constructed, material added
          • ACT III
            • Sketch character designs manipulating / distorting figure
            • Review unit objective
            • What literature scenes might be used as part of project?
        • L38 SCHOLAR DESIGNER - Clay Work Character Design
          • OPENING
            • Research online: Think Different | Write a reflection
            • Clay work expectations: process
            • Create your own rules to monitor clay work / resources
          • OBJECTIVE
            • Students will learn how to successfully build a clay sculpture bust using basic forms techniques and monitoring resources
          • ACT I
          • ACT II
            • Clay Building Process: tools, carving vs. adding clay
          • ACT III
            • Final Project:
              • Digital Work: 3-D Character in different environments
              • Digital Photography: Comic Book Story
              • Natural Work: Sketches / Paintings of Characters
              • Natural Work: Clay Figure Tableaux
              • Rewriting one scene from literature
          • ACT IV
            • Cardboard Profile Project in Box
              • Tape, glue, collage materials
              • Well constructed, material added
            • Meeting with team: discuss each possible project
        • L39 DESIGNER STUDIO - Clay Work
          • OPENING Journal
            • What traits make a compelling character in literature or film?
            • What literary character(s) are you creating?
          • OBJECTIVE
            • Students will complete an Edmodo survey, discussing their project
            • Students will continue their cardboard profiles
            • Students will continue with projects: computer design, writing, clay work
          • ACT I
            • Cardboard Profiles
              • Cardboard, Collage and Wire Work
          • ACT II
            • Tables 1 & 2: Sculptris / Graphic Work
            • Table 3: Writing / Comic Book
            • Table 4 & 5: Clay Work
          • ACT III
            • Clay work: From Form to Features
              • Eye sockets / eyes
              • Nose
              • Mouth
              • Ears
            • Storage: plastic bag, paper towels, sponges
          • ACT IV
            • Discuss scene from Lit book
            • Write out scene / discuss comic book
        • HOMEWORK
          • Integrating figure into one of English reading scenes
          • Designing a page with story and images attached
      • WEEK 16
        • L40 SCHOLAR
          • OPENING Journal
            • Drawing into Sculpture into Digital Art
              • Drawing from multiple POVs
              • Drawing from photographs
              • Stick Figures / Practice creating three
          • OBJECTIVE
            • Students will create figure sketches based on photography homework
            • Students will review their skills sets and their final projects
          • ACT I
            • Photography Homework: 12 figures placed in Google Slides
            • Character Design: Distorted Figures / Features / Add-ons
              • Take one of your photos and create figure with similar pose
              • Example
          • ACT II
            • Review Group Work - What Literary Character? What scene?
              • Review Sculptris
              • Discuss Clay Projects
              • Review Comic Book Process
              • Sketchbook Character Design
          • ACT III
            • Comic Book-In-Progress: Collage or Photography or Painting/Drawing
              • Requirements: One panel; connected to English novel; may be painted, drawn, collaged, photographed
            • Digital Photomontage Comic Book Examples:
        • L41 SCHOLAR DESIGNER
          • OPENING Journal
            • Review sketches / laptops
            • Setup for clay work
          • OBJECTIVE
            • Students will continue Sculptris, Clay figure painting, Character Design drawing, Literature rewrite, One Panel Comic, presentation design
          • ACT I
            • Clay Process
              • Setup
              • Tools
              • Towels / Sponges
          • ACT II
            • Clay Building
              • Head / Neck / Shoulders: Structure
          • ACT III
            • Clay Design
              • What does the figure represent?
                • Male / Female
                • Literary Figure
              • Facial Gestures
          • ACT IV
            • Who will create their final character in each group?
        • L42 DIGITAL STUDIO
          • OPENING Journal
            • Plan your final four classes: Tues / Thurs / Mon / Tues
            • List your needs for the last four days: What do you need to know or do to complete your project?
          • OBJECTIVE
            • Students will continue Sculptris, Clay figure painting, Character Design drawing, Literature rewrite, One Panel Comic, presentation design
          • ACT I
            • Who will work on what project?
              • Clay - Tables 1/2
              • Drawings / Natural work / photography - Table 3
              • Sculptris / Animation / Comic Book - Table 4/5
          • ACT II
            • Clay Painting Process - small brushes, paper underneath
              • Base coat
              • Small amounts of paint for details
          • ACT III
            • Drawings / Design
            • Character Drawing - Different sizes of figure / different clothing / hair
          • ACT III
          • ACT IV - Benchmark
            • Constructed Letters: A-Z; 0-9 - Design a poster on Finals Day
      • WEEK 17
        • L43 SCHOLAR
          • OPENING Journal
            • List your needs for the last two days: What do you need to know or do to complete your project?
          • OBJECTIVE
            • Students will continue Sculptris, Clay figure painting, Character Design drawing, Literature rewrite, One Panel Comic, presentation design
          • ACT I
          • ACT III
            • Sculptris to Fireworks
              • Imaginary Figure in an Imaginary Space
          • ACT IV
            • Character Drawing Poster
              • Different sizes of figure / different clothing / hair
              • 9 x 12 paper / mixed media
          • ACT V
            • Clay Sculpture due completed and drying on Tuesday / Wednesday
          • HOMEWORK
            • Constructed Letters: A-Z; 0-9 - Design a poster on Finals Day
        • L44-45 DESIGNER STUDIO
          • OPENING
            • You yhould never think without an image. - Aristotle
            • Reflection / Decipher
          • OBJECTIVE
            • Students will write an artist statement about their work, citing one or more artists as their influence.
            • Students will prepare for their final project: Constructed Letters Poster
          • ACT I
            • FINAL Four Part Character Design Google Slides (Title / Artists / Roles)
                • Painted Clay Figure
                • Sculptris Figure in Environment with Text
                • Literature Comic of Figure
                • Character Design Sketches / Collage
              • Character Design Rubric
            • FINAL - CONSTRUCTED LETTER POSTER
          • ACT II
            • Sculptris: Painting and Texture - Macbeth Example and process
            • Comic: Silhouettes and Composite Paths
          • ACT II
            • Constructed Letter Prep
            • Photography
          • HOMEWORK
            • Prepare for Constructed Letters Poster Final
            • Completed by the end of your class' Finals - NO LATE WORK
    • ART / Design History Research

  • UNIT 4 Your Portfolio

    • UNIT Objective Students will put together their first semester portfolio, adding their most important and successful works. They will evaluate their skills and knowledge, prepping for second semester's methods, skill development and final portfolio production
    • (2 weeks - 5 classes)

    LESSONS | FINAL PROJECTS

    • ESSENTIAL Questions
      • How does a designer decide what belongs in their portfolio?
      • How does a designer improve skills to make work that can be placed in their portfolio?
      • What ideas and elements will be in your portfolio rubric?

    • ENDURING Understandings
      • Designers review best work before making a decision
      • Use own rubric to determine work chosen

    • UNIT Standards
      • 1.7 Select three works of art from their art portfolio and discuss the intent of the work and the use of the media.
      • 2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.

    • U4 FINAL Projects
      • Group Work Google Slides includes
        • DIGITAL
          • One 3-D character using Sculptris figure - example
          • Drawing / Painting Digital Sketches
          • Collaged Digital Figures in Space
          • Photography of clay sculpture
          • Business Card / Avatar / Logo
        • NATURAL
          • Clay figure - painted
          • Painting / drawings / POVs of character in a space
          • Cardboard environment
        • Figure Description / embedded story - part of current English Lit book
        • Designer Manifesto (using specific vocabulary / citing online resources)
      • Group Work Diorama Presentation includes
        • Diorama Project displays Sculptris 3-D, Clay Figure, Painting / Drawing, Sketchbook work, photography, creative writing
      • Digital Art Rubric

    • U4 EXERCISES
      • WEEK 18
        • L46-47 SCHOLAR DESIGNER FINALS
          • OPENING Journal
            • Preparation: Group Google Slides & Alphabet Poster
            • How do you prepare to complete each?
          • OBJECTIVE
            • Students will prepare and complete both of these projects
          • ACT I
            • GROUP PROJECT - Four Projects
          • ACT II
            • ALPHABET POSTER - Send images to your email BEFORE school
          • ACT III
            • Evaluate your semester
SPRING SEMESTER From Design Projects to a Personal Portfolio

SEMESTER ESSAY Choose one topic below

  • Arts Education
    • Some believe that arts education is not necessary in high school. When cuts are made to high school budgets, the first subjects to be considered are the arts. These budget cuts don’t usually happen at expensive private schools, local magnet schools, and many charter schools that see the need for more arts in their curriculum. Using the Bauhaus school and other contemporary models for art and art education as evidence, write a 2-3 page paper or presentation that would convince Green Dot management and administrators of the need for advanced design and visual arts education in all high schools. Give relevant examples by citing 3 or more documents using the APA format.
  • Design in Society
    • Design is part of every manufactured product in society. A product’s design is an essential ingredient for engineers, programmers and other members of the development process. Using the Bauhaus school and other contemporary art and design school practices as evidence, write a 2-3 page paper or presentation that discusses the connections between design, art, science, engineering and the needs of society. Give relevant examples and cite 3 or more documents using the APA format
  • Prep I Format
  • Prep II Background
  • Research & Writing Process
  • Rubric Review
  • DUE March
  • UNIT 5 Digital Design Methods Review [ Natural & Digital Methods ]

    • UNIT Objective After several classes reviewing methods using photo images, color theory, illustration techniques, and modern poster design methods, students will create a variety of proficient quality digital projects using design and illustration principles in the production of a poster parody (Hope Poster Portrait), an abstract gallery poster (Kandinsky pastiche) and a series of small natural media designs.
    • (4 weeks - 11 classes )

    LESSONS | FINAL PROJECTS | VOCABULARY

    • ESSENTIAL Questions
      • Why is knowledge of the principles of art an essential aspect of design?
      • How does poster design differ from other forms of graphic design?
      • What aspects of design history are useful?
      • How is the process for designing a poster similar to other visual art productions?
      • How is illustration different digitally than naturally?

    • ENDURING Understandings
      • Learning illustration skills gives more choice
      • Illustration techniques are a different skill set from natural drawing
      • Design history knowledge proposes additional skill sets for the artist / designer
      • Design demands knowledge of imagery and graphic elements integration

    • UNIT Standards
      • 1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.
      • 3.1 Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.

    • FINAL Projects
    • AVCHS Core Value Commit to Learning
      (Students discover their "limits" and how they may go beyond what they believe they can do.)

    • VOCABULARY
      1. color schemes spot, monochrome, split-complimentary
      2. RGB red green blue - computer color
      3. CMYK cyan magenta yellow black; four color printing process
      4. Rhythm / Movement repeating forms, shapes colors that lead the eye around the work
      5. Bezier curves curved paths / shapes that create a shape using vector paths
      6. Vector paths usually a shape that is resolution independent
      7. Contrast (principle of art) generally opposites; differences in value, shape, color, scale, etc.
      8. Emphasis (principle of art) based on hierarchy, usually the focus of a work (largest, etc.)
      9. Bauhaus 1920's German art utopian art movement based on melding traditional craft with contemporary art styles
      10. Russian Constructivism Russian revolutionary movement that redefined art for the new Soviet Union; similar to the Bauhaus
      11. parody using the techniques of the work it is parodying, creates a critique of the original
      12. pastiche using the techniques of the original without critique
      13. diptych two panel painting
      14. PNG Fireworks format; uses layers like Photoshop
      15. Indexed Color Format - GIF - 256 or less colors
      16. JPG - Joint Photographic Expert Group - standard photo format

    • ART / Design History Art meets Graphic Design
    • U5 LESSONS
      • WEEK 1
        • L1 SCHOLAR ARTIST
          • OPENING JOURNAL
            • Designing is not a profession but an attitude... Thinking in relationships. (Laszlo Moholy-Nagy)
            • Reflection about "relationships" in design
          • OBJECTIVE
            • Students will complete Unit 3 Group Project / Share
            • Students will identify elements of design, reviewing principles such as emphasis, balance and unity
            • Students will review Fireworks basics
          • ACT I - JOURNAL
            • Group Project Completed
            • Share Project
          • ACT II
          • ACT III
            • MOODBOARD Poster Design - Seven Panels (partners)
          • ACT IV
            • Fireworks Basics - Example
              • Basic shapes
              • Vectors
              • silhouettes
              • Transparency
            • Principles of Design - use Fireworks shapes to create each
              • Emphasis
              • Constrast
              • Balance (symmetrica/asymmetrical)
        • L2 SCHOLAR DESIGNER
          • OPENING JOURNAL
            • "We have - through a hundred years of photography and two decades of film - been enormously enriched... We may say we see the world with entirely different eyes." (Laszlo Moholy-Nagy)
            • Reflect / Explain / What "different eyes"?
          • OBJECTIVE
            • Students will review basic Fireworks skills by developing basic designs using a standard Tangram
            • Students will learn to convert a JPG image to a 4-color GIF
          • ACT I
          • ACT II
            • Tangram Practice Graphic
              • Create three balanced designs, one design should be representational, one abstract
              • Look up tangram designs on Google
              • Place in Google Slides
          • ACT III
            • Hope Poster Technique
              • Create a four color GIF self-portrait using web camera
              • Change colors to create a four panel four color
                • Instructor demonstrates
                • Copy / Paste this image into your Gif portrait
      • WEEK 2
        • L3 DESIGNER STUDIO
          • OPENING GOOGLE SLIDES
            • See Wonder Think (3- I sees, 2- I wonders, 1- I think)
            • Create an Online Portfolio / See Wonder Think of this image
            • Compare Hope Poster Technique with Pop Art Design
          • OBJECTIVE
            • Students will set up their Exercises Online Portfolio
            • Students will review Hope Poster techniques so that they can create their own variation
          • ACT I
            • VOCABULARY Review:
              • parody using the techniques of the work it is parodying, creates a critique of the original
              • pastiche using the techniques of the original without critique
              • color schemes spot, monochrome, split-complimentary
              • primitives basic shapes such as a triangle, rectangle, or circle
              • diptych two panel painting
              • PNG Fireworks format; uses layers like Photoshop
              • Indexed Color Format - GIF - 256 or less colors
              • JPG Joint Photographic Expert Group - standard photo format
              • vector a resolution independent graphic creation method
          • ACT II
            • VECTOR Path
              • Practice
                • Vector design using drawing shapes
                • Shapes Practice here
                • Vector Paths Lettering Practice here
              • Create one shape from the list above
              • Create three letters same size - your initials + one extra
              • Place in Exercises Google Slides
          • ACT III
            • ABSTRACT Vector Drawing - I | II | III
              • Create two Abstract Vector Drawings
              • Use the Pen Tool - change size of line, brush style, color
              • Place in Google Slides
          • ACT IV
            • Obama Hope Poster Pastiche Diptych Project
              • Students will create a Hope Poster Pastiche Project using the same colors, font style as the original
              • Example | web camera
        • L4 SCHOLAR DESIGNER
          • OPENING GOOGLE SLIDES
            • See Wonder Think (3- I sees, 2- I wonders, 1- I think)
            • Designing is not a profession but an attitude... Thinking in relationships. (Laszlo Moholy-Nagy)
            • Reflection about "relationships" in design
            • Principles of Design: balance, contrast, emphasis - create an example for each using primitives
          • OBJECTIVE
            • Students will begin their final Hope Poster Pastiche
          • ACT I
            • Obama Hope Poster Pastiche Diptych Project
              • Students will create a portrait Hope Poster Pastiche Project using the same colors, font style as the original
              • Example
          • ACT II
          • EXIT QUESTION
            • What part of the process do you find the most challenging?
      • WEEK 3
        • L5 SCHOLAR
          • OPENING See Wonder Think
          • OBJECTIVE
            • Students will use previous skills and knowledge to create a parody / pastiche of the Hope Poster
            • Students will also adjust the colors of their Hope Poster
            • Students will learn how to create shapes and gradients
          • ACT I
            • Self Portrait Hope Poster Diptych Pastiche
              • Review methods
              • Self Portrait Conversion / Work in Pairs
              • FINAL example here
          • ACT II - Practice / Creation
            • VECTOR Paths - Digital Kandinsky Abstract Art Show Poster
              • Design an abstract digital art show poster similar to artist Wassily Kandinsky's style using computer software.
              • Download Original Kandinsky painting here.
                • Use these skills
                  • Skill 1 Vector shapes - organic vs. geometric example
                  • Skill 2 Linear gradations example
                  • Skill 3 Create own type for Digital Kandinsky example
              • Final Digital Kandinsky Poster using own name, colors and design
                • Instructor's example here
          • ACT III
        • L6 DESIGNER
          • OPENING
          • OBJECTIVE
            • Students will complete Hope Posters and move into letter design
            • Students will try to create several abstract shapes from a Kandinsky example and produce similar letters using the pen tool
          • ACT I
            • Complete Hope Poster Pastiche - Complete diptych example
            • Similar Colors / Font Style
            • Email one completed as a PNG today- box and text
          • ACT II - Model / Practice
            • VECTOR Paths - Digital Kandinsky Abstract Art Show Poster
              • Design an abstract digital art show poster similar to artist Wassily Kandinsky's style using computer software.
              • Download Original Kandinsky painting here
                • Use these skills
                  • Skill 1 Vector shapes - organic vs. geometric example
                  • Skill 2 Linear gradations example
                  • Skill 3 Create own type for Digital Kandinsky example
              • Final Digital Kandinsky Poster using own name, colors and design
                • Instructor's example here
                • -Benchmark II: Full Name / 10 shapes
          • HOMEWORK
            • Photo Beast - Textures / Shadows
      • WEEK 4
        • L7 SCHOLAR
          • OPENING
            • Oskar Fischinger App
            • Synethesia and Art
          • OBJECTIVE
            • Students will complete their color theory practice graphic
            • Stuents will redesign their Obama graphic using a new color scheme
          • ACT I
            • VECTOR Paths - Digital Kandinsky Abstract Art Show Poster
              • Design an abstract digital art show poster similar to artist Wassily Kandinsky's style using computer software.
              • Download Original Kandinsky painting here
                • Use these skills
                  • Skill 1 Vector shapes - organic vs. geometric example
                  • Skill 2 Linear gradations example
                  • Skill 3 Create own type for Digital Kandinsky example
              • Final Digital Kandinsky Poster using own name, colors and design
                • Instructor's example herE
          • ACT II
            • COLOR Theory and Practice
              • Assignment I
              • Assignment II
              • Assignment III
                • Kandinsky Color Redesign
        • L8 SCHOLAR DESIGNER
          • OPENING
            • How Be Creative Video - Write out theme
          • OBJECTIVE
            • Students will begin to complete first Hope Poster design
            • Students will begin their first new color scheme project
            • Students will be reminded of projects and due dates
          • ACT I
            • VECTOR Paths - Digital Kandinsky Abstract Art Show Poster
              • Design an abstract digital art show poster similar to artist Wassily Kandinsky's style using computer software.
              • Download Original Kandinsky painting here
                • Use these skills
                  • Skill 1 Vector shapes - organic vs. geometric example
                  • Skill 2 Linear gradations example
                  • Skill 3 Create own type for Digital Kandinsky example
              • Final Digital Kandinsky Poster using own name, colors and design
                • Instructor's example here
          • ACT II
            • COLOR Theory and Practice
              • Assignment I
              • Assignment II
                • Hope Poster Redesign using color scheme
              • Assignment III
                • Kandinsky Color Redesign
        • L9 DESIGNER STUDIO
          • OPENING
            • Oskar Fischinger App - Synethesia and Art
              • How does this App represent synesthesia?
            • How Be Creative Video - Write out theme and methods
            • Teacher Link
          • OBJECTIVE
            • Students will complete their Kandinsky Poster Design and redesign
            • Students will share their work with instructor
          • ACT I
            • REVIEW FINAL PROJECTS
              • Hope Portrait Diptych - different color schemes
              • Kandinsky Abstract Art Show Poster
                • 10+ shapes
                • Both names created with pen tool
                • Example here
                • Well designed
              • Tangram Book Cover
          • ACT II
            • Tangram Practice Graphic
              • Create one balanced design
              • Look up tangram designs on Google
              • Place in Google Slides
              • Example on Teacher Link
          • HOMEWORK
            • B&W Photography
              • Five photos of one store, company, business
        • BASIC Rubric

  • UNIT 6 Advanced Design Approaches [ Non-Profit Group Project ]

    • UNIT Objective After two classes of methods and examples, students will learn to mix media together from drawings, paintings, graphic design, and photography into digital design projects that address a social or consumer issue, which may include working on non-profit design and their own personal subject or concept.
    • (3 weeks - 9 classes)

      LESSONS | FINAL PROJECTS | VOCABULARY

    • ESSENTIAL Questions
      • How do you begin a design project for a company, issue or product?
      • What would a professional designer's process be that would help begin a project?

    • ENDURING Understandings
      • Project design follows a process from journal sketches to final product
      • Design often uses natural materials as well as digital images

    • UNIT Standards
      • 2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
      • 4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.
      • 4.4 Articulate the process and rationale for refining and reworking one of their own works of art.

    • FINAL Projects
    • AVCHS Core Value Honor Ourselves and Others
      (Students discover realize their talents and skills and those traits in others)


    • VOCABULARY
      • mixed media media mixed together such as collage, paint, pencil, photography
      • multi-media media that uses audio, video and interactivity; example: computer games
      • interactivity the ability to control the media that the viewer is using
      • branding a company's logo and identity
      • non-profit a company or organization that has 501c3 status; usually publicly funded
      • interface a commercial art method that are the controls, links for web sites, computer games
      • scripting computer scripts create websites, interactivity
      • emphasis a principle of design that highlights one element through scale, color, etc.

    • UNIT 5 Exercises
      • WEEK 5 - From Natural to Digital
        • L10 SCHOLAR
          • OPENING
            • How Be Creative Video
              • List your digital art making process based on the video
            • Teacher Link
          • OBJECTIVE
            • Students will complete their Kandinsky Poster
            • Students will discuss / research their next project
            • Students will practice negative space projects
          • ACT I
          • ACT II
            • Tangram Practice Graphic
              • Design Methods Review
                • grid design
                • hierarchy
                • font choice
                • white space (negative space)
            • Digital Notan Design Project
          • ACT III
            • Venice Non-Profits Moodboard Research
              • Partners: Choose two Venice non-profits here, find these items:
                • non-profit logo
                • 3 photos related to non-profit
                • slogan / tagline
                • two relevant silhouettes
                • non-profit URL / web address
          • SUPPORTS / EXTRA CREDIT
            • Black History Month Poster for doors / windows
        • L11 DESIGNER STUDIO
          • OPENING
            • How Be Creative Video
              • List your digital art making process based on the video
            • Teacher Link
          • OBJECTIVE
            • Students will begin their non-profit group project
            • Students will discuss their project's elements and assign tasks
            • Students will work with photo images and text
          • MAKE-UP WORK
            • Tangram Design
            • Notan Design
            • Kandinsky Poster
          • ACT I - Table Groups
            • Non-Profit Example Project
            • Venice Non-Profits Moodboard RESEARCH
              • Partners: Choose two Venice non-profits here, find these items:
                • non-profit logo
                • 3 photos related to non-profit
                • slogan / tagline
                • two relevant silhouettes
                • non-profit URL / web address / screen capture of website
              • Example
          • ACT II - Four to Six Student Groups
            • Team Roles - Setup Google Slides / Share with other members
              • Photojournalism: six or more photos that represent the non-profit
              • Animation: Animated web banner of non-profit
              • Poster Promotion: large natural media poster
              • Business Card: graphic designed front and back
              • Webpage with Masthead: Design with interface
              • 3-D Game Character: protagonist vs. antagonist (hero / villan) OR
              • Digital Comic: illustrates a story from non-profit
          • ACT III - Eight Minute Skills
            • Motion Graphics - Flash CS3 Software - examples
            • Photojournalism - Three Cs / Angles / Framing / Story - Animo Venice
            • Web Design - Masthead / Slides Interface
            • Graphic Design - Poster / Business Card
          • SUPPORTS / EXTRA CREDIT
            • Black History Month Poster for doors / windows
        • L12 SCHOLAR
          • OPENING / ESSENTIAL QUES
            • How do you connect a non-profit's elements in a variety of media?
            • What elements should be consistent for most of the non-profit elements?
            • Teacher Link
          • OBJECTIVE
            • Students will choose their non-profit and their media choices.
            • Students will evaluate the necessary elements for a successful project
            • Students will review AP courses for 2017-2018
          • MAKE-UP WORK
            • Tangram Design Graphic
            • Notan Design Examples
            • Kandinsky Poster
            • Moodboard / Animation
          • ACT I
            • Team Roles (3-6 students in each team)
              • Photojournalism: six or more photos that represent the non-profit
              • Animation: Animated web banner or opening
              • Poster Promotion: large natural media poster
              • Business Card: graphic designed front and back
              • Webpage with Masthead: Design with interface
              • 3-D Game Character: protagonist vs. antagonist (hero / villian)
              • Digital Comic: illustrates a story from non-profit
            • Example - Make a copy / Share with all members of group
          • ACT II - Moodboards - Research / Google Slides
            • New Skills- Choose one from either category - Find 3 images
              • Photojournalism - take non-profit photos - examples
              • Motion Graphics / Animation - create a animated ad - examples
              • Web Design - create a masthead / design - examples
            • Old Skills
              • 3-D Character - Sculptris character - examples
              • Graphic Design: Business Card - front / back card - examples
              • Graphic Design: Digital Comic - images with speech - examples
              • Graphic Design: Poster- photo / graphics / text - examples
            • What makes an effective design? Find images that are effective
          • ACT III
            • Venice non-profits here
            • Production Islands here
              • Students will begin to choose their own media experience
          • ACT IV
            • AP Application - AP 2-D / Art History
          • CLOSING / ESSENTIAL QUES
            • How do you connect a non-profit's elements in a variety of media?
            • What elements should be consistent for most of the non-profit elements?
          • HOMEWORK
            • Review photography homework
            • Photojournalism of home / community / neighborhood
              • Five photo images / black & white / in-focus
              • Each image use one of these techniques:
                • rule of thirds
                • centered
                • deep space
                • negative space (space around the image)
      • WEEK 6
        • L13 SCHOLAR
          • OPENING
            • How do you connect a non-profit's elements in a variety of media?
            • What elements should be consistent for most of the non-profit elements?
          • OBJECTIVE
            • Students will review and make evaluations on methods and the subject of their non-profit work
            • Students will review and evaluate a variety of skills and techniques pertaining to their choice of media method.
          • ACT I
            • Team Roles - Place two examples in each / Analyze your choices
              • Photojournalism: six or more photos that represent the non-profit
              • Animation: Animated web banner / motion graphics of non-profit
              • Poster Promotion: large natural media poster
              • Business Card: graphic designed front and back
              • Webpage with Masthead: Two designs with interface
              • 3-D Game Character: protagonist vs. antagonist (hero / villian)
              • Digital Comic: illustrates a story from non-profit
            • EXAMPLES
          • ACT II
            • New Skills
              • Photojournalism - location photos - examples
              • Motion Graphics / Animation - animated ad - examples
              • Web Design - masthead / design - examples
            • Old Skills
              • 3-D Game Character - Sculptris character - examples
              • Graphic Design: Business Card - front / back card - examples
              • Graphic Design: Digital Comic - images with speech - examples
              • Graphic Design: Poster- photo / graphics / text - examples
            • What makes an effective design? Find images that are effective
          • ACT III
            • Compare one old skill with a new skill. Three similarities / three differences. Use a Venn Diagram
          • PROVING BEHAVIOR
            • Choosing one method, draw out three or more brainstorm panels of what you might see with your chosen media method
            • Label "non-profit" and "skill / method"
          • EXIT QUE
            • What is one essential skill when designing in a group?
        • L14 DESIGNER STUDIO
          • OPENING
            • Does that non-profit have a logo, website, slogan, images and other elements on its website that you can use?
          • OBJECTIVE
            • Students will decide on non-profit company
            • Students will develop their medium focus by meeting a specific benchmark.
          • ACT I - All Students
            • Logo Conversion: Bitmap to Vector
          • ACT II
            • Non-Profit Decision
            • Photojournalist: Create Google Slides with teamates / roles / non-profit
          • ACT III
            • Go to Production Islands here
            • Production Support
              • Add logo to your work
              • Add slogan / tagline
              • Design ideas:
                • Hierarchy: large medium small
                • Grid / Centered
                • Contrast: color vs. black and white
            • Group Work
              • Storyboard / Moodboard of Non-profit online as research
              • Create the Final Google Slides with identifying titles
                • Photojournalism / Photomanipulation: Original / Manipulated
                • Animation: add background photo / Multiple layers
                • Poster Promotion: Add essential elements of poster
                • Business Card: add essential elements of bus. card
                • Webpage with Masthead: Add links from website
                • 3-D Game Character: add background from non-profit
                • Digital Comic: add title and word bubble shapes
          • HOMEWORK
            • Photojournalism: 12 photos of non-profit
      • WEEK 7
        • L15 SCHOLAR
          • OPENING
            • Quote: "Design is not making beauty, beauty emerges from selection, affinities, integration, love." - Louis Kahn
          • OBJECTIVE
            • Students will complete their non-profit project
            • Students will review any missing work
            • Students will review requirements / design strategies
          • ACT I
            • Review Non-Profit Requirements
              • Photojournalism: six photos / in focus
              • Animation: three or more animated graphics
              • Poster Promotion: Current / imagined future show
              • Business Card: front and back
              • Webpage with Masthead: four designed links
              • 3-D Game Character: add background from non-profit
              • Digital Comic: add title and word bubble shapes
            • All work should have the non-profit's logo
            • Non-Profit Example Project I
            • Non-Profit Example Project II
          • ACT II
            • Design Concepts Review
              • Hierarchy - Large Medium Small
              • Grid System - line up elements
              • Contrast - large / small; dark / light
          • ACT III
            • Pick up Communication Arts Magazine - one per table
              • Choose one image: What design concepts are used?
          • HOMEWORK
            • Setup Tumblr Account
        • L16 SCHOLAR DESIGNER
          • OPENING
            • Review your non-profit project
            • How would you integrate your project part with other members of the team?
          • OBJECTIVE
            • Students will continue with their non-profit work, following requirements, standards and integration.
          • ACT I
            • NON-PROFIT WORK
              • Photojournalism: six images / variety of shots / Google Slides
              • Animation: Reveal animation / Logo / tagline or slogan
              • Poster Promotion: Hierarchy of elements with one image
              • Business Card: add essential elements of bus. card / hierarchy
              • Webpage with Masthead: Links / all other images from projects
              • 3-D Game Character: character / background / story
              • Digital Comic: three panels / silhouettes / story
          • ACT II
            • Review Non-Profit Requirements here
            • What elements are consistent?
            • Tutorials
              • Animation
              • Sculptris
          • ACT III
            • Finals
              • Send your final project in either PNG or FLA formats
              • Add your work to your Google Slides
        • L17 DESIGNER STUDIO
          • OPENING
            • Review your non-profit project
            • How would you integrate your project part with other members of the team?
          • OBJECTIVE
            • Students will review camera / DSLR basics by filling out a worksheet
            • Students will continue with their non-profit work, following requirements, standards and integration.
          • ACT I
            • DSLRs: How to set up a shot? Worksheet
              • ISO
              • Aperture
              • Shutter Speed
            • Setups:
              • Interiors
                • Still Lifes / Tables
                • Unique, cell phone lighting
              • Exteriors
                • Movement / Blur / In-Focus
          • ACT II
          • ACT III
            • Benchmark III
              • Complete most of work for evaluation
              • FORMATS - PNG, FLA
              • Place in Google Slides
          • HOMEWORK
            • Tumblr Work: 10 "portraits" of one person / thing / space

  • UNIT 7: Advanced Photo Concepts [ Photojournalism and Photo Art ]

    • UNIT Objective After working with a series of exercises to develop concepts and ideas around photo-based images, students will create a program of experimentation, discovery and production based on a medium or concept using creative writing, discussion, collaboration and an idea generation loop. Students will determine the skills and concepts necessary for both photojournalism and photo-based art and design.
    • (3 weeks - 6 classes)

    LESSONS | FINAL PROJECTS | VOCABULARY

    • ESSENTIAL Questions
      • Where do designers get their ideas?
      • How do I know its a good idea?
      • How are ideas different in design than in art?
      • What is the difference between a design project and an art project?
      • How do I use my design journal to develop my project?

    • ENDURING Understandings
      • To develop ideas into projects, the designer must create a holistic process.
      • Research is an essential part of the design process.
      • Designers need to develop an evaluation loop to improve each part of the process.

      UNIT Standards
      • 1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.
      • 1.2 Discuss a series of their original works of art, using the appropriate vocabulary of art.
      • 1.3 Analyze their works of art as to personal direction and style.
      • 1.7 Select three works of art from their art portfolio and discuss the intent of the work and the use of the media.
      • 3.1 Identify contemporary styles and discuss the diverse social, economic, and political developments reflected in the works of art examined.

    • FINAL Projects
      • Digital Darkroom Triptych (breadth)
      • Photomontage Triptych (concentration)
      • B&W Photography
      • Feedback and Evaluation from four students
      • UNIT Length: March

    • VOCABULARY
      • graphic design a design method used in commerical art that used text, graphic elements, imagery and other art techniques
      • mixed-media a mixture of different art media such as painting, photography, and collage
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white

    • UNIT 7 LESSONS
      • WEEK 8
        • L18 SCHOLAR DESIGNER - JOURNALS
        • L19 DESIGNER STUDIO
          • OPENING
            • How is photography different than other art forms?
            • How is photography similar to graphic design?
            • Compare: Brooklyn Bridge photo with painting
          • OBJECTIVE
            • Students will synthesize photography stands so that they may be able to use the Three Cs effectively
          • ACT I
            • Photography Methods I
          • ACT II
            • Digital Darkroom vs.Photomanipulation
              • DD: Color Correction, Contrast, Cropping
              • PM: Filters, Clone Stamp, Stroke
          • ACT III
            • 100 Ideas Packet - 1 essay / Teacher Link
              • Reasons for Reading: Process / Usefulness
              • "Introduction" by Table / Team
          • HOMEWORK
            • 100 Ideas Packet - 1 essay
            • Tumblr Setup / Upload
            • Post 10 photos of one object / subject:
            • Use Photography Methods when taking photographs
      • WEEK 9 - Camera Techniques
        • L20 SCHOLAR
          • OPENING
            • How would you begin researching a photo project?
            • How do you know what constitutes a good photo?
          • OBJECTIVE
            • Students will begin the process of developing photographic ideas and methods using the Three Cs model
          • ACT I
          • ACT II
            • Digital Darkroom vs.Photomanipulation
              • DD: Color Correction, Contrast, Cropping
              • PM: Filters, Clone Stamp, Stroke
          • ACT III
            • 100 Ideas Packet - 1 essay / Teacher Link
              • Reasons for Reading: Process / Usefulness
              • "Introduction" by Table / Team
          • ACT IV
            • Photography methods I: Selfies vs. Self Portraits
            • Moodboard: Three Selfies / Three Self Portraits
            • Photo methods II: DSLRs and you
        • L21 SCHOLAR DESIGNER
        • L22 DESIGNER STUDIO
          • OPENING
            • What is the difference between Digital Darkroom and Photomanipulation?
          • OBJECTIVE
            • Students will evaluate design methods, learn basic Photoshop work and discuss the Three Cs of photography.
            • Students will create a work of art using a Photo App to create a Photo Quilt
          • QUIZ
            • Black History Month Quiz
          • ACT I
            • Photoshop Design - Photo-manipulation
              • Clone Brush
              • Smudge
              • Stroke
          • ACT II
            • Photoshop Design - Magic Wand
              • Design a sports shoe
                • Download Photoshop file as template and teacher example
                • Use Photoshop > Magic Wand to create your example
              • Delete all layers / email your example
          • ACT III
          • ACT IV
            • Photography Metheds I: Selfies vs. Self Portraits
              • Moodboard: Three Selfies vs. Three Self Portraits
              • Compare three points
            • Photography Methods II: Cell Phones vs. DSLRs
              • Movement inside / outside
          • HOMEWORK
            • One selfie, one self portrait
      • WEEK 10
        • L23 SCHOLAR DESIGNER
          • OPENING
            • Photo Worksheet here
          • OBJECTIVE
            • Quiz
          • QUIZ
            • Black History Month Quiz
        • L24 DESIGNER STUDIO
          • OPENING
            • What are the differences between indoor and outdoor photography?
            • What are the differences between cell phone cameras and DSLRs?
          • OBJECTIVE
            • Students will take photographs, following the Photo Worksheet
          • ACT I
          • ACT II
          • ACT III
            • Upload work to your Google Slides
            • Label each
          • ACT IV
            • Photoshop Digital Darkroom: Crop, Contrast, Color Correction
            • Use this example
        • L25 DESIGNER STUDIO
          • OPENING
          • OBJECTIVE
            • Students will identify elements in photographs of the Three Cs
            • Students will effective apply the Four Cs Digital Darkroom
          • ACT I
            • Outside Photography - Group
              • Framing / Angles / Patterns / Rule of Thirds
              • Create Gooooooogle Slides with your six favorite images
              • Label each / add group names
          • ACT II
            • Three C's Worksheet
          • ACT III
            • Online Quiz here
            • Partners
        • HOMEWORK
          • Tumblr Setup: Requirements
          • Five images of home / friends - must be off campus
          • One will be used as your final photo / manipulation project

  • UNIT 8: AP Photo I: Breadth FOUR [ Visual Variety using the Three Cs ]

    • UNIT Objective Students will review their Digital Art course projects from the past year, basic skills of photography and graphic design, and then design and develop FOUR projects that they will produce over the next 4 weeks. The projects will show some consistency of intent and ideas but more importantly, a variety of experimentation and concepts. The project(s) may have either a commercial or fine art component.
    • (4 weeks - 14 classes )

    LESSONS | VOCABULARY | FINAL PROJECTS

    • ESSENTIAL Questions
      • How does a designer create a project that will show off their design and technology skills?
      • What is the process for choosing, designing and producing a project?
      • What are the differences between commericial and fine art?
      • Review Where Do Artists Get Their Ideas

    • ENDURING Understandings
      • To choose a successful project direction, designers must use a process that includes choice, development, evaluation and feedback.
      • Designing and producing a project requires determination, planning and focus to complete.
      • Designers use basic design and software skills but add their own style and POV to the work.
    • FINAL Projects - THREE Portfolios
      • Digital Photography
        • FOUR Photojournalist images with a short description, story or essay attached
        • FOUR Photomontages showing a variety of Photoshop and / or art techniques - written description / evaluation
          • Photoshop Painting Using Shapes & Silhouettes Example
        • FOUR Digital Darkroom images showing variety of genre and method
        • FOUR Best Photo Works showing a variety of intentions, techniques, concepts and compositions / explanation of why best work
      • Digital Art Rubric

    • VOCABULARY
      • graphic design a design method used in commerical art that used text, graphic elements, imagery and other art techniques
      • mixed-media a mixture of different art media such as painting, photography, and collage
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white

    • U8 LESSONS
      • WEEK 11 - Journals
        • L26 SCHOLAR
          • OPENING
            • National Geographic Photos: Three C Analysis
              • Analysis of three images from one article and how they connect to each other
              • Analysis of three images from three articles and how they DO NOT connect to each other
            • Photography and Graphic Design article
            • Summarize article in Google Slides
          • OBJECTIVE
            • SWBAT analyze different methods of working with images and software
            • SWBAT review their final project in Powerschool: three photographs using both Digital Darkroom and Photo-manipulation
          • ACT I
            • Three Cs of Photography Review
              • Craft, Composition, Concept
          • ACT II
            • Photoshop Practice - Example
              • Digital Darkroom: cropping, contrast, color correction
              • Photo-manipulation: Clone Stamp, Filters, Cut and Paste, Stroke
              • Open this image in Photoshop
          • HOMEWORK
        • L27 SCHOLAR DESIGNER
          • OPENING
            • Review Photoshop Skill Sets
          • OBJECTIVE
            • SWBAT effectively complete a triptych using both digital darkroom and photomanipulation techniques on three of their own photographs
          • ACT I
            • Check Powerschool for Summative Projects
          • ACT II
            • Email three photographs to yourself
          • ACT III
            • PHOTO FINALS
              • Digital Darkroom - Three Original Photos
              • Photomanipulation - Three Photos
              • Black & White - Three Photos
            • EXAMPLE
            • Nine Photos in a Google Slides Presentation
          • HOMEWORK
        • L28 DESIGNER STUDIO
          • OPENING
            • Review Photoshop Skill Sets
          • OBJECTIVE
            • SWBAT effectively complete a triptych using both digital darkroom and photomanipulation techniques on one of their own photographs
          • ACT I
            • Complete "Photography and Photoshop" Final Assignment - Example
          • ACT II
            • Gestalt Photo Quilt Portrait - Example
              • Use previous Quilt or create a quilt from new photos
              • Use Quilt as border for a portrait
          • ACT III
          • HOMEWORK
      • WEEK 12 - Journals
        • L29 SCHOLAR
          • OPENING
          • OBJECTIVE
            • SWBAT brainstorm ideas for photo / photomanipulation projects to create a mini-Breadth portfolio.
          • ACT I
          • ACT II
            • 100 Ideas that Changed Photography Essays Packet
              • Four Essays Google Slides Review example
              • Follow Instructions
          • ACT III
            • Clothing Design Project
        • L30 SCHOLAR DESIGNER
          • OPENING
          • OBJECTIVE
            • SWBAT effectively complete their Google Slides clothing design
          • ACT I
            • 100 Ideas that Changed Photography Essays Packet
              • Four Essays Google Slides Review example
              • Follow Instructions
          • ACT II
          • ACT III
            • Clothing Design Google Slides
              • Upload four different designs to a new Google Slide project
              • Rubric: well made, variety, uses logo, shows skill
          • HOMEWORK - Journal
            • Spring Break Reading - Complete 100 Essays Packet using protocol
            • Spring Break HOMEWORK
        • L31 DESIGNER STUDIO
          • OPENING
          • OBJECTIVE
            • SWBAT complete any missing assignments
          • ACT I
            • 100 Ideas that Changed Photography Essays Packet
              • Four Essays Google Slides Review example
              • Follow Instructions
          • ACT II
      • SPRING BREAK HOMEWORK
        • TUMBLR 40: Forty Photos in Tumblr
      • WEEK 13
        • L32 SCHOLAR
          • OPENING
            • Review Spring Break homework: Four Essay Photos / Tumblr 40
            • How is photography different than other media? Compare photography with either graphic design or painting.
          • OBJECTIVE
            • SWBAT evaluate their photo work, cropping to create the best composition.
            • SWBAT brainstorm and organize potential ideas for their Breadth portfolio
          • ACT I - Photoshop Review
            • Digital Darkroom: Cropping Exercise
              • Tumblr - Choose one successful photograph
              • Open this image in Photoshop
              • Crop this photo image eight (8) times in Google Slides
              • Instructor's Example
          • ACT II
            • Powerschool Review of Assignments
            • Check your grades
          • ACT III
        • L33 SCHOLAR DESIGNER - Photoshop Photomontage
          • OPENING
          • OBJECTIVE
            • SWBAT to effectively work with Photoshop using basic skills without help from the instructor.
            • SWBAT review their current and previous work and decide how to improve and use methods to create a body of photographic-based work.
          • ACT I
          • ACT II
            • IDEA GENERATION (IG)
              • Students will review the variety of methods for generating ideas
              • Google Slides Summative Project process here
              • Begin Process
          • ACT III
            • Digital Darkroom: Cropping Exercise
              • Tumblr 40 - Choose one successful photograph(in focus, etc.)
              • Open one image in Photoshop
              • Crop this photo image four (4) times in Photoshop
            • Summative Design Project
              • Your initials using own photo and stroke around letters
              • Instructor's Example
          • ACT IV - LECTURE
            • Digital Journal Work - LECTURE - 20 mins.
              • Review last 30 weeks of instruction:
                • Graphic Design Basics - typography / grid system / hierarchy
                • Photo Illustration - photo / graphics
                • 3-D Character Design - digital sculpture / characters
                • Animation Basics - movement / motion graphics
                • Photographic Techniques - Three Cs
                • Photoshop Methods - Photomontage / Manipulation
              • Notes Worksheet
        • L34 DESIGNER STUDIO
          • OPENING
            • Review your classwork
            • Upload work to Tumblr 40
          • OBJECTIVE
            • SWBAT complete their IG Google Slides
            • SWBAT photograph using several principles of art / design
          • ACT I
            • IDEA GENERATION (IG)
              • Students will continue with their Google Slides IGs
              • Google Slides Project process here
          • ACT II
            • AP Principles:
              • Three Major Photo Principles: Contrast, Emphasis, Balance
              • Three Minor Photo Principles: Repetition, Rhythm, Scale
            • Partners Research: Find one photo online for each principle
            • Partners Photography: Take one photo in class of each principle
            • Place all 12 photos in Google Slides
          • ACT III
            • Complete Cropping Project
          • ACT IV
            • Photoshop Redux - Surrealist Poster
              • Montage - Cut n' Paste
              • Filters - Adjustments vs. Filters
              • Graphics / Type - From Image to Poster
          • WEEKEND HOMEWORK
            • What would be a serious or interesting subject for photojournalism?
            • Scale in Photography - Two Photos in Tumblr / examples
            • Photojournalism - Two photos of an ACT with story in Google Slides
            • Photo Beast I: 6 photos
            • Spring Break HOMEWORK
      • WEEK 14 - Photoshop Photomontage / Own Photo Images
        • L35 SCHOLAR
          • OPENING
          • OBJECTIVE
            • SWBAT create meaningful photomontages using their own photography with found images
          • ACT I
            • IDEA GENERATION (IG)
              • Students will review the variety of methods for generating ideas
              • Google Slides Project process here
          • ACT II
            • Photoshop CS3
              • Digital Darkroom
                • One portrait: Crop, Color Correct, Contrast
              • Photo Manipulation Methods
                • One portrait: Three Different Effects
          • ACT III
          • WEEKEND HOMEWORK
            • What would be a serious or interesting subject for photojournalism?
            • Photo Beast I: 6 photos - Portraiture
        • L36 SCHOLAR DESIGNER
          • OPENING
            • What was interesting about the portrait documentary?
          • OBJECTIVE
            • SWBAT will complete their final Breadth 4 Portfolio
            • SWBAT perform successfully digital darkroom and photomanipulation on a portrait / figure photo.
          • ACT I
            • Breadth Six Portfolio
              • Variety: Interior/Exterior; People/Objects; Straight/Filter
              • Portfolio Example
                • Exterior Street / People / Text added
                • Interior Room / Shadow / Filter added
                • Exterior Street / Objects / Black and White
          • ACT II
            • Photoshop CS3
              • Digital Darkroom
                • One portrait: Crop, Color Correct, Contrast
              • Photo Manipulation Methods
                • One portrait: Three Different Effects
              • Example
          • ACT III
            • Six Portraits Homework
          • HOMEWORK
            • Tumblr 40
        • L37 SCHOLAR DESIGNER
          • OPENING
            • Review Powerschool
            • What makes a good photo?
          • OBJECTIVE
            • SWBAT will complete their final Breadth 3 Portfolio
          • ACT I
            • Breadth Three Portfolio
              • Variety: Interior/Exterior; People/Objects; Straight/Filter
              • Portfolio Example
                • Exterior Street / People / Text added
                • Interior Room / Shadow / Filter added
                • Exterior Street / Objects / Black and White
          • ACT II
            • IDEA GENERATION (IG)
              • Students will complete their IGs
              • Google Slides Project process here
          • HOMEWORK
            • Photo Beast 6 - Six works from one of the categories on this list
            • Six Portraits


    • ART / DESIGN HISTORY Research
      • Inquiry based on content / medium
      • Who are your models? your inspiration?
      • What ideas will you champion through a statement or manifesto?

SPRING BREAK PROJECT

DESIGN JOURNAL - TUMBLR

    • Choose either "ten photos" or "three genre collages" below:
      • Ten photos focusing on the concept of documentation of a space / business / non-profit / person
      • Three genre collages - three small drawings / collages based on a genre (portraiture, landscape, cityscape, abstraction, etc.)
    • Four Essays Illustrations
      • Take four photos
      • Each photo illustrates how you will use the idea written in your Google Slides
      • Add to your Google Slides
    • All due by TUESDAY when we return
  • UNIT 9 AP Photo II: Concentration FOUR [Visual Focus Using the Three Cs]

    • UNIT Objective After a review of their Breadth 4 Portfolio, students will choose one concept to focus on to complete two photo-based Concentration Portfolios, one using the techniques of the Three Cs / Digital Darkroom and the second using the Three Cs / Photo-manipulation.
    • (3 weeks - 8 classes)

    LESSONS | VOCABULARY | FINAL PROJECTS

    • ESSENTIAL Questions
      • What are the essential skills of a designer? photographer? 3-D artist?
      • What is the process for picking your best work for your portfolio?
      • What methods or skills should your work demonstrate when creating your portfolio?

    • ENDURING Understandings
      • Designers create their own rubrics for determining their best work of art / design
      • The design and how it is connected to the concept is the basis for choosing portfolio work
    • FINAL Projects - Commercial or Fine Art
      • Concentration Projects - Three Cs
        • Two Photo Beast Projects- 4 each
        • Two Seperate Concentration Portfolios: Four images for each - Concentration Example

    • VOCABULARY
      • graphic design a design method used in commerical art that used text, graphic elements, imagery and other art techniques
      • mixed-media a mixture of different art media such as painting, photography, and collage
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white

    • U9 EXERCISES
      • WEEK 15
        • L38 SCHOLAR
          • OPENING
            • What makes a great photograph?
            • Research these photographers: Henri Cartier-Bresson, Josef Koudelka, Diane Arbus, Dorthea Lange, Graciela Iturbide, William Eggleston
          • OBJECTIVE
            • Students will work on their own photography by connecting their work to one master photographer.
            • Students will research photo works from a variety of sources
            • Students will evaluate their chosen master's work
          • ACT I
            • Research these photographers (table choices):
              • Henri Cartier-Bresson, Josef Koudelka, Diane Arbus, Dorthea Lange, Graciela Iturbide, William Eggleston
            • Choose three photoworks from one photographer / share with table
            • Evaluate one work using the Three Cs
            • Ask this question: What makes a great photograph?
            • Write an artist statement for their work or write out their focus or Concentration
          • ACT II
            • IDEA GENERATION (IG)
              • Students will continue with their Google Slides IGs
              • Google Slides Project process here
        • L39 DESIGNER STUDIO
          • OPENING
            • Tumblr 40: SEND your Tumblr account
            • Portraiture 6: Send your Google Slides
          • OBJECTIVE
            • SWBAT complete a photomanipulation portrait portfolio using filters
            • SWBAT evaluate their Tumblr work using the Three Cs.
            • SWBAT write a successful artist statement for a chosen photographer
          • ACT I
            • Research these photographers (table choices):
              • Henri Cartier-Bresson, Josef Koudelka, Diane Arbus, Dorthea Lange, Graciela Iturbide, William Eggleston
            • Choose three photoworks from one photographer / share with table
            • Evaluate one work using the Three Cs
            • Ask this question: What makes a great photograph?
            • Write an artist statement for their work or write out their focus or Concentration
          • ACT II
            • SUMMATIVE in Powerschool
              • Two Best Photos: Digital Dark. & Photo-manipulation
              • Print out two photographs for Open House
          • ACT III
            • Research these portrait photographers:
              • Diane Arbus, Richard Avedon, Annie Liebovitz, Irving Penn
              • Portrait photographers list
          • ACT IV
        • L40 DESIGNER STUDIO
          • OPENING
            • Evaluate both Breadth Final and Your Six Photos
            • Upload / download homework photos
          • OBJECTIVE
            • SWBAT evaluate their photo work
            • SWBAT put together a second Concentration Portfolio
            • SWBAT crop one image showing how the image improved
          • ACT I
            • Second Six Photos from Photo Beast I list
            • Crop one image using this process here
          • ACT II
          • ACT III
            • IDEA GENERATION (IG)
              • Students will continue with their Google Slides IGs
              • Google Slides Project process here
      • WEEK 16
        • L41 SCHOLAR
          • OPENING
            • Evaluate both Breadth Final and Your Six Photos
            • Upload / download homework photos
          • OBJECTIVE
            • SWBAT evaluate their photo work
            • SWBAT put together a second Concentration Portfolio
            • SWBAT crop one image showing how the image improved
          • ACT I
            • Second Six Photos from Photo Beast I list
            • Copy and Paste all information from above into your Final Concentration Google Slides - example
          • ACT II
          • ACT III
            • FINAL Concentration Requirements
              • Concentration I: Six photos from Photo Beast I list
              • Concentration II: Six photos from Photo Beast I list
              • Concentration III: Six photos from your own Concept
        • L42 SCHOLAR ARTIST-PHOTOGRAPHER
          • OPENING
            • Put together Concentration Work
          • OBJECTIVE
            • SWBAT evaluate their photo work
            • SWBAT put together a second Concentration Portfolio
            • SWBAT crop one image showing how the image improved
          • ACT I
            • Second Six Photos from Photo Beast I list
            • Copy and Paste all information from above into your Final Concentration Google Slides - example
          • ACT II
          • ACT III
            • FINAL Concentration Requirements
              • Concentration I: Six photos from Photo Beast I list
              • Concentration II: Six photos from Photo Beast I list
              • Concentration III: Six photos from your own Concept
        • L43 ARTIST-PHOTOGRAPHER STUDIO
          • OPENING
            • Evaluate both Breadth Final and Your Six Photos
            • Upload / download homework photos
          • OBJECTIVE
            • SWBAT evaluate their photo work
            • SWBAT put together a second Concentration Portfolio
            • SWBAT crop one image showing how the image improved
          • ACT I
          • ACT II
            • AP 2-D DESIGN Handout
              • Notetaking / Review
            • Final Concentration III Google Slides - example
          • ACT III
            • FINAL Concentration Requirements
              • Concentration I: Six photos from Photo Beast I list
              • Concentration II: Six photos from Photo Beast I list
              • Concentration III: Six photos from your own Concept
      • WEEK 17
        • L44 SCHOLAR
          • OPENING
            • Evaluate both Breadth Final and Your Six Photos
            • Upload / download homework photos
          • OBJECTIVE
            • SWBAT evaluate their photo work
            • SWBAT put together a second Concentration Portfolio
            • SWBAT crop one image showing how the image improved
          • ACT I
            • Second Six Photos from Photo Beast I list
            • Copy and Paste all information from above into your Final Concentration Google Slides - example
          • ACT II
          • ACT III
            • FINAL Concentration Requirements - May 30, 4 pm
              • Concentration I: Six photos from Photo Beast I list
              • Concentration II: Six photos from Photo Beast I list
              • Concentration III: Six photos from your own Concept
        • L45 SCHOLAR ARTIST
          • OPENING
            • Put together Concentration Work
          • OBJECTIVE
            • SWBAT evaluate their photo work
            • SWBAT put together a second Concentration Portfolio
            • SWBAT crop one image showing how the image improved
          • ACT I
            • Second Six Photos from Photo Beast I list
            • Copy and Paste all information from above into your Final Concentration Google Slides - example
          • ACT II
          • ACT III
            • FINAL Concentration Requirements
              • Concentration I: Six photos from Photo Beast I list
              • Concentration II: Six photos from Photo Beast I list
              • Concentration III: Six photos from your own Concept
        • L46 PHOTOGRAPHER STUDIO
          • OPENING
            • Put together Concentration Work
          • OBJECTIVE
            • SWBAT evaluate their photo work
            • SWBAT put together a second Concentration Portfolio
            • SWBAT crop one image showing how the image improved
          • ACT I
            • Second Six Photos from Photo Beast I list
            • Copy and Paste all information from above into your Final Concentration Google Slides - example
          • ACT II
          • ACT III
            • FINAL Concentration Requirements
              • Concentration I: Six photos from Photo Beast I list
              • Concentration II: Six photos from Photo Beast I list
              • Concentration III: Six photos from your own Concept
    • COLLEGES & Universities

  • UNIT 10: Photo Film ( A Story Without Words )

    • UNIT Objective After a review and presentation of their work, students will reflect and evaluate their school year. They will complete a small final media project based on a list of choices. Their final portfolio will be presented to the community as part of an art show in late May. (3 weeks - 8 classes)

    LESSONS | VOCABULARY | FINAL PROJECTS

    • ESSENTIAL Questions
      • What are the essential skills of a designer? photographer? 3-D artist?
      • What is the process for picking your best work for your portfolio?
      • What methods or skills should your work demonstrate when creating your portfolio?

    • ENDURING Understandings
      • Designers create their own rubrics for determining their best work of art / design
      • The design and how it is connected to the concept is the basis for choosing portfolio work
    • FINAL Projects
      • Google Slides Concentration Final
        • Four Digital Darkroom Concentration Photos with Artist Statement
        • Four Photo Manipulation Concentration Photos
      • Group Photo Film (posted on Youtube.com):
        • 1-3 minutes
        • Uses Photo Stills

    • VOCABULARY
      • graphic design a design method used in commerical art that used text, graphic elements, imagery and other art techniques
      • mixed-media a mixture of different art media such as painting, photography, and collage
      • photography is the science, art and practice of creating durable images by recording light or other electromagnetic radiation, either electronically by means of an image sensor, or chemically by means of a light-sensitive material such as photographic film
      • aperture The iris of the lens that controls the size (diameter) of the aperture is called “diaphragm” in optics. The sole purpose of the diaphragm is to block or stop all light, with the exception of the light that goes through the aperture. In photography, aperture is expressed in f-numbers (for example f/5.6).
      • focus the clear and sharply defined condition of an image. the position of a viewed object or the adjustment of an optical device necessary to produce a clear image in focus; out of focus
      • f-stop number is determined by the focal length of the lens divided by the diameter of the aperture. Focal length refers to a lens' field of view (sometimes called angle of view), which is the width and height of the area that a particular lens can capture. Focal length is often printed right on the camera lens.
      • ISO The lower the ISO number, the less sensitive it is to the light, while a higher ISO number increases the sensitivity of your camera. The component within your camera that can change sensitivity is called “image sensor” or simply “sensor”
      • shutter speed is the unit of measurement which determines how long shutter remains open as the picture is taken. The slower theshutter speed, the longer the exposure time. The shutter speed and aperture together control the total amount of light reaching the sensor
      • bokeh is the aesthetic quality of the blur produced in the out-of-focus parts of an image produced by a lens
      • rule of thirds  is a "rule of thumb" or guideline which applies to the process of composing visual images such as designs, films, paintings, and photographs. The guideline proposes that an image should be imagined as divided into nine equal parts by two equally spaced horizontal lines and two equally spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.
      • decisive moment "There is a creative fraction of a second when you are taking a picture. Your eye must see a composition or an expression that life itself offers you, and you must know with intuition when to click the camera. That is the moment the photographer is creative."- H. Cartier Bresson
      • framing using other objects in your photograph to frame the main subject. This is probably one of the easier composition techniques in photography. Framing brings more depth to the picture and a better focus on what the main subject is.
      • depth of field refers to the range of distance that appears acceptably sharp. It varies depending on camera type, aperture and focusing distance, although print size and viewing distance can also influence our perception of depth of field
      • megapixels is equal to one million pixels. Digital images are made up of thousands of these tiny, tile-like picture elements. The more pixels, the higher the image resolution.
      • resolution  is the detail an image holds. The term applies to raster digital images, film images, and other types of images. Higher resolution means more image detail.
      • figure ground our ability to separate elements based upon contrast--that is, dark and light, black and white

    • U10 LESSONS
      • WEEK 18
        • L47 SCHOLAR
          • OPENING
            • Evaluate your work from the school year
          • OBJECTIVE
            • Students will bring together all their work to be presented to a variety of people: teachers, students, peers, etc.
          • ACT I
            • Google Slides / Display Production
              • Label work
              • Evaluate school year
        • L48 DESIGNER STUDIO
          • OBJECTIVE
            • Students will be evaluated by self, two peers, and by instructor.
            • SWBAT to present their final mini-AP portfolio / students will grade
          • ACT I
            • Google Slides Presentations of Projects
        • L49 DESIGNER STUDIO
          • OBJECTIVE
            • Students will be evaluated by self, two peers, and by instructor.
            • SWBAT to present their final mini-AP portfolio / students will grade
          • ACT I
            • Google Slides Presentations of Projects
      • WEEK 19
        • L47 SCHOLAR
          • OPENING
            • Evaluate your work from the school year
          • OBJECTIVE
            • Students will bring together all their work to be presented to a variety of people: teachers, students, peers, etc.
          • ACT I
            • Google Slides / Display Production
              • Label work
              • Evaluate school year
        • L48 DESIGNER STUDIO
          • OBJECTIVE
            • Students will be evaluated by self, two peers, and by instructor.
            • SWBAT to present their final mini-AP portfolio / students will grade
          • ACT I
            • Google Slides Presentations of Projects
        • L49 DESIGNER STUDIO
          • OBJECTIVE
            • Students will be evaluated by self, two peers, and by instructor.
            • SWBAT to present their final mini-AP portfolio / students will grade
          • ACT I
            • Google Slides Presentations of Projects
      • WEEK 20 - ALL PHOTO WORK COMPLETED
        • L50 DESIGNER STUDIO
          • OBJECTIVE
            • Students will be evaluated by self, two peers, and by instructor.
            • SWBAT to present their final mini-AP portfolio / students will grade
          • ACT I
            • Concentration III: Your Work / AP Example
            • Concentration Example
            • Artist Statement
            • Rule of Thirds Example
            • Vocabulary Terms - Check Powerschool
        • L51/52 DESIGNER STUDIO
          • OBJECTIVE
            • Students will be evaluated by self, two peers, and by instructor.
            • SWBAT to present their final mini-AP portfolio / students will grade
          • ACT I
            • Google Slides Presentations of Projects
    • COLLEGES & Universities

The mission of Ánimo Venice Charter High School is to prepare students for college, leadership, and life through innovative instruction, a rigorous curriculum, and the useCh of technology. At Ánimo Venice, we are committed to the education, and social and economic success of students who historically are unlikely to attend and excel at an institution of higher learning. We aim to achieve our mission by creating a student-centered environment that unifies the efforts of family, community, and school to foster life-long learning, cross-cultural competency, social responsibility, and academic excellence