Computer Graphics Curriculum

by Steve Feld

Grades 9-12

Objectives for Internet component:
1. Internet introduction. Tapping into the vast educational resource Surfing for educational links. Library and museum resources. College Links and scholarship information
2. Searching the net - finding what you are looking for. Using Search engines effectively to exploring the net for content specific links.
3. Navigation and Interaction Finding ways to control your browser activities. Bookmarking favorite sites. Saving graphics.
4. Email Using email to communicate with colleagues and students. Pen pal opportunities for students to exchange ideas with students in other places.
5. Creating Digital Postcards Creating picture postcards with music and backgrounds will be demonstrated and implimented by participants.
6. Web page design Using a word processor to create html documents. Basic elements of HTML coding needed to create web pages.
7. Classroom integration session Helping students conceptualize how isolated software applications should merge together seamlessly, within the instructional setting.
8. Uses of educational technology that improve the quality effectiveness, access to or outcome of education. Uses that, for example create new educational opportunities, tools or techniques.

Discrete skills: Web page design, navigating the web, use of the search engines, making and using bookmarks, and sending email. Behaviors: Checking and answering email, researching relevant material, editing web pages, retrieving digital postcards and using bookmarks. Knowlege: Collecting bookmarks pertinent to discipline and instructional needs. Using search engine to address specific topic initiated inquiry. Collection of bookmarks for pen pal opportunities through student exchange and collaborations. Use of Internet as a content specific instructional resource.

General Objectives:
1.To introduce students to the basic elements and skills involved in the creation of computer graphics.
2.To actively engage students in developing implementing and evolving ongoing electronic and print portfolios of their work.
3.To support students in applying computer graphics skills and capacities to enhance multimedia presentations of projects, reports and investigations for other subject content areas.
4.To introduce students to the ways in which computer graphics can a serve as a vehicle for imaging and visually concretizing their scripted scenarios, viewpoints and perspectives on literature, social issues and life experiences.
5.To demonstrate the comnnection between computer graphics capacities and skills and workplace career and professional opportunities,
6.To provide students with introductory experiences to the ways in which computer graphics can be part of Internet research and telecommunication exchanges.

Snapshots of Activities and experience students will be involved in:
1. Learning Perspective through use of Leonardo's Last Supper.
2. Learning composition and balance by examining the work of Brancusi and Calder.
3. Learning self expression by exploring the work of Andy Warhol
4. Learning about positive and negative space by studying the works of Picasso.
5. Presenting multimedia slide show with Powerpoint as final performance task.
6. Viewing the Codex Come Home video to explore ways in which Daily Journal Entries can improve and enhance reflective writing, inquiry based learning, critical thinking method and infusion of scientific inquiry into everyday lives.
7. Preparation of portfolios and writing selections for Arts Connection and The NYS Summer School of the Arts.
8. Participation in art contests and opportunities to win scholarships and awards, such as Toshiba ExploraVision Awards contest, Thinkquest Internet contests and Imation projects. These authentic computer graphics projects will draw on class aquainted research, problem solving and multimedia use skills.

Teachers Role:
1. Identify suitable funding sources, and find suitable partners willing to sponsor the J F Kennedy Media Arts program.
2. Provide a nurturing learning environment which facilitates/promotes dynamic education.
3. Support and encourage student full participation in art assignments and extra curricular activities.
4. Provide a model of excellent attendance.
5. Facilitate interpersonal and collaborative problem solving as well as student centered project development.
6. Serve as a coach for student driven inquiries , applications, and multidisciplinary content infusions.

Evaluation procedure:

• - Internet research performance task created by instructor
• - Peer review of electronic portfolios using class developed criterion referenced checklist.
• - Attendance, classroom discussion, project completion.
• - Qualitative review of projects by instructor
• - Fill-in cognitive exams and teacher designed performance assessment tools.

• Standards alignment :
  National Standards for Arts Education (1994)
• - Understand how various interpretations can be used to understand and evaluate works of visual art.
• -Applies various subjects, symbols and ideas in one's artworks

  ISTE Profile for Technology Literate Students (1999):
  Use technology Tools and Resources for:

• - Communicating personal information
• - Use online information resources for collaboration, research, communications and productivity
• - Collaborate with peers to use technology to compile, synthesize, produce and disseminate information, models, and other creative works.

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