Digital
Art Syllabus & Grading Policy rev 6_8_19
Hillwood High School
Teacher: Stephen Campbell
email: stephen.campbell@mnps.org
phone:615-353-2025 extension 440109
Course Description and objectives
email: stephen.campbell@mnps.org
phone:615-353-2025 extension 440109
Course Description and objectives
Course description
This course is focused on developing visual
problem solving skills through both traditional art media and the computer.
Students translate traditional artwork and practices and processes into
those that use digital technology as an essential part of the creative
process and presentation of artwork. Emphasis is placed on the art elements and
principles of design throughout the course.
Course objectives
Following completion of this course students
will be able to demonstrate:
An extensive array of artistic skills
within a wide range of media
Use of the Macintosh computer, a scanner, Adobe
Photoshop
An understanding the elements of art and
principles of design
The application good composition and design to
art products
An understanding of historic and cultural
content in art and design
An understanding of art, design, and digital
arts terminology.
An awareness of art history and its influence
on contemporary design
Knowledge of different periods of art history
through projects and presentations.
An understanding of file structures and
formats.
The understanding of typography, color,
composition and design as it relates to
computer and digital imaging
The ability to generate digital images
integrating several types of graphics
The ability to use the digital camera
Course standards
Course Requirements
and Teaching Methods
Classes will consist
of a combination of lecture, discussion, lab activities and project-based
learning. Projects are usually completed in-class. In addition to in-class
activities, quizzes and semester exams are designed to test the student’s
skills, knowledge and vocabulary. Students are required to begin the
development of a portfolio which properly presents their work.
Suggested materials
Pencils, pens
(more on back side)
Grading scale
A 100-93
B 92-85
C 84-77
D 76-70
F 69 and below
Grading
How your grade is
determined
Nine-week grades are
determined by the following categories and percentages:
Homework 10%
Formative grades 0%
Summative grades 90%
Daily classwork: Many
assignments are graded on satisfactory completion of the daily assignment.
Daily classwork assignments are due on the day they are assigned. A 50 will be
recorded if the daily assignment is not done. Daily assignments may only be
made up for excused absences.
Projects: Assignments
for projects usually contain criteria and problem solving content encompassing
the entire range of cognitive abilities. The student will exhibit knowledge,
comprehension, application, analysis, synthesis, and evaluation in almost all
assignments completed for a grade. Evaluation is determined by the proper
execution of criteria contained in each assignment (Were all the specifications
& conditions accurately met? Are minimum standards and competencies
exhibited? Is the work professionally prepared and presented? etc.). Projects
usually take more than one class period and count more than daily assignments.
Projects are due on the due date. If project work is late and must be made up,
the makeup period may be extended to 2 class periods for a maximum grade of 80.
A 50 will be recorded if assignments are not completed.
I utilize rubrics, score
sheets and checklists to determine the numeric grade for most projects.
Signatures acknowledge
understanding of this document.
Student
Signature:___________________________________________Date:__________
Parent/Guardian Signature:___________________________________________Date:___________
Definitions
Homework: The purpose of homework is to help
reinforce what was taught in class. Sometimes its purpose is to
gather extra information beyond what was taught in class
Formative
assessment: The goal of formative assessment is to monitor student learning to provide ongoing
feedback that can be used by instructors to improve their teaching and by
students to improve their learning. Formative assessments are generally low stakes, which means that they have low or no point
value.
Summative
assessment: The goal of summative assessment is to evaluate student learning at the end of an
instructional unit by comparing it against some standard or benchmark. Summative
assessments are often high stakes, which
means that they have a high point value.
Course outline
First day business
Traditional Collage
Digital Collage
Scanning
Introduction to Photoshop
Art elements
Line
Line_Aboriginal art
Culture tree
Shape_shape drawing lesson
Space
Value
Color
Texture
Surrealistic room
Split personality
Elements & Principles of Design the
assignments part 1 only
Personal Mandala
Face collage
Self Portrait
Grid Drawing
Split Personality
Time exposures and Painting with Light
VISUAL ART CURRICULUM STANDARDS GRADES 9-12
Standard 1.0 Media, Techniques and Processes
Students will understand and apply media,
techniques, and processes.
Course Level Expectations (CLEs)
The student will
1.1 Demonstrate the use of knowledge and
technical skills in at least one specific medium.
1.2 Demonstrate an understanding of the safe
and responsible use of art media and tools.
1.3 Create visual art that communicates ideas
through the use of media, techniques, and processes.
1.4 Analyze, synthesize, and evaluate the
application of media, techniques, and processes
used to solve visual art problems.
Standard 2.0 Structures and Functions Students
will use knowledge of both structures and functions. Course Level Expectations
(CLEs) The student will
2.1 Demonstrate an understanding of the
elements of art and the principles of design.
2.2 Critique organizational components
(structures) and expressive qualities (functions) of a
work of art.
2.3 Evaluate the function of a work of art as
to utilitarian or intrinsic purposes.
2.4 Apply problem-solving skills to create
solutions to a specific visual art task.
Standard 3.0 Evaluation
Students will choose and evaluate a range of
subject matter, symbols, and ideas.
Course Level Expectations (CLEs) The
student will
3.1 Demonstrate an understanding of symbols and
their origins.
3.2 Evaluate subject matter that reflects
personal experiences and environments.
3.3 Analyze selected ideas in a work of
art.
3.4 Research and create a series of related
work using a range of subject matter, symbols,
and/or ideas.
Standard 4.0 Historical and Cultural
Relationships Students will understand the visual arts in relation to history
and cultures.
Course Level Expectations (CLEs) The
student will
4.1 Demonstrate an understanding of how
historical and contemporary works of art reflect and influence societies and
cultures.
4.2 Describe the function and explore the
meaning of specific art objects within varied cultures, times, and places.
4.3 Investigate how history and culture have
and will influence the production of art.
Standard 5.0 Reflecting and Assessing
Students will reflect upon and assess the
characteristics and merits of their work and the work of others.
Course Level Expectations (CLEs) The
student will
5.1
Reflect on the characteristics and merits of their work and the work of
others.
5.2
Evaluate artworks in order to understand various interpretations.
5.3 Assess artworks and their meanings by using
a variety of criteria and techniques.
Standard 6.0 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
Course Level Expectations (CLEs) The
student will
6.1 Examine the correlation of materials,
technologies, processes, and terminology used in visual art with those used in
other disciplines.
6.2 Integrate ideas, issues, and themes in the
visual arts and other disciplines.
