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 0 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 0 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.
DIGITAL ART syllabus
rev june 14_2015
What is a syllabus?
Hillwood High School
Teacher: Stephen Campbell
email: stephen.campbell@mnps.org
phone:615-353-2025 extension 807109
What is a syllabus?
This syllabus is an outline of the course that (hopefully) informs the reader by describing the course, providing the course requirements and expectations, projecting when material will be taught, and stating how a student will earn a grade.
Course description
This course is focused on developing visual problem solving skills through both traditional art media 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 research 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 Requirements and Teaching Methods
Classes will consist of a combination of lecture, discussion, lab activities and project-based learning. Projects are usually completed in-class. In addition to in-class activities, quizzes and semester exams are designed to test the student’s skills, knowledge and vocabulary. Students are required to begin the development of a portfolio which properly presents their work.
Suggested materials
Pencils, pens, flash drive (4GB minimum)
Grading
Nine-week grades are determined by the following categories and percentages:
Literacy 10%
Daily or short term assignments 30%
Daily or short term assignments 30%
Mastery of Standards (Projects and Assignments) 60%
Projects - Assignments for projects usually contain criteria and problem solving content encompassing the entire range of cognitive abilities. The student will exhibit knowledge, comprehension, application, analysis, synthesis, and evaluation in almost all assignments completed for a grade. Evaluation is determined by the proper execution of criteria contained in each assignment (Were all the specifications & conditions accurately met? Are minimum standards and competencies exhibited? Is the work professionally prepared and presented? etc.).
Individual student abilities are always a consideration in the determination of art production grades. In other words, the standard, or measure, is each individual, evaluated according to his/her own existing competency level, not that of an arbitrary standard or the abilities of other, more "talented" students. All students are expected to master course standards.
I utilize rubrics or score sheets to determine the numeric grade for most projects.
Deductions may be made for late work. Work turned in more than two days late may not be accepted, resulting in a 50.
Daily classwork - Many assignments are graded on satisfactory completion of the daily assignment. Daily classwork assignments are due on the day they are assigned. If they are not completed on time, the grade will be a zero and cannot be made up. If you are absent, you are still responsible for turning in the work when you return to school.
Literacy- The Common Core State Standards for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects (“the Standards”) are
the culmination of an extended, broad-based effort to fulfill the charge issued
by the states to create the next generation of K–12 standards in order to help
ensure that all students are college and career ready in literacy no later than the
end of high school.
Grading scale
A 100-93
B 92-85
C 84-77
D 76-70
F 69 and below
Prerequisites
None
Course outline
Traditional Collage
Digital Collage
Digital Collage
Scanning
Introduction to Photoshop
Art elements
Line
Line_Aboriginal art
Shape
Space
Value
Color
Texture
Principles of Design
Personal Mandala
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.
Safety Rules
Expectations for the classroom
Both student and Parent/Guardian must read and sign a copy of our classroom safety rules. This is required.
Safety Rules
Hillwood High School
Instructor: Steve Campbell
Digital Art
1. Do not throw anything at any time. Even a sheet of paper or an eraser can cause an injury.
2. Use extreme caution when using Xacto knives, paper cutters, mat cutters, scissors, the tape dispenser, or any sharp instruments. Do not use any cutting tools without permission. Always cut away from your body, especially your hands. Never take any tools or equipment outside the classroom. Some items could be considered weapons and could result in a zero-tolerance offense.
3. Never possess any item that can produce a flame. Never strike a match, lighter, or any other item that can produce a flame. Some materials and supplies, such as rubber cement, are flammable and can cause fire.
4. When using spray products such as fixative, spray mount, etc., be sure that you do so in proper ventilation.
5. Follow proper safety precautions when working around electrical equipment, outlets, cords, etc. Never make contact with an electrical device when any of your hands or any other body parts are wet.
6. Do not have any food, liquids, soft drinks, milk, etc., near a computer.
7. Do not run, push, shove, or engage in "horseplay" in the classroom.
8. Be sure that your seating is stable, safe, and free of potential hazards. Do not lean back in your seat. Do not sit or lie on tables, including the glass top light tables.
9. In case of fire, leave the room calmly, turn right and exit the building. Assemble in the parking lot for attendance check. Know the location of the fire extinguisher.
10. Report any damaged equipment, broken equipment, accidents or any potential hazard to the classroom teacher immediately.
I have read and understand these safety rules and agree to abide by them at all times:
____________________________________________________________
Student signature Date
Read, agreed and consented to:
____________________________________________________________
Parent/Guardian signature Date
Guidelines for Usage Computers and Electronic Devices
Hillwood High School
Computer and Electronic Devices Policies
Instructor: Steve Campbell
Digital Art
All computer usage and uses of any electronic devices such as cell phones must comply with regulations and guidelines determined by Metropolitan Nashville Public Schools and Hillwood High School. These devices should not be used in the classroom unless they are part of classroom instruction. A student who brings his/her device to school shall do so at his/her own risk. No searches or investigations will be conducted for lost or stolen devices.
MNPS Student Use of Personal Technology SP 6.107 may be found at this link:
If you would like a written copy of this file, please request that in wriiting.
In addition:
1. Never download anything from any source without permission.
2. Do not alter the desktop, applications, control panels, system preferences, computer configuration, or any other components that might affect the computer’s operation any way.
3. No food or beverages are allowed in the computer area or workstations.
4. Students are not to use CD’s, DVD’s, or disks other than those distributed by the teacher, i.e. free Internet, personal software, unlicensed software, games, etc.
5. The only websites you should open or visit are those that are specifically designated for classroom use. Sites not designated for schoolwork should not be opened or used on these computers.
6. Proxies or other means of accessing blocked websites are not to be used.
Failure to comply with these rules and policies may result in the loss of your right to use computers in this classroom or your dismissal from this program.
I understand the computer rules and policies and agree to comply fully.
_________________________________________________________________________
Student Signature Date
_________________________________________________________________________
Parent Guardian Signature Date
Expectations for the classroom
Expectations
Hillwood High School
Instructor: Steve Campbell
Digital Art
1. Be considerate. Treat others as you would like to be treated.
2. Start assigned work when the bell rings. Usually there is a 10 minute warmup, then a daily assignment. I usually grade your work during the last 30 minutes of class.
3. Be seated and listen when I am giving instructions. If you need to ask questions, raise your hand.
4. Work on your assignment the entire period. If you have finished assignments, work in your sketchbook or on tutorials.
5. Follow all school rules and safety rules.
6. There are district and school rules related to cell phones and electronic devices. If you violate those rules, I have the right to collect, hold, and turn the phones and devices in to an administrator. If you refuse, I will follow school and MNPS procedures and policies. Cell phones and electronic devices are easily stolen. Protecting your cell phones and electronic devices and preventing their loss or destruction is totally your responsibility.
7. If you have been absent, it is your responsibility to find out about missed work and make it up.
8. Treat desks, walls and equipment with the respect. Even accidental destruction is very expensive. You are expected to pay for damage and destruction and to replace any items you destroy at full replacement value.
9. Help maintain a visually pleasing room. This even means that everyone will participate in cleanup each day.
10. Please do not have food or beverages near the computers.
I understand these expectations and agree to abide by them:
__________________________________________________________
Name Date
Agreed & Consented To:
___________________________________________________________
Parent/Guardian Date
