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Information
Technology
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In today's society, technology is a part of everyday life. From an educational perspective, most people need to become proficient users of technology and information. Consequently, we believe technology should play a role in all areas of instruction. Technology can enhance the learning environment and provide a means of facilitating education.
In 1995, the Panel on Education Technology was organized to
conduct a study of K-12 technology education in the
Computers are used ubiquitously in a wide range of
activities at
GOALS
The following competency goals have been adopted, K-12, to provide a framework for technology integration into the curriculum. These goals serve to guide development of age-appropriate activities across all disciplines.
The computer is seen as a tool for learning and, as such,
students meet weekly in the computer lab to use technology to support their
core curriculum. Except for keyboarding,
which is instructed primarily outside the lab, the computer competency skills
expected at each grade level are taught through projects established jointly by
the classroom teachers and the computer teacher. The
TOPICS INTRODUCED
Basic
Operations and Concepts
Communicate using computer terminology
Operate computer - on/off
Open, use, and quit programs
Use and care for media
Keyboarding and mouse skills
Social, Ethical and Human Issues
Equipment and work area maintenance
Technology Communications Tools
Graphics (Paint tools, clip art, images)
TOPICS INTRODUCED
Basic Operations and
Concepts
Hardware, software and connectivity
Saving and retrieving files
Social, Ethical and Human Issues
Respect the work and files of others
Technology Productivity Tools
Word Processing
Desktop Publishing
Technology Communications Tools
Word Processing
Desktop Publishing
Technology Problem-Solving and
Decision-Making Tools
Hardware, software and connectivity
Storage
formats
TOPICS REINFORCED
Basic Operations and Concepts
Communicate using computer terminology
Open, use, and quit programs
Use and care for media
Keyboarding and mouse skills
Social, Ethical and Human Issues
Equipment and work area maintenance
Technology Communications Tools
Graphics (Paint tools, clip art, images)
TOPICS MASTERED
Basic Operations and Concepts
Operate computer - on/off
TOPICS INTRODUCED
Technology Research Tools
Use appropriate resources to solve problems
Navigate Internet sites for find information
Gather, evaluate and organize information
Technology Problem-Solving and
Decision-Making Tools
File management
TOPICS REINFORCED
Basic Operations and Concepts
Communicate using computer terminology
Open, use, and quit programs
Use and care for media
Keyboarding and mouse skills
Hardware, software and connectivity
Saving and retrieving files
Social, Ethical and Human Issues
Equipment and work area maintenance
Respect the work and files of others
Technology Productivity Tools
Word Processing
Desktop Publishing
Technology Communications Tools
Graphics (Paint tools, clip art, images)
Word Processing
Desktop Publishing
Technology Problem-Solving and
Decision-Making Tools
Hardware, software and connectivity
Storage
formats
TOPICS INTRODUCED
Basic Operations and Concepts
Log on/off network
Printing correctly and efficiently
Social, Ethical and Human Issues
Network access and use
Appropriate use and productivity
Efficient use of resources
Copyright and plagiarism issues
Netiquette and safety issues
Technology Productivity Tools
Multimedia and on-line resources
Design applications
Problem solving applications
Spreadsheet
Technology Communications Tools
Presentations
Digital imaging (cameras, scanners, etc.)
Technology Research Tools
Search engines and on-line resources
Technology Problem-Solving and
Decision-Making Tools
Systems and operation
Peripherals
TOPICS REINFORCED
Basic Operations and Concepts
Communicate using computer terminology
Open, use, and quit programs
Use and care for media
Keyboarding and mouse skills
Hardware, software and connectivity
Saving and retrieving files
Social, Ethical and Human Issues
Equipment and work area maintenance
Respect the work and files of others
Technology Productivity Tools
Word Processing
Desktop Publishing
Technology Communications Tools
Graphics (Paint tools, clip art, images)
Word Processing
Desktop Publishing
Technology Research Tools
Use appropriate resources to solve problems
Navigate Internet sites for find information
Gather, evaluate and organize information
Technology Problem-Solving and
Decision-Making Tools
Hardware, software and connectivity
Storage formats
File management
TOPICS INTRODUCED
Technology Productivity Tools
Database
Technology Research Tools
Use citation for sources
TOPICS REINFORCED
Basic Operations and Concepts
Log on/off network
Printing correctly and efficiently
Communicate using computer terminology
Open, use, and quit programs
Use and care for media
Keyboarding and mouse skills
Hardware, software and connectivity
Saving and retrieving files
Social, Ethical and Human Issues
Network access and use
Appropriate use and productivity
Efficient use of resources
Copyright and plagiarism issues
Netiquette and safety issues
Equipment and work area maintenance
Respect the work and files of others
Technology Productivity Tools
Word Processing
Desktop Publishing
Multimedia and on-line resources
Design applications
Problem solving applications
Spreadsheet
Technology Communications Tools
Graphics (Paint tools, clip art, images)
Word Processing
Desktop Publishing
Presentations
Digital imaging (cameras, scanners, etc.)
Technology Research Tools
Use appropriate resources to solve problems
Navigate Internet sites for find information
Gather, evaluate and organize information
Search engines and on-line resources
Technology Problem-Solving and
Decision-Making Tools
Hardware, software and connectivity
Storage formats
File management
Systems and operation
Peripherals
TOPICS MASTERED
Basic Operations and Concepts
Open, use, and quit programs
TOPICS REINFORCED
Basic Operations and Concepts
Log on/off network
Printing correctly and efficiently
Communicate using computer terminology
Open, use, and quit programs
Use and care for media
Keyboarding and mouse skills
Hardware, software and connectivity
Saving and retrieving files
Social, Ethical and Human Issues
Network access and use
Appropriate use and productivity
Efficient use of resources
Copyright and plagiarism issues
Netiquette and safety issues
Equipment and work area maintenance
Respect the work and files of others
Technology Productivity Tools
Word Processing
Desktop Publishing
Multimedia and on-line resources
Design applications
Problem solving applications
Spreadsheet
Database
Technology Communications Tools
Graphics (Paint tools, clip art, images)
Word Processing
Desktop Publishing
Presentations
Digital imaging (cameras, scanners, etc.)
Technology Research Tools
Use appropriate resources to solve problems
Navigate Internet sites for find information
Gather, evaluate and organize information
Search engines and on-line resources
Use citation for sources
Technology Problem-Solving and
Decision-Making Tools
Hardware, software and connectivity
Storage formats
File management
Systems and operation
Peripherals
TOPICS MASTERED
Basic Operations and Concepts
Saving and retrieving files
Students also have an opportunity to use related technology such as CD-ROMs, digital cameras, and scanners. Computers are available to students at various times throughout the day, after school, and on Saturday mornings.
The Middle School teachers post assignments and quiz information on the Internet at schoolnotes.com. In addition, students occasionally submit work electronically using email and/or the school network.
TOPICS INTRODUCED
Basic Operations And Concepts
File management
Network operations
Copy, transfer and convert files
Extensions and file formats
Technology
Productivity Tools
Templates and wizards
Technology Communications Tools
Web page design
Technology Research Tools
Boolean logic
Technology Problem-Solving and
Decision-Making Tools
File compression, down/up load, installing
Customizing toolbars and desktop
TOPICS REINFORCED
Basic Operations And Concepts
Communicate using computer terminology
Use and care for media
Keyboarding and word processing skills
Hardware, software and connectivity
Printing correctly and efficiently
Social, Ethical and Human Issues
Equipment and work area maintenance
Respect the work and files of others
Network access and use
Appropriate use and productivity
Efficient use of resources
Copyright and plagiarism issues
Netiquette and safety issues
Technology Productivity Tools
Word Processing
Desktop Publishing
Multimedia and on-line resources
Design applications
Problem solving applications
Spreadsheet
Database
Technology Communications Tools
Graphics (Paint tools, clip art, images)
Word Processing
Desktop Publishing
Presentations
Digital imaging (cameras, scanners, etc.)
Technology Research Tools
Use appropriate resources to solve problems
Navigate Internet sites for find information
Gather, evaluate and organize information
Search engines and on-line resources
Use citation for sources
Technology Problem-Solving and
Decision-Making Tools
Hardware, software and connectivity
Storage formats
File management
Systems and operation
Peripherals
In seventh grade, lessons using technology occur during regularly scheduled classes in the five major disciplines. From these, students gain practical skills in using computers to retrieve, produce, organize, synthesize, and analyze information, and develop solutions to different types of problems. Word processing, spreadsheets, and Internet skills are emphasized. Students may also have opportunities to use CD-ROMs, DVD players, digital cameras, and scanners. Computers are available to students at various times throughout the day, after school, and on Saturday mornings in the new middle school computer lab and in the JDV Library.
As with the lower school and sixth grade, the seventh grade information technology curriculum integrates technology objectives into the core academic subjects through Technology-Integrated Units (TIUs). Core subject-area teachers and the middle school computer teacher collaboratively design these lessons. In the past, for example, seventh grade students designed web sites on poets they were studying in English class. In another term, the same students designed taxonomic schemes using the drawing tools in Microsoft Word and examined interactive web animations on plant and animal cells.
The technology standards used in these TIUs are divided into six broad categories. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards.
TECHNOLOGY FOUNDATION STANDARDS FOR STUDENTS
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Technology problem-solving and
decision-making tools
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.
PROFILES FOR TECHNOLOGY LITERATE STUDENTS
The Profiles for Technology Literate Students provide performance indicators describing the technology competence students should exhibit upon completion of the eighth grade. These profiles reflect the underlying assumption that all students should have the opportunity to develop technology skills that support learning, personal productivity, decision making, and daily life. These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives.
These profiles assume that technology skills are developed by coordinated activities that support learning throughout a student's education. These skills are to be introduced, reinforced, and finally mastered, and thus, integrated into an individual's personal learning and social framework. They represent essential, realistic, and attainable goals for lifelong learning and a productive citizenry.
All students in grade seven have opportunities to demonstrate the following:
Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
In eighth grade, lessons using technology occur during regularly scheduled classes in the five major disciplines. From these, students gain practical skills in using computers to retrieve, produce, organize, synthesize, and analyze information, and develop solutions to different types of problems. Word processing, spreadsheets, Internet, and database skills are emphasized. Students may also have opportunities to use CD-ROMs, DVD players, digital cameras, and scanners. Computers are available to students at various times throughout the day, after school, and on Saturday mornings in the new middle school computer lab and in the JDV Library.
As with the lower school and sixth grade, the eighth grade information technology curriculum integrates technology objectives into the core academic subjects through Technology-Integrated Units (TIUs). Core subject-area teachers and the middle school computer teacher collaboratively design these lessons. In the past, for example, eighth grade students learned to make web pages on some aspect of Shakespeare's world, which they studied in English class.
The technology standards used in these TIUs are divided into six broad categories. These categories provide a framework for linking performance indicators within the Profiles for Technology Literate Students to the standards.
TECHNOLOGY FOUNDATION STANDARDS FOR STUDENTS
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Technology problem-solving and
decision-making tools
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.
PROFILES FOR TECHNOLOGY LITERATE STUDENTS
The Profiles for Technology Literate Students provide performance indicators describing the technology competence students should exhibit upon completion of the eighth grade. These profiles reflect the underlying assumption that all students should have the opportunity to develop technology skills that support learning, personal productivity, decision making, and daily life. These profiles and associated standards provide a framework for preparing students to be lifelong learners who make informed decisions about the role of technology in their lives.
These profiles assume that technology skills are developed by coordinated activities that support learning throughout a student's education. These skills are to be introduced, reinforced, and finally mastered, and thus, integrated into an individual's personal learning and social framework. They represent essential, realistic, and attainable goals for lifelong learning and a productive citizenry.
All students in grade eight have opportunities to demonstrate the following:
Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society.
Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
Use content-specific tools, software, and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research.
Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum.
Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom.
Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom.
Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems.
Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and of practical applications to learning and problem solving.
Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.
GRADUATION REQUIREMENTS
Although no Information Technology courses are required in
the
The three computing requirements for graduation are:
The students
must write a paper using a word processor.
The paper should have endnotes (or footnotes) and a bibliography. It can be quite brief. Students must submit the paper on disk and on
paper. A student may resubmit
work completed for any
The students must create a spreadsheet which serves any useful purpose and uses cell formulas which refer to other cells. Microsoft EXCEL must be able to read the spreadsheet. The document must be submitted on disk and on paper.
The students must use the Internet to find the answer to a question provided to them. They must cite the source of their answer, write a convincing paragraph about the internet source's credibility, and copy the information from the internet to a disk. They must submit a disk with all relevant information, as well as a hardcopy.
ELECTIVES OFFERED IN
THE
Introduction to Web Design
AP Computer Science
Computer Graphics and Imaging
(offered in conjunction with the
Computer Graphics and Illustrating
(offered in conjunction with the
Animation (offered in conjunction
with the
In ninth grade, lessons using technology occur during regularly scheduled classes in the five major disciplines. From these, students gain practical skills in using computers to retrieve, produce, organize, synthesize, and analyze information, and develop solutions to different types of problems. Word processing, spreadsheets, Internet, and database skills are emphasized. Students may also have opportunities to use CD-ROMs, DVD players, digital cameras, and scanners. Computers are available to students at various times throughout the day, after school, and on Saturday mornings in the new computer lab and in the JDV Library.
At this time, no Information Technology courses are open to ninth graders.
In tenth grade, lessons using technology occur during regularly scheduled classes in the five major disciplines. From these, students gain practical skills in using computers to retrieve, produce, organize, synthesize, and analyze information, and develop solutions to different types of problems. Word processing, spreadsheets, Internet, and database skills are emphasized. Students may also have opportunities to use CD-ROMs, DVD players, digital cameras, and scanners. Computers are available to students at various times throughout the day, after school, and on Saturday mornings in the new computer lab and in the JDV Library.
The following Information Technology courses are open to tenth graders as electives.
INTRODUCTION TO WEB DESIGN
In this course, students will learn the fundamentals of web design. Students will begin the term by evaluating a variety of web sites and discussing the elements of excellent design. Students will then learn Hypertext Markup Language (HTML), the programming language used to make documents for the World Wide Web. After gaining a solid understanding of the essential HTML commands, students will move on to Macromedia Dreamweaver, one of the industry's leading Web site design editing tools. As a final project, students will produce a functional web site.
TOPICS
Web Site Evaluation
The students will evaluate effective and ineffective web sites.
HTML Fundamentals
The students will write HTML code with a text editor.
Using html tags, the student will do the following efficiently and effectively:
Format text
Insert images
Use local and remote links
Set body and background attributes
Create and modify tables
Apply appropriate tag attributes
Create line and paragraph breaks
Use headings
Control the appearance and alignment of text and graphics
Use named anchors
Link an email address to a web page
Macromedia Dreamweaver Fundamentals
Using Dreamweaver , the student will do the following efficiently and effectively:
Define a local site.
Use templates
Format text
Insert images
Use local and remote links
Set body and background attributes
Create and modify tables
Apply appropriate tag attributes
Create line and paragraph breaks
Use headings
Control the appearance and alignment of text and graphics
Use named anchors
Link an email address to a web page
Publish his or her site to a web server
AP COMPUTER SCIENCE
The AP Computer Science curriculum is based on the topics covered by the College Board's Advanced Placement Computer Science A test. The cases are noted where the course goes beyond the scope of the AP test.
OBJECT-ORIENTED
PROGRAM DESIGN
The overall goal for designing a piece of software (a computer program) is to correctly solve the given problem. At the same time, this goal should encompass specifying and designing a program that is understandable, can be adapted to changing circumstances, and has the potential to be reused in whole or in part. The design process needs to be based on a thorough understanding of the problem to be solved.
Objectives: Program Design
Read and understand a problem's description, purpose, and goals.
Apply data abstraction and encapsulation.
Read and understand class specifications and relationships among the classes ("is-a", "has-a" relationships).
Understand and implement a given class hierarchy.
Identify reusable components from existing code using classes and class libraries.
Objectives: Class design
Design and implement a class.
Design an interface.
Choose appropriate data representation and algorithms.
Apply functional decomposition.
Extend a given class using inheritance.
PROGRAM
IMPLEMENTATION
The overall goals of program implementation parallel those of program design. Classes that fill common needs should be built so that they can be reused easily in other programs. Object-oriented design is an important part of program implementation.
Objectives: Program Implementation
Recognize programs that effectively use Encapsulation and information hiding
Become proficient with using the following parts of the Java language:
Primitive types vs. objects
Declaration
Constant declarations
Variable declarations
Class declarations
Interface declarations
Method declarations
Meter declarations
Console output (System.out.print/println)
Program Control
Methods
Sequential control
Conditional Statements
Iteration
Recursion
Java library classes (included in the A-level AP Java Subset)
PROGRAM ANALYSIS
The analysis of programs includes examining and testing programs to determine whether they correctly meet their specifications. It also includes the analysis of programs or algorithms in order to understand their time and space requirements when applied to different data sets.
Objectives: Program Analysis
Categorize errors: compile-time, run-time, logic
Identify and correct errors
Understand and modify existing code
Extend existing code using inheritance
Understand error handling
Understand runtime exceptions
Analyze algorithms with respect to comparisons of running times (Using "Big-Oh" notation) [Beyond the scope of the AP Computer Science A test]
DATA
STRUCTURES
Data structures are used to represent information within a program. Abstraction is an important theme in the development and application of data structures.
Objectives: Standard Data Structures
Employ the following data structures in a program
Simple data types (int, boolean, double)
Classes
One-dimensional arrays
Array Lists
Objectives: Advanced Data Structures
[Beyond the scope of the AP Computer Science A test]
Employ Two-dimensional arrays following data structures in a program
Interpret program code that uses a TreeSet structure.
STANDARD ALGORITHMS
Standard algorithms serve as examples of good solutions to standard problems. Many are intertwined with standard data structures. These algorithms provide examples for analysis of program efficiency.
Objectives: Standard Algorithms
Write and interpret programs that perform the following operations on standard data structures listed above
Traversals
Insertions
Deletions
Write and interpret programs that use sequential search.
Interpret programs that employ Binary search. Identify its uses and limitations.
Differentiate between the following sorting methods from algorithmic and efficiency perspectives
Selection
Insertion
Mergesort
GRAPHICAL USER INTERFACES [Beyond the scope of the AP Computer Science A test]
Most modern programs that interface with human users do so with graphic components rather then the terminal based interface taught in the AP Computer Science exam. Using graphical user interfaces (GUIs) with their own developed software forces students to consider external design requirements.
Objectives: Graphical User
Interfaces
Use the following java graphical components to implement a graphical user interface
Applets
Frames
Panels
Buttons
ComboBoxes
ActionListeners
MouseListeners
Graphics draw methods
Use Java documentation resources to learn other graphical components as needed.
DEVELOPMENT PROCESSES [Beyond the scope of the AP Computer Science A test]
The software life cycle includes requirement specification, program design, software implementation, and then system testing. Software can be developed individually or, more commonly, by a team. Building a large software project that takes weeks, rather than hours, allows students to connect all that they have learned throughout the course. It also gives them the experience (and pleasure and pain) of seeing a process from beginning to end.
Objectives: Development Processes
Create specifications for building a software game
Write a design document that includes GUI specification and class relation diagrams.
Design, implement and test the game software
Design, implement and test an "intelligent" opponent software
Manage the development process for:
Individual development projects
Team based projects.
COMPUTER GRAPHICS AND IMAGING (Fall)
This course will offer students an opportunity to create fine art using the computer. Students will study layout and design while manipulating text with layered images. Students will use digital cameras, scanners, the Internet, and graphics software to create a variety of projects including posters, brochures, and CD covers.
Prerequisite: Drawing and/or Photography.
OBJECTIVES
Upon successfully completing the course students will be able to:
identify important events and people in the history of computer graphics.
identify the technology components and software used in computer graphics.
incorporate media forms including text, graphics, and images.
design posters, brochures, CD covers, and other projects as assigned.
use computer system, peripherals, and software variables and functions.
apply design concepts and computer skills to manipulate images, objects, text.
prepare completed projects for printing and/or publication.
understand ethical issues related to computer graphics and digital imaging.
evaluate information gathered for timeliness, authority, accuracy, validity and completeness.
analyze and critique finished work.
TOPICS
Introduction to Computer Graphics
History and uses of Computer Graphics
Production value
Computer hardware
Imaging software
Composition and Design
Text
Introduction to Digital Cameras and Scanners
Peripheral hardware
Capturing, acquiring, and importing images
Storage
Manipulating Images and Adobe Photoshop
Layers and history
Filters
Tools
Background and lighting
Image modes and color
Printing and Publication
Resolution, canvas size, and file size
Large format printing
Electronic display and/or output
MATERIALS: CD-RW for saving finished projects.
COMPUTER GRAPHICS
AND ILLUSTRATING (Winter)
This course will offer students an opportunity to create fine art using the computer. Students will explore their creative process as they become familiar with various illustration and graphics software. Students will learn to create illustrations using the computer as their canvas and tools.
Prerequisite: Drawing.
MATERIALS: CD-RW for saving finished projects.
OBJECTIVES
Upon successfully completing the course students will be able to:
identify important events and people in the history of computer graphics.
identify the technology components and software used in computer graphics.
incorporate media forms including text, graphics, and illustrations.
design posters, brochures, book covers, and other projects as assigned.
use computer system and software variables and functions.
apply design concepts and computer skills to manipulate objects, illustrations, and text.
prepare completed projects for printing and/or publication.
understand ethical issues related to computer graphics and illustrating.
evaluate information gathered for timeliness, authority, accuracy, validity and completeness.
analyze and critique finished work.
TOPICS
Introduction to Computer Graphics
History and uses of Computer Graphics
Production value
Computer hardware
Illustrating/graphic software - raster vs. vector
Composition, Design, and Text
Introduction to Scanners and peripherals
Peripheral hardware
Capturing, acquiring, and importing images
Storage
Manipulating Images and Adobe Illustrator
Basic concepts of drawing/illustrating programs
Lines and Shapes
Tools
Background and lighting
Color, text, and modes
Printing and Publication
Resolution, canvas size, and file size
Large format printing
Electronic display and/or output
ANIMATION (Spring)
Through flipbooks, Claymation, and sequential drawings, students will explore the visual and narrative possibilities of animation. They will use the computer and digital camera to create short animated films from their artwork.
Prerequisite: Drawing, Photography, and/or Computer Graphics
MATERIALS: CD-RW for saving finished projects.