Rationale and Philosophy:
This is a course for students who want to further their education in Graphic Design. Students will explore design by learning the applications of Adobe Illustrator to communicate visual ideas. This course will enable students to further develop their imaginations, artistic sensibility, perceptions, emotions and thoughts through concepts discussed in class, PowerPoint presentation and research. Students will also be educated in corporate identity and art terminology. This course will enable students to become more aware of marketing techniques in the corporate world and how it has an effect on our society. Students will be able to build an extensive Graphic Design portfolio, giving them an advantage when applying to college for fine arts.
Goals and Objectives:
The students will:
Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.
1.1.12.D.1 Common themes exist in artwork from a variety of cultures across time and are communicated through metaphor, symbolism, and allegory.
1.1.12.D.1 Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.
1.1.12.D.2 Stimuli for the creation of artworks can come from many places, including other arts disciplines.
1.1.12.D.2 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks.
Standard 1.2: History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.
Strand A. History of the Arts and Culture
1.2.12.A.1 Cultural and historical events impact art-making as well as how audiences respond to works of art.
1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history.
1.2.12.A.2 Access to the arts has a positive influence on the quality of an individual's lifelong learning, personal expression, and contributions to community and global citizenship.
1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras.
Standard 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
Strand D. Visual Art
1.3.12.D.1 How individuals manipulate the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance.
1.3.12.D.1 Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity.
1.3.12.D.2 Culturally and historically diverse art media, art mediums, techniques, and styles impact originality and interpretation of the artistic statement.
1.3.12.D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding.
1.3.12.D.3 The artist's understanding of the relationships among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism (nonobjective art), realism/naturalism, impressionism, and other genre styles to convey ideas to an audience.
1.3.12.D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums, and techniques used.
1.3.12.D.4 Artists interpret/render themes using traditional art media and methodologies as well as new art media and methodologies.
1.3.12.D.4 Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks.
1.3.12.D.5 Two- and three-dimensional artworks can be rendered culturally specific by using the tools, techniques, styles, materials, and methodologies that are germane to a particular cultural style.
1.3.12.D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-dimensional artworks, and emulate those styles by creating an original body of work.
Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.
Strand A. Aesthetic Responses
1.4.12.A.1 Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks.
1.4.12.A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art.
1.4.12.A.2 Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist's concept.
1.4.12.A.2 Speculate on the artist's intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis.
1.4.12.A.3 Artistic styles, trends, movements, and historical responses to various genres of art evolve over time.
1.4.12.A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works.
1.4.12.A.4 Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, discipline-specific arts terminology. 1.4.12.A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.
Teaching/Learning Activities:
Units of Study:
- Illustrator Tutorials
- Use of Color
- Selections
- Pathfinder
- Building Images
- Paths
- Layers
- Gradient Mesh
- Brushes
- Pallets
Assessment and Testing Strategies:
Rubrics
Test/Quiz/Projects
Self Evaluation
Group Evaluation
Critiques