course of study digital design grades 9-12 digital design course... · course of study digital...

COURSE OF STUDY

Digital Design

Grades 9-12

Lancaster City Schools

345 E. Mulberry Street

Lancaster, Ohio 43130

February, 2015

2 Digital Design Course of Study

Table of Contents

Acknowledgement .................................................................................................................................................................. 3

Vision and Mission .................................................................................................................................................................. 4

Educational Philosophy .......................................................................................................................................................... 5

Goals and Objectives ............................................................................................................................................................... 6

Course Philosophy .................................................................................................................................................................. 7

Technical Literacy Standards................................................................................................................................................... 8

Reading Standards .............................................................................................................................................................. 8

Writing Standards ............................................................................................................................................................... 9

Scopes and Sequences .......................................................................................................................................................... 11

Student Assessment Policy ................................................................................................................................................... 18


Lancaster City Schools Digital Design

Course of Study Acknowledgement

This document represents the continued commitment of the school district to develop and define its instructional program. The staff member working on this project is to be commended for the time, effort, and deliberation given to the area of curriculum. Appreciation is extended to the staff listed below for their service on the curriculum review committee and for their help in constructing this course of study:

Dain Michelsen

Steve Wigton, Superintendent Jenny O’Hare,

Director of Instructional Service


LANCASTER CITY SCHOOLS Vision and Mission

The Vision

Lancaster City Schools will prepare, inspire, and empower all students to be life-long learners and socially

responsible citizens who are able to communicate and meet the challenges of an ever-changing global society.

The Mission

Lancaster City Schools, the Place to Be for Learning, Caring, Succeeding


Lancaster City Schools Educational Philosophy

The School Board believes in the dignity and uniqueness of each student and recognizing their inherent differences,

endeavors to provide a broad curriculum enabling students to reach their maximum potential.

Success in education necessitates a curriculum that considers multiple learning styles and which encompasses a variety

of teaching methods.

Mental and emotional development begins at birth and continues throughout life. Each of our schools must strive to

create an atmosphere which fosters healthy and productive attitudes toward education and which encourages a life-

long interest in learning.

The Lancaster City Schools are committed to:

1. teaching 21st century skills pertaining to reading, writing, mathematics, historical perspective, scientific inquiry, technology, arts, culture, health and wellness, social and vocational areas to meet or exceed a mastery level so that students continue intellectual growth and development;

2. providing experiences which enable students to develop critical thinking, reasoning, problem solving and decision making skills;

3. stimulating creativity, encouraging personal enrichment,

4. and providing approaches to wellness that enable students to define their individuality;

5. fostering attitudes of acceptance and respect for the ideas, beliefs and goals of others;

6. fostering attitudes of social responsibility so that every student contributes to their community in a positive way;

Our ultimate goal is to generate graduates of the Lancaster City Schools who, as adults, will stand confidently,

participate fully, learn continually and contribute meaningfully to our world.


Lancaster City Schools Goals and Objectives

The goal of this school system is to accept responsibility for the development of each child into an adult who can stand confidently, participate fully, learn continually and contribute meaningfully to our world.

To achieve the desired goal, five equally important objectives with desired outcomes will be incorporated into our curriculum planning:

1. To ensure that each student develops mastery in academic skills. 2. To ensure that each student develops the capacity to recognize and analyze current and future challenges and opportunities.

3. To ensure the development of meaningful interpersonal relationships among students, staff and the community.

4. To ensure that staff, students and parents are afforded maximum feasible participation in the development and evaluation of programs and policies that meet the educational needs of all stakeholders.

5. To ensure maximum efficiency in the allocation of human and material resources.


Digital Design Lancaster City School District

Course Philosophy

In Digital Design, students in grades 9-12 will apply principles of image creation, photo editing techniques, and multimedia techniques as they create, revise, optimize, and expert graphics for a variety of media formats using commercial and open source software. Students will also learn to design, develop, and produce interactive web sites with tag text elements, special characters, graphics, and hypertext links through the use of Hypertext Markup Language (HTML) and Cascading Style Sheets (CSS). Digital Design is a class that can lead 9th and 10th grade students into the Multimedia program.

Course Goals

To continue to infuse technology into the curriculum and meet industry standards

Continue to upgrade and modernize career and technical labs and offer a variety of career training

opportunities

To continue to partner with Multimedia program to create pathways to continue on a learning media learning path

To continue to develop ties with parents and community to meet community education needs


Technical Literacy Standards

Digital Design

Reading Standards Key Ideas and Details

3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Craft and Structure

4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

Integration of Knowledge and Ideas

7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

Range of Reading and Level of Text Complexity

10. By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.


Writing Standards Text Types and Purposes

1. Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish

the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and possible biases.

c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from or supports the argument presented.

2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new

element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.


Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

9. Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Scopes and Sequences

Digital Design


Art Elements and Design Principles Analyze works of art for the art elements and the design principles needed to create professional products.

Pathway BIL EDU:12 EDU:AD

Digital Design E P R

Competencies

2.1.1. Describe art elements of line, value, color, shape, space, form and texture in various media that are used individually or in combination.

2.1.2. Identify specific characteristics (i.e., positive and negative, organic, geometric, quality, weight, direction) of art elements that communicate and express ideas.

2.1.3. Determine how and when to apply the principles of design, including unity, variety, balance, movement, emphasis, visual hierarchy and proportion/scale, to communicate ideas.

2.1.4. Compare and contrast unity and variety within a design. 2.1.5. Contrast formal/symmetrical, informal/asymmetrical and radial balance. 2.1.6. Observe movement shown through repetition, pattern and rhythm. 2.1.7. Interpret emphasis through contrast, isolation, size and placement. 2.1.8. Identify visual hierarchy used to establish dominance. 2.1.9. Recognize the use of proportion/scale.

Visual Layouts Create layouts for pre-production and analyze the communicative effects on the commercial product.



Competencies 2.4.1. Create thumbnail and rough sketches. 2.4.2. Apply the proper color profile for the final output. 2.4.3. Create single and multi-color layouts using images and formats. 2.4.4. Use process color and spot color separations. 2.4.5. Differentiate between raster- and vector-based layouts. 2.4.6. Apply the components of a comprehensive layout (e.g., color scheme, font, white space, text

graphics, frames, headings) according to an overall theme for the product. 2.4.7. Determine composition, formal qualities, scale and use of space. 2.4.8. Apply compositional techniques, including rule of thirds, use of a grid system, 180-degree rule,

framing, fill frame, pyramid, strong center of interest and aspect ratio. 2.4.9. Create visual continuity among a variety of products. 2.4.10. Determine how the technical characteristics of the print medium affect content and style. 2.4.11. Calculate finishing requirements in a layout (e.g., registration marks, bleed, slugs).


2.4.12. Evaluate the product in terms of the message or meaning for the targeted audience.

Typography Apply typographical elements for a commercial presentation.



Competencies

2.5.1. Select typefaces (e.g., serif, sans serif).

2.5.2. Apply typography kerning and leading to typefaces for readability.

2.5.3. Use typographic measurements in terms of picas, points, pixels and ems.

2.5.4. Mix families of type within a project.

2.5.5. Use typography as a primary component of logo design.

2.5.6. Determine the effect of various font types on operating systems.

2.5.7. Assess typography’s effects on message delivery and aesthetics (e.g., limit families, readability).

File Preflight

Preflight files before printing.



Competencies

5.1.1. Load customer files on a prepress system and open in a design application.

5.1.2. Compare the on-screen layout to the customer proof.

5.1.3. Examine the page format for production or output issues, including pagination, bleeds,

folds, imposition, total ink coverage and color separations.

5.1.4. Examine font and picture usage for mapping, alignment, linking and resolution issues.

5.1.5. Identify color correction factors, including assignment, gamut, dot gain, screen angles, trapping,

gray balance and rich black.

5.1.6. Troubleshoot files coded with computer programming language.

5.1.7. Confirm file accuracy through test printing.


File Output

Output files for print production.



Competencies

5.2.1. Determine the resolution of the output device.

5.2.2. Apply color management through a calibrated system.

5.2.3. Manage output factors, including file management and raster image processing.

5.2.4. Interpret printers’ marks.

5.2.5. Verify that imagesetter materials and settings are correct.

5.2.6. Compare image carrier generation methods, including computer-to-plate [CTP], film based,

screen and flexography.

5.2.7. Analyze factors for image carrier issues, including depleted chemistry and light leak.

5.2.8. Check color separations.

Content Management Import, store, export and manage digital assets.



Competencies

6.1.1. Identify the characteristics that make media interactive.

6.1.2. Compare how digital and interactive media are used in different environments (e.g., kiosks, electronic billboards, Digital Out of Home [DOoH] signage, games).

6.1.3. Select an application according to its capabilities in meeting the purpose and budget.

6.1.4. Import media into the selected application.

6.1.5. Identify the hardware capabilities of various devices and how processor speed, Random

Access Memory (RAM), monitor resolution and media storage affect the development and use of digital projects.

6.1.6. Convert file formats for use in editing software and other applications.

6.1.7. Export media in the appropriate format for delivery.

6.1.8. Manage digital assets through organizational techniques (e.g., metadata, keywords, file/folder structure, name conventions).


Scanning Apply scanning techniques and procedures to capture images for design.



Competencies

6.2.1. Describe the relationship between lines per inch (LPI) and dots per inch (DPI).

6.2.2. Describe the relationship between resolution and file size.

6.2.3. Manipulate input functions and calibrate scanning equipment (e.g., descreening, gamma, resolution).

6.2.4. Scan images.

6.2.5. Save images in various modes, resolutions and formats.

6.2.6. Scale, size and adjust file resolution for multiple uses.

Graphics Create and manipulate two-dimensional (2D) and three-dimensional (3D) digital graphics.



Competencies

6.3.1. Draw digital graphics.

6.3.2. Manipulate the attributes of graphics (e.g., color, shape, size, texture).

6.3.3. Arrange graphics using layers.

6.3.4. Select a graphic file format based on compression, resolution and file size.

6.3.5. Optimize and export graphic files for intended use.


Animation

Create digital animation.



Competencies

6.4.1. Develop a plan and storyboard for an animation.

6.4.2. Import two-dimensional (2D) and three-dimensional (3D) assets.

6.4.3. Create key frames and apply tweens and paths.

6.4.4. Create special effects and virtual navigation.

6.4.5. Create environments for 2D and 3D animations.

6.4.6. Render and export animations.

Web Page Design

Design and create webpages to appeal to the end user.



Competencies

6.5.1. Identify how different devices, browsers and operating systems affect the look of a web page.

6.5.2. Explain how bandwidths affect data transmission.

6.5.3. Describe the basic principles of Hypertext Markup Language (HTML) and its functional

relationship with web browsers.

6.5.4. Select a web page template based on website characteristics.

6.5.5. Design a web page based on subject, devices, audience, layout, color, navigation, graphics and Americans with Disabilities Act (ADA) requirements.

6.5.6. Organize assets for a functional web page.

6.5.7. Create and format ordered and unordered lists on a web page.

6.5.8. Create and format a table on a web page.

6.5.9. Integrate inline styles.

6.5.10. Create and attach cascading style sheets (CSS).

6.5.11. Design a data entry form from specifications that will accept a variety of user inputs (e.g., radio buttons, text entry fields, check boxes, drop-down menus).

6.5.12. Incorporate audio, video, graphics and animations into a web page.

6.5.13. Create rollovers, text wraps and hyperlinks.


6.5.14. Draft, revise, edit and proofread to check for format and text accuracy.

6.5.15. Execute usability tests on a completed web page, checking for information accessibility, ease of

use and navigation on multiple platforms and devices.

6.5.16. Publish a functioning web page for multiple devices, including advanced functionalities

(e.g., database, ecommerce).

6.5.17. Collect and interpret data analytics.

6.5.18. Transfer files using file compression for transfer or storage


Student Assessment Policy

Digital Design Lancaster City School District

The student shall perform competencies and descriptors in a manner acceptable to the business community. The standards set for these competencies are recommended by the advisory committee members and employers in the business community and evaluated by the teacher following these guidelines. Competencies will be identified which must be mastered in order to receive credit for the course.

In order to measure the progress of each student in the program and to measure the effectiveness of the total program, the following evaluation procedures will be used:

Pretests

Post tests

Teacher observation and evaluations

Self-evaluations

Class discussions

Project development

Weekly progress reports

Weekly goals

Measurement of learning will be an ongoing activity with emphasis on activities and competency improvement. Evaluation will be accomplished through pre-assessment of student skills, frequent formative assessment, both visual and written, and summative evaluations to determine mastery of competencies. The number of competencies mastered will be translated into appropriate grades consistent with the school’s grading system and consistent with district and school policy.

course of study digital design grades 9-12 digital design course... · course of study digital...

Documents