Unit 3: Painting & Drawing in Illustrator: The Pencil, Curvature, and Pen Tools and ImageTraceContent Area: ArtCourse(s): Computer Graphics 2Time Period: Sept-Jan/Feb-JuneLength: Semester; Grades 9 - 12Status: Not Published

Title SectionDepartment of Curriculum and Instruction

Belleville Public Schools

Curriculum Guide

COMPUTER GRAPHICS 2, GRADES 9 - 12Unit 3:Painting & Drawing in Illustrator

Belleville Board of Education

102 Passaic Avenue

Belleville, NJ 07109

Prepared by: Ms. Michele Sherrill

Dr. Richard Tomko, Ph.D., M.J., Superintendent of Schools

Ms. LucyAnn Demikoff, Director of Curriculum and Instruction K-12

Ms. Nicole Shanklin, Director of Elementary Education

Mr. Joseph Lepo, Director of Secondary Education

Board Approved:

Unit Overview Students will learn to use the Pen tool - the most powerful tool in vector illustration Students will learn to paint with the brush tool and different brush options Students will create original artwork using the brush and pencil tools. Turn original hand drawings into digital illustrations using the pen tool. Use ImageTrace to vectorize photographs and artwork. Students will create artwork with patterns

Enduring UnderstandingEnduring understandings:

Illustrator has many drawing and painting tools. Often the choice of which to use is a personal one. Hand drawings can be made into vector artwork using the pen tool. The pen tool offers the most control for producing precise vector paths. The pen tool works by creating paths between anchor points. Curves are determined by the length and angle of

handles pulled from an anchor point. Illustrator brushes let you stylize the appearance of paths. Raster images can be converted to vector images by using ImageTrace. Raster images often contain much more information than is practical in a vector image. Images can be moved between Adobe platforms. Traditional mediums and digital mediums produce different results. Many artists and art careers use both.

Essential QuestionsEssential Questions:

Are traditional art mediums still necessary? Is traditional art more valuable than digital art? What advantages do digital media offer? How can a hand drawing be turned into a vector image? Can a photograph be made into a vector image? Why would you do that? What are the disadvantages? How does the pen tool work? How much must a copyrighted image be changed to become a new, original piece of artwork?

Exit SkillsBy the end of Computer Graphics 2, Unit 3, the student should be able to:

Use the pen tool to create lines, angles, and curves and to trace a path. Explain the advantages and disadvantages of traditional and digital mediums for different goals. Move images between paper, Photoshop, and Illustrator. Transform a photograph into a vector image and change it substantially. Create an original painting using Illustrator. Explain how copyright laws and Fair Use determine what one can legally do with an image.

New Jersey Student Learning Standards (NJSLS-S)Standards linked

Please list only the content-level and cross-curricular New Jersey Student Learning Standards applicable to the unit. Do not list standards that are not used in the unit.

LA.WHST.9-10.6 Use technology, including the Internet, to produce, share, and update writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

VA.9-12.1.5.12prof.Cr1a Use multiple approaches to begin creative endeavors.

VA.9-12.1.5.12prof.Cn10a Document the process of developing ideas from early stages to fully elaborated ideas.

VA.9-12.1.5.12prof.Cr2a Engage in making a work of art or design without having a preconceived plan.

VA.9-12.1.5.12prof.Cr1 Generating and conceptualizing ideas.

VA.9-12.1.5.12prof.Cr1b Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art and design.

VA.9-12.1.5.12prof.Re7a Hypothesize ways in which art influences perception and understanding of human experiences.

VA.9-12.1.5.12prof.Cr2b Explain how traditional and non-traditional materials may impact human health and the environment, and demonstrate safe handling of materials, tools and equipment.

VA.9-12.1.5.12prof.Pr5 Developing and refining techniques and models or steps needed to create products.

VA.9-12.1.5.12prof.Re9a Establish relevant criteria in order to evaluate a work of art or collection of works.

VA.9-12.1.5.12prof.Cr3a Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on and plan revisions for works of art and design in progress.

LA.WHST.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

VA.9-12.1.5.12prof.Cn10 Synthesizing and relating knowledge and personal experiences to create products.

VA.9-12.1.5.12prof.Re7b Analyze how one's understanding of the world is affected by experiencing visual arts.

LA.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Interdisciplinary Connectionsstandards linked

WRK.9.2.12.CAP.4 Evaluate different careers and develop various plans (e.g., costs of public, private, training schools) and timetables for achieving them, including educational/training requirements, costs, loans, and debt repayment.

WRK.9.2.12.CAP.13 Analyze how the economic, social, and political conditions of a time period can affect the labor market.

TECH.9.4.12.CI.1 Demonstrate the ability to reflect, analyze, and use creative skills and ideas (e.g., 1.1.12prof.CR3a).

TECH.9.4.12.DC.7 Evaluate the influence of digital communities on the nature, content and responsibilities of careers, and other aspects of society (e.g., 6.1.12.CivicsPD.16.a).

TECH.9.4.12.DC.6 Select information to post online that positively impacts personal image and future college and career opportunities.

TECH.9.4.12.DC.3 Evaluate the social and economic implications of privacy in the context of safety, law, or ethics (e.g., 6.3.12.HistoryCA.1).

WRK.9.2.12.CAP.5 Assess and modify a personal plan to support current interests and post-secondary plans.

TECH.9.4.12.CI.3 Investigate new challenges and opportunities for personal growth, advancement, and transition (e.g., 2.1.12.PGD.1).

WRK.9.2.12.CAP.3 Investigate how continuing education contributes to one's career and personal growth.

TECH.9.4.12.DC.1 Explain the beneficial and harmful effects that intellectual property laws can have on the creation and sharing of content (e.g., 6.1.12.CivicsPR.16.a).

TECH.9.4.12.CI.2 Identify career pathways that highlight personal talents, skills, and abilities (e.g., 1.4.12prof.CR2b, 2.2.12.LF.8).

SOC.9-12.1.1.2 Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape.

TECH.9.4.12.CT.1 Identify problem-solving strategies used in the development of an innovative product or practice (e.g., 1.1.12acc.C1b, 2.2.12.PF.3).

Learning Objectives Generate a tracing of an image. Produce a tracing of a hand drawing using the pen tool. Compare the advantages and disadvantages of traditional and digital mediums for different goals. Transform a photograph into a vector image . Create an original painting using Illustrator. Determine whether an artwork meets the Fair Use criteria.

Remember Understand Apply Analyze Evaluate CreateChooseDescribeDefineLabel

ClassifyDefendDemonstrateDistinguish

ChooseDramatizeExplainGeneralize

CategorizeClassifyCompareDifferentiate

AppraiseJudgeCriticizeDefend

CombineComposeConstructDesign

ListLocateMatchMemorizeNameOmitReciteSelectStateCount DrawOutlinePointQuoteRecallRecognizeRepeatReproduce

ExplainExpressExtendGive ExamplesIllustrateIndicateInterrelateInterpretInferMatchParaphraseRepresentRestateRewriteSelectShowSummarizeTellTranslateAssociateComputeConvertDiscussEstimateExtrapolateGeneralizePredict

JudgeOrganizePaintPrepareProduceSelectShowSketchSolveUseAddCalculateChangeClassifyCompleteComputeDiscoverDivideExamineGraphInterpolateManipulateModifyOperateSubtract

DistinguishIdentifyInferPoint outSelectSubdivideSurveyArrangeBreakdownCombineDetectDiagramDiscriminateIllustrateOutlinePoint outSeparate

CompareAssessConcludeContrastCritiqueDetermineGradeJustifyMeasureRankRateSupport Test

DevelopFormulateHypothesizeInventMakeOriginateOrganizePlanProduceRole PlayDriveDeviseGenerateIntegratePrescribeProposeReconstructReviseRewriteTransform

Suggested Activities & Best PracticesBest Practices:

Begin unit with simple pen tool exercises - lines, angles, curves, then tracing complex shapes. Use Adobe HelpX "Practice Creating with the Pen Tool" Move to scanning and tracing student drawings. Use Imagetrace on student artwork or famous paintings to recolor. Have students research careers and career pathways in digital arts (ie, Digital Art & Design Proficiency Certificate from

Hudson County Community College)

Suggested Activities:

Shoe design Project Vector Self Portrait (work from photograph; use Imagetrace or define paths manually; concentrate on values) Character design Create a Picasso-style original (incorporate art history learning/writing) Show Romero Britto and Laurel Burch artwork. Create an abstract vector cat or dog painting.

Assessment Evidence - Checking for Understanding (CFU) Quick Write on a challenging technique or on an artist researched (Formative assessment) Observations of student work in class (Formative assessment) Teacher-student conferences (Formative assessment) Journal - students record websites consulted and tutorials utilized (Formative assessment) Quizzes - on techniques (Summative assessment) Rubric for projects(Summative assessment)

• Admit Tickets .

• Anticipation Guide .

• Common Benchmarks .

• Compare & Contrast .

• Create a Multimedia Poster .

• DBQ's .

• Define .

• Describe .

• Evaluate .

• Evaluation rubrics .

• Exit Tickets .

• Explaining .

• Fist- to-Five or Thumb-Ometer .

• Illustration .

• Journals .

• KWL Chart .

• Learning Center Activities .

• Multimedia Reports .

• Newspaper Headline .

• Outline .

• Question Stems .

• Quickwrite .

• Quizzes .

• Red Light, Green Light .

• Self- assessments .

• Socratic Seminar .

• Study Guide .

• Surveys .

• Teacher Observation Checklist .

• Think, Pair, Share .

• Think, Write, Pair, Share .

• Top 10 List .

• Unit review/Test prep .

• Unit tests .

• Web-Based Assessments .

• Written Reports .

Primary Resources & Materials Computers

Adobe Illustrator supbscription Internet connection Scanner Adobe HelpX video tutorials - Illustrator Drawing Course The Complete Beginner Guide to Adobe Illustrator - Tastytuts.pdf Google Classroom for submission of work Google Forms for quizzes and reviews

Ancillary Resources Hudson County Community College website and other college websites Laurel Burch website Romero Britto website pen or pencil and paper for sketching

Technology Infusion Wikipedia for artist research Adobe HelpX for tutorials and exercise files Tutsplus.com for tutorials and exercise files YouTube - demonstration videos Google Classroom for educational links and work submission Google Docs for student writing Google Forms for quizzes Flipgrid for students to record a description of their steps in progress

Alignment to 21st Century Skills & Technologystandards linked

Mastery and infusion of 21st Century Skills & Technology and their Alignment to the core content areas is essential to student learning. The core content areas include:

English Language Arts; Mathematics; Science and Scientific Inquiry (Next Generation); Social Studies, including American History, World History, Geography, Government and Civics, and Economics; World languages; Technology; Visual and Performing Arts.

SOC.9-12.1.1.1 Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.

WRK.9.2.12.CAP.4 Evaluate different careers and develop various plans (e.g., costs of public, private, training schools) and timetables for achieving them, including educational/training requirements, costs, loans, and debt repayment.

WRK.9.2.12.CAP.7 Use online resources to examine licensing, certification, and credentialing requirements at the local, state, and national levels to maintain compliance with industry requirements in areas of career interest.

TECH.9.4.12.CT.2 Explain the potential benefits of collaborating to enhance critical thinking and problem solving (e.g., 1.3E.12profCR3.a).

TECH.9.4.12.CI.1 Demonstrate the ability to reflect, analyze, and use creative skills and ideas (e.g., 1.1.12prof.CR3a).

TECH.9.4.12.DC.7 Evaluate the influence of digital communities on the nature, content and responsibilities of careers, and other aspects of society (e.g., 6.1.12.CivicsPD.16.a).

WRK.9.2.12.CAP.6 Identify transferable skills in career choices and design alternative career plans based on those skills.

Digital communities influence many aspects of society, especially the workforce. The increased connectivity between people in different cultures and different career fields have changed the nature, content, and responsibilities of many careers.

TECH.9.4.12.DC.6 Select information to post online that positively impacts personal image and future college and career opportunities.

TECH.9.4.12.DC.3 Evaluate the social and economic implications of privacy in the context of safety, law, or ethics (e.g., 6.3.12.HistoryCA.1).

WRK.9.2.12.CAP.5 Assess and modify a personal plan to support current interests and post-secondary plans.

TECH.9.4.12.CI.3 Investigate new challenges and opportunities for personal growth, advancement, and transition (e.g., 2.1.12.PGD.1).

WRK.9.2.12.CAP.3 Investigate how continuing education contributes to one's career and personal growth.

TECH.9.4.12.DC.1 Explain the beneficial and harmful effects that intellectual property laws can have on the creation and sharing of content (e.g., 6.1.12.CivicsPR.16.a).

TECH.9.4.12.CI.2 Identify career pathways that highlight personal talents, skills, and abilities (e.g., 1.4.12prof.CR2b, 2.2.12.LF.8).

SOC.9-12.1.1.2 Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape.

21st Century Skills/Interdisciplinary Themes Creativity and Invention Critical Thinking and Problem Solving Media Literacy Information literacy ICT Literacy

• Communication and Collaboration .

• Creativity and Innovation .

• Critical thinking and Problem Solving .

• ICT (Information, Communications and Technology) Literacy .

• Information Literacy .

• Life and Career Skills .

• Media Literacy .

21st Century Skills Civic Literacy Financial, Economic, Business and Entrepeneurial Literacy Global Awareness

• Civic Literacy .

• Environmental Literacy .

• Financial, Economic, Business and Entrepreneurial Literacy .

• Global Awareness .

• Health Literacy .

Differentiation Pairing oral instruction with visuals All of the work in this course will pair oral and visual

instruction. Visual presentation There is a visual component to all work in this class. There is

supplemental visual material for students with special needs and for more advanced students.

Extra time to complete assignments Students with special needs will be given extra time.

Repeat directions Teacher will repeat directions until all students understand them, including simplifying and/or translating directions..

Preview vocabulary Vocabulary will be previewed and demonstrated where possible to enhance understanding.

Preview content & concepts Concepts will be previewed with examples. Demonstrations will be provided both to the class and individually as needed. Concepts will be made concrete by using examples and demonstrations.

Leveled rubrics Rubrics will be reflect goals in line with students' abilities. Students with special needs are able to achieve good grades based on effort.

Varied supplemental materials A variety of material will be provided to meet each student's needs. Material is readily available at all grade levels.

Differentiations:

Small group instruction

Small group assignments

Extra time to complete assignments

Pairing oral instruction with visuals

Repeat directions

Use manipulatives

Center-based instruction

Token economy

Study guides

Teacher reads assessments allowed

Scheduled breaks

Rephrase written directions

Multisensory approaches

Additional time

Preview vocabulary

Preview content & concepts

Story guides

Behavior management plan

Highlight text

Student(s) work with assigned partner

Visual presentation

Assistive technology

Auditory presentations

Large print edition

Dictation to scribe

Small group setting

Hi-Prep Differentiations:

Alternative formative and summative assessments

Choice boards

Games and tournaments

Group investigations

Guided Reading

Independent research and projects

Interest groups

Learning contracts

Leveled rubrics

Literature circles

Multiple intelligence options

Multiple texts

Personal agendas

Project-based learning

Problem-based learning

Stations/centers

Think-Tac-Toes

Tiered activities/assignments

Tiered products

Varying organizers for instructions

Lo-Prep Differentiations

Choice of books or activities

Cubing activities

Exploration by interest

Flexible grouping

Goal setting with students

Jigsaw

Mini workshops to re-teach or extend skills

Open-ended activities

Think-Pair-Share

Reading buddies

Varied journal prompts

Varied supplemental materials

Special Education Learning (IEP's & 504's)

Special Education Learning adaptations that will be employed in the unit

Provide modifications as dictated in the student's IEP/504 plan Additional time for skill mastery Have student repeat directions Check work frequently for understanding Secure attention before giving instructions Extended time on quizzes Preferential seating Printed Copy of text

Use open book, study guides, test prototypes

• printed copy of board work/notes provided .

• additional time for skill mastery .

• assistive technology .

• behavior management plan .

• Center-Based Instruction .

• check work frequently for understanding .

• computer or electronic device utilizes .

• extended time on tests/ quizzes .

• have student repeat directions to check for understanding .

• highlighted text visual presentation .

• modified assignment format .

• modified test content .

• modified test format .

• modified test length .

• multiple test sessions .

• multi-sensory presentation .

• preferential seating .

• preview of content, concepts, and vocabulary .

• Provide modifications as dictated in the student's IEP/504 plan .

• reduced/shortened reading assignments .

• Reduced/shortened written assignments .

• secure attention before giving instruction/directions .

• shortened assignments .

• student working with an assigned partner .

• teacher initiated weekly assignment sheet .

• Use open book, study guides, test prototypes .

English Language Learning (ELL)English Language Learning adaptations that will be employed in the unit

Decreasing amount of work required Using illustrations and videos to explain/clarify Teaching key aspects of a topic. Allowing students to correct errors. Providing Study Guides Allowing products to demonstrate student’s learning

Tutoring by peers

• teaching key aspects of a topic. Eliminate nonessential information .

• using videos, illustrations, pictures, and drawings to explain or clarif .

• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;

.

• allowing students to correct errors (looking for understanding) .

• allowing the use of note cards or open-book during testing .

• decreasing the amount of workpresented or required .

• having peers take notes or providing a copy of the teacher’s notes .

• modifying tests to reflect selected objectives .

• providing study guides .

• reducing or omitting lengthy outside reading assignments .

• reducing the number of answer choices on a multiple choice test .

• tutoring by peers .

• using computer word processing spell check and grammar check features .

• using true/false, matching, or fill in the blank tests in lieu of essay tests .

At Risk Using illustrations and videos to explain/clarify Teaching key aspects of a topic. Eliminate the nonessential. Allowing students to correct errors. Providing Study Guides Collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to reflect objectives for

the student, Allowing students to select from given choices

• allowing students to correct errors (looking for understanding) .

• teaching key aspects of a topic. Eliminate nonessential information .

• allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning

.

• allowing students to select from given choices .

• allowing the use of note cards or open-book during testing .

• collaborating (general education teacher and specialist) to modify vocabulary, omit or modify items to reflect objectives for the student, eliminate sections of the test, and determine how the grade will be determined prior to giving the test.

.

• decreasing the amount of workpresented or required .

• having peers take notes or providing a copy of the teacher’s notes .

• marking students’ correct and acceptable work, not the mistakes .

• modifying tests to reflect selected objectives .

• providing study guides .

• reducing or omitting lengthy outside reading assignments .

• reducing the number of answer choices on a multiple choice test .

• tutoring by peers .

• using authentic assessments with real-life problem-solving .

• using true/false, matching, or fill in the blank tests in lieu of essay tests .

• using videos, illustrations, pictures, and drawings to explain or clarify .

Talented and Gifted Learning (T&G) Advanced problem-solving - suggest additional challenges for initial activities Higher order, critical & creative thinking skills, and discoverys - self-guided learning using advanced online tutorials Allow students to work at a faster pace Utilize project-based learning for greater depth of knowledge - Rubric to require additional elements reflecting higher

expectations

• Above grade level placement option for qualified students .

• Advanced problem-solving .

• Allow students to work at a faster pace .

• Cluster grouping .

• Complete activities aligned with above grade level text using Benchmark results .

• Create a blog or social media page about their unit .

• Create a plan to solve an issue presented in the class or in a text .

• Debate issues with research to support arguments .

• Flexible skill grouping within a class or across grade level for rigor .

• Higher order, critical & creative thinking skills, and discovery .

• Multi-disciplinary unit and/or project .

• Teacher-selected instructional strategies that are focused to provide challenge, engagement, and growth opportunities

.

• Utilize exploratory connections to higher-grade concepts .

• Utilize project-based learning for greater depth of knowledge .

Sample LessonUsing the template below, please develop a Sample Lesson for the first unit only.

Unit Name:

NJSLS:

Interdisciplinary Connection:

Statement of Objective:

Anticipatory Set/Do Now:

Learning Activity:

Student Assessment/CFU's:

Materials:

21st Century Themes and Skills:

Differentiation/Modifications:

Integration of Technology: