Unit 1: Advanced Illustrator Techniques - New 2021-22Content Area: ArtCourse(s): Computer Graphics 3Time Period: Sept-JuneLength: Full Year, Grades 10-12Status: Not Published

Title SectionDepartment of Curriculum and Instruction

Belleville Public Schools

Curriculum Guide

COMPUTER GRAPHICS 3, GRADES 10-12UNIT 1: ADVANCED ILLUSTRATOR TECHNIQUES

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 OverviewIn this unit, students will review and expand their knowledge of Adobe Illustrator by learning advanced techniques and applying them:

Students will learn to use Gradient mesh Advanced tools and techniques Apply course material to challenging tasks and assignments based on real world design problems Explore career options in the fields of Advertising and Graphic Design Develop specific skills, competencies, and points of view needed by professions in the field

Enduring Understanding

Enduring understandings:

Artists and graphic designers develop through practice, constructive feedback, reflection and revision. Graphic designers continually learn new techniques through self-guided tutorials and experimentation to

keep up with developing techology and meet employers' and/or customers' needs. Creativity, innovative thinking and problem solving are essential life skills that can be developed

throughout life. Illustrator is used by amateurs and professionals for creating illustrations, logos, cartoons, emojis,

patterns, and motion graphics. Illustrator is used in professions that include fashion design, package design, and video game design.

Essential Questions

Essential Questions:

What alternatives to Illustrator can I use for free? Is learning Illustrator essential for a contemporary visual artist? Which careers require the use of vector graphics? How does one identify good resources for learning new graphic design skills? What can Illustrator be used for other than vector images? Does Illustrator have motion graphic capabilities? How might I use vector tools in my daily life? In what ways do advanced digital techniques contribute to the expression of ideas and emotions? How do digital arts platforms contribute to the dissemination of information? Are there legal and ethical limitations to the use of digital design applications?

Exit SkillsBy the end of Computer Graphics 3, Unit 1, the student should be able to:

Select appropriate digital resources for self-guided learning. Create vector images for real-world design problems. Identify careers in graphic design and the skills they require. Use Gradient Mesh to apply detailed color to a vector object. Create an Infographic.

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

LA.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

LA.RST.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

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.

LA.RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.

VA.9-12.1.5.12prof.Cn11b Describe how knowledge of global issues, including climate change, may influence personal responses to art.

LA.RST.9-10.4 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 9-10 texts and topics.

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.

VA.9-12.1.5.12prof.Cr2 Organizing and developing ideas.

VA.9-12.1.5.12prof.Cr3 Refining and completing products.

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

LA.RST.9-10.1 Accurately cite strong and thorough evidence from the text to support analysis of science and technical texts, attending to precise details for explanations or descriptions.

LA.WHST.9-10.2.B Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

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

Interdisciplinary ConnectionsStandards linked

English Language Arts Technology Math (geometry) Communications

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.

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.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.

WRK.9.2.12.CAP.8 Determine job entrance criteria (e.g., education credentials, math/writing/reading comprehension tests, drug tests) used by employers in various industry sectors.

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).

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).

WRK.9.2.12.CAP.2 Develop college and career readiness skills by participating in opportunities such as structured learning experiences, apprenticeships, and dual enrollment programs.

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).

Learning Objectives

Construct an infographic combining text and images Design graphic logos and images suitable for advertising. Organize visual elements for clear communication of ideas and information. Determine the skills required for different careers in the visual arts. Assess the value and relevance of tutorials and software available online.

Remember Understand Apply Analyze Evaluate CreateChooseDescribeDefineLabelListLocateMatchMemorizeNameOmitReciteSelectStateCount DrawOutlinePointQuoteRecallRecognizeRepeatReproduce

ClassifyDefendDemonstrateDistinguishExplainExpressExtendGive ExamplesIllustrateIndicateInterrelateInterpretInferMatchParaphraseRepresentRestateRewriteSelectShowSummarizeTellTranslateAssociateComputeConvertDiscussEstimateExtrapolateGeneralizePredict

ChooseDramatizeExplainGeneralizeJudgeOrganizePaintPrepareProduceSelectShowSketchSolveUseAddCalculateChangeClassifyCompleteComputeDiscoverDivideExamineGraphInterpolateManipulateModifyOperateSubtract

CategorizeClassifyCompareDifferentiateDistinguishIdentifyInferPoint outSelectSubdivideSurveyArrangeBreakdownCombineDetectDiagramDiscriminateIllustrateOutlinePoint outSeparate

AppraiseJudgeCriticizeDefendCompareAssessConcludeContrastCritiqueDetermineGradeJustifyMeasureRankRateSupport Test

CombineComposeConstructDesignDevelopFormulateHypothesizeInventMakeOriginateOrganizePlanProduceRole PlayDriveDeviseGenerateIntegratePrescribeProposeReconstructReviseRewriteTransform

Suggested Activities & Best Practices

Best Practices:

Have students research graphic design careers Biographical report on a famous graphic designer

Suggested Activities:

Create an original book or album cover Children’s Alphabet: Create letters and vector illustrations Create a Restaurant menu and logo

Design a Brochure Create a Vector Infographic Create a related group of vector patterns (wallpaper, wrapping paper, patterned fabric design etc.)

Assessment Evidence - Checking for Understanding (CFU) Outline steps for solving a design problem (Formative assessment) Evaluation Rubrics for Illustrator projects with specific goals. (Summative assessment) Self-assessment rubrics (alternative assessment) Journals (Formative assessment) Quizzes - technical tasks in Illustrator. (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 Subscription Free Adobe Illustrator Advanced Tutorial Course from BringYourOwnLaptop.com Adobe HelpX video tutorials for Illustrator tools and techniques TutsPlus Free Illustrator Course with Source Files for exercises Google Classroom for submission of work Google Forms for quizzes and reviews

Ancillary Resources

HelloArtsy.com/linear-perspective-drawing - to review perspective Getty.edu/lessons/principles_design Indeed.com/Visual Arts Careers various artschool websites

Technology Infusion Adobe Illustrator Canva Google Drawing Adobe HelpX TutsPlus YouTube Creative Commons Image Search LogoDesignLove.com Indeed.com/visual arts careers

HelloArtsy.com to review perspective Khan Academy: Linear Perspective Interactive Google Classroom for submission of work

Alignment to 21st Century Skills & Technologystamdards 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.

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

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

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.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.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).

WRK.9.2.12.CAP.2 Develop college and career readiness skills by participating in opportunities such as structured learning experiences, apprenticeships, and dual enrollment programs.

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).

21st Century Skills/Interdisciplinary Themes Life and Career Skills Creativity and Innovation Critical Thinking and Problem Solving Information LIteracy Communication and Collaboration 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 Global Awareness Financial, Economic and Entrepeneurial Literacy Civic Literacy

• Civic Literacy .

• Environmental Literacy .

• Financial, Economic, Business and Entrepreneurial Literacy .

• Global Awareness .

• Health Literacy .

Differentiation Additional time to complete tutorials and assignments Independent projects will be tailored to each student Check work frequently to ensure understanding Small Group instruction Choice of projects

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)

Shortened assignments

Additional time for mastery of Illustrator skills and techniques

Preview of content, concepts and vocabulary of tutorials to be used

Modified assignment format: assignments will be tailored to each student's capabilities.

Video and illustrations to augment or substitute for written instructions.

Choice of projects

Extended time on tests/quizzes

• 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) Shortened assignments

Video and illustrations to augment or substitute for written instructions.

Choice of projects

allowing the use of note cards or open-book during testing 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 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 decreasing amount of work presented teaching key aspects of a subject using videos, illustrations and pictures to explain and clarify

• 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) create a plan to solve an issue presented in class advanced problem solving higher order, critical and creative thinking skills and discovery allow students to work at a faster pace

• 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:Advanced Illustrator Techniques : Puppet Warp

NJSLS: standards linked

Interdisciplinary Connection: ELA (complex instructions); Biology (anatomy) ; Technology **This could be part of an interdisciplinary project to create an illustrated story for children.

Statement of Objective: SWDAT transform a vector drawing to make illustrations of a person changing position using the Puppet Warp Tool.

Anticipatory Set/Do Now: Find a simple, royalty-free vector image of a person. (To keep it simple, choose a person who is not wearing patterned clothing on a solid background.) Download the file.

Learning Activity: Students will learn to use the Puppet Warp tool to "pose" a person in a vector drawing. Show Adobe HelpX tutorial to preview and illustrate the technique. Students find a simple drawing and submit it (check that the image is appropriately simple for the lesson.) Students choose an activity that involves moving body parts and submit a brief plan of which body parts will move and where to place the pins. Check plans. Demonstrate, provide link to tutorial and written instructions. Students create the transformed images.

Student Assessment/CFU's: Quick write/Explain (plan for movement, placement of pins); individual conferences; rubric for finished illustration.

Materials: Computers, Illustrator software, internet connection, Adobe HelpX "Illustrator/How to warp, Bend and Pose your artwork," teacher-created written instructions

21st Century Themes and Skills: Critical Thinking, Problem Solving, Creativity & Invention

Differentiation/Modifications: varied expectations; levelled rubrics; pair students with peers

Integration of Technology: all aspects of lesson

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.

LA.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

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.Cn11a Describe how knowledge of culture, traditions and history may influence personal responses to art.

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

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

LA.WHST.9-10.1.D Establish and maintain a style and tone appropriate to the audience and purpose (e.g.,

formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.

LA.WHST.9-10.1.C Use transitions (e.g., words, phrases, clauses) 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.

LA.RST.9-10.4 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 9-10 texts and topics.

VA.9-12.1.5.12prof.Re8 Interpreting intent and meaning.

VA.9-12.1.5.12prof.Pr6 Conveying meaning through art.

VA.9-12.1.5.12prof.Pr4a Analyze, select and curate artifacts and/or artworks for presentation and preservation.

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

VA.9-12.1.5.12prof.Cr2 Organizing and developing ideas.

VA.9-12.1.5.12prof.Cr3 Refining and completing 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.

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.