Digital Art Course Design

Digital Art Course Design 1
Digital Art Course Design

Karl Bayek
EDU699: Capstone Project
Dr. Jessica York

Digital Art Course
Abstract
The capstone project presented herein involves the design and development of a high
school level, semester-length, digital art course, designed specifically for implementation
through the Visual Arts department of Wethersfield High School. This digital art course is
consistent with trends and developments in visual art creation tools, learner characteristics of the
current generation of students, effective pedagogical practices in art education, and integration of
technology as a means of instruction and learning. The creation and future implementation of
this digital art course responds to recognized instructional gap within the curricular offerings of
Wethersfield High School, and embraces the opportunity presented through the current large-
scale, school-wide renovation. The course is designed for face-to-face implementation in a Mac
computer lab and will utilize a Learning Management System (LMS) to structure teaching and
learning.
Rationale
Technological developments have led to the creation of a variety of new visual arts media
as rich in creative possibilities as traditional media such as paint, graphite, and film (Geiger,
2009). Art educators must reevaluate the visual arts curricula in relation to the infusion of
technology in the creation of art (Gouzouasis, 2006). Wethersfield High School currently does
not offer a digital art course; a fact that is recognized by both the Art and Technology
departments as a major instructional gap. Students that chose to pursue a degree and career in
the visual arts can gain comprehensive knowledge and skill through WHSs fine arts program,
but lack formal learning in digital art. Modern visual literacy and the preparation for art related
careers are contingent on educating students about the use and significance of digital media
(Geiger, 2009).
Wethersfield High School is currently going through a complete renovation, slated to take
three years and provide all disciplines with improvements in space, classroom fixtures and
especially instructional technology. The plans include relocating the art classrooms to create an
Art/Technology wing of the building, including a Mac lab. The renovation will provide the ideal
opportunity for the realization of a digital art course to meet the instructional need. The digital
art course project would culminate in advance of the completion of the Art/Technology wing, so
that the course could be offered upon opening of the Mac lab.
Research
The twenty-first century student is growing up immersed in a technologically-rich
society, driven by innovation and communication. Unrath and Mudd (2011) dub this new
generation of learner the iKid, a group propelled by the connection and interaction with digital
technologies that suit their multimodal learning capacities. The digital technologies engaged in
by the iKid offer the ability to think critically, create and re-create, and combine and re-combine
multiple sources to produce something new (Unrath & Mudd, 2011, p.10). Freire and
McCarthy (2014) contend that todays students engage in digital media experimentation and
production on a regular basis, and the majority of this activity happens outside school settings
(Freire & McCarthy, 2014, p. 28). Wilks, Cutcher and Wilks (2012) confirm that this generation
can be characterized as intuitive learners of digital technologies, driven to develop their skills
through motivations unconnected to formal, school-based learning. Self-motivated, informal
creation allows students to express themselves through the ever-expanding modes of visual
communication provided by technology. It is a challenge, yet a necessity, for teachers to
structure their education environments to match the changing needs and learning characteristics
of students. Educators must expand their perspectives and update their approaches to develop
engaging and effective pedagogical practices designed for the new generation of learners (Unrath
& Mudd, 2011).
Visual literacy is the ability to understand, interpret, and analyze the meaning of the
information contained and presented through an image. Visual literacy has never been so
important in the lives of students who seek out the latest technologies and get involved with the
creative dynamics of graphic design, altered images, animations and movies (Geiger, 2009). Our
visually bombarded world requires heightened perceptive skills, awareness, and a self-
conscious posture (Wilks, Cutcher, & Wilks, 2012, p.56). Chung (2010) indicates that
cybermedia literacy, the ability to critically consider the digital world of visual stimulation,
must become an essential consideration of art educators, as digital visual communication is a
constant force in the lives of our youth. Freire and McCarthy (2014) believe that student
creations are seldom informed by sensitivities and understandings of the technical, political, and
artistic dimensions of visual communications through digital media (Freire & McCarthy, p. 28).
Wilks, Cutcher and Wilks (2012) agree that visual art teachers, skilled in challenging and
developing students capacities to visually and conceptually examine, make connections, and
think creatively and imaginatively about imagery, are well positioned to respond to the need for
visual literacy education.
Art educators must reevaluate the visual arts curricula in relation to the infusion of
technology in the creation of art (Gouzouasis, 2006). Digital technology has become a relevant
and powerful art creation medium as rich in expressive potential as traditional media. Krug
(2004) believes art educators must critically analyze their own positions, practices, and policies
concerning the effective use of technology in learning. Art educators must guide students in
learning how to use digital technologies to imagine, generate, develop, and produce artworks
and to critically and creatively evaluate both products and ideas (their own and others) (Wilks,
Cutcher & Wilks, 2012, p.56). Freire and McCarthy (2014) assert that art educators should
introduce students to new forms of digital culture that explore processes and properties that are
recurrent, yet not necessarily recognized, in their daily experiences with commercial and
entertainment driven sites as a method for understanding the mechanisms utilized to entice and
engage the viewer (Freire & McCarthy, 2014, p.31). Stephen Wilson (2008) expresses the
importance of art educators designing instructional activities to promote student investigation of
the role that technologies influence our visual realities as a means of understanding the impact
that the digital world has on our lives. Carpenter and Tavin (2010) call for a reconceptualization
of art education, in response to new technologies of our visual culture and the global
communication potential of digital imagery. "The integration of the computer and other forms of
electronic technology represents the next logical step in the evolution of the arts" (Robyler &
Doering, 2010, p. 366).
Wilks, Cutcher and Wilks (2012) contend that visual arts educators are ideally situated to
support students in the development for critical analysis and evaluation skills needed to make
sense of the communicative languages of new visual technologies. Creation through new digital
art media can develop students problem-solving abilities, visual literacy skills, and creative idea
exploration and individual expression (Black & Browning, 2011). Visual art teachers are well-
positioned to leverage the intrinsic motivation of student self-expression, and to educate learners
in the skills of visual literacy and critical perception of the imagery that they encounter on a daily
basis.
Implementation
This project involved the design and development of a high school level, semester-length,
digital art course, designed specifically for implementation through the Visual Arts department of
Wethersfield High School. The ADDIE model was utilized to structure the instructional design
process. Learner analysis, thorough research of existing high school digital art courses
(including research of comparable courses, analysis of course curricula, lesson plans and student
work) and identification of requisite digital art skills for college-level courses provided the
necessary information from which the course objectives were developed. Research of potential
software and hardware, including discussion of compatibility and technical support with the
district IT department allowed for the selection of the necessary technology. Research and trial
of several Learning Management System platforms provided the knowledge and experience by
which the most effective option was selected; Schoology was the chosen LMS.
Learners in this art department elective course will range from grades nine through
twelve. Students that have been educated in the Wethersfield school system since kindergarten
will have no previous formal educational foundation within the districts art or technology
curricula. For this group of learners, prior knowledge and practice is limited to informal learning
experiences. Prior experience will be determined by the learners individual interests and access
to digital art technologies and tools. Therefore, a wide variety of related learning experiences
and skills is likely to exist in any group of learners.
Learning styles and capacities will vary greatly in this audience. It is most effective to
utilize instructional methods and strategies that access various learning styles within each lesson,
as well as throughout the course. Visual presentations and demonstrations, verbal and written
instructions and explanations, hands-on application and practice, individual and group activities
should all be designed and implemented in the course to target the variety of ways that this
audience develops knowledge and skill.
Curriculum development and documentation was completed following alignment with
district, state and national standards. From the course objectives, the course content outline was
structured and sequenced. Beginning with the first sequential course unit, the content of each
specific unit (description, objectives, and assessments) was developed. Learning activities,
materials and resources within the first unit, Artistic Selfies, were developed in the following
ways: selected and used as found from existing sources, selected and modified to fit unit and
course specifics, and created from scratch.
The course LMS was developed to demonstrate the course structure and functionality,
instructional content and resources, student learning activities, student interactions, assessments
of learning, and as a venue for the display of student artwork and for communication with
parents/student body/community/general public.
The ideological outcomes of the digital course creation and implementation revolve
around the educational impact on student learning. The long-term goal in the continued
development of this project, is to create a course that will develop students creativity, critical
thinking, problem-solving, visual perception and visual communication skills. This project
included the development of one curricular unit, presented via the LMS, which demonstrates this
goal. The subject matter, processes and creations of the course align with and are supported by
student informal learning and engagement in the creation of digital art, through use of a variety
of tools, and for a multitude of purposes.
Evidence of Implementation

To create a Schoology account, students will go to www.schoology.com and click on the
Sign Up button on the top menu (or www.schoology.com/register),

then complete the following steps:
Step 1. Click on the Student button.

Step 2. Enter your Access Code. This code is given to you by one of your instructors. (image
shown with actual Digital Art Course access code, TJCM3-XS56R.

Step 3. Fill out the form with your information.

Step 4. Click Register to complete.
Schoology LMS

Fig. 1 Digital Art Course home page.
Figure 1 displays the Digital Art course home page developed using the Schoology
Learning Management System (instructor view). Each colored folder represents a different unit
of the semester-long course. Artistic Selfies (green folder) is the first sequential unit of the
course that exemplifies the instructional content and student learning experiences and
assessments of the course as a whole. The long-term goal is the development the entire course
curriculum through this LMS structure.

Fig.2 Artistic Selfies unit materials page.
Figure 2 shows the learning and assessment materials within the Artistic Selfies unit. The
Unit Outline provides an overview of the entire project. The remainder of the materials includes
content and resources for individual student assignments, entire class instruction and practice,
entire class discussion, peer critique, and final submission of the completed unit project.

Fig. 3 Artistic Selfies Unit Outline.
The Artistic Selfies Unit Outline depicted in Figure 3, provides students with a thorough
overview of the unit. Included in this section are the unit description, learning objectives, image
exemplars to illustrate the project objectives, list of digital resources and assessments of learning.

Fig. 4 Origins of the Selfie, image and article links.
Figure 4 shows the initiation content to the entire unit, Origins of the Selfie. These two
links will provide the art historical background information for students to understand the
prominence and importance of the self-portrait throughout the history of visual communication.
The instructor would utilize this content to lead a face-to-face discussion on the first day of the
unit.

Fig. 5 Photoshop tutorials page.
Figure 5 represents one of multiple pages that contain Photoshop tutorials that will be
used for in-class instruction of digital software tools and techniques. These tutorial pages
additionally allow students individual access to learning resources as necessary during the
student practice activities as well as outside the classroom.

Fig. 6 Why Do We Hate Selfies? YouTube resource.


Fig. 7 Sociological Impact of Selfies slideshare resource.
Figures 6 and 7 are examples of video and slideshow resources that will provide course
content and be the basis of entire class discussion through use of site-based discussion boards.

Fig. 8 Why Do We Hate Selfies? discussion board assignment.
Figure 8 is representative of a discussion board prompt and requirements. The discussion
board allows for student interaction and dialogue, and allows for instructor assessment of student
learning.

Fig. 9 In-progress Peer Critique discussion.

Fig. 10 Final Peer Critique
Figure 9 and 10 display discussion boards based on the process of critiquing the digital
artwork of classmates. These discussions allow students to benefit from the criticism of their
peers and to develop skills in assessing artwork.

Fig. 11 Artistic Selfie project submission page.
Figure 11 illustrates the method by which students will turn-in completed projects for
final grading and feedback.
The Digital Art course curriculum document can be found in Appendix A.

Project Evaluation
The evaluation that occured continuously throughout the first four (Analysis, Design,
Development & Implementation) phases of ADDIE was formative evaluation. Formative
evaluation (sometimes referred to as internal) is a method for judging the worth of a program
while the program activities are forming (in progress) (Clark, 2013). Continuous evaluation
throughout all phases of this project ensured that all elements of the process were effectively
completed, aligned and focused on the purpose and goals of the instructional program. In this
project, the creator utilized the project objectives, project outcomes and project timeline as the
basis of continuous formative evaluation to ensure the alignment in quality, consistency, scope
and evolution with the project plan.
The evaluation that occurred as its own element, as represented by the E in the ADDIE
sequence, was summative evaluation. A summative evaluation (sometimes referred to as
external) is a method of judging the worth of a program at the end of the program activities
(summation), the focus is on the outcome (Clark, 2013). The summative evaluation involved
making judgments about the entire project at the completion. Two types of summative
evaluation were utilized in the assessment of this project, expert evaluation and self-evaluation.
These summative evaluations will aid the instructional designer in further developing and
modifying the project for future implementation.
Expert evaluation was completed by an art/technology teacher at Wethersfield High
School, who will likely be an instructor of the Digital Art Course once completed for
implementation. Additionally, this educator has specific expertise in the field of Instructional
Design and Technology; she will earn her M.Ed. with this concentration within the next two
months. While the course was designed for face-to-face instruction, the use of an LMS to
structure teaching and learning correlates to many of the essential criteria contained in the Rubric
for Online Instruction (ROI), California State University, Chico (2009). The evaluator
supplemented this specific, rubric-based evaluative feedback with examples from the project that
support the evaluation.

Category 1: Learner Support & Resources
A: Online Support for campus resources do not apply to this project.
B: Exemplary; Course information is complete including a description, meeting times, and
location.
C: Exemplary; Multiple resources are used (such as YouTube videos, visual examples, and links
to various related sites) to support course content.

Category 2: Online Organization & Design
A: Exemplary; Course is extremely well organized and easy to navigate.
B: N/A.
C: Exemplary; Course is aesthetically pleasing and aids in understanding with its simplicity and
straightforward presentation of materials and tasks.
D: Exemplary; Unit 1 is consistent on the site. Subsequent unit outlines in curriculum are
equally consistent in design.
E: N/A for this application of the project.

Category 3: Instructional Design & Delivery
A: Exemplary; Students are given multiple opportunities to interact, and give and receive
feedback. Included are several higher order thinking questions, an in progress critique of work
and a final critique of work including required responses to two peers.
B: Exemplary; Course goals and objectives clearly align in the curriculum and design.
C: Exemplary; All objectives are addressed with the learning in the unit.
D: Exemplary; A wide variety of resources are used to address differentiation for student
learning.
E: Exemplary; There are multiple opportunities for students to use critical thinking and use
problem solving skills within this unit.


Category 4: Assessment & Evaluation of Student Learning
A: Exemplary; Students are given response activities prior to the implementation of the
assignment, as well as an in progress critique to assess student readiness.
B: Exemplary; Learning objectives, instructional and assessment activities are directly aligned.
C: Exemplary; Multiple activities are assigned to address student learning in this unit.
D: Effective; Opportunities for student feedback are present but until the course is actually run, it
would be hard to assess this area at the time.
E. Exemplary; Students are able to self-assess as well as informally assess their peers and
provide feedback for one another.


Category 5: Innovative Teaching with Technology
A: Exemplary; The course well utilizes technological tools available to aid in the instructional
tools of the lesson, appropriately facilitating communication and learning.
B: Exemplary; New teaching methods are applied and creatively enhance student learning, and
interactively engage students. With provided instructional materials correlating activities
engaged learner participation enhancing their learning experience.
C: Exemplary; A variety of tools are used to address different learning styles.
D: Exemplary; Schoology is a very well-suited format for this course and the supplementary
technological tools of the unit optimize use of the internet to engage learners.
The evaluator provided informal, qualitative feedback after completing the rubric-based
evaluation, and reflecting upon the entire project.
The proposed curriculum for the WHS Digital Art Course was very thorough and
would offer the school a complete proposal of a valuable course. After viewing
the project and completed unit, it would be recommended that the district adopt
the plan and implement as soon as the building could accommodate the course.

In reflecting on the developed unit, the course required a simple log-on process
into the Schoology site, and the site itself it very easy to navigate. The formatting
is easy to read and the processes for the unit are simply outlined which will
improve the usability of the site. Less time will be needed addressing the general
functionality of the site enabling students to get into the lessons sooner.
The content used in the unit is well-rounded with different supporting resources to
engage learners. Required participation and responses to the unit materials offer
opportunities for students to reflect and use higher order thinking skills when
responding to and reflecting on the subject and their work. Another great feature
is having students respond to one another for interaction and engaged experiences
in the course. The unit offered different perspectives of the subject which would
allow students to see different perspectives and a more educated look at the
subject before beginning the creation. The tutorials provided students with the
tools to increase their understanding of the functions in order to create the work
required. The objectives of the unit were clearly outlined and all supporting
information provided would allow students to be successful in the execution of
the project. One added feature may be to include a rubric for the students to self-
assess upon completion, which may also provide more details of the project
expectations.

Learning styles, capacities, prior knowledge and previous experiences will vary greatly in
this student audience, therefore, variety in instructional methods and assessments, as well as,
creative flexibility in the development of individual projects is essential to a curriculum and
learning environment must represent equality and diversity. Curriculum development was
guided and evaluated based on the self-evaluation framework entitled Embedding equality and
diversity in the curriculum, May and Thomas (2010). Specifically, strands: 3- Curriculum
design, 4- Curriculum delivery, 5- Academic assessment and feedback , 6- Student engagement,
and 8- Learning resources, sites and environment, provide the necessary evaluation criteria by
which to asses the quality of the critical elements of curriculum design and development. While
this framework is intended to evaluate the instructional implementation of the curriculum, the
course curriculum document and Artistic Selfies unit implemented through the LMS provide
sufficient evidence for application of this assessment tool to this project.

Rating system for Embedding equality and diversity in the curriculum, May and Thomas (2010).










Discussion and Reflection

The design of this digital art course project is consistent with trends in visual art creation
tools, learner characteristics of the current generation of students, effective pedagogical practices
in art education, and integration of technology as a means of instruction and learning. The
creation and future implementation of this digital art course responds to a recognized
instructional gap within the curricular offerings of Wethersfield High School, therefore
advancing the Art department by embracing a greater variety of art creation tools, and involving
a greater number of learners. The course will provide Wethersfield High School students with
the digital art knowledge and skills directly related to numerous college and professional
pursuits, and capitalize on student informal learning and involvement in internet-based, digital,
visual communication. The variety in instructional methods, course resources and assessment
types, the freedom of creative idea development, and flexibility for personal interpretation and
personal expression are designed to suit the needs and interests of the diverse learner audience.
Peer-to-peer and peer-to-teacher interaction is built into the curriculum through the course LMS,
and will be supplemented through face-to-face discussion, differentiation and dialogue. The
visual literacy skills developed through student learning and art creation in this course correlate
to the growing need for heightened visual perception abilities in our current, visually dominate
culture.
Contribution to Personal Skills
Creation of this capstone project challenged and demonstrates the creativity and
innovation in applying knowledge and skills acquired through the M.Ed. Instructional Design
and Technology program. The development of this course required the real-world, authentic
application of instructional design learning in order to develop a highly effective and relevant
course design. Several facets of this project were outside the designers areas of expertise and
experience, and therefore, provide the opportunity to improve as a professional (entire-course
curriculum design, LMS development, and use of technology as the primary instructional
method). The realization of this course exemplifies the designers professional goals of
technology integration into teaching and learning practices in art education. Implementation of
the completed digital art course will allow the creator to take a leadership role in utilizing
technology as a tool for learning, recording, sharing, communicating, critiquing and creating
within the Visual Art curriculum of Wethersfield Public Schools.
Key M.Ed. Outcomes
This course design project is representative of M.Ed. Core and Instructional Design and
Technology Program Outcomes.
Core Program Outcomes
Students will demonstrate an understanding of creativity and innovation as applied to
education.

Creativity and innovation are evident in the creation of an original course curriculum,
unit content, and a variety of assessments, learning activities and resources, all structured
through the course LMS. Utilizing an LMS as the primary instrument of instruction in a face-to-
face learning environment capitalizes on the innovative concept of the instructor as a facilitator
of individual student learning, providing maximum classroom time for individualized instruction,
differentiation and personalized feedback. Innovation is apparent in the creators vision to
develop a technology-based art education course within the Visual Art department at
Wethersfield High School, a strictly studio-based, fine arts district curriculum.
Students will be able to identify and use current relevant technology in the service of
better learning.

The digital art course project integrates technology as a tool of instruction, learning, art
creation, communication, assessment, student interaction, and student digital portfolio
development. Art educators must guide students in learning how to use digital technologies to
imagine, generate, develop, and produce artworks and to critically and creatively evaluate both
products and ideas (their own and others) (Wilks, Cutcher & Wilks, 2012, p.56). The course
LMS provides the structure, organization and functionality necessary to effectively incorporate
all of these purposes into a cohesive course site. In addition to the web-based course LMS,
student learning will include use of Mac computers, iPads, various digital art creation programs
and apps, digital image scanners, digital cameras, and digital projectors. Learning environments
that integrate technology suit the needs of modern, diverse learners when students are engaged in
activities involving creativity, communication, critical thinking and problem solving.
Students will develop and demonstrate leadership thinking in critical areas of interest
within their field.

The creation and implementation of this course will fill a major instructional gap in
WHSs Art and Technology programs, and provide a valuable educational offering for all
students. The course content is designed to connect to student involvement and engagement in
technology-based informal learning and artistic visual expression. The visual communication
practiced and experienced through technological tools is a highly relevant area of art education
that is not adequately addressed in traditional, studio-based, fine arts classes, and therefore,
merits the creation of a unique course designed with this purpose at heart.
Instructional Design & Technology Program Outcome
Students will be able to design and develop learning environments using models of
instructional design, such as the ADDIE model.

The ADDIE model was utilized to structure the instructional design process of the digital
art course. The analysis, design and development phases have been followed to create the
project content and products (course curriculum document and course LMS). The initial project
plan has been implemented and the project products have been evaluated. This evaluation will
guide further development and necessary modifications as the curriculum and course LMS
continue to be advanced towards the goal of authentic implementation of the Digital Art course
at Wethersfield High School.

References
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Appendix A
Wethersfield Public Schools
Course Outline

Course Name: Digital Art
Department: Art
Grade(s): 9-12
Level(s): Unleveled
Credits: 0.5 (Semester)

Course Description
Digital Art is an introductory course focused on teaching students the knowledge and skills to
effectively utilize computer technology to produce an artistic image. Students will learn
computer illustration techniques, image manipulation, digital photography techniques, graphic
design visual literacy, and the Elements of Art and Principles of Design in composition.

Overarching Skills

Enduring Understandings

Materials, process, and environment complement
each other.
Artists use Elements of Art and Principles of
Design to organize visual communication.
Artistic progress is often characterized by cycles
of experimentation.
Art embodies the inner quest for self-knowledge
and reflects relationships between humans and
nature.
Art can be used to record what one sees as well as
what one feels.
Artists of different cultures express meaning and
ideas in different ways.
Art reflects the time period, culture, geography,
and status of a regions inhabitants.
The process of reflection enables one to
understand and appreciate art.
Art is a distinct form of communication that
enriches the understanding of other disciplines.
Art is an inherent and integral part of our
environment.
Essential Questions

Why and how do people create art?
Where is art found?
How do people express themselves through art?
What is beauty/aesthetics?
Do artists have a responsibility to their
audience/society? (i.e., to produce work that does
not continue to stereotypes or further prejudice)
How and why does the choice of composition
affect artwork?
How can observational skills gained through the
visual arts and the artistic process carry over into
daily life?
How can the design principles be utilized to
organize ideas?
How do artists choose tools, techniques, and
materials to express their ideas?
Why are some media choices better than others?
(for communicating particular ideas and/or
emotions to particular audiences)
What can we learn from studying the art of others?
What problem solving skills are needed to create
art?
What choices must an artist make before/during
beginning a work?
Why is exhibiting artwork important to an artists
creative process?
How does media choice affect an artwork?
What makes good art/design?
What are some strategies for approaching an
artistic problem?
What would the world be like without art?
Is the use of visually communicated information a
skill?
How does art express emotion/ideas without
words?
In what ways has technology effected/enhanced the
value of art as a form of communication?
What is the role of a museum?
Who determines what art is?
Why do certain themes recur in works of art?
How can art and design reflect the culture and/or
status of a region's inhabitants?
How and why do artists make stylistic choices such
as realism, abstraction, non-objective, surrealism,
postmodernism, etc.?
How an artist increase best express their artistic
vision?
What Principles of Design work best to
demonstrate an artists intention?
What are some strategies for approaching an
artistic problem; how are they best used; and which
ones are most successful?
What would the world be like without art?
How does the organization of space reflect good
design?
How can one best express their artistic vision in
concept and media?
How do the Elements of Art and Principles of
Design interact to create an artwork?
How does experimentation and exploration lead to
more creativity?

Essential Experiences
Observation and reflection.
Engaging in the creative process.
Imaginative thinking through creative problem
solving.
Making choices/decisions to communicate ideas.
Conceive and create original artwork.
Analyze, interpret, evaluate, and judge artwork.
Refining application of media.

Objectives
(link to Standards in parentheses)
Knowledge/Content
Students will:
study and understand the proper and effective use of a variety digital tools, techniques,
and processes. (1abc)
study and apply the Elements of Art and organizational Principles of Design. (2ab,
3ab)
make compositional choices/decisions, selection, and application of a range of subject
matter, symbols, and ideas. (3ab)
study the visual arts in relation to history and culture. (4abc)
describe, analyze, interpret, and judge their own and the artwork others. (5abcd)
connect the visual arts to other disciplines, daily life, and the world. (6abcd)
create original and creative artwork. (1abc, 2ab, 3ab, 6abcd)
engage in planning and creative problem solving to achieve multiple solutions to
visual problems. (1abc, 2ab, 3ab, 4abc, 5abcd, 6abcd)
understand and engage in research, observation, and imagination, and apply one or
more of these to the creation of original artwork. (1abc, 2ab, 3ab, 4abc, 5abcd, 6abcd)

Skills
Students will:
plan and create artwork/design (real or imaginary) utilizing the Elements of Art
and Principles of Design. (2ab, 3ab)
choose and apply the appropriate Elements of Art and Principles of Design to
create a well-balanced and unified composition. (1abc, 2ab, 3ab, 4abc, 5abcd,
6abcd)
engage in observation and use imagination. (1abc, 2ab, 3ab, 4abc, 5abcd, 6abcd)
be able to describe, analyze, interpret, and judge their own and the artwork of
others by engaging in oral/written critiques, (formal and informal, verbal, written
reviews, self-assessments, etc.). (5abcd)
use constructive criticism and develop a language in which they can converse and
discuss artistic decisions, aesthetics, history, and possible solutions to problems.
(1abc, 2ab, 3ab, 4abc, 5abcd, 6abcd)
problem solve and plan using the creative process to achieve multiple solutions to
visual problems. (1abc, 2ab, 3ab, 4abc, 5abcd, 6abcd)
utilize a variety of digital tools, techniques, and processes in creating artwork.
(1abc, 2ab, 3b)
make compositional choices/decisions to communicate ideas, express mood
and/or feeling. (2ab, 3ab, 4abc, 5abcd)
create original artwork. (1abc, 2ab, 3ab, 5bcd 6abcd)
understand the visual arts in relation to history and cultures and connect to their
artwork. (2ab, 3ab, 4abc, 5abcd, 6abcd)
be diligent in time management, organization, communication, discipline, and
decision-making, maintaining a strong work ethic at all times. (1abc, 2ab, 3ab,
4abc, 5abcd, 6abcd)
work toward accepting self-evaluation as a positive part of personal and artistic
growth and become more receptive to new ideas, experiences, and criticisms of
one's own work and that of others.(5abcd)
explore imaginative thinking through creative problem solving. (1abc, 2ab, 3ab,
4abc, 5abcd, 6abcd)
maintain artistic integrity and original ideation. (1abc, 2ab, 3ab, 4abc, 5abcd,
6abcde)

Standards
Students will:
1. understand, select and apply media, techniques and processes.
a. apply media, techniques and processes with sufficient skill, confidence and sensitivity
that their intentions are realized.
b. conceive and create original works of art that demonstrate a connection between
personal expression and the intentional use of art materials, techniques and processes.
c. communicate ideas consistently at a high level of effectiveness in at least one visual
arts medium.
2. understand and apply elements and organizational principles of art.
a. judge the effectiveness of different ways of using visual characteristics in conveying
ideas.
b. apply comprehension and skill in incorporating the elements of art and principles of
design to generate multiple solutions and effectively solve a variety of visual art
problems.
3. consider, select and apply a range of subject matter, symbols and ideas.
a. use, record and develop ideas for content over time.
b. use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts
and cultural and aesthetic values to communicate intended meaning.
4. understand the visual arts in relation to history and cultures.
a. analyze and interpret artworks in terms of form, cultural and historical context and
purpose.
b. analyze common characteristics of visual arts evident across time and among
cultural/ethnic groups to formulate analyses, evaluations and interpretations of meaning.
c. compare works of art to one another in terms of history, aesthetics and culture,
justifying
conclusions made in the analysis and using these conclusions to inform their own art
making.
5. reflect upon, describe, analyze, interpret and evaluate their own and others work.
a. research and analyze historic meaning and purpose in varied works of art.
b. reflect critically on various interpretations to better understand specific works of art.
c. defend personal interpretations using reasoned argument.
d. apply critical and aesthetic criteria for the purpose of improving their own works of art
(i.e., technique, formal and expressive qualities, content).
6. make connections between the visual arts, other disciplines and daily life.
a. analyze and compare characteristics of the visual arts within a particular historical
period or style with ideas, issues or themes of that period or style.
b. compare the process of creation used in the visual arts with the process of creation
used in the other arts and non-arts disciplines.
c. create and solve interdisciplinary problems using multimedia.
d. apply visual arts knowledge and skills to solve problems relevant to a variety of
careers.

Instructional Support Materials
See individual units for materials/equipment, as they are specific to the units content.
Resources include but are not limited to:
digital images
digital videos
internet resources
past student artwork
current student artwork
teacher exemplars

Suggested Instructional Strategies
Instructional strategies may include but are not limited to:
direct instruction
exemplars
modeling
brainstorming
discussion (class/peer)
discussion boards
art making
assessment

Suggested Assessment Methods
(Include use of school-wide analytic and course specific rubrics)
Assessments may include but are not limited to:
critique (verbal and or written)
rubrics
self assessments
artist statements
discussion boards
in-progress and completed artwork

Unit 1: Artistic Selfies
Description
A selfie is a self-portrait photograph, typically taken with a hand-held digital camera or camera
phone. Selfies are often shared on social networking services such as Facebook,
Google+, Instagram, Snapchat, Tumblr and Twitter. They are usually flattering and made to
appear casual. Most selfies are taken with a camera held at arm's length or pointed at a mirror,
rather than by using a self-timer. - Wikipedia
Selfies are (usually) easy to shoot and allow the photographer full control over the way that
he/she is presented. Selfies range from simple to complicated, clich to creative, and tasteful to
disgraceful. In 2013, the word "selfie" was selected as the word of the year by the Oxford
English Dictionary.
Your challenge is to take the selfie to a new level creatively.
Using a digital, self-portrait photograph as the starting point, you will use a variety of Photoshop
techniques to create a personally expressive photo-manipulation/digital drawing.

Objectives
Students will:
Utilize Photoshop to create an original digital artwork.
Plan, capture, and upload a digital self-portrait, selfie, to be used as the starting point
for a personally expressive composition.
Display effective and creative use of the following Photoshop
techniques/features: color/lighting/contrast alteration, removing/changing background,
layering, drawing/painting tools, and various opacities.
Use the Elements of Art and Principles of Design to develop a visually interesting
composition.
Critically analyze and respond to the artwork of classmates.
Describe and explain the creative process and intent of his/her own work.
Critically consider and respond to the ideas of others (authors of resources, peers, and
teacher) through structured discussion.

Resources
- 35 Artists Who Were Unashamed Of Their Selfies (Images)
- Why Do We Hate Selfies? (YouTube video)
- Why Selfies Matter (Article)
- Sociological Impact of Selfies (Slideshare presentation)

Assessments
- Discussion in response to Why Do We Hate Selfies?
- Discussion in response to Why Selfies Matter
- Response to Sociological Impact of Selfies
- In-progress Peer Critique
- Final Peer Critique
- Artistic Selfie (completed project)
- Artist Statement

Unit 2: Logo Design
Description
A logo is a recognizable and distinctive graphic design, stylized name, unique symbol, or other
device for identifying an organization. - businessdictionary.com

A logo can be purely image (symbol/icon), strictly text, or a combination of both.

Select three from the following six categories of organizations, and design a logo for each using
Adobe Illustrator.
Bank/insurance/financial management
Healthcare (doctor/clinic/hospital/medical research)
Sports team
Charity organization
Bakery
Plant business (florist/landscaping)

Objectives
Students will:
Utilize Illustrator to create an original digital artwork.
Develop at least four hand-drawn thumbnail sketches for each logo design to generate
ideas and various possible solutions.
Create one original vector-based digital logo design for each of the three selected
categories.
Display effective and creative use of the following Illustrator techniques/features: Text
tool, Paths, Pen tool, Shape tools, Color Fill, Gradient.
Use the Elements of Art and Principles of Design to develop a series of visually
interesting logos.
Select and analyze an example of an effective logo from popular culture.

Assessments
- Idea sketches
- Discussion boards
- Responses
- Popular culture example assignment
- Logo designs (completed project)
- Artist Statement

Unit 3: Animated GIFs
Description
Animation is the process of creating motion and shape change illusion by means of the rapid
display of a sequence of static images that minimally differ from each other. Wikipedia

Animations that you view in a web browser are called animated GIFs. A GIF (Graphic
Interchange Format) is a computer file format for the compression and storage of digital video
images. Animated GIFs create the illusion of movement by displaying a sequence of images, or
frames, over time.

You create three short animated GIFs, using Adobe ImageReady each based on a different type
of animation.
Value/color change
Shape change
Place change

Objectives
Students will:
Utilize ImageReady to create an original digital artwork.
Develop at least 3 hand-drawn thumbnail sketches for each animation design to generate
ideas and various possible solutions.
Create on original animated GIF for each of the three different types of animations.
Use the Elements of Art and Principles of Design to develop a series of visually
interesting animations.
Select and analyze an example of an interesting animated GIF from the internet.

Assessments
- Idea sketches
- Discussion boards
- Responses
- Internet example assignment
- Animated GIFs (completed project)
- Artist Statement

Unit 4: Music Album Packaging
Description
An album cover is the front, but also the entire packaging, of an audio recording. Album cover
artwork serves an important role in visually communicating the artistic expression of the musical
artist. From records, to tapes, to CDs, to a digital icon that is included with the download of a
song, this artwork plays a crucial role in developing identity of an artist.

Your challenge is to design the entire set of items that would be included in the packaging of a
musical CD:
CD design
Front cover
Back cover
Spine
Booklet
*any other promotional items you wish to include (stickers, poster, pins, etc.)

You can use the provided templates to ensure the functional size of these items, or creatively
expand upon the norm.

Objectives
Students will:
Utilize Photoshop and Illustrator to create a connected set of original digital designs.
Use the Elements of Art and Principles of Design to develop visually interesting designs.
Select and analyze the design of a favorite album cover design.

Assessments
- Idea sketches
- Discussion boards
- Responses
- Favorite album cover assignment
- Packaging design (completed project)
- Artist Statement

Unit 5: Digital Stylized Portraits
Description
The stylized, simplified, cartoon-like avatar is a major trend in self-representation through a
digital means: video games, on-line profiles, virtual worlds.

You will use your digital design skills to create both a pixel-based (Photoshop) and a vector-
based (Illustrator) stylized portrait.

You must create two different stylized digital portraits: one using Photoshop and one using
Illustrator. Each design should display a different part of your personality.

Objectives
Students will:
Utilize Photoshop and Illustrator to create a connected set of original digital portraits.

Assessments
- Idea sketches
- Discussion boards
- Responses
- Stylized portraits (completed project)
- Artist Statement

Unit 6: Virtual Graffiti
Description
Graffiti is writing or drawings that have been scribbled, scratched, or sprayed illicitly on a wall
or other surface, often in a public place. Graffiti ranges from simple written words to elaborate
wall paintings, and it has existed since ancient times, with examples dating back to Ancient
Egypt, Ancient Greece, and the Roman Empire.

In modern times, paint (particularly spray paint) and marker pens have become the most
commonly used graffiti materials. In most countries, marking or painting property without the
property owner's consent is considered defacement and vandalism, which is a punishable crime.
wikipedia

Virtual graffiti consists of virtual objects, images, multimedia or graphics applied to public
locations, landmarks or surfaces such as walls, train stations, bridges, etc. Virtual Graffiti
applications utilize Virtual Reality and Ubiquitous Computing to anchor Virtual Graffiti to
physical landmarks or objects in the real world. The virtual content is then viewable through
devices such as personal computers, set-top boxes or mobile handsets, such as mobile phones or
PDAs. The virtual world provides content, graphics, and applications to the user that are not
available in the real world. Virtual Graffiti is a novel initiative aimed at delivering messaging and
social multimedia content to mobile applications and devices based on the location, identity, and
community of the participating entity. - wikipedia

Your goal is to create a piece of virtual graffiti, based on the heritage and history of Wethersfield,
and virtually located upon a town landmark.

Objectives
Students will:
Utilize Photoshop and Illustrator to create an original digital artwork.
Use the Elements of Art and Principles of Design to develop a visually interesting design.
Select and analyze the design of a real example of graffiti.

Assessments
- Idea sketches
- Discussion boards
- Responses
- Internet example assignment
- Virtual Graffiti (completed project)
- Artist Statement

Unit 7: Infographic
Description
Information graphics or infographics are graphic visual representations
of information, data or knowledge intended to present complex information quickly and clearly.
They can improve cognition by utilizing graphics to enhance the human visual systems ability to
see patterns and trends. The process of creating infographics can be referred to as data
visualization, information design, or information architecture. wikipedia

Your challenge is to create an infographic that clearly and simply communicates your research
data through graphics.

You must ask yourself and answer the questions:
1. Which information, facts, and data are essential to include? Which arent?
2. What colors and layout works best in sharing the information?
3. What graphs and graphics best convey information and data to the viewer?
4. What is the order, or flow, of information?

Objectives
Students will:
Utilize Illustrator to create an original digital design.
Use the Elements of Art and Principles of Design to develop a visually interesting design.
Select and analyze the design of an effective infographic.

Assessments
- Idea sketches
- Discussion boards
- Responses
- Effective infographic assignment
- Infographic (completed project)
- Artist Statement

Unit 8: Typographic Objects
Description
Typography is the art and technique of composing different types of fonts, in different sizes, in a
specific manner to convey messages effectively. Typefaces can also become the basis of forming
recognizable objects, through the development of positive and negative space.

Using Illustrator, you must create two typographic objects: one based on an object smaller than
yourself, and one based on an object larger than yourself.

Objectives
Students will:
Utilize Illustrator to create original digital designs.

Assessments
- Idea sketches
- Discussion boards
- Responses
- Typographic Object (completed project)
- Artist Statement

Unit 9: Web site/Digital Portfolio
Description
Portfolios have long been a mainstay in the visual arts, where skill and expertise cannot be
accurately represented by percentage points and letter grades. Electronic portfolios have been
around for years, but the advent of powerful new technologies makes building, maintaining,
sharing, and archiving student learning in digital form easier than ever before. -
creativeeducator.tech4learning.com

A digital portfolio is a computer-based collection of student performance over time.
You must use Blogger, Photoshop and Illustrator to create a web site/digital portfolio that
showcases your artwork created in this Digital Art course.

Objectives
Students will:
Utilize Blogger to create an original web site/digital portfolio of all the projects created
during the Digital Art course.
Utilize Photoshop and Illustrator to create the background design and logo for the site.
Use the Elements of Art and Principles of Design to develop a set visually interesting
designs.
Critically analyze and respond to the designs of classmates.
Critically reflect and explain personally development through the course.

Assessments
- Discussion boards
- Responses
- Effective digital portfolio example assignment
- Web site/Digital Portfolio (completed project)
- Course Reflection

Digital Art Course Design - Capstone - Bayek

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