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Computer Graphics

George Washington High School

Computer Art

Lawrence Montgomery

Email – montgomeryl@sfusd.edu

 

Fall, 2014/Spring, 2015

 

Introduction

The field of computer graphics is flush with an assortment of software that can captivate the imagination of students.  We are fortunate to have a VAPA graphics studio equipped with iMac computers and the Adobe Creative Suite. All of the software programs whether intended for print media or a web page, require the ability to create and manipulate graphic images.

 

Coarse Goals

1)  Students will become conversant in the language of computer operation process.

2)  Students will learn to create original artwork on a variety of Graphic Art software such as Adobe Photoshop and Adobe Illustrator.

3)  Students will learn the basic Elements of Design, Perspective and Color Theory.

4)  Students will take part in applying their graphic skills to fulfilling the graphic needs of GWHS’s staff and student organizations.

 

 

Course Content and Sequence,

Textbook used

There are no specific texts for this course.  There is a library of Software manuals available to the students. The course begins exploring Adobe Photoshop, the industry standard in bit map image creation and manipulation.  Students have varying degrees of experience with computers.  To address this the course begins with basic skills in a series of tutorials that will allow the students to gain hands on experience. All tutorials and assignments are designed to be project based and experiential.


 

The course continues with Adobe Illustrator, a vector based drawing program that complements the bit mapped paint process of Photoshop.  These skills are then combined and applied in the exploration of a variety of graphic art projects.  This course is more than just a computer applications class.  The emphasis is on creating powerful, dynamic successful graphic art.  The students will be instructed on the concepts of color theory, composition and the elements of design.

 

After basic skills have been achieved I have students take the initiative of applying there new skills to projects that will have practical applications and will challenge them in taking this new knowledge to a higher level of understanding.

 

Grading Policy/Classroom Procedures

With the different levels of prior knowledge I am flexible in my expectations of each student and try to modify lessons to meet each students skill level.  What is important is that they learn and understand the process.

Grades are not only based on the completion of all assignments, homework and tests, but are also contingent upon class participation. 

Students must come to class everyday prepared to learn and produce to the best of their capacity. 

 


1.2. Describe the principles of design as used in works of art, focusing on dominance and subordination.
Analyze Art Elements and Principles of Design
1.4. Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
Impact of Media Choice
1.6. Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts.
2.0 CREATIVE EXPRESSION
Skills, Processes, Materials, and Tools
2.1. Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.3. Develop and refine skill in the manipulation of digital imagery (either still or video).
Communication and Expression Through Original Works of Art
2.5. Create an expressive composition, focusing on dominance and subordination.
3.0 HISTORICAL AND CULTURAL CONTEXT
Role and Development of the Visual Arts
3.2. Identify and describe the role and influence of new technologies on contemporary works of art.
4.0 AESTHETIC VALUING
Make Informed Judgments
4.5. Employ the conventions of art criticism in writing and speaking about works of art.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connections and Applications
5.1. Design an advertising campaign for a theatre or dance production held at a school, creating images that represent characters and major events in the production.
Visual Literacy
5.3. Compare and contrast the ways in which different media (television, newspapers, magazines) cover the same art exhibition.