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Learning Objectives
Streamwood High School 701 West Schaumberg Rd. Streamwood, Il. 60107 Phone 630-213-5500 Fax 630-213-9946

 

Program Downloads

Drawing 1-2 Objectives

Drawing 3-4 Objectives

Drawing 5-6 Objectives

Painting 1-2 Objectives

Painting 3-4 Objectives

Discovery Drawing and Painting Objectives

Discovery Sculpture Objectives

Ceramics 1-2 Objectives

Ceramics 3-4 Objectives

Ceramics 5-6 Objectives COMING SOON

Discovery Photography Objectives

Photography 1-2 Objectives

Photography 3-4 Objectives

Photography 5-6 Objectives

Cartoon Animation 1-2 Objectives

Cartoon Animation 3-4 Objectives

Jewelry 1-2 Objectives

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Course: Drawing 1-2
Course Timeframe: Year Long
Target Time Range: First Quarter

  1. I can draw an object from life, capturing the object’s shape, proportions, angles and details
  2. I can depict an object’s volume using contour lines and line quality
  3. I can draw an object in a foreshortened view
  4. I can create a sense of space or depth in my drawing using changes in size, overlapping and placement
  5. I can use looking, measuring, comparing, lineups, angles and negative space to draw a group of objects from life
  6. I can use pencil to add value to a drawing
  7. I can make an object appear three-dimensional by shading with smooth transitions between values and creating a clear light source with highlights, shadows and falling shadows
  8. I can arrange a composition
  9. I can identify and apply the elements and principals of design
  10. I can break down a work of art, including a physical description, analysis, evaluation, 
          interpretations and judgment- in order to better understand a work of art’s function  
          and meaning
  11. I can assess my work

Course: Drawing 3-4
Course Timeframe: Year Long
Target Time Range: First Quarter

  1. I can arrange a composition
  2. I can draw an object from life, capturing the object’s shape, proportions, angles and details
  3. I can create a sense of space or depth in my drawing using changes in size, overlapping and placement
  4. I understand and can apply color theory including value, intensity, color mixing, warm and cool colors, complimentary colors, colored neutrals, and color perspective.
  5. I can make an object appear three-dimensional by shading with smooth transitions between values and creating a clear light source with highlights, shadows and falling shadows
  6. I can create implied texture
  7. I can apply chalk pastel techniques of blending, broken color, feathering, scumbling, and dusting to my drawing
  8. I understand and can apply colored pencil techniques including layering, changing pressure and burnishing to create colors, values, intensity changes in my drawing
  9. I can draw realistically a variety of surfaces including reflective, opaque, translucent and transparent
  10.  I can identify and apply the elements and principals of design
  11.  I can break down a work of art, including a physical description, analysis, evaluation, interpretations and judgment- in order to better understand a work of art’s function and meaning
  12.  I can assess my work

Course: Drawing 5-6
Course Timeframe: Year Long
Target Time Range: First Quarter

  1. I can develop a portfolio theme containing subject matter and style that holds personal meaning for me
  2. I can identify my strengths and weaknesses in drawing and set goals for improvement in my artwork
  3. I can use the planning process to design my own project
  4. I can research artists that inspires me and relate their artwork to my own
  5. I can arrange a composition
  6. I can draw an object from life, capturing the object’s shape, proportions, angles and details
  7. I can create a sense of space or depth in my drawing using changes in size, overlapping and placement
  8. I can use various media to add value, color and texture to a drawing
  9. I can make an object appear three-dimensional by shading with smooth transitions between values and creating a clear light source with highlights, shadows and falling shadows
  10.  I can identify and apply the elements and principals of design
  11.  I can draw in my own style
  12.  I can break down a work of art, including a physical description, analysis, evaluation, interpretations and judgment- in order to better understand a work of art’s function and meaning
  13.  I can assess my work

Course: Painting 1-2
Course Timeframe: Year Long
Target Time Range: First Quarter

  1. I can mix the primary colors to create secondary and tertiary colors, along with tints and shades for each
  2. I can arrange a composition
  3. I can create an initial sketch based on a reference photo
  4. I can express mood/feeling/story through my composition and color scheme
  5. I can identify color schemes including warm, cool, neutral, complimentary, analogous, split-complimentary, triadic and monochromatic
  6. I understand how a light source will affect an object
  7. I can make a shape appear three dimensional through my use of lights and shadows
  8. I can paint with a smooth gradation from light to dark or from one color to another
  9. I can create texture with paint by varying my brushstroke
  10.  I understand how natural light at different times of the day affects the mood of a painting
  11. I can create a sense of space or depth in my painting using changes in size, 
          overlapping and placement
  12. I understand how atmospheric perspective works and how to capture it in a painting
  13. I can identify and apply the elements and principals of design
  14. I can break down a work of art, including a physical description, analysis, evaluation, interpretations and judgment- in order to better understand a work of art’s function and meaning
  15. I can assess my work

Course: Painting 3-4
Course Timeframe: Year Long
Target Time Range: First Quarter

  1. I can mix the primary colors to create secondary and tertiary colors, along with tints and shades for each
  2. I can arrange a composition
  3. I can create an initial sketch based on a reference photo
  4. I can identify color schemes including warm, cool, neutral, complimentary, analogous, split-complimentary, triadic and monochromatic
  5. I understand how natural light at different times of the day affects the mood of a painting
  6. I understand how a light source will affect an object
  7. I can make a shape appear three dimensional through my use of lights and shadows
  8. I can paint with a smooth gradation from light to dark or from one color to another
  9. I can create texture with paint by varying my brushstroke
  10. I can create a sense of space or depth in my painting using changes in size,  
          overlapping and placement
  11. I understand how atmospheric perspective works and how to capture it in a painting
  12. I can paint realistically a variety of surfaces including reflective, opaque, translucent 
          and transparent
  13.  I can express mood/feeling/story through my composition and color scheme
  14.  I can identify and apply the elements and principals of design
  15.  I can break down a work of art, including a physical description, analysis, evaluation, interpretations and judgment- in order to better understand a work of art’s function and meaning
  16.  I can assess my work.

Course: Discovery Drawing and Painting
Course Timeframe: Semester Long
Target Time Range: First Quarter

  1. I can mix the primary colors to create secondary and tertiary colors, along with tints and shades for each
  2. I understand and can create radial, symmetrical and asymmetrical design
  3. I can identify color schemes including warm, cool, neutral, complimentary, analogous, split-complimentary, triadic and monochromatic
  4. I can draw using one-point and two-point perspective
  5. I can draw using contour line
  6. I can use pencil to add value to a drawing
  7. I can make an object appear three-dimensional by shading with smooth transitions between values and creating a clear light source with highlights, shadows and falling shadows
  8. I can draw a self portrait with correct facial proportions
  9. I can use the grid system to enlarge a picture
  10.  I can use pen and the stippling technique to add value to a drawing
  11. I understand and can apply colored pencil techniques including layering, changing 
                pressure and burnishing to create colors, values, intensity changes in my drawing
  12. I understand and can apply watercolor techniques such as: flat washes, graduated  
          washes, wet-on-wet, lifting, dry brush, layering, mixing and blottin
  13. I can identify and apply the elements and principals of design in a two-dimensional work of art
  14. I can break down a work of art, including a physical description, analysis, evaluation, interpretations and judgment- in order to better understand a work of art’s function and meaning
  15. I can assess my work

Course: Discovery Sculpture
Course Timeframe: Semester Long
Target Time Range: First Quarter

  1. I can wedge Clay
  2. I can roll an even slab of clay
  3. I can use the pinch method to create a sculpture out of clay
  4. I can identify and apply the elements and principals of design in a three-dimensional work of art
  5. I can attach clay using the slipping and scoring method
  6. I can identify and create low, high or sunken relief
  7. I can create texture in clay
  8. I understand the firing and glazing process
  9. I can identify and create abstract and realistic sculptures
  10.  I can identify and create organic and geometric sculptures
  11.  I can use the planning process to turn a two-dimensional design into a three-dimensional sculpture
  12.  I can mix the primary colors to create secondary and tertiary colors, along with tints and shades for each
  13.  I can create texture with paint
  14.  I can identify color schemes including warm, cool, neutral, complimentary, analogous, split-complimentary, triadic and monochromatic
  15.  I can carve plaster
  16.  I can create molds using wax and plaster
  17.  I can manipulate cardboard, metal mesh, plaster strips, aluminum, wire, wood and mixed media to create a three-dimensional work of art
  18. I can break down a work of art, including a physical description, analysis, evaluation,  
               interpretations and judgment- in order to better understand a work of art’s function     
               and meaning
  19.  I can assess my work

Course: Ceramics 1-2
Course Timeframe: Year Long
Target Time Range: First Quarter

Pinch Pot Assignment
Goal/ Expected Results:  Students are to make two pinch pots relating to nature.  They can cut, attach, carve into, press into, repeat a pattern, decorate the outside and/ or inside of the pinch pots.

1. I can make a pinch pot.
2. I can wedge clay.
3. I can smooth the outside and inside of their pinch pot.
4. I can apply texture to the pinch pot.
5. I can score and slip to add clay to clay.
6. I can make the opening small or large.
7. I can add a foot.
8. I can glaze their pinch pot.
9. I can make a pinch pot that can stand on it’s own and not collapse.
10. I can make a pinch pot that can withstand the firing process.
11. I can make a pinch pot that can accept glaze.
12. I can critique a work of art using appropriate language in a positive, constructive manner.

Vocabulary
Wedge clay
Slip
Score
Pinch pot
Texture
Kiln firing

Maze Assignment
Goal/ Expected Results:  The students will make a maze using rolled slabs for the base and sides of the maze.  Students will make the maze look like an image of something with meaning to them.  (Ex: a soccer ball)  Students will need to make openings for the marble to enter/ exit the areas.  Students will learn how to roll slabs with a slab roller and a rolling pin, how to score and use slip, how to use reinforcing coils, how to smooth the coils into the walls.

1. I can use a slab roller or a rolling pin to roll slabs.
2. I can make a pattern of their design.
3. I can score and slip to stick the walls to the bottom of the maze.
4. I can use reinforcing coils.
5. I can pick up the clay “boogers” to make their mazes look neat and clean.
6. I can make a maze with consistent base and walls so it does not crack in the firing process.
7. I can use reinforcing coils so the walls don’t pull away from the bottom of the slab maze.
8. I can make a maze that accepts glazes to decorate it.
9. I will know how long it takes to fire greenware, low fire glaze, high fire glaze

Vocabulary
Slab
Slab roller
Reinforcing Coil
Pattern
Greenware
Bisque fired
Glaze
Firing Temperatures
Firing Length of time

Trompe L’Oeil Food Assignment
Goal/ Expected Results:  Students will make an entre plate of food and salad or dessert (choice).  The food has to fool the eye so the viewer wants to eat it.  They will look at pictures (in magazines) of food so the results will look realistic.  They will use natural textures.  They will paint or glaze the food to look realistic.  They will use the hand building techniques (already learned in class) to make the plates and food.

1. I can make clay food look realistic.
2. I can slip and score when needed to make clay stick to clay.
3. I can build a plate in clay.
4. I can paint or glaze the food to make it look realistic.
5. I can pick up the clay “boogers” to make my food look neat and clean.
6. I can make a plate so it does not crack in the firing process.
7. I can make a plate and food that accepts glazes to decorate it.
8. I can mix colors in paint.

Vocabulary
Trompe L’Oeil
Entre
Hand building
Color Wheel

Day of the Dead
Goal/ Expected Results:  The students will begin thinking of a person who was or is very meaningful in their lives.  The students will think of images that will relate to that person and will make a small sculpture to honor this person who is special to them.

1. I can make a sculpture relating to Day of the Dead.
2. I will learn about the Day of the Dead culture.
3. I can use ceramic tools to make a sculpture.
4. I can use the hand building techniques to make my sculpture.
5. I can meet the size requirements.
6. I can create a sculpture that has meaning to me.
7. I can paint or glaze my sculpture in black and white or bright colors.

Vocabulary
Sculpture
Day of the Dead history
Hand building tools

Cylinder/ Mug on the Wheel
Goal/ Expected Results:  The students will begin making three cylinders on the wheel. They will add handles to at least one cylinder to make a mug (they can put handles on all 3).  Students will learn to center, pull the clay up, and trim the bottom of the cylinders.

1. I can use clay tools for the wheel.
2. I can center clay on the wheel.
3. I can pull up clay on the wheel.
4. I can trim excess clay off the bottom.
5. I can trim the bottom of the cylinders.
6. I can add handles to the cylinder.
7. I can clean the wheel.
8. I can glaze the cylinders and mug.
9. I can use the mug to show it functions.

Vocabulary
Center
Wheel
Pull Up
Trim
Wheel tools
Functional

Course: Ceramics 3-4
Course Timeframe: Year Long
Target Time Range: First Quarter

Texture Ball Assignment
Goal/ Expected Results:  Students are to make five texture balls.  Students have a choice of throwing a ball on the wheel or making two pinch pots and putting them together to form a ball.  They can cut, attach, carve into, press into, repeat a pattern, decorate the outside and/ or inside of the texture ball.  These texture balls will be used to test high fire and low fire glazes.

1. I can make a texture ball.
2. I can wedge clay.
3. I can smooth the outside of the texture ball.
4. I can apply texture to the texture ball.
5. I can score and slip to add clay to clay.
6. I can glaze my texture ball.
7. I can glaze two balls with high fire and two with low fire and make an esthetic decision of the fifth texture ball as to a glaze choice.
8. I can make a texture ball that can stand on it’s own and not collapse.
9. I can make a texture ball that can withstand the firing process.
10. I can make a texture ball that can accept glaze.
11. I can critique a work of art using appropriate language in a positive, constructive manner.

Vocabulary
Wedge clay
Slip
Score
Texture ball
Texture
Kiln firing

Box with a Specific Purpose
Goal/ Expected Results:  The students will make a box in which the exterior form relates to the interior form and is relative to what the container will hold.  Students will learn how to roll slabs with a slab roller and a rolling pin, how to score and use slip, how to use reinforcing coils, how to smooth the coils into the walls.

1. I can use a slab roller or a rolling pin to roll slabs.
2. I can make a pattern of my design.
3. I can score and slip to stick the walls to the bottom of the box.
4. I can use reinforcing coils.
5. I can pick up the clay “boogers” to make my box look neat and clean.
6. I can make a box with consistent base and walls so it does not crack in the firing process.
7. I can use reinforcing coils so the walls don’t pull away from the bottom of the box.
8. I can make a box that accepts glazes to decorate it.
9. I will know how long it takes to fire greenware, low fire glaze, high fire glaze

Vocabulary
Slab
Slab roller
Reinforcing Coil
Pattern
Greenware
Bisque fired
Glaze
Firing Temperatures
Firing Length of time

Day of the Dead Photo Transfer
Goal/ Expected Results:  The students will begin thinking of a person who was or is very meaningful in their lives.  The students will think of images that will relate to that person and will make a small sculpture to honor this person who is special to them.  The student will make either a sculpture, vessel, or plaque and add a photo transfer.

1. I can make a sculpture or vessel relating to Day of the Dead.
2. I will learn about the Day of the Dead culture.
3. I can use ceramic tools to make a sculpture.
4. I can use the hand building techniques to make my sculpture.
5. I can meet the size requirements.
6. I can create a sculpture that has meaning to me.
7. I can paint or glaze my sculpture in black and white or bright colors.

Vocabulary
Sculpture
Day of the Dead history
Hand building tools
Photo transfer
Vessel

Large Bowl on the Wheel
 Goal/ Expected Results:  The students will begin making bowls on the wheel. They will high fire at least one bowl.  Students will learn to center, pull up large amounts of clay, and trim the bottom of the bowl. Students will make as many large bowls as needed until they feel comfortable throwing large amounts of clay.

1. I can throw 5-7 lbs of clay on the wheel.
2. I can use clay tools for the wheel.
3. I can center clay on the wheel.
4. I can pull up clay on the wheel.
5. I can trim excess clay off the bottom.
6. I can trim the bottom of the bowl.
7. I can clean the wheel.
8. I can glaze one bowl.
9. I can use the bowl to show it functions.

Vocabulary
Center
Wheel
Pull Up
Trim
Wheel tools
Functional

Course: Discovery Photography
Course Timeframe: Semester Long
Target Time Range: First/Third Quarter

1. I can identify and define the Elements of Design within a given artwork.
2. I have a thorough understanding of the Principles of Design and how to apply those concepts to
the creation of my own artwork.
3. I can identify and define basic compositional variations used throughout the art world.
4. I can list the major historical events that shaped the art of photography and how it came to be.
5. I can create a photogram with strong contrast and composition.
6. I can list the four basic camera parts and have a clear understanding of their purpose and function.
7. I can correctly operate a pinhole camera and understand the dynamics that occur within a pinhole camera body.
8. I can create a successful paper negative using a pinhole camera that has a pure black, pure white and strong tonal range.
9. I can identify the chemical steps necessary to process a paper negative, successfully remembering the appropriate times and the purpose of each bath.
10. I can identify, describe and use all the parts of an enlarger and timer correctly.
11. I can make a test strip, and from that identify the correct exposure time for a contact print positive.
12. I can identify, describe and use all the parts of a 35mm SLR camera in manual mode.
13. I can answer exposure problems to understand that there are multiple ways to get a correct
exposure reading on their manual camera.
14. I can successfully load my 35mm black and white film into a developing tank after exposure.
15. I can develop my 35mm black and white film maintaining a clear understanding of the chemicals needed and the time rotation required for my specific film.
16. I can create a contact sheet and use it to inform my future steps in the darkroom and following
shoots.
17. I can create a strong and successful enlargement using my knowledge of the 35mm black and
white negative and the enlarger.

Course: Discovery Photography
Course Timeframe: Semester Long
Target Time Range: Second/Fourth Quarter

1. I can identify and define the Elements of Design within a given artwork.
2. I have a thorough understanding of the Principles of Design and how to apply those concepts to
the creation of my own artwork.
3. I can successfully load my 35mm black and white film into a developing tank after exposure.
4. I can develop my 35mm black and white film maintaining a clear understanding of the chemicals
needed and the time rotation required for my specific film.
5. I can create a contact sheet and use it to inform my future steps in the darkroom and following
shoots.
6. I can create a strong and successful enlargement using my knowledge of the 35mm black and
white negative and the enlarger.
7.  I can create a Xerox transfer using gel medium and a photocopy of an image.
8.  I can use various materials to create textures on my 35mm images using the Print Through
Technique.
9. I can identify all of the tools available in Adobe Photoshop CS2 & Photoshop Elements and use the tools to manipulate my imagery in a way that I find desirable.
10. I can use the lighting studio to create an interesting set-up and shoot of my own design.
11. I can critique my work and the work of others in a way that promotes self-growth and
encouragement.
12. I can manipulate my imagery outside of the darkroom through such processes as hand coloring.
13. I can identify and describe all the parts and features common to most digital point and shoot
cameras.

Course: Photography 1-2
Course Timeframe: Year Long
Target Time Range: First Quarter

1. I can identify and define the Elements of Design within a given artwork.
2. I have a thorough understanding of the Principles of Design and how to apply those concepts to the creation of my own artwork.
3. I can identify and define basic compositional variations used throughout the art world.
4. I can list the major historical events that shaped the art of photography and how it came to be.
5. I can name key figures in the history of photography that are relevant to the growth and expansion of the craft.
6. I can list the four basic camera parts and have a clear understanding of their purpose and function.
7. I can construct a pinhole camera and understand the dynamics that occur within a pinhole camera body.
8. I can create a successful paper negative using a pinhole camera that has a pure black, pure white and strong tonal range.
9. I can identify the chemical steps necessary to process a paper negative, successfully remembering the appropriate times and the purpose of each bath.
10. I can identify, describe and use all the parts of an enlarger and timer correctly.
11. I can make a test strip, and from that identify the correct exposure time for a contact print positive.
12. I can identify, describe and use all the parts of a 35mm SLR camera in manual mode.
13. I can successfully load my 35mm black and white film into a developing tank after exposure.
14. I can develop my 35mm black and white film maintaining a clear understanding of the chemicals needed and the time rotation required for my specific film.
15. I can create a contact sheet and use it to inform my future steps in the darkroom and following shoots.
16. I can create a strong and successful enlargement using my knowledge of the 35mm black and white negative and the enlarger.
17. I can burn and dodge an image in the darkroom and know how to create my own burning and dodging tools.
18. I can manipulate my imagery in the darkroom through such processes as negative sandwiching and combination printing.
19. I can manipulate my imagery outside of the darkroom through such processes as toning and hand coloring.
20. I can dry mount and mat my artworks so that they are presentation ready.
21. I can identify and describe all the parts and features common to most digital point and shoot cameras.

Assessment Strategies for First Quarter Learning Targets -

Students will be graded based upon their achievement through the following academic avenues…

  • Sketchbook assignments and daily written prompts
  • Photography projects
  • Rubrics
  • Self-evaluation
  • Peer-evaluation
  • Teacher evaluation
  • Individual and group critique
  • Artist trading card assignments
  • Quizzes
  • Tests


Course: Photography 1-2
Course Timeframe: Year Long
Target Time Range: Second Quarter

1. I can scan negatives and prints.
2. I can identify all of the tools available in Adobe Photoshop CS2 and use the tools to manipulate my imagery in a way that I find desirable.
3. I can use the lighting studio and my extensive understanding of studio lighting to create an interesting set-up and shoot of my own design.
4. I can write an interesting and thorough formal analysis of a piece of artwork.
5. I can write a preliminary artist statement, and understand the relevance of pre-planning before embarking upon any given project.
6. I can write a final artist statement, and understand the relevance of reflecting on a piece of artwork upon completion.
7. I can critique my work and the work of others in a way that promotes self-growth and encouragement.
8. I can research and write about historical and contemporary photographers.

Assessment Strategies for Second Quarter Learning Targets -

Students will be graded based upon their achievement through the following academic avenues…

  • Sketchbook assignments and daily written prompts
  • Photography projects
  • Rubrics
  • Self-evaluation
  • Peer-evaluation
  • Teacher evaluation
  • Individual and group critique
  • Artist trading card assignments
  • Quizzes
  • Tests



Course: Photography 1-2
Course Timeframe: Year Long
Target Time Range: Third Quarter

1. I can make a hardbound book.
2. I can brainstorm, plan and execute a photography project of my own design.
3. I can write a resume.
4. I can organize and present a portfolio that is professional and shows tremendous growth in my photographic capabilities.

Assessment Strategies for Third Quarter Learning Targets -

Students will be graded based upon their achievement through the following academic avenues…

  • Sketchbook assignments and daily written prompts
  • Photography projects
  • Rubrics
  • Self-evaluation
  • Peer-evaluation
  • Teacher evaluation
  • Individual and group critique
  • Artist trading card assignments
  • Quizzes
  • Tests

Course: Photography 3-4
Course Timeframe: Year Long
Target Time Range: First Quarter

Students must successfully demonstrate all skills acquired while enrolled in Photography 1-2.

1. I can create my own light sensitive material using alternative processes such as cyanotype, Vandyke brown, and/or gum printing.
2. I can successfully tone a black and white image and have experience with combination toning practices
3. I can identify and describe all of the parts of a medium format camera and use it to shoot a successful roll of film.
4. I can adjust a developing tank to fit a roll of medium format 120 film.
5. I can identify and describe all of the parts of a manual light meter and understand how to use it to capture a good exposure.
6. I can use the lighting studio to create advanced shooting set-ups using flash.

Assessment Strategies for First Quarter Learning Targets -

Students will be graded based upon their achievement through the following academic avenues…

  • Sketchbook assignments and daily written prompts
  • Photography projects
  • Rubrics
  • Self-evaluation
  • Peer-evaluation
  • Teacher evaluation
  • Individual and group critique
  • Artist trading card assignments
  • Quizzes
  • Tests

Course: Photography 3-4
Course Timeframe: Year Long
Target Time Range: Second Quarter

1. I can use Windows Movie Maker to create a stop action video.

Assessment Strategies for Second Quarter Learning Targets -

Students will be graded based upon their achievement through the following academic avenues…

  • Sketchbook assignments and daily written prompts
  • Photography projects
  • Rubrics
  • Self-evaluation
  • Peer-evaluation
  • Teacher evaluation
  • Individual and group critique
  • Artist trading card assignments
  • Quizzes
  • Tests

Course: Photography 5-6
Course Timeframe: Year Long
Target Time Range: First Quarter

Students must successfully demonstrate all skills acquired while enrolled in Photography 1-2 and 3-4.

1. I can shoot a roll of medium format 120 color film using my knowledge of the medium format camera and the light meter.
2. I can clearly identify my strengths and weaknesses as a photographic artist, and use that knowledge to dictate specific projects that would challenge me and promote individual growth.
3. I can clearly identify my interests as a photographic artist and that knowledge to dictate specific projects that would challenge me and promote individual growth and experimentation.
4. I can operate a video camera and create a strong sample of video art.
5. I can manipulate video clips in Widows Movie Maker.

Assessment Strategies for First Quarter Learning Targets -

Students will be graded based upon their achievement through the following academic avenues…

  • Sketchbook assignments and daily written prompts
  • Photography projects
  • Rubrics
  • Self-evaluation
  • Peer-evaluation
  • Teacher evaluation
  • Individual and group critique
  • Artist trading card assignments
  • Quizzes
  • Tests

Course: Photography 5-6
Course Timeframe: Year Long
Target Time Range: Second Quarter

1. I can identify, describe and utilize all of the tools of Macromedia Dreamweaver to create an interactive web-based portfolio for my work.

Assessment Strategies for First Quarter Learning Targets -

Students will be graded based upon their achievement through the following academic avenues…

  • Sketchbook assignments and daily written prompts
  • Photography projects
  • Rubrics
  • Self-evaluation
  • Peer-evaluation
  • Teacher evaluation
  • Individual and group critique
  • Artist trading card assignments
  • Quizzes
  • Tests

Course: Photography 5-6
Course Timeframe: Year Long
Target Time Range: Second Quarter

1. I can identify, describe and utilize all of the tools of Macromedia Dreamweaver to create an interactive web-based portfolio for my work.

Assessment Strategies for First Quarter Learning Targets -

Students will be graded based upon their achievement through the following academic avenues…

  • Sketchbook assignments and daily written prompts
  • Photography projects
  • Rubrics
  • Self-evaluation
  • Peer-evaluation
  • Teacher evaluation
  • Individual and group critique
  • Artist trading card assignments
  • Quizzes
  • Tests

Course: Cartooning & Animation 1-2
Course Timeframe: Year Long
Target Time Range: First Quarter

  1. I can obtain a preferred cartooning drawing style.
  2. I can represent various points of a figure’s movement in drawing.
  3. I can draw a character from a front, angle, profile, and back viewpoint.
  4. I can use the basic tools in Adobe Photoshop Elements and CS2 to add color to my illustrations.
  5. I can use appropriate humor with my illustrations.
  6. I can use Prismacolor markers to add color to my illustrations.
  7. I can create caricatures of recognizable people past and present.
  8. I can create a comic strip in the proper format to be published.
  9. I can dissect the meaning of current event cartoons and reflect upon them.

Course: Cartooning & Animation 1-2
Course Timeframe: Year Long
Target Time Range: Second Quarter

  1. I can create a flip book to better understand the animation process and movement in general.
  2. I can create a strong layout for a comic book page.
  3. I can create basic animations using Anime Studio 5
  4. I can improve upon my written story telling abilities to add to their comic book illustrations.
  5. I can report on the evolution of comics and animation over time.
  6. I can use the grid system to enlarge a smaller image.
  7. I can use tools in Adobe Photoshop Elements and CS2 to add gradients, shadows, and special fx to my illustrations.
  8. I can dissect the meaning of current event cartoons and reflect upon them.
  9. I can design and create a strong comic book cover page.

Course: Cartooning & Animation 3-4
Course Timeframe: Year Long
Target Time Range: First Quarter

  1. I can advance upon the technique of my preferred drawing style.
  2. I can represent various points of a figure’s movement in drawing.
  3. I can draw a character from a front, angle, profile, and back viewpoint.
  4. I can use the basic tools in Adobe Photoshop Elements and CS2 to add color to my illustrations.
  5. I can use tools in Adobe Photoshop Elements and CS2 to add gradients, shadows, and special fx to my illustrations.
  6. I can use appropriate humor with my illustrations.
  7. I can use Prismacolor markers to add color to my illustrations.
  8. I can work in a group and evenly contribute to the task at hand.
  9. I can create a political cartoon relevant to current events.
  10. I can dissect the meaning of current event cartoons and reflect upon them.

Course: Cartooning & Animation 3-4
Course Timeframe: Year Long
Target Time Range: Second Quarter
           

  1. I can create a storyboard for my complete comic book idea.
  2. I can use watercolors to help illustrate enlarged comic scenes.
  3. I can complete a comic book chapter from beginning to end.
  4. I can use the basic tools in Adobe Photoshop Elements and CS2 to add color to my illustrations.
  5. I can use tools in Adobe Photoshop Elements and CS2 to add gradients, shadows, and special fx to my illustrations.
  6. I can create a strong layout for a comic book page.
  7. I can design and create a strong comic book cover and back cover page.
  8. I can dissect the meaning of current event cartoons and reflect upon them.
  9. I can write a formal review of a graphic novel.

Course: Jewelry 1-2
Course Timeframe: Year Long
Target Time Range: First Quarter

  1. I can identify the different metal alloys.
  2. I can use a jewelry saw to cut out negative space.
  3. I can use the flex shaft drill to makes holes in metal.
  4. I can use files to file the edges of my metal piece.
  5. I can use sandpaper in the proper order to clean the surface of my piece.
  6. I can use the Tripoli and Rouge to polish my metal piece.
  7. I can use mandrels to shape my metal.
  8. I can weave with metal wire.
  9. I can make jump rings using metal wire.
  10. I can solder small areas of metal.
  11. I can identify areas in which safety masks and goggles must be worn.