Welcome to Digital-Evolutions, Smoky Hill High School's digital creative center. Digital-Evolutions is a digital visualization and animation program, introducing students to design principles, new media design, basic programming, engineering/medical visualization, video production, compositing, and a heavy emphasis on 3D content creation.


AND most importantly, giving students the skills to become intrinsically motivated independent learners and creative leaders.

About Digital-Evolutions []
 
 
Digital-Evolutions, is a public high school digital arts program, introducing students to digital sculpture, design principles, traditional art mediums, programming, visual storytelling, engineering/medical visualization, video production, and a heavy focus on 3D visualization and animation. Students can participate up to four years, with two possible advanced college accredited tracks, both IB and traditional. Our core philosophy, is to move past just teaching the tool, to empowering students to become intrinsically motivated, independent learners, story tellers, and artists. It challenges them to tap into both hemispheres and further develop their logical and creative abilities as an artist and critical thinker. The program is both exciting and challenging, providing students with a learning environment without limitations and opening the the door to artistic expression and conceptual exploration. Students become artists, visual story tellers, and technical problem solvers, further preparing them for the ever-changing digital landscape and future workforce. Digital-Evolutions is hosted at Smoky Hill High School part of the Cherry Creek School District. Occupational Outlook Handbook 2008/09 predicts that digital media design and animation will show tremendous growth ‘much faster than average’ through 2016 nationally. As of 2008, China has over 30 animation industrial bases, 5,400 animation companies, 450 high schools teaching certified animation courses, and 460,000 students studying animation related subjects. This was an increase of over 36% in comparison to 2006. (Aldric Chang 2008) According to Robi Roncarelli industry expert, China’s growth is not even due to outsourcing, but huge local demands. So it can be said that, our local industry is just at its infancy and this perpetual growth is blending together multiple disciplines, blurring the line between art, science, math, and technology. But our underling goal is to develop intrinsically motivated creative learners with the skills to succeed in their chosen career path; whether it be engineering and the sciences or entertainment and the arts.
 
 
Courses Offered []

 

DesignCycle7

More . . . []

 

 

Here

Image Based Lighting

http://www.3dstudents.com/2015/02/lighting-maya-lights.html

C:\Program Files\Autodesk\Maya2016\presets\Assets\IBL

 

The goal it to look through the light so that the shadow reaches across the scene into the darkness.  Setup the light similar to as seen below.  *Note there is no shadow until you activate ray tracing.  When you switch the render engine to Mental Ray, ray tracing is automatically activated.

Light_Render-1

Set Render to Mental Ray: Open render settings and change render using . . . Switch to Mental Ray.  Notice when you render again using Mental Ray, a shadow appears – Mental Ray automatically turns on ray tracing.

Turning on Mental Ray:
If it does not appear, activate it by: Window > Settings/Preferences > Plug-in Manager > then check the boxes for Mayatomr.mll.

Light_Render-2

Animation Tutorial

Exhibition texts

Exhibition text (500 characters maximum per artwork)
Each submitted artwork should be supported by exhibition text which outlines the title, medium and size of the artwork. The exhibition text should also include a brief outline of the original intentions of the work (500 characters maximum per artwork). The exhibition text should contain reference to any sources which have influenced the individual piece. Students should indicate if objects are self-made, found or purchased within the “medium” section of the exhibition text, where applicable. Where students are deliberately appropriating another artist’s image as a valid part of their art-making intentions, the exhibition text must acknowledge the source of the original image.

Curatorial Rationale

https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=d_6_visar_tsm_1408_1_e&part=5&chapter=1


Students at SL should also develop a curatorial rationale which accompanies their original artworks (400 words maximum). This rationale explains the intentions of the student and how they have considered the presentation of work using curatorial methodologies.

Students at HL should also develop a curatorial rationale which accompanies their original artworks (700 words maximum). This rationale explains the intentions of the student and how they have considered the presentation of work using curatorial methodologies, as well as considering the potential relationship between the artworks and the viewer.

Structuring the curatorial rationale
The curatorial rationale requires SL and HL students to explain why specific artworks have been chosen and presented in a particular format. It provides students with an opportunity to explain any challenges, triumphs, innovations or issues that have impacted upon the selection and presentation of the artworks.  Students should use the curatorial rationale to explain the context in which particular artworks were made and presented in order to connect the work with the viewer. In addition to this, students at HL should also explain how the arrangement and presentation of artworks contributes to the audience’s ability to interpret and understand the intentions and meanings within the artworks exhibited.

SL students may find the following questions helpful when approaching this task. This structure is for
guidance only and is neither prescriptive nor restrictive.

  • What are you hoping to achieve by presenting this body of work? What impact will this body of work have on your audience? What are the concepts and understandings you initially intend to convey?
  • How have particular issues, motifs or ideas been explored, or particular materials or techniques used?
  • What themes can be identified in the work, or what experiences have influenced it?
  • How does the way you have exhibited your artwork contribute to the meanings you are trying to convey to an audience?
HL students may find the following questions helpful when approaching this task. This structure is for guidance only and is neither prescriptive nor restrictive.
  • What is the vision for presenting this body of work?
  • How have particular issues, motifs or ideas been explored, or particular materials or techniques used?
  • What themes can be identified in the work, or what experiences have influenced it?
  • How does the way you have exhibited your artwork contribute to the meanings you are trying to convey to an audience?
  • What strategies did you use to develop a relationship between the artwork and the viewer, for example, visual impact?
  • How does the way you have arranged and presented your artworks support the relationship and connection between the artworks presented?
  • What do you intend your audience to feel, think, experience, understand, see, learn, consider from the work you have selected for exhibition?

Drawing a Cylinder in 1-Point Perspective

Draw a rectangular cuboid using the 1-point perspective tool.  
TIP: Hold down SHIFT while make the first Square.
 



Using the Line Tool draw an X inside of each square cap.  I used red to make it easier to see.

 


First make a new layer.  Change your color to black. Using the circle tool, draw a circle starting from the center of each X.  If you hold down SHIFT while drawing, it will align perfectly.   To connect the two circles, use the 1-Point perspective tool to connect the outer edges.


If you hide the reference layer, you should only see the cylinder. 

 


Now erase the back corner of the cylinder.

 


Here is the cylinder with the reference guides.


Senior Final Turn-in 2016

Due Before Break

Create a Google Drive folder call it "(Name Here)'s IB Exam"

Create 3 new folders Label them, Comparative study, Process portfolio, & Exhibition


_____________________________________________________________

Comparative study: Students analyze and compare different artworks by different artists. This independent critical and contextual investigation explores artworks, objects and artifacts from differing cultural contexts. Students compare at least 3 different artworks, by at least 2 different artists, with commentary over 10–15 screens. 

*HL students submit 3–5 screens which analyze the extent to which their work and practices have been influenced by the art and artists examined.



Turn in 10-15 finished screens to the Comparative Study Folder. 


_____________________________________________________________

Process portfolio: Students submit carefully selected materials, which evidence their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course. Students submit 9 –25 screens. The submitted work should be in at least two different art-making forms. (SL 9-18, HL 13-25)


Turn in 9-25 finished screens to the Comparative Study Folder.

_____________________________________________________________


Exhibition: Students submit for assessment a selection of resolved artworks from their exhibition. The selected pieces should show evidence of their technical accomplishment during the visual arts course and an understanding of the use of materials, ideas and practices appropriate to visual communication. Students submit (SL 4–7) (HL 8-11)  pieces with exhibition text for each, along with a curatorial rationale (400 words maximum).   Reference art-making forms table.

Turn in  (SL 4–7) (HL 8-11)  finished pieces with exhibition text for each,
** After Break turn in curatorial rationale (SL-400, HL-700 words maximum) 

Skill Objective(s)

Skill Objectives:  Write a comprehensive skill objective(s) relating to your design objective including general details.

Find a specific tutorial or a number of mini tutorials of a skill that you need or want to learn that is related to your goal or design objective. You will finish this tutorial or a realistic number of tutorials by the semester.  Post image and link to the tutorial.


Digital Sculpture: I will develop my Autodesk Mudbox sculpture skills, focusing on organic modeling.  To do so I will follow the T-Rex tutorial.

Here is the link: https://www.youtube.com/watch?v=arQyKu2RmVw