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 []

 

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More . . . []

 

 

Here

IB Digital Art Syllabus 2016-2017


IB Digital Art Syllabus 2016-2017
*Meets MYP Design requirements

Welcome to IB Digital Art Design, my name is Dan Cornell and this is a very rigorous and exciting course.  I am super passionate about art, design, the 3D industry and its integration with technology.  I have a wide range of experiences including over 16 years as a design & technology instructor, and 8 years of industry experience.  This course is very exciting, not only for the students, but also for me to teach. It is an intensive, two year course that guides students to develop aesthetic, conceptual, technical and cultural knowledge of both digital media and visual arts. It is structured to encourage individual exploration of a variety of media, art styles, movements, cultures and societies. The culminating event for the senior student is the IB Visual Arts Examination. This exam is given by an independent, trained IB examiner and is an art exhibition of the studio work and research created over the two year period.  This course is project based and requires supplies  fee of $40.00 which covers your a sketchbook and a small portion of materials that students will consume over the course. All materials should be checked out using the “Materials Checkout” notebook.  If you have any questions, please feel free to email me:  dcornell2@cherrycreekschools.org

LAB FEE: $40 is required for design supplies and materials

Exhibition Projects: Students are required to complete a well documented finished studio product each quarter for a total of 6-8 works during the course of the year. These projects will be graded on completion, its documentation (planning and process) and and overall presentation.  *Worth 40% of the grade

*Students will be required to keep an ongoing portfolio of digital images as an archive as well as for documentation for your Candidate Record Booklet and IB Examination. These photos (ideally) will be taken as products are completed.

*IB Exhibition Assessment: 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 8–11 pieces with exhibition text for each, along with a curatorial rationale (700 words maximum).

Process Portfolio: Students are expected to fully document their projects, tests, failures, and research in their digital journal daily. I will check students journal entries at the end of each month.   Additionally, students will turn-in a minimum of one formal finished screen a month.  *Worth 40% of the grade

*IB Process Portfolio Assessment: 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 13–25 screens. The submitted work should be in at least three different art-making forms.

Comparative Study: Juniors are required to complete a minimum of three screens comparing artists of their choice by the end of the school year. Seniors are required to have a finished draft by the end of the first quarter.  *Worth 20% of the grade

*IB Comparative Study Assessment: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. Students also submit a reflection on the extent to which their work and practices have been influenced by any of the art/artists examined (3–5 screens).

ATTENDANCE: Regular attendance is essential; classroom content is sequential and classes missed will affect student’s performance. Attendance is taken at the beginning of class; students need to be in their seat at the bell.

ABSENCES / TARDIES: Students will not be allowed admittance into class without a re-admit slip that indicates if the absence is excused or unexcused.  ALL classwork can be made up excluding student’s daily journal (this grade is buffered by two absences per month).  Refer to the Parent/Student Handbook for questions related general school rules and policies as it will be followed in my class.

BE HONEST: Cheating on assignments will not be tolerated; the project will result in a zero, and parents will be contacted. Asking and allowing another person to copy an assignment is cheating and both people are at fault. Again, see the Parent/Student Handbook for further information.

EXTRA HELP: Any time a student is in need of help, she/he can come see me during first lunch Monday-Friday.  Please try to make an appointment to insure I am present.  We also have open design studio every Tuesday from 2:30pm to 4pm.

Comparative Study


Evaluation


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 What are Formal Qualities? <<  Here  >>


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Our TSA Events

Key:  * = Pre-State Early Submision 
   
List of Events:
Mechanical & Electronic Design:
Animatronics 
Underwater Rov
*Integrated Autonomous Vehicle

Architecture and Engineering:
Architectural Design  
Computer Aided Design, Architecture and Engineering
*Structural Design and Engineering (Bridge Building)
Computer Integrated Manufacturing
Engineering Design
Flight Endurance
Manufacturing Prototype
System Control Technology
*Transportation Modeling
*Catapult Design
*Rat Trap Drag Race
*Rubber Band Powered Cars
Dragster Design
Mousetrap Tractor Pull
Theatrical Set Design

Science:
Biotechnology Design
*Sci-vis  (Animatic Due November 28th)
Art & Design:
Children’s Stories
*Pin Design and *T-shirt Design (Full Design Due November 28th)
*Fashion Design (One garment Due November 28th)
Promotional Design

Photo, Video , & Audio:
*Digital Video Production
On Demand Video
*Photographic Technology (20 Images Due November 28th)
*Silent Films
*Music Production
3D Animation

Tech:
Debating Technological Issues
*Essays on Technology (Draft Due November 28th)
*Prepared Presentation
*Software Development
*Technology problem Solving
*Technology Bowl (Based on test score)
Webmaster- Design and launch a website
*Video Game Design (working Model Due November 28th)
Coding    

Leadership Events:
Chapter Team
Future Technology Teacher
*Extemporaneus Speech
Prepared Presentation
Stem Careers


Creativity Challenge
Career Preparation
Fore!

Tracing Photos to be Cut on the Laser Cutter

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Define you workspace size.  In this case we are using standard letter (8.5” X 11”) Also switch Color Mode to RGB.
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Open the image you want to cutout.  File > Open and navigate to the file.
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Select the drop down menu next to the Image Trace button and choose Silhouettes.
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It should look something like this.
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Under the Tracing Result drop down menu.
outlines


It should look like this.  Evailuate the output, to make sure this is what you want to cutout. 
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Now press the Expand button which converts the object intopaths.
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Right-Click to an select ungroup.
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With the lines still selected, change the Fill color to (None) and then {shift} + Left-Click the line color and change the RGB color to pure red 255, 0 , 0.
color
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Using the Direct Select Tool, isolate the border edge and delete it.  I found it was easier to group it first and then delete the group, otherwise you have to delete all the individual lines independently.
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It should look like this . . .
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*** I don’t know why yet, but this process seems to create a duplicate traced image.  Moved top traced image aside and delete everything else. ???

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Now scale it so that it fits the output paper.  I duplicated the final lizard and moved to be able to fit both on the paper.
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2016: Process Portfolio AKA Screens


Visual Arts Guide 2017
Process Portfolio (Weighting: 40%)
Students at SL and HL submit carefully selected materials which demonstrate their experimentation, exploration, manipulation and refinement of a variety of visual arts activities during the two-year course. The work, which may be extracted from their visual arts journal and other sketch books, notebooks, folios and so on, should have led to the creation of both resolved and unresolved works. The selected process portfolio work 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. They should be carefully selected to match the requirements of the assessment criteria at the highest possible level.

The work selected for submission should show how students have explored and worked with a variety of techniques, effects and processes in order to extend their art-making skills base. This will include focused, experimental, developmental, observational, skill-based, reflective, imaginative and creative experiments which may have led to refined outcomes.

Formal Requirements
SL
HL



  • SL students submit 9–18 screens, which evidence their sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities.
  • The submitted work must be in at least two art-making forms, each from separate columns of the art-making forms table.
  • The submitted screens must not include any resolved works submitted for part 3: exhibition internal assessment task.



  • HL students submit 13–25 screens, which evidence their sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities.
  • The submitted work must have been created in at least three art-making forms, selected from a minimum of two columns of the art-making forms table.
  • The submitted screens must not include any resolved works submitted for part 3: exhibition internal assessment task.
  • SCREEN SIZE:

    3840 X 2160 @ 300 DPI

    Process Portfolio Assessment SL /HL
    Marks
    A
    Skills, techniques and processes
    12
    B
    Critical investigation
    6
    C
    Communication of Ideas and Intentions
    6
    D
    Reviewing, Refining and Reflecting
    6
    E
    Presentation and Subject-Specific Language
    4

    A. Skills, techniques and processes
    Working across at least the required number of media and forms, the work demonstrates assured and sustained experimentation and manipulation of a range of skills, techniques and processes, and a highly appropriate selection of materials, consistent with intentions.
    What the examiner is looking for:
    sustained experimentation and manipulation of a range of skills, techniques and processes, showing the ability to select and use materials appropriate to your intentions when using the required number of art-making forms from the art-making forms table.
    At the highest level of achievement, the work demonstrates assured and sustained experimentation and manipulation of a range of skills, techniques and processes, and a highly appropriate selection of materials, consistent with intentions.

    Possible Evidence:
    • Drawings, sketches and designs
    • Preliminary paintings and small studies
    • Photographic contact sheets and test prints
    • Computer screenshots
    • Photographic record of sculptural processes

    B. Critical investigation
    The work shows in-depth critical investigation, clearly communicating a secure and insightful awareness of how this investigation has impacted upon the student’s own
    developing practices and intentions.

    What the examiner is looking for: Critical investigation of artists, artworks and artistic genres, communicating your growing awareness of how this investigation influences and impacts upon your own developing art-making practices and intentions.
    At the highest level of achievement, the work shows in-depth critical investigation, clearly communicating a secure and insightful awareness of how this investigation has impacted upon your own developing practices and intentions.

    Possible Evidence:
    • Annotated images of other artists’ works
    • Experiments with using the style or technique of an artist
    • Producing copies of works “after” a particular artist
    • Written reflections on the connections between an investigated artist and your own work

    C. Communication of ideas and intentions (in both visual and written forms)
    The work clearly articulates how initial ideas and intentions have been formed and developed. The work effectively communicates how technical skills, media and ideas have been assimilated to develop the work further.

    What the examiner is looking for:
    The ability to clearly articulate how your initial ideas and intentions have been formed and developed, and how you have assimilated technical skills, chosen media and ideas to develop your work further when using the required number of art-making forms from the art-making forms table.
    At the highest level of achievement, the work clearly articulates how initial ideas and intentions have been formed and developed. The work effectively communicates how technical skills, media and ideas have been assimilated to develop the work further.

    Possible Evidence:
    • Concept maps of ideas and themes
    • Planning imagery with annotations considering how meaning might be conveyed through the work
    • Reflections and evaluations made throughout the progress of a work, resulting in changes in direction or imagery or technique


    D. Reviewing, refining and reflecting (in both visual and written forms)
    The work demonstrates a highly effective and consistent process of reviewing and refining ideas, skills, processes and techniques. The work presents a meaningful and assured reflection upon the acquisition of skills and analysis of the student’s development as an artist.

    What the examiner is looking for:
    The ability to review and refine selected ideas, skills, processes and techniques, and to reflect on the acquisition of skills and your development as a visual artist.
    At the highest level of achievement, the work demonstrates a highly effective and consistent process of reviewing and refining ideas, skills, processes and techniques. The work presents a meaningful and assured reflection upon the acquisition of skills and analysis of your development as an artist.

    Possible Evidence:
    • Various trials of compositional arrangements
    • Reworking imagery employing different techniques or media
    • Reflections and evaluations made throughout the progress of a work, resulting in changes in direction or imagery or technique
    • Evaluations of completed work generating new ideas


    E. Presentation and subject-specific language
    The work clearly and coherently conveys information which results in visually appropriate, legible and engaging work. Subject-specific language is used accurately and appropriately throughout.

    What the examiner is looking for:
    information that is conveyed clearly and coherently in a visually appropriate and legible manner, supported by the consistent use of appropriate subject-specific language.
    At the highest level of achievement, the work clearly and coherently conveys information, which results in visually appropriate, legible and engaging work. Subject-specific language is used accurately and appropriately throughout.

    Possible Evidence:
    • Balance of text and visuals
    • Writing is legible
    • Layout is considered
    • Language is appropriate. Appropriate terminology is used. Artists’ names and movements are spelled correctly.


    Possible structure

    Approaches to the process portfolio will be as varied as the art-making practices that different students undertake. What is essential is that your process portfolio articulates the artistic journey that you have undertaken over the two-year course while best representing your achievement against the marking criteria.
    The submission may come from scanned pages from your visual arts journal, other notebooks or sketchbooks. It might come from photographs or digital files or a combination. The process portfolio screens may take a variety of forms, such as sketches, images, digital drawings, photographs or text.
    The selected screens should evidence a sustained inquiry into the techniques that you have used for making art, the way in which you have experimented, explored, manipulated and refined materials, technologies and techniques and how you have applied these to your developing work. You should show where you have made independent decisions about the choices of media, form and purpose that are appropriate to your artistic intentions. The portfolio should communicate your investigation, your development of ideas and artworks and evidence the synthesis of ideas and media. Your process will have inevitably resulted in both resolved and unresolved artworks and you should consider your successes and failures as equally valuable learning experiences, worthy of including in your process portfolio.
    You must not include work submitted as a part of the exhibition task in your process portfolio.

    Further advice for students
    • While there is no limit to the number of items you may wish to include on each screen, overcrowded or illegible materials may result in examiners being unable to interpret and understand your intentions.
    • If scanning pages from your visual arts journal, other notebooks or sketchbooks for inclusion in your process portfolio, set the scanner to scan at a resolution of 72 pixels per inch in red, green, blue (RGB) color mode. This matches the screens of most computers used by examiners to view works and will keep your submission to a manageable size.
    • If using digital photographs or other digital images in your process portfolio, use image editing software to save the images in RGB color mode at 72 pixels per inch (use the “save for web and devices” found on most digital image editing software) with a minimum width of 1,000 pixels to a maximum width of 1,500 pixels.
    • Consider adopting a horizontal format for your screens, as this will best fit the screens used to examine the work and will minimize the need for scrolling to view each screen.
    • If you compile your screens for the process portfolio using a slide presentation software such as Microsoft’s PowerPoint®, Apple’s Keynote® or Prezi Pro, avoid using animations within slides and animated transitions between slides that may be lost when the file is converted, or may be missed if a moderator advances through your presentation prematurely.
    • Check your grammar and spelling, paying particular attention to the spelling of artists’ names and subject-specific terminology.

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