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–Arnold

 

HDR image Source: http://www.hdrlabs.com/sibl/archive.html

Download the Beach HDRI:
collage_over_image_page0_49_1[1]

  • Render with Default AiStandard material with 3-point lights
  • Render with Default AiStandard material with IBL (Beach Image)

Rendersettings

Materials – Gold

GOLD

Turn on Arnold Render Windows > Settings/Preferences > Plug-in Manager
Scroll down to the bottom and then check both boxes next to mtoa.mll
Plug-Arnold

Right-click on the object and choose Assign New Material.  Select the Arnold render material options in the drop-down and choose aiStandard.
Materials

Right-click on the material you want to change and choose Material Attributes.

Here is a link to more materials: https://support.solidangle.com/display/ARNTUT/Standard+Material+Presets





Gold
image
Diffuse Color (RGB) 0.831, 0.472, 0
Diffuse Weight 0.6
Diffuse Roughness
0.427
Backlighting
0
Specular Color (RGB) 1, 0.864, 0.68
(Specular) Weight 0.4
(Specular) Roughness 0.439
(Specular) Fresnel (Checkbox) on
(Specular) Reflectance at Normal
1
(Reflection) Color 1,1,1
(Reflection) Weight 0
(Reflection) Enable Internal Reflections on
(Reflection) Fresnel (Checkbox) off
(Reflection) Reflectance at Normal -
(Refraction) Color (RGB) 1,1,1
(Refraction) Weight 0
(Refraction)  IOR 1
(Refraction)  Roughness 0
(Refraction) Fresnel Use IOR off
Transmittance (RGB) 1,1,1
Emission Scale 0
SSS Color
SSS Weight

Visual Arts Grade Descriptors

Grade 7

  • Demonstrates in-depth and comprehensive knowledge and understanding of the media used with precise use of terminology to communicate this understanding.
  • Highly effective use of research, investigation and technical skills.
  • In-depth understanding of artistic intention and engagement with the artistic process demonstrated in consistent development of ideas, creativity and critical reflection.

Grade 6

  • Demonstrates detailed knowledge and understanding of the media used with appropriate and consistent
  • use of terminology to communicate this understanding.
  • Effective use of research, investigation and technical skills.
  • Understanding of artistic intention and engagement with the artistic process demonstrated in development of ideas, creativity and critical reflection.

Grade 5

  • Demonstrates sound knowledge and understanding of the media used, with appropriate use of terminology to communicate this understanding.
  • Research, investigation and technical skills are evident and sometimes well developed.
  • Evidence of understanding of artistic intention and the artistic process and development of ideas, creativity and critical reflection.

 

Grade 4

  • Demonstrates secure knowledge and understanding of the media used, with appropriate use of terminology to communicate this understanding.
  • Research and/or investigation skills are evident but not well developed.
  • Some understanding of artistic intention and the artistic process, that is, understanding of the work of
  • others, the student’s own work and the connections between these.
  • Some evidence, through the student’s own work, of understanding of the artistic process. Technical skills
  • are evident but not necessarily well developed.
  • There is some evidence of development of ideas and some evidence of creativity and critical reflection.

 

Grade 3

  • Demonstrates basic knowledge and understanding of the media used with some use of terminology to communicate this understanding.
  • There is evidence of research and/or investigation but this remains undeveloped.
  • Partial understanding of artistic intention, that is, understanding of the work of others and the student’s  own work.
  • Evidence in the student’s own work of limited artistic process and technical skills.
  • Creativity and critical reflection emerge occasionally in the work.

 

Grade 2

  • Demonstrates little knowledge and understanding of the media used with limited use of terminology.
  • There is evidence of superficial research and/or investigation.
  • The student’s own work demonstrates very limited artistic process, technical skills, creativity and critical reflection.

 

Grade 1

  • Demonstrates very little knowledge and understanding of the media used, with inadequate use of terminology.
  • Irrelevant research and/or investigation.
  • The student’s own work demonstrates almost no artistic process, technical skills, creativity or critical reflection.

IB Assessment Overview

Overall Visual Arts Grade Descriptors 

PART 1: Comparative Study (Weighting: 20%) [notes]

Students are required to analyse and compare artworks, objects or artifacts by different artists. This independent critical and contextual investigation should explore artworks, objects and artifacts from differing cultural contexts.

 

PART 2: Process Portfolio Assessment (Weighting: 40%) [notes]  
(9–18 screens – SL & 13–25 screens – HL)

Students 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.

PART 3: Exhibition (Weighting: 40%) [notes] 
(4–7 artworks – SL & 8–11 artworks – HL)


Students submit for assessment a selection of resolved artworks for 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 to realize their intentions. Students also evidence the decision-making process which underpins the selection of this connected and cohesive body of work for an audience in the form of a curatorial rationale.

During the course students will have learned the skills and techniques necessary to produce their own independent artwork in a variety of media. In order to prepare for assessment in this component, students will select the required number of pieces to best match the task requirements and demonstrate their highest achievement. Students at SL select 4–7 artworks for submission while students at HL select 8–11 artworks for submission.

The final presentation of the work is assessed in the context of the presentation as a whole (including the accompanying text) by the teacher against the task assessment criteria.

 

Curatorial Rationale (notes)

Students should also develop a curatorial rationale which accompanies their original artworks (400 words maximum – SL & 700 words maximum – HL  ). This rationale explains the intentions of the student and how they have considered the presentation of work using curatorial methodologies.  HL students need to consider as well the potential relationship between the artworks and the viewer.

The curatorial rationale is only worth 3 of 30 points but is very important because it defines the ‘coherent body of works’ which is worth 9 of 30 points.

Exhibition Work Assessment

Exhibition

 

A. Coherent body of works
Evidence: curatorial rationale, the submitted artworks, exhibition text and exhibition photographs/video

To what extent does the submitted work communicate:

  • a coherent collection of works which fulfil stated artistic intentions and communicate clear thematic
    or stylistic relationships across individual pieces?

Candidates who fail to submit the minimum number of artworks cannot achieve a mark higher than 6.

Exhibition2

B. Technical competence
Evidence: curatorial rationale, the submitted artworks, exhibition text and exhibition photographs/video

To what extent does the submitted work demonstrate:

  • effective application and manipulation of media and materials;
  • effective application and manipulation of the formal qualities?

Candidates who fail to submit the minimum number of artworks cannot achieve a mark higher than 6.

Exhibition3

C. Conceptual qualities
Evidence: curatorial rationale, the submitted artworks, exhibition text and exhibition photographs/video

To what extent does the submitted work demonstrate:

  • effective resolution of imagery, signs and symbols to realize the function, meaning and purpose of the
    art works, as appropriate to stated intentions?

Candidates who fail to submit the minimum number of artworks cannot achieve a mark higher than 6.

 

Exhibition4


D. Curatorial practice (SL only)
Evidence: curatorial rationale, the submitted artworks, exhibition text and exhibition photographs/video

To what extent does the curatorial rationale justify:

  • the selection, arrangement and exhibition of a group of artworks within a designated space?

 

Exhibition5

D. Curatorial practice (HL only)
Evidence: curatorial rationale, the submitted artworks, exhibition text and exhibition photographs/video

To what extent does the curatorial rationale demonstrate:

  • the justification of the selection, arrangement and exhibition of a group of artworks within a
    designated space?
  • reflection on how the exhibition conveys an understanding of the relationship between the artworks
    and the viewer?

Exhibition5-hl

ISD: Summary


Give your post a title of "ISD: {Month} Summary"

Purpose: (1-sentence) Basically what was/is your goal for them month.  It may be the same as the previous month.

List Projects/Skills: List all the projects or skills that you worked on.

For Example:
  • Character Concept  Design #1
  • Digital Painting Practice
  • Worm Tutorial 

Project Progression Summary & Reflection:  (3-4 paragraphs) Basically, in paragraph form write a summary of what you did as well as a thorough reflection.  The degree to which the student presents information that supports the central purpose, arguments, or goals of the project. Should include reflection as well.

Skill Development Visual Progression:  Post a clear progression of your skill development. Screen shots and final renders

General Writing: Grammar, punctuation, general writing
Grade is based out of 340 points with an aditional potential for 60 bonus points.

0
1
2
Purpose (Current Skill Goal)
None
Some Development
Fully Developed
Well Written
1 - 3
4 – 7
8 – 10
11 – 12
Project Progression Summary
Minimal Summary  Development
Some Summary  Development
Fully Developed Summary
Above and Beyond
Skill Development Visual Progression
Minimal Visual Progression
Some Visual Progression
Fully Documented
Visual Progression
Above and Beyond
Overall Project(s) Progress
Minimal Progress
Some
Progress
Adequate
Progress
Above and Beyond
0
1
2
General Writing Poor sentences, no punctuation, fragments, or none completed. Good work, several small mistakes, good effort. Excellent writing, few spelling mistakes, coherent and well-done.

Final Project Turn-in Sheet

First Complete and print the Final Project Turn-in Sheet. Here is the link.
In a spreadsheet list the following for each project:
    • Title
    • Printable Size & Size of Original (cm or time)
    • Medium / software used
    • Screen #’s documented on (entire process needs to be documented for full credit)
    • Date Started
    • Date Completed