| (a) General requirements. Students shall be awarded
one credit for successful completion of this course. Recommended prerequisite:
Art, Level I. This course is recommended for students in Grades 9-12.
This course satisfies the high school fine arts graduation requirement.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Arts, Audio/Video Technology, and Communications
Career Cluster focuses on careers in designing, producing, exhibiting,
performing, writing, and publishing multimedia content including visual
and performing arts and design, journalism, and entertainment services.
(3) 3-D Modeling and Animation consists of computer
images created in a virtual three-dimensional (3-D) environment. 3-D
Modeling and Animation has applications in many careers, including
criminal justice, crime scene, and legal applications; construction
and architecture; engineering and design; and the movie and game industries.
Students in this course will produce various 3-D models of real-world
objects. The six strands include creativity and innovation; communication
and collaboration; research and information fluency; critical thinking;
problem solving, and decision making; digital citizenship; and technology
operations and concepts.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Creativity and innovation. The student demonstrates
creative thinking, constructs knowledge, and develops innovative products
and processes using technology. The student is expected to:
(A) evaluate, edit, and create scripts for animations;
(B) identify and apply color theories, including harmony
rules, tints, shades, gradients, color mixing, new color creation,
and the visual impacts of specific color combinations using a digital
format;
(C) apply texture, transparency, skinning, and contour
along a 3-D object surface;
(D) compare, contrast, and integrate the basic sound
editing principles, including mixing and manipulating wave forms,
audio tracks, and effects;
(E) compare and contrast the rules of composition such
as the rule of thirds or the golden section/rectangle with respect
to harmony and balance;
(F) evaluate the fundamental concepts of 3-D modeling
and design such as composition, perspective, angles, lighting, repetition,
proximity, white space, balance, and contrast;
(G) analyze 3-D model objects to interpret the point
of interest, the prominence of the subject, and visual parallels between
the structures of natural and human-made environments;
(H) distinguish among typefaces while recognizing and
resolving conflicts that occur through the use of typography as a
design element;
(I) use perspective, including spot and directional
light, backgrounds, ambience, shades and shadows, and hue and saturation;
(J) use the basic principles of design such as proportion,
balance, variety, emphasis, harmony, symmetry, and unity in type,
color, size, line thickness, shape, and space;
(K) edit files using appropriate digital editing tools
and established design principles such as consistency, repetition,
alignment, proximity, white space, image file size, color use, font
size, type, and style; and
(L) identify pictorial qualities in a design such as
shape and form, space and depth, or pattern and texture to create
visual unity and desired effects in designs.
(2) Communication and collaboration. The student uses
digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute
to the learning experience of others. The student is expected to:
(A) use vocabulary as it relates to digital art, audio,
and animation;
(B) demonstrate the use of technology to participate
in self-directed and collaborative activities within the global community;
(C) participate in electronic communities;
(D) create technology specifications for tasks and
rubrics for the evaluation of products;
(E) design and implement procedures to track trends,
set timelines, and evaluate products;
(F) collaborate with peers in delineating technological
tasks;
(G) publish and save information in a variety of ways,
including print or digital formats;
(H) analyze and evaluate projects for design, content
delivery, purpose, and audience; and
(I) critique original 3-D digital artwork, portfolios,
and products with peers.
(3) Research and information fluency. The student applies
digital tools to gather, evaluate, and use information. The student
is expected to:
(A) distinguish among and correctly apply process color
(RGB and CYMK), spot color, and black or white;
(B) research the history of 3-D modeling and 3-D animation;
(C) research career choices in 3-D modeling and 3-D
animation;
(D) use the Internet to retrieve information in an
electronic format;
(E) demonstrate the appropriate use of 3-D objects,
digital imaging, video integration, and sound retrieved from an electronic
format;
(F) import sounds from a variety of sources; and
(G) create planning designs such as rough sketches,
storyboards, and brainstorming materials.
(4) Critical thinking, problem solving, and decision
making. The student uses critical-thinking skills to plan and conduct
research, manage projects, solve problems, and make informed decisions
using appropriate digital tools and resources. The student is expected
to:
(A) distinguish between and use the components of 3-D
animation software programs such as cast, score, environment, the
X-Y-Z coordinate system, and the animation manipulation interface;
(B) distinguish between and use the different 3-D modeling
techniques such as box modeling, transformation, and polygon primitives
using extrusion and rotation;
(C) distinguish between and use the different 3-D animation
techniques such as path and rendering using dynamics and physics;
(D) apply a variety of color schemes such as monochromatic,
analogous, complementary, primary/secondary triads, cool/warm colors,
and split complements to digital designs;
(E) use the basic concepts of color and design theory
such as working with 3-D models and environments, characters, objects,
and other cast members as needed for the animation;
(F) use the appropriate rendering techniques to create
an animation;
(G) use a variety of lighting techniques such as shadow,
shading, point, spot, directional, and ambient to create effects;
and
(H) define the design attributes and requirements of
a 3-D animation project.
(5) Digital citizenship. The student understands human,
cultural, and societal issues related to technology and practices
legal and ethical behavior. The student is expected to:
(A) discuss copyright laws/issues and use of digital
information such as attributing ideas and citing sources using established
methods;
(B) define plagiarism and model respect of intellectual
property;
(C) demonstrate proper digital etiquette and knowledge
of acceptable use policies when using technology; and
(D) evaluate the validity and reliability of sources.
(6) Technology operations and concepts. The student
demonstrates a sound understanding of technology concepts, systems,
and operations. The student is expected to:
(A) demonstrate knowledge and appropriate use of operating
systems, software applications, and communication and networking components;
(B) make decisions regarding the selection and use
of software and Internet resources;
(C) make necessary adjustments regarding compatibility
issues with digital file formats, importing and exporting data, and
cross-platform compatibility; and
(D) read, use, and develop technical documentation.
|
