The Lovett School Upper School Computer Science Curriculum
The Lovett School Vision for Learning Lovett offers experiences that inspire our students to love learning. We encourage them to think critically, communicate effectively, engage creatively, and collaborate purposefully. We provide the opportunities and resources that help our students develop independence and self-direction and extend their learning beyond the walls of the classroom as they grow intellectually, emotionally, physically, aesthetically, morally, and spiritually.
700 - Computer Science I - Foundations Course Description Grades: 9-12 Group: II Units: 0.5 This course is designed as a broad introduction to computer science. The project-based curriculum covers many of the basic concepts and problem-solving processes that are essential to the field while contextualizing the role of computers in modern society. Through the analysis of algorithms, exploration of digital electronics, and study of cybersecurity, students learn the fundamentals of program development. Block programming languages such as Snap and professional languages such as Arduino and Python provide the platforms for creating games, building physical artifacts, and developing encryption programs. This course is useful to all students new to programming: those who wish to better understand how computers work; those interested in computer science as it applies to other fields; and those who want to pursue computer science in college and beyond.
Essential Questions 1. How is logic used in design? 2. How can computing and the use of logic foster creative expression? 3. How does abstraction help us to write programs, create computational artifacts and solve problems? 4. How can computation be used to facilitate exploration and discover when working with data? 5. How is data stored and processed by computer devices? 6. How is logical thinking reflected in programming? 7. What is the purpose of variables in programming? Assessment 1. Evaluation of individual progress and development of skills. 2. Project completion to meet or exceed expectations. 3. Problem solving and creative extension of assignments. 4. Productive use of time and ability to meet deadlines. 5. Persistence and attention to detail. 6. Willingness to explore, experiment, and learn through trial and error. 7. Ability to defend a position on a technological idea through a reflection document. 8. At the end of the semester students put together a culminating project in which they apply the design skills learned through the semester and demonstrate creative problem solving.
9. Example Project Overview: Students create a game or simulation using the Snap programming environment from Berkeley (http://snap.berkeley.edu/) in order to learn about basic programming logic and concepts such as variables, statements, conditionals, loops and functions. Students are provided with examples and guiding exercises in order to learn how objects can be programmed to fall, rise, eat, explode, or wrap around the edges of the world. Students problem solve, collaborate and repeatedly revise their work to create advanced effects in their game or simulations. In order to control their game students learn how to implement keyboard controls, a mouse, a timer, and how to use an external control board. To show competence in these areas, students will be asked to create their own original game or simulation. Skills Benchmarks 1. Develop teamwork and collaboration skills for designing artifacts and writing programs. 2. Develop skills in structured thinking and creative problem solving. 3. Learn various tools and approaches to solving problems and determine the most appropriate tool for the challenge at hand. 4. Develop a greater appreciation for the increasing impact of computers and computer science on our global society. 5. Compare and evaluate the quality of the procedures and functions in the code. 6. Evaluate a program's success in solving a stated problem. 7. Appreciate how design, elegance, and efficiency apply to computer programs. 8. Understand file management and versioning techniques in multiple development environments, and apply this understanding to other contexts. Course Units 1. Building Blocks of Programming 2. Computers and Computing 3. Thinking Computationally Textbooks and Resources 1. Blockly games and puzzles - https://blockly-games.appspot.com/?lang=en 2. Snap programming manual, including online manual and community resources. (Snap Manual - http://snap.berkeley.edu/SnapManual.pdf) 3. Arduino programming manual, including online manual and community resources. https://www.arduino.cc/ 4. Python programming - https://www.python.org/
705 - Computer Science II - Media Computation and App Development Course Description Grades: 9-12 Group: I Units: 0.5 Offered: Spring only Prerequisite: 700 - Computer Science I or 8th-grade Digital Design with teacher permission Building on the skills introduced in Computer Science I, this course is designed to deepen students’ understanding of computer science through the creation and analysis of media like images, sound, and 2D and 3D animation. Processing, an object-oriented language designed for creative prototyping, is used to develop event-driven animations and games, as well as to explore and synthesize sound. Algorithms are examined and applied to solutions involving objects, arrays, iteration, and other computation structures. Other development environments may also be explored. The importance of communication and collaboration skills to the process of program development is emphasized. Essential Questions 1. What is an object, and how does one use them in code? How and when can objects be scaled or reused effectively? 2. How are objects and classes related? 3. How can I use code libraries to help me solve problems? 4. How can I impose structure and flow control in a program, and why is it important to do so? 5. How can I generalize and modularize the solution to a problem, and what advantages are gained from that approach? 6. What is event-driven programming, and what are its inherent challenges? 7. What problem solving techniques are common to different programming environments? Can those techniques be used outside of programming environments? 8. How are communication skills and collaboration essential to computer science? Assessment Students will be assessed based on the following criteria: 1. Class time use, resourcefulness, productivity 2. Submission of work to meet class expectations 3. Written reflection of process and personal learning 4. Thoughtful contributions to discussions and critiques 5. Purposeful collaboration 6. Depth of inquiry
7. Quality of work and attention to detail 8. Originality in use of tools and design 9. Demonstration of transcendent understanding of techniques and concepts; transfer of knowledge to new contexts Students will be assessed using the following tools: 1. Projects 2. Contributions to class discussions (face to face and virtual) 3. Student demonstrations 4. Reading quizzes 5. Unit assessments 6. Final Project 7. Example assessment: Interactive Map Project. After brainstorming possible mapping ideas and agreeing on a final concept, the workload is divided into assigned parts among the class. Each student is responsible for developing and sharing their working blocks of code and any related resources, like images and sounds, with the rest of the class. Communication, both verbal and in the form of comments within the code, and collaboration is essential to understand how the final puzzle with come together. In the end, each student creates her own interactive map which incorporates the collection of parts developed by all classmates. Skills Benchmarks 1. 2. 3. 4. 5.
Write simple programs in various languages and identify their similarities and differences Understand classes and objects, and use them in their programs. Create simple classes with multiple object instances Describe the way that a computer structures, uses and processes digital information. Describe the solution to a problem in English, communicate and clarify the solution with collaborators, and then translate that into programming language. 6. Identify opportunities for code refactoring. Units 1. 2. 3. 4. 5. 6. 7. 8.
House (Scratch) -- Basic objects, user interface, input, events, and scaling Maze (Scratch) -- Interactivity, animation, and gaming fundamentals Solitaire (Scratch) -- A peek at advanced objects, events, and interface Primitive Shapes (Processing) -- arguments, colors, methods, canvas coordinates, and mouse location/interactivity Custom Shapes (Processing) -- with backgrounds and variables for scaling objects Objects and Classes (Processing) -- Cars, original objects; attributes, actions Repetition (Processing) -- rows of objects, scaled objects, embedded for loops Original Class (Processing) -- new actions, backgrounds, other effects for personal touch
Resources
1. 2. 3. 4. 5.
SNAP (BYOB) http://snap.berkeley.edu/ Processing: http://processing.org/ Getting Started with Processing, Casey Reas and Ben Fry Current media, interviews, articles pertinent to the topics studied Online resources
Updated August 2016
710 - AP Computer Science A Course Description Grades: 10-12 Group: I Units: 1.0 Prerequisite: 220 - Algebra II and 700 - Computer Science I or teacher permission Fee: $94 AP Exam Fee The AP Computer Science A course is comparable in content and workload to an introductory college-level course in computer science. The curriculum involves object-oriented programming, algorithm analysis, data structures, abstraction, and inheritance, with implementation in a Java development environment. Students learn problem solving and modular design techniques to make their programs understandable, accurate, efficient, adaptable and, when appropriate, reusable in different contexts. Through a combination of collaborative learning and personal reflection, students build their capacity to articulate problems and their possible solutions in terms of computation. Current events related to computing and technology are explored, as is the responsible use of computer systems. Essential Questions 1. What is the difference between programming and computer science? 2. Why is computer science important, and how is it changing various fields of study and work? 3. How can concepts and techniques of computer science be transferred to other areas of learning and to real world actions? 4. With the rapid rate of change in the world of computing, where will it be, how will our lives change in the next 10 years? 20 years? 50 years? Assessment Students will be assessed based on the following criteria: 1. Class time use, resourcefulness, productivity 2. Submission of work to meet class expectations 3. Written reflection of process and personal learning 4. Authentic contributions to class discussions and critiques (online and face-to-face) 5. Class participation and ability to collaborate 6. Depth of inquiry 7. Quality of work and attention to detail 8. Originality in use of tools and design 9. Demonstration of transcendent understanding of techniques and concepts; transfer of knowledge to new contexts
Students will be assessed using the following tools: 1. Projects 2. Class discussions 3. Student demonstrations 4. Online interactive exercises 5. Reading quizzes 6. Unit assessments/tests 7. Fall semester exam 8. Spring Advanced Placement exam 9. Example assessment: Image Filter Project. Students will study algorithms and techniques for traversing and editing two-dimensional arrays in the form of digital images. After learning how to create a set of standard image filters, as you might find in iPhoto or Photoshop, each student will develop a method to implement a more complex filter of their choice. These new filters will be shared among the class and merged so each student builds a program to incorporate all of the filters. To do this successfully, students must clearly define the preconditions and postconditions of their own filter. This project requires students to problem-solve, debug, collaborate, apply algorithms in new contexts, and understand the relationships between various classes, methods, and objects. Skills Benchmarks 1. Design and implement solutions to problems by writing, running, and debugging computer programs. 2. Use and implement commonly used algorithms and data structures. 3. Develop and select appropriate algorithms and data structures to solve new problems. 4. Code fluently in an object-oriented paradigm using the programming language Java. Students are expected to be familiar with and be able to use standard Java library classes and interfaces from the AP Java subset. 5. Read and understand programs consisting of several classes and interacting objects. Students should be able to read and understand a description of the design and development process leading to such solutions. Examples of such solutions can be found in the ​AP Computer Science Labs. 6. Recognize the ethical and social implications of computer use. Units ​0. 1. 2. 3. 4. 5.
Object Oriented Programming (threaded throughout course) Java Basics Classes, API, Branching Iterations and Simple AI Collections and Image Processing Searching, Sorting, and Recursion
6. Inheritance 7. Abstraction and Interface 8. Ethics, Technology, and Society Resources 1. College Board’s AP Central resources a. AP Computer Science Labs b. AP CS Quick Reference 2. IntelliJ Integrated Development Environment by JetBrains 3. jGRASP Integrated Development Environment Georgia Tech Institute for Computing Education (ICE) – resources from Barb Ericson and Crystal Furman 4. Runestone Interactive’s Java Review for the APCS A Exam 5. Java Software Solutions: 8th Edition -- Lewis and Loftus 6. Inside the Future: Surviving the Technology Revolution, Henry Lucas 7. The Transformation Age, Surviving the Technology Revolution, Robert X. Cringely – Documentary accompanying Inside the Future 8. CodingBat -- Online interactive exercises 9. CS Unplugged 10. Algorithms to Live By: The Computer Science of Human Decisions, Brian Christian and Tom Griffiths (2017) 11. Barron’s AP Computer Science A 8th Edition, Roselyn Teukolsky, M.S.
Updated September 2018
715 - Honors Computer Science Studies (Post-AP) Course Description Grades: 11-12 Group: I Units: 1.0 Prerequisite: Year-long average of 80 in 710 - AP Computer Science or teacher permission  This course offers a post-Advanced Placement experience for further studies in computer science. In the first semester, the class follows a set curriculum of topics. The second semester is spent building an individual project and related artifact(s), the topic of which is the student’s choice, subject to instructor approval. The two goals of the course are 1) to allow students to apply their advanced knowledge in innovative ways and, 2) to engage in rigorous subject material to help them build real-world solutions for practical, personal or societal use. Through field trips, guest speaker presentations, TED Talks and follow up discussions, students gain exposure to ways in which computer science is applied to various disciplines and lines of work, such as education, medicine, economics, sustainability, design, and information science. Students develop and present proposals for their independent project; peer review and analysis is employed to offer different perspectives, feedback, and suggestions for improvement. Each student is responsible for proposing, planning, executing and documenting his or her independent endeavor. The project must require sustained effort and accomplishment, and the plan outlines regular benchmarks and deadlines to be met through the second semester. Students share their developed artifact or program, either as a practical application or a presentation. The common threads of study may include Data Structures and Algorithms; Information Processing and Data Visualization; Media Computation, Animation and Graphics; and Artificial Intelligence. Students will develop communication and collaboration skills, working individually and collaboratively to solve problems, and discussing and writing about the importance of these problems and the impacts on their community, society, and the world. Essential Questions 1. How can computing extend traditional forms of human expression and experience? 2. How can computational models and simulations help generate new understanding and knowledge? 3. What opportunities do large data sets provide for solving problems and creating knowledge? 4. Why are some languages better than others when used to implement algorithms? 5. What kinds of problems are easy, what kinds are difficult, and what kinds are impossible to solve algorithmically?
6. What aspects of the Internet’s design and development have helped it scale and flourish? 7. How are issues related to cybersecurity impacting society? 8. How does abstraction make the development of computer programs possible? 9. How does computing enhance human communication, interaction, and cognition? 10. What are some potential beneficial and harmful effects of computing? 11. How do economic, social, and cultural contexts influence innovation and the use of computing? Assessment 1. Unit assessments will involve the following components: a. Quality of shared, curated resources and written reflections related to the topic. b. Quality of written responses to resources curated by peers and teacher. c. Pertinence to developing knowledge of individual area of study. d. Topic artifact(s) and programs -- the depth of understanding displayed. e. Unit test, quiz and/or performance task, in which student describes or analyzes their work. 2. Project assessment will be based on: a. Sustained and demonstrated focus on development. b. Quality and timeliness of regular, written reflection. c. Quality and care given to peer evaluations; support given to classmates (as applicable). d. Open-minded approach and consideration of suggestions and differing viewpoints. e. Final product meeting expectations and objectives. f. Sharing process and/or final work with the Lovett community. 3. Example Assessment: Data Searching and Processing Project: Students research real-world data sets and develop a program to process information about a topic of societal concern (e.g. healthcare, violence, immigration, etc). The program should be able to load (input) the data and display it in multiple forms. A graphical user interface should present relevant query options, and the filtered data can be visualized in a way that helps the human user to create meaning from the information. Exceptional programs will allow the user options to customize the data set. Skills Benchmarks Students will: 1. Create an artifact with a practical, personal, or societal intent. 2. Select appropriate techniques to develop a computational artifact or solution. 3. Use appropriate algorithmic and information management principles. 4. Describe modeling in a computational context. 5. Evaluate a proposed solution to a problem. 6. Justify appropriateness and correctness of a solution, model, or artifact. 7. Collaborate with another student in solving a computational problem.
8. Collaborate with another student in producing an artifact. 9. Foster a constructive, collaborative climate by resolving conflicts and facilitating the contributions of a partner or team member. 10. Exchange knowledge and feedback with a partner or team member. 11. Review and revise their work as needed to create a high-quality artifact. Units of Study 1. Advanced Data Structures and Algorithms 2. Information Processing & Data Visualization 3. Media Computation, Animation & Graphics 4. Artificial Intelligence 5. Independent project in the form of a mobile app, desktop application, website, robot, other hardware/software solution, etc. Project topics will involve one or more of the following threads of computer science: Computer and Network Security, Mobile and Web Computing, Human-Computer Interaction, Software Engineering, Data Analytics, and Artificial Intelligence. Textbooks and Resources 1. Variety of web resources 2. Textbooks and other readings available in the lab and library 3. Java Software Structures 4th Edition, Lewis and Chase 4. News articles and radio/television interviews 5. Topical podcasts 6. Interactive online tools for concept mastery, such as runestone.com and others by Georgia Tech’s College of Computing (Barb Ericson), codingbat.com 7. Guest speakers 8. TED Talks Updated August 2018
720 - Engineering I - Introduction to Engineering, Design, and Fabrication Course Description Grade: 9-12 Group: II Units: 0.5 Offered: Fall/Spring Prerequisite: Year-long average of 80 or higher in Algebra I Â Engineering, Design, and Fabrication utilizes an inquiry-based approach that promotes learning across a number of engineering disciplines. Lessons and activities are designed to engage students in hands-on experiences in design thinking, mathematical abstraction, prototyping, iteration, testing, and fabrication in order to improve their understanding of engineering. Course projects cover aspects of mechanical, electrical, and civil engineering, with a focus on sustainability. Essential Questions 1. How does engineering transform an idea into a product? 2. What scientific and mathematical applications are necessary to the engineering design and fabrication process? 3. How is software crucial to building prototypes? 4. What is the role of prototypes in the development of a product? 5. How do engineers work and communicate as a team? 6. How is it determined if a prototype is culturally appropriate? 7. What is the effect of inappropriate technology on a society? 8. How are designs engineered to be sustainable? Assessment Students will: 1. Fabricate prototypes of their solutions using a combination of machines that work on either a subtractive or additive fabrication process, such as 3D printers, CNC machines. 2. Create a series of short 1-2 minute videos that show the development and final working mechanisms of a build. 3. Create an online Google folder of images, CAD files, and computer programs, as each student works through a project. 4. Take a formative assessment on various terms and concepts for each unit. 5. Demonstrate a workable knowledge of drawing programs (e.g. Inkscape, Easel) in order to sketch ideas and transform their ideas into prototypes. 6. Demonstrate workable knowledge of computer-aided design (CAD) software (e.g. OnShape) in order to produce a drawing that can be read by a computer numerical control (CNC) machine.
Grades 1. Project Builds 25-30 points 2. Prototyping assignments 10-15 points 3. Code for Programs - 10-20 points 4. Engineering Documentary & Discussions - 5-10 points 5. Vocabulary / Concept Checks: 10-15 points Skills Benchmarks Students will: 1. Identify, formulate, and solve human engineering problems 2. Apply knowledge of mathematics, science, and engineering to design a prototype and/or fabricate a product 3. Abstract a problem to its basic mathematical principles in order to build a model 4. Conduct experiments in order to analyze faults in a prototype 5. Design a product to meet desired specifications within realistic constraints (e.g. economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability) 6. Understand professional and ethical responsibilities 7. Communicate effectively as a team using engineering documents (e.g. K-T pair questions, morph-charts, gantt-charts) 8. Engage in an argument about a product or models validity using scientific data and/or historical documentation. 9. Understand the impact of engineering solutions in a global, economic, environmental, and societal context 10. Consider the application of biomimicry and cultural needs to create sustainable systems. Units 1. Mechanical Engineering: Students will design, prototype and fabricate a mechanical toy using design software and the laser cutter. In order to make the toy move, students will employ wooden cams, linkages, gears, or limiters. This project asks students to consider ways of reducing material waste in order to promote sustainability. 2. Electrical Engineering: Students will construct a basic robot that avoids obstacles using “whiskers” attached to limit switches. This robot turns physical energy into electrical energy by reversing a motor to turn the robot as it encounters a physical object in its environment. This is an example of BEAM robotics (biology, electricity, aesthetics, and mechanics), which focuses on the study and implementation of biologically inspired systems in robotics. Students will gain a basic understanding of electricity and magnetism, in circuits with motors. Students will be asked to consider how they compare to electrical signaling in insects antenna and limbs. 3. Audio Engineering: Students will create a “Netherbox” that creates strange sounds that could be used to augment an animation or video. An Arduino microcontroller processor and an inducer will be used to capture and store sound waves. Students will learn how to program arrays to store the values and have the microcontroller play them back
through the inducer. 4. Civil Engineering: Students will design and construct a truss bridge. Compression and tension testing will be done on the bridge’s support elements and graphed in order to determine its fault tolerance and weight capacity. Students will be asked to consider the use of different types of construction materials, their costs and the effects of sourcing efforts (e.g. mining and processing) on the environment. Textbooks & Resources Handouts from the instructor (see listed resources) Software: Arduino, Inkscape, Easel, Fritzing, OnShape, SketchUp Updated September 2018
725 - Engineering II - Engineering, Design, and Fabrication Course Description Grades: 9-12 Group: I Units: 0.5 Offered: Spring only Prerequisite: 720 - Engineering I or teacher permission This course presents the opportunity for students to learn about a number of interdisciplinary fields of engineering, such as robotics, industrial engineering, environmental engineering, and aerospace engineering. Lessons and activities are designed to engage students in more advanced concepts of mechanical and electrical engineering through building robots, drones, hydraulic systems, and rockets. Students also have the opportunity to incorporate sensors, kinematics, and feedback control in their designs. Some physics concepts and principles are included in the coursework. Essential Questions 1. Why is logical thinking a desired trait in programming? 2. How is logic used in design? 3. What effect do variables have on the operation of a robot? Assessment 1. Evaluation of individual progress based on project goals. 2. Establishment of project goals, the ability to achieve them and/or re-evaluate scope of projects. 3. Daily / weekly work documented in engineering journals (text, parts lists, photos, videos, reflections) 4. Evidence of applied research. 5. Willingness to explore, experiment, and learn through trial and error. 6. Assessment of concepts through formative testing (test). Grades 1. Project Builds - 25 - 30 points 2. Class build assignments - 5 - 10 points 3. Code for Programs - 20 points 4. Engineering Documentary & Discussion Posts - 10 points 5. Vocabulary / Concept Checks - 15 points Skills Benchmarks 1. Develop teamwork and collaboration skills for developing and writing programs. 2. Develop skills in structured thinking and creative problem-solving.
3. Learn various tools and approaches to solving problems, and determine the most appropriate tool for the challenge at hand. 4. Develop a greater appreciation for the increasing impact of computers and computer science on our global society. 5. Compare and evaluate the quality of the artificial intelligence of several robot functions. Course Units 1. Robotics Actuators, Effectors, and Locomotion, Robotic history 2. Modern Robots, Manipulation, Behavior Coordination, Torque 3. Control Architectures (e.g. reactive, feedback, hybrid, behavior-based), Basic Sensors (e.g. distance, ir) Course Major Projects 1. Project 1 / Unit 1 Walking or Wheel Bots - student design and build a 3-wheeled robot from household items (e.g. casters, wheels) and design a body using a CAD program (e.g. SketchUp) which can be printed on the 3D printer. Students then add power, wiring, on-off switch and an Arduino microcontroller. The microcontroller will be used to program tank-drive for the wheel-bot using on-off-momentum switches. 2. Project 2 / Unit 2 Animatronic Creature - students design and build an animatronic creature out of cardboard and paper. The students will learn how to use servos, cams, and actuators in conjunction with an Arduino microcontroller to create unique movements. The creature can be painted for artistic effects. 3. Project 3 / Unit 3 Robotic Arms - students will study advancements in prosthetics. They will design a 4-degree rotational arm (e.g. hand or grabber, forearm, shoulder joint) using 4 high-torque servos. Students will design and mill gears for the arm using the CNC machine. These gears will help the arm to pick up larger objects. Students will add a use an Arduino microcontroller to program the arm to pick up a small object and hand it to the person in front of the arm as that person approaches. The should strive for hand and arm movements should closely mimic the movement of an actual human arm. Textbook and Resources 1. Online research of current robotics news and activities. 2. NASA’s Mars Science Laboratory sites. 3. Parallax, Digikey, and Sparkfun electronic materials 4. Library of reference books on building robots Updated March 2018
730 - Digital Media and Interactive Design Course Description Grades: 9-12 Group: II Units: 0.5 Offered: Fall only Students create original and remixed works incorporating various forms of digital media: graphics, audio, video, animation, 3D design, and virtual reality. Exploration of the elements and principles of interactive design provides opportunities for creative expression, communication, and problem-solving based in computational thinking and coding; it also helps establish a greater understanding of the media we encounter in our culture every day. Students develop a culminating interactive story, simulation or game. The evolution of digital media and its effects on publication, copyright, and ethics in current social media are integral to the curriculum. Essential Questions 1. What forms of media do we encounter every day, where do we encounter them, and how do we interact with them? 2. What are the differences between digital forms of media and earlier forms? 3. How is the delivery of media changing? 4. How is digital media represented on a computer? What is digital media made of? 5. How does the choice of medium, or combination of media, impact the message itself or its potential impact? 6. How does the choice of font impact a message? 7. What are the basic elements of static 2-D digital design? What are the advantages and disadvantages of adding the elements of time, a 3rd dimension, and interaction? 8. What are the basic elements of interactive design and what makes it more or less “user-friendly�. How do people interact with digital media? 9. What are the basic tenets of Copyright Law and Fair Use? How do these tenets apply to my own work at school and beyond? Assessment 1. Class-time use and productivity 2. Submission of work to meet class expectations (includes providing original sources, attention to assignment grading criteria, meeting deadlines, etc.) 3. Written reflection of process and personal learning for each project 4. Contributions to class critiques, peer or otherwise 5. Class participation and ability to collaborate 6. Quality of work and attention to detail
7. Original uses of tools 8. Demonstration of transcendent understanding of techniques and concepts 9. Final Project: a culminating interactive story, simulation or game in which the various forms of media are showcased. 10. Example assessment: Students select an event or topic of interest to them -- the Olympic Games, the school play, their favorite city, etc. -- and build a 2-D poster to tell the story of their chosen subject. Various tools and techniques are utilized to combine multiple media elements in order to achieve a desired impact and message. Each element should be chosen with intentionality, helping to produce a cohesive theme. Students reflect on the process of their work, the decisions they made, and any revisioning they undertook. This assignment ends with presentations to the class. Skills Benchmarks 1. Students will understand the fundamental elements involved in creating and editing 2D digital images. 2. Students will be able to determine the best design elements and strategies for reaching an intended audience. 3. Students will transfer design concepts and understandings to new environments to involve animation and 3D spaces. 4. Students will become more aware of the media they encounter every day and the ways in which they interact with it. 5. Students will understand how to incorporate various elements of user interfaces effectively. 6. Students will create objects, edit their properties and behaviors, and learn the basics of gameplay scripting. Units 1. 2-D Imaging a. Students explore paint/draw editing tools, the use of layers, layer-masking, color representation (RGB pixels), filters, transparency, fontology, lighting effects, and animation in Photoshop. b. The culminating project combines multiple techniques, effects, and elements to create a thematic, surreal image. c. Goal: to understand how images and color are represented on the computer, to learn about digital design elements and vocabulary, examine image files types, and explore copyright issues. 2. 3-D Objects and Animation a. Students create simple 3-D objects, explore movement around 3-D space, and develop animation using the element of time and keyframes. Effects involving position, camera, lighting, color, and rotation are examined. b. Students study the purpose and history of typefaces in greater depth. c. Goal: A brief introduction to the concepts of 3-D animation -- objects, timeline, x-y-z-axes, etc. - provides a basis for the upcoming AR and VR units. 3. Sound and Video
a. Students create their own soundtrack using pre-made samples and/or original instrumentation. b. Students capture and edit simple video, exploring options for text overlay, transitions, timing, repetition, and other effects. c. Students combine audio and video components. 4. Interactive Mapping with Augmented Reality a. Students create 3-D environments and develop experiences that allow the user to move through the 3-D space. 5. Gameplay with Virtual Reality - Gameplay scripting concepts are introduced to manage control of flow. Elements of user interfaces, like buttons, sliders, and other interaction options are introduced. Students analyze different features and learn how they can be applied to character-driven experiences. 6. Final Project - Students develop from concept to finished product a virtual reality game, story, or simulation. Resources 1. Image editing tools, like Adobe Photoshop, Preview, and Canva 2. Sounds editing tools, like Apple Garageband or Audacity 3. Video editing tools, like Apple iMovie or Adobe Premiere 4. CoSpaces​ - Augmented Reality and Virtual Reality development 5. Online tutorials and resources 6. Podcast tutorials - iTunes store 7. http://www.npr.org/ 8. TED Talks, like John Maeda’s How art, technology, and design inform creative leaders 9. soundbible.com 10. Various online media resources and tools Updated August 2018