§126.12. Technology Applications (Computer Literacy), Grades 6-8.

2(D)  develop strategies for capturing digital files while conserving memory and retaining image quality.

3(E)  demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages.

5(A)  identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files;

7(F)  differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications;

7(G)  integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge;

8(D)  use technology in self-directed activities by sharing products for defined audiences; and

8(E)  integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula.

7th Grade Writing

Objective 1:The student will, within a given context, produce an effective composition for a specific purpose.

Objective 6: The student will proofread for correct punctuation, capitalization, and spelling in written text.

These objectives are selected because if students incorporate text into their graphics, then one of the most important aspects of that graphic is for spelling to be 100%.

Toward the end of a year-long course in graphic design, students will be allowed the freedom to choose graphics to make for a teacher or teachers from the entire school district. They can choose a former teacher or just make a graphic from a set of teacher directions. The students will collaborate with their "patron" to create a quality product that the teacher will want on their website. Students can choose any platform to create their graphics. This can include digital image restoration (fixing pictures), creating animated GIF graphics, or just creating still images from scratch. This is a big undertaking and will require students to work independently. In a nutshell the kids will be making an entire graphics library for teachers and students to use. This lesson is character based because the students are using this as community service - while it's not service for the whole community of the town, it is for the community of the school. In turn, teachers and students who use these graphics in their own projects will be showcasing the work of our students.

What is the most important part of creating graphics for use on the web? Directed answer is "Know your target audience" and/or "know minimum standards for your users"

How can you maximize the graphics to be the highest quality, but have the smallest file size to minimize load time? (If graphics are GIF, then reduce number of colors; if graphics are animated, reduce the number of frames; if graphics are JPG, reduce file size and/or quality, for example)

How will you evaluate the quality of your work?

What is your goal for this project?

Activity 1 - Creating generic clipart for use in PowerPoint or web graphics

Activity 2 - Creating specific graphics for various school departments' web pages.

Activity 3 - partnering with a specific teacher to create graphics for the teacher's web page (items like hit counters and buttons and opening graphics, retouching pictures)

CHARACTER ED - Students will be working on their own, at their own pace and therefore will need to be supervised to make sure they stay on track during the course of this lesson.

Application - produce sample sketches for approval, alter existing graphics to make totally new concepts within the confines of copyright and creative commons restrictions.

Synthesis - incorporate ideas from a teacher "patron" into designs created for that teacher. Teacher, "I'd like to have a hit counter made with ladybugs on them." Student, "OK, do you have a particular favorite font, or do you just want something that 'looks good' with a ladybug graphic?"

Evaluation - Verify that all words are spelled correctly, verify that all animated sequences flow in a visually appealing manner, test animations in a variety of platforms to check for proper amount of delay time between frames. Choose your best work to go into the completed folder.

This is a STUDENT directed activity. They see a need on a teacher's web page and make contact with that teacher to offer their service. The teachers approve designs and accept the free graphics for use on their own web site. The students are using and building on skills previously learned and pushing the boundries of the program to create something useful.

All students will be working on their own ability level. Since this is a lab activity, no students should be leaving class to get outside help - the instructor is in the lab to facilitate instruction and can work one-on-one as a collaborator. Higher level students may be able to assist or demonstrate techniques. Even lower level students can do the same, because they might have a different way to solve a production problem.

Personal Agendas - For this, students create a word document that they journal in each day to talk about what they worked on and what they are going to finish. This will be checked by the teacher on a weekly basis or daily, depending on how the class is working.

Interest based investigations - students will be choosing a "favorite" teacher to work for, some aspect of the school website they like, trying to figure out a way to animate something on their own.

Tiered Instruction - Students will be working at their OWN level with specific emphasis on quality and adherence to previously learned design principles. One of the best parts of this type of project, students will work with each other. Students will often share tips and techniques with other students. Frequent display of student work through this project will inspire students to challenge their own use of the programs. As a mentor, the teacher will offer suggestions to each student and demonstrate techniques as needed.

Computers in a lab setting, Macromedia Fireworks MX 2004, Macromedia Flash MX 2004, PowerPoint, FrontPage, internet research

Teacher materials, teacher as collaborator/mentor, design principle books and web pages, student reported websites that show good design principles - these sites will be added to the instructor's website as a reference.