PLEASANT VALLEY SCHOOL DISTRICT
PLEASANT VALLEY SCHOOL DISTRICT
PLANNED COURSE CURRICULUM GUIDE
INTRODUCTION TO 3D MODELING
Grades 9-12
I. COURSE DESCRIPTION AND INTENT:
Introduction to 3D Modeling is a studio course in the art, science, and technique of three-dimensional (3D) modeling utilizing several application software resources. During this course, students will learn to work within virtual 3-D space and build volumetric objects. Students will use these tools to build complex objects then learn the basic 3-D rendering tools and techniques including: surface channels, procedural textures, image mapping, light types and settings, camera settings and use, as well as a variety of rendering options, along with the art and science of 3D printing. Students will also learn the importance of file backup and management. This is a beginning class that introduces students to the 3D environment and tools. Its purpose is to familiarize the students with the 3D interface, and to build a working knowledge of the basic tools used in computer modeling and rendering.
II. INSTRUCTIONAL TIME:
Class Periods: Six (6) per six (6) day cycle
Length of Class Periods (minutes): 54
Length of Course: One (1) Quarter
Unit of Credit: .25
(New format - 1-2012 Updated June 2014
|COURSE: Introduction to 3D Modeling |GRADE(S): 9-12 |
|STRAND: 9.1.12, 9.2.12, 9.3.12, 9.4.12 |TIME FRAME: One Quarter |
|PA ACADEMIC STANDARDS |
| |
|9.1.12.A.B.C.D. E. F. G. H. - Production, Performance and Exhibition of Visual Arts |
|9.2.12.A.B.G.H. - Historical and Cultural Contexts |
|9.3.12.A.B.D. - Critical Response |
|9.4.12.A.B. - Aesthetic Response |
|ASSESSMENT ANCHORS |
|Teacher designed projects |
|Test and quizzes |
|Portfolio |
|Classroom Participation |
|Research assignment presentation |
|Students will demonstrate competency in the use of technology for each of the |
|3D Modeling and Animation units. |
|Students will explain how current and ongoing technology in 3D Modeling |
|and Animation affects hardware and software. |
|Students will apply current technology to solve 3D Modeling and Animation |
|problems. |
|RESOURCES |
|Computers |
|Software: |
|Google Sketch-Up Pro |
|Rhinoceros |
|Autodex Maya |
|Makerbot Makerware (3D scanner & 3D printer) |
| |
|Websites, On-line tutorials: |
| (General Maya Intro) |
| (Character rigging) |
| (Character Rigging) |
|s (Pay for tutorials.) |
| (CG community) |
|s (CG community) |
| (Pencil Test Archive) |
| (Animation Community) |
| (Animation News/Blog) **** |
| Building Information Modeling |
| |
|OBJECTIVES |
|The learner will identify major contributions and developments in 3D modeling and CGI. The learner will develop knowledge through |
|instruction and research, culminating in a classroom presentation. |
|ESSENTIAL CONTENT |
|Formulate an understanding of the elements that were necessary for 3D animation to become an art form. |
|List several historical developments, which led to the present technological state of computer generated images. |
|Cite several examples of the sociological and technical impact animation has made upon the world. |
|Evaluate the various functions of the movies and games. |
|Create a presentation describing a monumental advancement in CGI or 3D modeling |
|INSTRUCTIONAL STRATEGIES |
| |
|Present History of 3D modeling and CGI 1940 to Present |
|Have students research further historical facts and present individual findings through a Powerpoint presentation. |
|Discuss the purpose of CGI and 3D modeling events and the historical impact they have. |
|ASSESSMENTS |
|Teacher designed projects |
|Test and quizzes |
|Portfolio |
|Classroom Participation |
|Research assignment presentation |
|Students will demonstrate competency in the use of technology for each of the |
|3D Modeling and Animation units. |
|Students will explain how current and ongoing technology in 3D Modeling |
|and Animation affects hardware and software. |
|Students will apply current technology to solve 3D Modeling and Animation |
|problems. |
|CORRECTIVES/EXTENSIONS |
|Correctives: |
|Video clips regarding various CGI and 3D modeling techniques. |
| |
|Extensions: |
|Research CGI and 3D modeling industry and determine current state of affairs and business models. |
|COURSE Introduction to 3D Modeling |GRADE(S): 9-12 |
|STRAND: 9.1.12, 9.2.12, 9.3.12, 9.4.12 |TIME FRAME: One Quarter |
|PA ACADEMIC STANDARDS |
|9.1.12.A.B.C.D. E. F. G. H. - Production, Performance and Exhibition of Visual Arts |
|9.2.12.A.B.G.H. - Historical and Cultural Contexts |
|9.3.12.A.B.D. - Critical Response |
|9.4.12.A.B. - Aesthetic Response |
| |
| |
|ASSESSMENT ANCHORS |
|Students will have the ability to: |
|• Demonstrate practical experience in each of the 3D Modeling and Animation |
|competencies. (User interface, objects and shapes, basic animation and controller |
|types, low poly modeling, materials, lighting and cameras, and rendering). |
|• Select and develop an effective portfolio of work done in 3D Modeling and animation |
|and related experiences. |
|• Use terminology and processes common to all modeling and animation strands. |
|• Solve a variety of 3D Modeling and Animation problems using technical verbal, |
|visual, and written skills. |
|• Work effectively collaborating with team members, instructor, and peers. |
|• Develop organizational, leadership, and problem solving skills. |
|• Identify social concerns and apply ethical behavior. |
|• Recognize the role of 3D Modeling and Animation in a global marketplace. |
|• Use effective compositional skills in making 3D Models and Animations. |
|• Design solutions to problems that effectively fulfill the purpose. |
|RESOURCES |
|Computers |
|Software: |
|Google Sketch-Up Pro |
|Rhinoceros |
|Autodex Maya |
|Makerbot Makerware (3D scanner & 3D printer) |
| |
|Websites, On-line tutorials: |
| (General Maya Intro) |
| (Character rigging) |
| (Character Rigging) |
|s (Pay for tutorials.) |
| (CG community) |
|s (CG community) |
| (Pencil Test Archive) |
| (Animation Community) |
| (Animation News/Blog) **** |
|OBJECTIVES |
|The learner will become oriented on how to build objects in a three dimensional software programs. Gain proficiency in modeling |
|characters and other objects for games and cinema, as well as modeling for architectural, and product visualization. Students will |
|conduct an in-depth study of a public building officially registered as a US architectural historical structure and then produce a |
|3D model of the building for publishing and sharing online. |
|ESSENTIAL CONTENT |
| |
|3D architecture components within Google Sketch-Up Pro |
|Registered Landmarks Buildings |
|Basic Architecture components |
|Students will have the ability to: |
|Recognize language of animation - modeling elements, principles of design, movement, lighting, etc., and apply them to 3D Modeling |
|and Animation problems. |
|Discriminate differences among various types of animation and modeling techniques. |
|Use various conceptual and interdisciplinary approaches for the development of subject matter including imagination, observation, |
|and memory, verbal to visual and experimental approaches. |
|Understand and operate sophisticated computer hardware and software. |
|Collect and analyze data, interpret results of research to solve problems |
|Manage time to achieve long range goals. |
|Work individually. |
|• Work and stay within the set parameters. |
|INSTRUCTIONAL STRATEGIES |
| |
|Describe and locate the essential parts of the computer and explain their functions. |
|Demonstrate knowledge and skills necessary to fully operate Google Sketch-Up Pro. |
|Discuss the use of elements of art and design to effectively design your presentation. |
|Present the educational project to your students and explain the challenges and objectives involved. |
|Explain what they are expected to produce. |
|Establish a timeframe and work schedule for the project. |
|Select a public building, or buildings. |
|Organize the work to be carried out by the students. |
| |
|ASSESSMENTS |
| |
|Students will have the ability to: |
|• Demonstrate practical experience in each of the 3D Modeling and Animation |
|competencies. (User interface, objects and shapes, basic animation and controller |
|types, low poly modeling, materials, lighting and cameras, and rendering). |
|• Select and develop an effective portfolio of work done in 3D Modeling and animation |
|and related experiences. |
|• Use terminology and processes common to all modeling and animation strands. |
|• Solve a variety of 3D Modeling and Animation problems using technical verbal, |
|visual, and written skills. |
|• Work effectively collaborating with team members, instructor, and peers. |
|• Develop organizational, leadership, and problem solving skills. |
|• Identify social concerns and apply ethical behavior. |
|• Recognize the role of 3D Modeling and Animation in a global marketplace. |
|• Use effective compositional skills in making 3D Models and Animations. |
|• Design solutions to problems that effectively fulfill the purpose. Classroom Participation |
|Research assignment presentation |
|CORRECTIVES/EXTENSIONS |
|Correctives: |
|Video clips regarding various CGI and 3D modeling techniques. |
| |
|Extensions: |
|Research CGI and 3D modeling industry and determine current state of affairs and business models. |
|COURSE Introduction to 3D Modeling |GRADE(S): 9-12 |
|STRAND: 9.1.12, 9.2.12, 9.3.12, 9.4.12 |TIME FRAME: One Quarter |
|PA ACADEMIC STANDARDS |
| |
|9.1.12.A.B.C.D. E. F. G. H. - Production, Performance and Exhibition of Visual Arts |
|9.2.12.A.B.G.H. - Historical and Cultural Contexts |
|9.3.12.A.B.D. - Critical Response |
|9.4.12.A.B. - Aesthetic Response |
| |
| |
|ASSESSMENT ANCHORS |
|Students will have the ability to: |
|• Demonstrate practical experience in each of the 3D Modeling and Animation |
|competencies. (User interface, objects and shapes, basic animation and controller |
|types, low poly modeling, materials, lighting and cameras, and rendering). |
|• Select and develop an effective portfolio of work done in 3D Modeling and animation |
|and related experiences. |
|• Use terminology and processes common to all modeling and animation strands. |
|• Solve a variety of 3D Modeling and Animation problems using technical verbal, |
|visual, and written skills. |
|• Work effectively collaborating with team members, instructor, and peers. |
|• Develop organizational, leadership, and problem solving skills. |
|• • Recognize the role of 3D Modeling and Animation in a global marketplace. |
|• Use effective compositional skills in making 3D Models and Animations. |
|• Design solutions to problems that effectively fulfill the purpose. |
|RESOURCES |
| |
|Computers |
|Software: |
|Google Sketch-Up Pro |
|Rhinoceros |
|Autodex Maya |
|Makerbot Makerware (3D scanner & 3D printer) |
| |
|Websites, On-line tutorials: |
| (General Maya Intro) |
| (Character rigging) |
| (Character Rigging) |
|s (Pay for tutorials.) |
| (CG community) |
|s (CG community) |
| (Pencil Test Archive) |
| (Animation Community) |
| (Animation News/Blog) **** |
|OBJECTIVES |
|Students will conduct an in-depth study of a 3D Logo and toy design and then produce a 3D model of a logo or toy for publishing and|
|sharing online. The learner will become oriented on how to build objects in a three dimensional software programs. Gain proficiency|
|in modeling characters and other objects for games and cinema, as well as modeling for product visualization. |
|ESSENTIAL CONTENT |
|3D image components within Rhinocros |
|3D Logo and Toy design |
|Basic static object components |
|Students will have the ability to: |
|Recognize language of animation - modeling elements, principles of design, movement, lighting, etc., and apply them to 3D Modeling |
|and Animation problems. |
|Discriminate differences among various types of animation and modeling techniques. |
|Use various conceptual and interdisciplinary approaches for the development of subject matter including imagination, observation, |
|and memory, verbal to visual and experimental approaches. |
|Understand and operate sophisticated computer hardware and software. |
|Collect and analyze data, interpret results of research to solve problems |
|Manage time to achieve long range goals. |
|Work individually. |
|• Work and stay within the set parameters. |
|INSTRUCTIONAL STRATEGIES |
|Demonstrate knowledge and skills necessary to fully operate rhinoceros, 3D scanner and 3D makerbot printer |
|Discuss the use of elements of art and design to effectively design your presentation. |
|Present the educational project to students and explain the challenges and objectives involved. |
|Explain what they are expected to produce. |
|Establish a timeframe and work schedule for the project. |
|Select a logo or toy as inspiration. |
|Organize the work to be carried out by the students. |
|ASSESSMENTS |
|Students will have the ability to: |
|• Demonstrate practical experience in each of the 3D Modeling and Animation |
|competencies. (User interface, objects and shapes, basic animation and controller |
|types, low poly modeling, materials, lighting and cameras, and rendering). |
|• Select and develop an effective portfolio of work done in 3D Modeling and animation |
|and related experiences. |
|• Use terminology and processes common to all modeling and animation strands. |
|• Solve a variety of 3D Modeling and Animation problems using technical verbal, |
|visual, and written skills. |
|• Work effectively collaborating with team members, instructor, and peers. |
|• Develop organizational, leadership, and problem solving skills. |
|• Identify social concerns and apply ethical behavior. |
|• Recognize the role of 3D Modeling and Animation in a global marketplace. |
|• Use effective compositional skills in making 3D Models and Animations. |
|• Design solutions to problems that effectively fulfill the purpose. |
|CORRECTIVES/EXTENSIONS |
|Correctives: |
|Video clips regarding various CGI and 3D modeling techniques. |
| |
|Extensions: |
|Research CGI and 3D projects on . Download 3D image and manipulate image to create unique object. |
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|COURSE: Introduction to 3D Modeling |GRADE(S): 9-12 |
|STRAND:9.1.12, 9.2.12, 9.3.12, 9.4.12 |TIME FRAME: One Quarter |
|PA ACADEMIC STANDARDS |
|9.1.12.A.B.C.D. E. F. G. H. - Production, Performance and Exhibition of Visual Arts |
|9.2.12.A.B.G.H. - Historical and Cultural Contexts |
|9.3.12.A.B.D. - Critical Response |
|9.4.12.A.B. - Aesthetic Response |
| |
| |
| |
|ASSESSMENT ANCHORS |
|Students will have the ability to: |
|• Demonstrate practical experience in each of the 3D Modeling and Animation |
|competencies. (User interface, objects and shapes, basic animation and controller |
|types, low poly modeling, materials, lighting and cameras, and rendering). |
|• Select and develop an effective portfolio of work done in 3D Modeling and animation |
|and related experiences. |
|• Use terminology and processes common to all modeling and animation strands. |
|• Solve a variety of 3D Modeling and Animation problems using technical verbal, |
|visual, and written skills. |
|• Work effectively collaborating with team members, instructor, and peers. |
|• Develop organizational, leadership, and problem solving skills. |
|• Identify social concerns and apply ethical behavior. |
|• Recognize the role of 3D Modeling and Animation in a global marketplace. |
|• Use effective compositional skills in making 3D Models and Animations. |
|• Design solutions to problems that effectively fulfill the purpose. |
|RESOURCES |
|Computers |
|Software: |
|Google Sketch-Up Pro |
|Rhinoceros |
|Autodex Maya |
|Makerbot Makerware (3D scanner & 3D printer) |
| |
|Websites, On-line tutorials: |
| (General Maya Intro) |
| (Character rigging) |
| (Character Rigging) |
|s (Pay for tutorials.) |
| (CG community) |
|s (CG community) |
| (Pencil Test Archive) |
| (Animation Community) |
| (Animation News/Blog) **** |
|OBJECTIVES |
|Learners will be oriented to the concept of 3D scanning, editing and printing of 3D objects. Students will learn design concepts |
|of virtual space converting to physical space. The learner will become oriented on how to build objects in a three dimensional |
|software programs. Gain proficiency in modeling objects for games and product visualization. |
|ESSENTIAL CONTENT |
|3D image components within Rhinoceros |
|3D Logo and Toy design and creation (protyping |
|Basic static object components |
|Students will have the ability to: |
|Recognize language of animation - modeling elements, principles of design, movement, lighting, etc., and apply them to 3D Modeling |
|and Animation problems. |
|Discriminate differences among various types of animation and modeling techniques. |
|Use various conceptual and interdisciplinary approaches for the development of subject matter including imagination, observation, |
|and memory, verbal to visual and experimental approaches. |
|Understand and operate sophisticated computer hardware and software. |
|Collect and analyze data, interpret results of research to solve problems |
|Manage time to achieve long range goals. |
|Work individually. |
|• Work and stay within the set parameters. |
|Print final project on Makerbot 3D printer. |
|INSTRUCTIONAL STRATEGIES |
|Demonstrate knowledge and skills necessary to fully operate rhinoceros, 3D scanner and 3D makerbot printer |
|Discuss the use of elements of art and design to effectively design your presentation. |
|Present the educational project to students and explain the challenges and objectives involved. |
|Explain what they are expected to produce. |
|Establish a timeframe and work schedule for the project. |
|Select a logo or toy as inspiration. |
|ASSESSMENTS |
| Students will have the ability to: |
|• Demonstrate practical experience in each of the 3D Modeling and Animation |
|competencies. (User interface, objects and shapes, basic animation and controller |
|types, low poly modeling, materials, lighting and cameras, and rendering). |
|• Select and develop an effective portfolio of work done in 3D Modeling and animation |
|and related experiences. |
|• Use terminology and processes common to all modeling and animation strands. |
|• Solve a variety of 3D Modeling and Animation problems using technical verbal, |
|visual, and written skills. |
|• Work effectively collaborating with team members, instructor, and peers. |
|• Develop organizational, leadership, and problem solving skills. |
|• Identify social concerns and apply ethical behavior. |
|• Recognize the role of 3D Modeling and Animation in a global marketplace. |
|• Use effective compositional skills in making 3D Models and Animations. |
|• Design solutions to problems that effectively fulfill the purpose. |
|CORRECTIVES/EXTENSIONS |
|Correctives: |
|Video clips regarding various CGI and 3D modeling techniques. |
| |
|Extensions: |
|Research CGI and 3D modeling industry and determine current state of affairs and business models. |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|COURSE: Introduction to 3D Modeling |GRADE(S): 9-12 |
|STRAND: 9.1.12, 9.2.12, 9.3.12, 9.4.12 |TIME FRAME: One Quarter |
|PA ACADEMIC STANDARDS |
|9.1.12.A.B.C.D. E. F. G. H. - Production, Performance and Exhibition of Visual Arts |
|9.2.12.A.B.G.H. - Historical and Cultural Contexts |
|9.3.12.A.B.D. - Critical Response |
|9.4.12.A.B. - Aesthetic Response |
|ASSESSMENT ANCHORS |
| Students will have the ability to: |
|• Demonstrate practical experience in each of the 3D Modeling and Animation |
|competencies. (User interface, objects and shapes, basic animation and controller |
|types, low poly modeling, materials, lighting and cameras, and rendering). |
|• Select and develop an effective portfolio of work done in 3D Modeling and animation |
|and related experiences. |
|• Use terminology and processes common to all modeling and animation strands. |
|• Solve a variety of 3D Modeling and Animation problems using technical verbal, |
|visual, and written skills. |
|• Work effectively collaborating with team members, instructor, and peers. |
|• Develop organizational, leadership, and problem solving skills. |
|• Identify social concerns and apply ethical behavior. |
|• Recognize the role of 3D Modeling and Animation in a global marketplace. |
|• Use effective compositional skills in making 3D Models and Animations. |
|• Design solutions to problems that effectively fulfill the purpose. |
|RESOURCES |
| |
|Computers |
|Software: |
|Google Sketch-Up Pro |
|Rhinoceros |
|Autodex Maya |
|Makerbot Makerware (3D scanner & 3D printer) |
| |
|Websites, On-line tutorials: |
| (General Maya Intro) |
| (Character rigging) |
| (Character Rigging) |
|s (Pay for tutorials.) |
| (CG community) |
|s (CG community) |
| (Pencil Test Archive) |
| (Animation Community) |
| (Animation News/Blog) **** |
|OBJECTIVES |
|Learners will be oriented to the concept of modeling, rigging and animating 3D characters for online sharing. Students will learn |
|design concepts of building skeletal, muscular and pivot points on a character. The learner will become oriented on how to build |
|objects in a three dimensional software programs. Gain proficiency in modeling objects for games and product visualization. |
|ESSENTIAL CONTENT |
|3D image components Autodesk Maya |
|3D Modeling, rigging and animating characters |
|Basic animation components |
|Students will have the ability to: |
|Recognize language of animation - modeling elements, principles of design, movement, lighting, etc., and apply them to 3D Modeling |
|and Animation problems. |
|Discriminate differences among various types of animation and modeling techniques. |
|Use various conceptual and interdisciplinary approaches for the development of subject matter including imagination, observation, |
|and memory, verbal to visual and experimental approaches. |
|Understand and operate sophisticated computer hardware and software. |
|Collect and analyze data, interpret results of research to solve problems |
|Manage time to achieve long range goals. |
|Work individually. |
|• Work and stay within the set parameters. |
|INSTRUCTIONAL STRATEGIES |
|Demonstrate knowledge and skills necessary to fully operate rhinoceros, 3D scanner and 3D makerbot printer |
|Discuss the use of elements of art and design to effectively design your presentation. |
|Present the educational project to students and explain the challenges and objectives involved. |
|Explain what they are expected to produce. |
|Establish a timeframe and work schedule for the project. |
|Select a logo or toy as inspiration. |
|ASSESSMENTS |
|Students will have the ability to: |
|• Demonstrate practical experience in each of the 3D Modeling and Animation |
|competencies. (User interface, objects and shapes, basic animation and controller |
|types, low poly modeling, materials, lighting and cameras, and rendering). |
|• Select and develop an effective portfolio of work done in 3D Modeling and animation |
|and related experiences. |
|• Use terminology and processes common to all modeling and animation strands. |
|• Solve a variety of 3D Modeling and Animation problems using technical verbal, |
|visual, and written skills. |
|• Work effectively collaborating with team members, instructor, and peers. |
|• Develop organizational, leadership, and problem solving skills. |
|• Identify social concerns and apply ethical behavior. |
|• Recognize the role of 3D Modeling and Animation in a global marketplace. |
|• Use effective compositional skills in making 3D Models and Animations. |
|• Design solutions to problems that effectively fulfill the purpose. |
|CORRECTIVES/EXTENSIONS |
|Correctives: |
|Video clips regarding various CGI and 3D modeling techniques. |
| |
|Extensions: |
|Research CGI and 3D modeling industry and determine current state of affairs and business models. |
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