Public Comment: As part of the regular meeting, the Board will accept comments from members of the public. Written comments for the regular board meeting should be submitted via email to Public.Comments@stoughton.k12.wi.us up to 30 minutes prior to the start of the meeting. Comments must not exceed 250 words and must include the name and address of the commenter. Comments that do not meet these criteria or otherwise do not comply with the Board's public comment policy will not be read.
In this introductory course, students will learn the various settings and mechanics of digital cameras and techniques for taking great photographs on a range of subjects. Students will also learn the basics of editing & manipulating their photographs on the computer for collaging, painting and integration with other programs. Students are encouraged, but not required to provide their own camera; some school cameras will be available during class and for check-out on home assignments. Cell phone cameras will be allowed, with strict guidelines for usage that align with the River Bluff cell phone policy.
The Physical Conditioning & Wellness course is an integral part of the total education of each student. This course offers planned, sequential learning experiences, which provide and promote the beginning skills, movements, knowledge and pathways of lifetime and sports. The student develops strength, endurance, flexibility, agility, maturity, diversity, cooperation, and an appreciation through these various activities. Developing these skills encourages the student to lead an independent and active lifestyle, chart fitness progress, apply principles of nutrition practice and competition, and develop an understanding of other components of enhancing their fitness.
Technology for 2D and 3D Engineering and Visual Design (Semester)
Students will learn to use software, a laser cutter, and 3D printers like those found in the Fab lab, to engage in the engineering design process and the visual design process. Students will learn engineering and design concepts as well as engage in activities to build skill with the software and design tools in order to prepare them for a final project of their choosing. Students may take one or two paths for their final project. The first option is the engineering design path in which they identify a problem; research ideas to create a product to solve the problem; and make, test, and redesign their product until they reach a final version that meets all of their criteria and constraints. The second option is the visual design path in which students propose a visual design product they would like to make and design, get feedback on, and revise their piece until they achieve the look and express the message they want to convey. Students will keep a project log of their daily work and progress as well as write a final reflection about the design process.
Learning Targets (Not Available)
Video Game Design and Digital Storytelling (Semester)
Students will learn the basics of programming through a program called Scratch. Students will create their own avatar, design different environments for their avatar, learn how to make their avatar move and interact with the environment, and how to animate stories. Students will use all these skills to create simple games of their own. Later in the semester, we will use a program called GameStar Mechanic to create more complex video games. We will focus on what makes an engaging video game by learning about the core elements of video game design: space, components, mechanics, goals, and rules. As students build skill, they will have the chance to submit their games for feedback as well as give feedback to other students, allowing them to refine their video game design expertise even further. Students will also engage in digital storytelling through video games as well as learn about video games as instructional tools.