Students will develop the foundational skills needed to communicate ideas visually while developing understandings about the contributions of various artists/craftsmen to their cultures. Emphasis is placed on observational drawing and exploring composition and design in the art of various cultures using drawing, painting, and 3-D media. Students will be encouraged to keep a sketchbook and a portfolio.

Students will be provided opportunities to understand ways that art and design concepts can be used for visual communication and presentation. They will study advances in technology and use technological applications with traditional art tools for developing purposeful visual products.

Students build a foundation this year with an introduction to the fashion industry. The primary focus for students is learning fashion history and the principles of design including design thinking and color theory. Students are given design challenges to help them learn the design thinking process, which includes research, brainstorming, prototyping, pitching and revising. By the end of the year, students should be comfortable with using the design thinking process to research and create mood boards, solve design challenges, pitch their designs, and revise their sketches. In addition, students will have a basic foundation for sewing, including the appropriate use of tools, techniques and technology. This knowledge will aid students in producing a book of samples that demonstrates a variety of sewing techniques that will be used during year two of garment construction.

Fashion Design students will focus on garment construction, applying techniques they learned in the first year. A variety of projects will give them experience with different fibers, fabrics and textures as well as additional sewing techniques and flat pattern designing. Students work towards defining their goals for a future in the design industry and networking with professionals. Throughout the course of the year, students will generate imaginative ideas, develop craftsmanship and style to assist with garment construction and portfolio development.

Emphasis in year three is on developing a strong portfolio, which includes five to seven garments. Students will begin the year with advanced garment construction techniques. Students will gain real world experiences by participating in fashion shows, galleries and costuming production. Upon the completion of three years in the fashion design program, students will have gained confidence by participating in projects related to personal experiences, presenting their work, interviewing and applying for college and career opportunities and working with professionals.

Throughout year one, students will develop a foundation in architectural concepts and will apply those concepts to the design process through engaging projects. Students build knowledge with the transformation from 2-D to 3-D thinking through a series of challenges and projects that promotes experimentation and revision while reinforcing the design process and architectural drawing skills. Emphasis on experimentation and revision will add purpose to planning and attention to precision, as students construct increasingly complex models in a variety of materials. By the end of the year, students will have completed observational drawings, sketches and cross-section drawing exercises to develop the skills necessary for years two and three. In addition, students will learn the basic drafting skills through orthographic and oblique drafting that focus on honing technical abilities.

The emphasis, in year two, is about building on the skills developed during year one. It formalizes the 2-D to 3-D thinking and the spatial concepts, ordering principles, organizational methods and essential vocabulary of the previous course while presenting work in a more focused context. Throughout the course of the year, students will research the four primary influences responsible for the human experience of the built environment: dimension, composition, material and communitybased projects. Student projects include real world application of community-based projects, and the exploration and construction of forms as they refine their drafting skills through more complex challenges. By the end of the year, students will have begun compiling their portfolios and started the exploration of digital drafting technology including AutoCAD and Revit.

In year three, students will continue their work in AutoCAD and Revit as they further develop their technical, college and career skills. Students will also work towards finalizing portfolios and narrowing their focus as they develop capstone projects that showcase their abilities and sensibilities in one of the fields covered by Construction Design Management. Students will be planning out their next steps for a future career in architecture by researching college programs, trade schools and internships. In addition, continued studio time will help develop and refine the skills necessary for whichever path is chosen.

Students build a foundation this year in GD/IMP. The primary focus for students is on learning both Adobe Illustrator and Adobe Photoshop. Necessary skills embedded in the curriculum throughout the year include: creating multiple sketches of ideas, critiquing one another's work, both with and without their teacher, proper saving of files and treatment of the computers, pitching a design, seeking outside inspiration and feedback, and more. By the end of the year, students should be very comfortable with giving and receiving feedback, adjusting their work, and creating several rounds of designs to reflect their improvements. Students build exposure by designing icons, typography, illustration, hand-lettering, basic digital photography, photo editing and manipulation, screen- and relief-printing, and animated GIFs.

The juniors of GD/IMP start to specialize in various software and design sensibilities. In this year, students build an advanced skillset with Adobe Photoshop and Illustrator and begin expanding their knowledge with Adobe Premiere Pro, Flash, and After Effects, and with an introduction to InDesign. Heavy focus is spent junior year on helping the students to determine their goals for the future and what they intend to do past high school, with field trips built in to visit at least two colleges. Students build professionalism throughout the year, keeping a process binder, and finishing out the year with a unit focusing on designing resumes and business cards. Student projects include: designing five-year plans, self-branding and promotion, digital illustration, poster design, photo manipulation and editing, video shooting and editing, screen- and relief-printing, and animation.

Students in the senior year of GD/IMP focus on building their portfolios with more design work before November college applications. They start the year with a branding project to create promotional materials, then move into several fast-paced projects before the end of November which will add to their portfolio. Student projects include: creating branding materials, animation, illustration, video editing, and screen print tshirts.

They end the year with several fast-paced projects, which will add to their portfolio. Student projects include: creating branding materials, animation, illustration, video editing, and screen print t-shirts.