Complete Programming Challenge 4 SkateboardDesigner on p. 907 Use NetBeans’ GUI Builder (see Homework #6) to create the GUI, then code the action for each of the lists and buttons. Here’s an example of some output – yours can be much more creative!

Eventbrite - Newark Museum Explorers Program presents Skateboard Design - Saturday, April 22, 2017 Saturday, June 17, 2017 at Newark Museum, Newark, NJ. Revolutionary school program teaches core learning using skateboard design We are always learning.

Document your code, including your name & program's purpose at the top of your source code file (you can do this in one file, including main(), with annotated code throughout. Think of what comments you'd need if you were to look at the program a year from now. Instructions: The skate shop sells the skateboard products listed in Table 13-2. (For table 13-2 use the items and categories from the above “Skateboard Designer” picture. Create an application that allows the user to select one deck, one truck assembly, and one wheel set from either list components or combo boxes. The application should also have a list component that allows the user to select multiple miscellaneous products.

The application should display the subtotal, the amount of sales tax (6%), and the total of the order.

Learning Objectives Upon completion of this lesson, your students will be able to: • Connect design to specific audiences and subcultures. • Express the value of targeted design in commercial art. • Apply their knowledge to their own skateboard designs. Length 60-90 minutes Curriculum Standards CCSS.ELA-LITERACY.WHST.9-10.2.D Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. CCSS.ELA-LITERACY.WHST.9-10.2.E Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-LITERACY.SL.9-10.1.C Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

Materials • Slideshow of skateboard designs • Paper, old skateboards, or skateboard-shaped panels • Colored pencils, pastels, graphic design software, acrylics and/or spray paint Instructions • Begin class by asking them to think about why skateboards tend to have such elaborate designs on the bottoms of the boards. Discuss this as a class.

• Show the class a slideshow of skateboard designs, or display several skateboards for them to examine. Discuss these designs as a class.

• What sort of motifs do you see in these designs? • What is the overall aesthetic of these designs? Call Of Cthulhu Dark Corners Of The Earth.rar. How do color, shape, and line play into this?

How would you describe these colors? • Do these designs rely on representational or abstract figures? How do text or calligraphy play into this design? What is the value of using stylized lettering? • Overall, what is the design of a skateboard meant to do?

How does this help reinforce an identity? What specific market are skateboard designers catering to? How does the awareness of the consumer impact the designers' choices? Design Activity • Tell students that they are going to create a compliment of three skateboard designs. These three designs should be different and distinct, but all work together in a cohesive aesthetic program. • Students should begin by writing out their ideas.

• What sort of themes would you like to capture in your design? • What sources from popular culture can you draw on for inspiration? Who is your target audience?

How will you connect with that audience? • What will the overall aesthetic be of your design?

How will you use, color, line, shape, and/or text? • After students have completed this, give them a chance to sketch out their designs. • Once students are ready, give them time to create a final draft of one of the three designs. This final version can be completed with colored pencils, pastels or graphic design software. If you are able to procure old skateboards or skateboard-shaped wooden planks, you may ask students to complete their designs on the board itself, using acrylics or spray paint. Extension • As an out-of-class extension, ask students to complete a formal paper that explains the artistic choices they made in all three designs. • Describe your design in terms of line, color, shape, and text.

• What is the overall aesthetic of this design program? How does each skateboard fit into this program? How is each skateboard unique?