- animation curriculum.docx · web viewuse word processing or presentation software to create a...

Unit Title: No. 1: School and Program OrientationGrade Level: 9- 10

Timeframe: One – 1 week

Essential Questions

Application and demonstration of professionalism while determining career interestsNew Jersey Student Learning Standards

Standards/Cumulative Progress Indicators (Taught and Assessed):9.3.12.C.1 Assess and modify Personalized Student Learning Plans to support declared career goals.9.3.12.C.2 Characterize education and skills needed to achieve career goals, and take steps to prepare for postsecondary options, including making course selections, preparing for and taking assessments, and participating in extra-curricular activities.9.3.12.C.3 Develop personal interests and activities that support declared career goals and plans.9.3.12.C.4 Use online resources to examine licensing, certification, and credentialing requirements at the local, state, and national levels to maintain compliance with industry requirements in areas of career interest.9.3.12.C.5 Identify transferable skills in career choices and design alternative career plans based on those skills.

21st Century Skills Standard and Progress Indicators:

9.4.12.C.71 Identify, examine, and select career opportunities in one or more pathways in this cluster in order to explore career options. Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway.9.4.12.C.72 Employ information management techniques and strategies to assist in decision-making.9.4.12.C.73 Employ planning and time management skills and tools to enhance results and complete work tasks.9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations.9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster.

Instructional Plan ReflectionPre-assessment, Mid-term assessment, Student Portfolio

SLO - SWBAT Student Strategies Formative Assessment Activities and Resources Reflection

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Demonstrate through daily practice the proper administrative procedures as mandated by school policy.

Identify the characteristics of the school and classroom facility.

Given a studenthandbook, thestudent will be ableto identify schoolrules andProcedures.

Review he development of scenes and setting

List the principles that contribute to personal and professional success.

Demonstrate effective ways to manage time through document creation.

List the characteristics of a healthy and positive attitude.

Explain the basic process of Layering and Masking

Apply images utilizing appropriate theme, development, narrative, scenery, and setting.

Collaborative learning

Individualized instruction

Increased definition and application of independent study

Community (classroom) communication and resolve

Diverse application of media

Application of student input to determine content and evaluation

Cross curriculum application of myriad topics

Written assessment.

Project creates digital employee presentation modeling appropriate behavior.

Use self-reflection and goal creation strategies to design and construct a time/self-management vision board.

What actions are you taking today to help you reach your goals in the future?

Student Handbook

Classroom Rules and ProceduresSkills assessment

Use Word Processing or Presentation Software to create a guide for appropriate behavior in the workplace

Create and present a vision board containing goals for Self/ Time management and vocational goals.

Internet based communication assessment

Students will add to their self-reflection journal

Create a time/self-management vision board.

Opportunities for students to participate in peer to peer critiques.

Students will present and defend projects in a peer to peer setting.

Personal Mission statement along with goal setting

Develop and use peer reflection and editing strategies to revise and improve upon a previously submitted assignment

Develop and use peer reflection and editing strategies to revise and improve upon a previously submitted assignment.

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Summative Written Assessments

NOCTI Questions Related to Unit

Summative Performance Assessment

Project and Portfolio Presentation

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Unit Title: No. 2: Multimedia toolsGrade Level: 9 - 10

Timeframe: One – Three Weeks

Essential Questions

Why is it important to understand why an artist creates?How do artists communicate through art?

New Jersey Student Learning Standards

Standards/Cumulative Progress Indicators (Taught and Assessed):

9.3.12.C.11 Evaluate the responsibilities of employers and employees for maintaining workplace safety, and explain health rights related to a particular occupation/career.9.3.12.C.12 Determine the impact of past and/or recent lawsuits and/or court decisions regarding employment laws.9.3.12.C.13 Comply with workplace child labor regulations and safety and health policies during structured learning experiences.9.4.12.C.36 Demonstrate knowledge of personal and jobsite safety rules and regulations used to maintain safe and healthful working conditions and environments.9.4.12.C.37 Demonstrate knowledge of employee rights and responsibilities and employers’ obligations to maintain workplace safety and health.9.4.12.C.38 Identify emergency procedures that are necessary to provide aid in workplace accidents.9.4.12.C.39 Identify response techniques to create a disaster and/or emergency response plan.9.4.12.C.40 Explain health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.9.4.12.C.41 Evaluate organizational policies and procedures that contribute to continuous improvement in performance and compliance.9.4.12.C.42 Maintain safe and healthful working conditions by completing work tasks in accordance with rights and responsibilities that protect employees’ well-being in this cluster.9.4.12.C.43 Assess methods used to reduce hazards common to a range of worksites in this cluster to promote safe and accident-free work environments.9.4.12.C.44 Examine and summarize the responsibilities of various entities for promoting a safe and healthy environment to demonstrate understanding of how acceptable workplace conditions are maintained in the cluster. 9.4.12.C.45 Examine and summarize safety-related problems common to this cluster, including those that may result from working with electrical circuits, to demonstrate a broad understanding of health and safety concerns.9.4.12.C.46 Apply safety procedures commonly used in this cluster when operating equipment to demonstrate a broad understanding of important safety practices.9.4.12.C.47 Examine and summarize the lifestyle implications and physical demands of work activities in this cluster to demonstrate a broad understanding of the nature of work in the industry.9.4.12.C.48 Demonstrate personal habits and procedures that ensure personal safety and well-being wh


Identify elements of design specifications for customersExplain the importance and use of brainstorming and research

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Apply knowledge of thumbnails and storyboardsContrast the elements of rough and final artProof documents and other projectsDefine and use the elements of design (e.g., line, space, shape, texture, form, value, and color)Define and use the principles of design (e.g., unity, emphasis, balance, and rhythm)Apply elements of a good layout, including communication, organization, and attractivenessApply principles of digital technologyEvaluate/critique the effectiveness of visual communications and multimedia design


SLO - SWBAT Student Strategies Formative Assessment Activities and Resources ReflectionCapture and import images and video motion.

Format mixed multiple media formats to create a mixed media document.

Utilize sketching tools to create structured and improvised mixed media.

Differentiate the concepts of freelance and targeted animation.

Import graphics to an image obtained using internet resources

Demonstrate the use of flash tools to create Motion Editing

Manage file formatting skills and techniques to adapt image resolution








Quiz/Test on school rule and procedures.

What problems do you hope to solve (today, this week, this school year, in your lifetime, etc)?

What will you need to learn to solve those problems?

What are some of the potential obstacles you may face in chasing those dreams?

What are some things you can do to overcome those obstacles?

Create and complete survey of work force preparedness skill set.

Projects: role play

Writing Activity: The purpose of OSHA and citations

Internet and Social media platforms

http:portal.sliderocket.com/DAZE/Copy-of-Growth-Mindset-and-Why-It-Matters

Write, produce, and edit a 1-2 minute Why the Growth Mindset Matters “animation series

segment”

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NOCTI Unit Test Aligned to Unit


Create a Time capsuleCreate a bumper sticker

Design a help wanted poster

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Unit Title: No. 3: Review of 3D development, tools manipulation and resourcesGrade Level: 9- 10

Timeframe: One – Two and a half weeks

Essential Questions

Why is it important to understand why an artist creates?How do artists communicate through art?



Common Core ELA/ Reading Informational Text Key Ideas and DetailsRI.11-12.3. Craft and StructureRI.11-12.4. Integration of Knowledge and IdeasRI.11-12.7. Range of Reading and Level of Text Complexity RI.11-12.109.3.12.C.1 Assess and modify Personalized Student Learning Plans to support declared career goals.9.3.12.C.2 Characterize education and skills needed to achieve career goals, and take steps to prepare for postsecondary options, including making course selections, preparing for and taking assessments, and participating in extra-curricular activities.9.3.12.C.3 Develop personal interests and activities that support declared career goals and plans.9.3.12.C.4 Use online resources to examine licensing, certification, and credentialing requirements at the local, state, and national levels to maintain compliance with industry requirements in areas of career interest. 9.3.12.C.5 Identify transferable skills in career choices and design alternative career plans based on those skills.9.3.12.C.6 Develop job readiness skills by participating in structured learning experiences and employment seeking opportunities.9.3.12.C.7 Pursue a9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and future education.9.3.12.C.10 Differentiate entrepreneurship opportunities as options for career planning, and identify the knowledge, skills, abilities, and required for owning a business.9.3.12.AR‐VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas.9.3.12.AR‐VIS.3 Analyze and create two and three‐dimensional visual art forms using various media.


Evaluate technological advancements and tools that are essential to occupations within the Arts, A/V Technology resources & Communications Career Cluster.


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SLO - SWBAT Student Strategies Formative Assessment Activities and Resources ReflectionUse Adobe applications and other digital resources to manipulate text and image.

Create story-board and other resources to target, design, and plan animations.

Implement advanced tool and integration of 3D elements into a variety of applications.

Utilize adobe resources to generate projects which develop characters and manipulate spaces.

Synthesize story-board and other resources to target and plan animations.








Activity: Web quest/Scavenger Hunt –print media occupations

Quiz/Test: Safety

Performance: Establish an e-Portfolio

Oral presentation: process of plane manipulation.

https://www.pinterest.com/daartistee/essential-art-questions/

Prepare a Cover Letter and Resume’ for use in seeking an internship/ job opportunity in the graphic arts, media production, or publishing industry.

CTEonline.org/curriculum/outline/graphic-arts0technology-model/AMVztL

Oral presentation: process of plane manipulation.


Pre-assessment, Mid-term assessment, Student PortfolioNOCTI Practice Questions Related to Unit


Students will collaborate with peers to select several pieces to be included in their portfolio

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Unit Title: No. 4: Audio and Mixed media integrationGrade Level: 9- 10

Timeframe: One – Two weeks

Essential Questions

How can sound and composite images be used to convey artistic and expressive intentions?New Jersey Student Learning Standards


9.4.12.C.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities.9.4.12.C.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities.9.4.12.C.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities.9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.9.4.12.C.5 Demonstrate use of the concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication.9.4.12.C.6 Locate, organize, and reference written information from various sources to communicate with others.9.4.12.C.7 Evaluate and use information resources to accomplish specific occupational tasks.9.4.12.C.8 Use correct grammar, punctuation, and terminology to write and edit documents.9.4.12.C.9 Develop and deliver formal and informal presentations using appropriate media to engage and inform audiences.9.4.12.C.10 Interpret verbal and nonverbal cues/behaviors to enhance communication.9.4.12.C.11 Apply active listening skills to obtain and clarify information.9.4.12.C.12 Develop and interpret tables, charts, and figures to support written and oral communications.9.4.12.C.13 Listen to and speak with diverse individuals to enhance communication skills.


Describe the history, terminology, occupations and value of audio, video and film technology.9.3.12.AR‐VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas.9.3.12.AR‐VIS.3 Analyze and create two and three‐dimensional visual art forms using various media.Define and use the elements of design (e.g., line, space, shape, texture, form, value, and color)Define and use the principles of design (e.g., unity, emphasis, balance, and rhythm)Apply elements of a good layout, including communication, organization, and attractiveness

Instructional Plan Reflection

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Pre-assessment, Mid-term assessment, Student Portfolio

SLO - SWBAT Student Strategies Formative Assessment Activities and Resources ReflectionSimulate common sounds for recording.

Edit pre-recorded audio

Generate, record import reverberations to create effects

Import manipulated audio to mixed media formats








Quiz/Test: The elements and principles of design

Performance: replicate hums, echoes, and vibrations tones

Use the principles of design (e.g., unity, emphasis, balance, and rhythm) to create a digital illustration.

Performance: Observational sketch drawing

Freesound.org

Audacity

Computer hardware and software

CTEonline.org/curriculum/outline/graphic-arts0technology-model/AMVztL.

http://usd116.org/uhs/departments/CurriculumMaps/FineArts/Art/Digital_Imaging.pdf


NOCTI Practice Questions Related to Unit


Oral presentationUse the principles of design (e.g., unity, emphasis, balance, and rhythm) to create a digital illustration.Evaluate the effectiveness of a an sample of visual designs.

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Unit Title: No. 5: Color Theory and Style in mixed mediaGrade Level: 9- 10


Essential Questions

What does "style" mean in art?Is it possible to compare styles?Does a stylistic choice impact images expressively?



9.4.12.C.19 Employ technological tools to expedite workflow.9.4.12.C.20 Operate electronic mail applications to communicate.9.4.12.C.21 Operate Internet applications to perform tasks.9.4.12.C.22 Operate writing and publishing applications to prepare business communications.9.4.12.C.23 Operate presentation applications to prepare and deliver presentations.9.4.12.C.24 Employ spreadsheet applications to organize and manipulate data.9.4.12.C.25 Employ database applications to manage data.9.4.12.C.26 Employ collaborative/groupware applications to facilitate group work.9.4.12.C.27 Employ computer operations applications to manage work tasks.9.4.12.C.28 Use computer-based equipment (containing embedded computers or processors) to control devices. 9.4.12.C.57 Exhibit ethical conduct in writing, creating, printing, broadcasting, and performing in order to uphold high standards for professional behavior in the cluster.9.4.12.C.58 Analyze and apply laws affecting enterprises in this cluster to maintain up-to-date compliance with key regulations affecting the industry9.4.12.C.72 Employ information management techniques and strategies to assist in decision-making.9.4.12.C.73 Employ planning and time management skills and tools to enhance results and complete work tasks. 9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations.9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster.9.3.12.AR‐VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas.9.3.12.AR‐VIS.3 Analyze and create two and three‐dimensional visual art forms using various media.

21st Century Skills Standard and Progress Indicators:Identify the principles of color (primary, secondary, and tertiary).Recognize the characteristics of color (tint, hue, saturation, shade and value).Define contemporary color specification systems such as Pantone (PMS), RGB, CMYK, CIE.Demonstrate strategies for selecting color palettes (psychology behind color).Demonstrate skill in color mixing and color-discernmentDemonstrate knowledge of computer terminologyIdentify and operate peripherals

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Demonstrate appropriate knowledge and use of softwareApply basic troubleshooting and maintenance skillsDemonstrate file management skillsIdentify and explain various file formats (e.g., pdf, .jpeg, .gif, .eps)Describe procedures involved with importing and exportingIdentify legal restrictions

Demonstrate the use of basic tools and equipment used in audio, video and film production.

Instructional Plan ReflectionPre-assessment, mid-term examination/ presentation, portfolio


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Utilize a multitude of software to build animation in apps

Integrate art, animation and audio media.

Build html5

Use code.org to self-introduce game programingUse a variety of tools to draw digitally to capture the essence of the subject using an application program.

Uses a variety of tools to paint digitally to add volume to the subject to create form using an application program.

Create tessellation patterns using the computer tools by designing a unit and repeating the unit to produce harmonious designs.








Quiz: Recognize colors Performance: Create a color wheel

Writing: Analyze a work (advertisement) based on color Performance: Create both a warm and cool piece

Computer hardware and software

Apply basic principles of color, including primary, secondary, and tertiary colors

Select appropriate color involving the psychology of color




Portfolio Project

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Unit Title: No. 6: 2 D and 3D Document preparation and AnimationGrade Level: 9- 10


Essential Questions

Which forms of digital modifications produce the greatest enhancements to imagery and video?New Jersey Student Learning Standards

Standards/Cumulative Progress Indicators (Taught and Assessed):9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.9.4.12.C.5 Demonstrate use of the concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication.9.4.12.C.6 Locate, organize, and reference written information from various sources to communicate with others.9.4.12.C.7 Evaluate and use information resources to accomplish specific occupational tasks.9.4.12.C.8 Use correct grammar, punctuation, and terminology to write and edit documents.9.4.12.C.9 Develop and deliver formal and informal presentations using appropriate media to engage and inform audiences.9.4.12.C.10 Interpret verbal and nonverbal cues/behaviors to enhance communication.9.4.12.C.11 Apply active listening skills to obtain and clarify information9.4.12.C.15 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve problems and make decisions.9.4.12.C.16 Employ critical thinking and interpersonal skills to resolve conflicts.9.4.12.C.17 Identify, write, and monitor performance goals to guide progress in assigned areas of responsibility and accountability.9.4.12.C.18 Conduct technical research to gather information necessary for decision-making.


Demonstrate knowledge of computer terminologyIdentify and operate peripheralsDemonstrate appropriate knowledge and use of softwareApply basic troubleshooting and maintenance skillsDemonstrate file management skillsIdentify and explain various file formats (e.g., pdf, .jpeg, .gif, .eps)Describe procedures involved with importing and exportingIdentify legal restrictionsIdentify and properly use manual toolsIdentify and properly use electronic tools (e.g., hardware)Identify and properly use softwareIdentify and properly use presentation materials9.3.12.AR‐VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas.

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Instructional Plan ReflectionPre-assessment, mid-term examination/ project, portfolio piece


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Identify and explain Interface and design essentials

Demonstrate Scripting and best practices while generating multi-dimensional objects

Plan, design and compose 2D Game generations.

Evaluate and correct exposure and contrast problems using histograms and Levels.

Use the full range of retouching tools to correct or alter portions of a multi-dimensional image.

Export graphics for use with other applications.

Demonstrate anunderstanding of theappropriate fileformats forimporting imagesin both raster-basedand vector-basedsoftware for print,web and otherapplications

Combine and manipulates images to create a 3D digital composite that shows a mastery of selection planning and promoting projects

Peer to peer verbal assessment








Performance: plan and promote projects

Performance: Publish electronic and print media.

Performance: Present media in an electronic media format

Performance: Editing an image

Performance: Create a digital image

Performance: Creating a sketch using available hardware and software

Performance: eBook reports and storylines Quiz: Software tools Completed Assignment sheets

Create a digital Presentation modeling appropriate

Use basic tools like Marque to fill gradient to make a simple drawing using layered styles to apply a 3D affect

Use carious selection tools to cut pents off photo and combine with other photos.

Restore and or alter photos using a variety of pixel altering tools, clone filters and image adjusting tools.

Chronicle your progress in a self-directed project developing characters

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Performance: Creating a sketch using available hardware and softwarePerformance: Use unity, adobe and other resources to produce a 3D game

Peer conference

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Unit Title: Midterm PortfolioClass: 3D AnimationGrade Level: 11-12

Timeframe: 2 Weeks

Essential QuestionsWhat is the purpose of a Portfolio?What work should be included into a portfolio?What are the different forms that a portfolio can take?What are appropriate presentation mannerisms?

Common Core Standards


1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form

1.1.B.2 Formulate a personal philosophy or individual statement on the meaning of art

1.2.D.2 Perform Various methods and techniques used in the production of works of art

1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques

1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design

1.4.B.1 Develop criteria for evaluating art in a specific domain and use the criteria to evaluate one’s personal work and that of their peers, using positive commentary for critique

1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art


9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas

9.3.12.AR-PRT.2 Demonstrate the production of various print, multimedia or digital media products

9.3.12.AR.4 Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications workplace

9.3.12.AR.1 Analyze the interdependence of the technical and artistic elements of various careers within the Arts, A/V Technology & Communications Career Cluster

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9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences

9.1.12.A.2 Participate in online strategy and planning sessions for course based, school based or outside projects

9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives

9.1.12.C.5 Assume leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project

9.1.4.D.1 Use effective oral and written communication in face to face and online interactions and when presenting to an audience

9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets

9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary

9.4.12.C.8 Use correct grammar, punctuation, and terminology to write and edit documents

9.4.12.C.15 Employ critical thinking skills independently and in teams to solve problems and make decisions

9.4.12.C.30 Describe and use quality control systems and practices to ensure quality products and services

9.4.12.C.54 Employ mentoring skills to assist others

9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field

9.4.12.C. (3).1 Demonstrate knowledge of the printing process, including customer service and sales, scheduling, and quality control, to deliver products that meet customer needs and expectations

9.4.12.C. (3).2 Analyze and summarize output processes, including digital to build and understanding of delivery of printed products

9.4.12.C.(3).6 Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations

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Instructional Plan ReflectionPre-assessmentMid-term assessmentPortfolio

Self-ReflectionCritiqueTeacher/Student Conference

SLO Student Strategies Formative Assessment Activities and Resources ReflectionPresentation SkillsOrganizationEvaluating ones work








CritiqueConferencesPractice PresentationSelf-ReflectionCritiqueTeacher/Student Conference

Evaluate previous years/example portfolios

Review and Prep previous work for portfolio

Pitch ideas to teacher and small class group for further development of portfolio presentation

Practice presentation on peers

Rework items for final portfolio presentation

Create a well-rounded cohesive presentation of work

Adobe Education ExchangeAdobe CC

Adobe Classroom In a BookClass WebsiteClass ServerGoogle DrivePinterest.com

Nocti.orgGoogle

YoutubeTeacher given examples

Various Software Programs

Students will be able to:

-Explain the importance of creating a portfolio of work

-Identify a variety of work to be featured in student portfolio

-Produce a portfolio of work that is aesthetically pleasing as well as balanced

-Prepare an effective presentation of their work

-Deliver an effective presentation that demonstrated quality presentation skills (eye contact, voice, hand gestures, and pacing.)


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Evaluations of Sample PortfoliosPeer Critiques/Evaluations

Mid Term

ObservationSelf ReflectionRubric


Oral PresentationsMid Term Portfolio

Peer CritiquesTeacher/Student Conference

Unit Title: 3D DevelopmentClass: 3D AnimationGrade Level: 11-12

Timeframe: 4 weeks

Essential Questions

What is character development?What is a story board and how does it help in conceptual design?What applications can be used for 3D animation?What are elements of the flash interface?


Standards/Cumulative Progress Indicators (Taught and Assessed):1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form


1.4.A.2 Categorize the artistic subject, the formal structure, and the principal elements of art used in exemplary works of art

21st Century Skills Standard and Progress Indicators:9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas

9.1.4.E.1 Explain how digital media are used in daily life in a variety of settings


9.4.12.C.19 Employ technological tools to expedite workflow

9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations

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9.4.12.C.(6). 2 Analyze how elements and principles are applied in a broad range of specific works of art



SLO Student Strategies Formative Assessment Activities and Resources ReflectionOrganize and sequence media in the form of a story board.

Develop Characters, scenes, and story

Students will use Flash appropriately.

Identify basic 3D terminology.

Identify and Apply components of the 3D application interface.

Small groupTime ManagementReference SkillsCooperative LearningNote Taking








Labeled InterfacesDefinition SheetsStory BoardsTutorialsDo NowsNote SheetReview SheetsDefinitionsStory Boards

Completed Classroom in a Book Tutorials

Story Boards

Character/Story Development Worksheets

Critiques of 3D Animations

Creation of 3D Animation



Google/ YoutubeTeacher given examples

FlashVarious Software Programs


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Completed Story BoardLabeled Adobe Application and Flash Frames

Quiz/Test 3D Applications

CritiqueRubric


Final 3D Animation Teacher/Student ConferenceObservationPeer Review

Unit Title: Intro to AudioClass: 3D AnimationGrade Level: 11-12

Timeframe: 2 Weeks

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Essential Questions

How does Audio change an animation?What are different methods to capture audio?What are different methods to edit audio?What are the differences between audio formats?









9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively

9.1.4.A.2 Evaluate available resources that can assist in solving problems

9.1.4.A.5 Apply critical thinking and problem-solving skills in the classroom and family settings

9.1.8.A.2 Implement problem solving strategies to solve a problem in school or the community

9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects

9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities

9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities

9.4.12.C.11 Apply active listening skill to obtain and clarify information

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9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster




Instructional Plan Reflection

CAR © 2009

Pre-assessmentMid-term assessmentPortfolio


SLO Student Strategies Formative Assessment

Activities and Resources Reflection

Students will be able to create multiple pieces of audio using the appropriate method.

Students will be able to edit audio effectively.

Students will be able to use effects in the appropriate manner.

Time ManagementTrouble ShootingProblem SolvingReference SkillsPeer References








Final ProjectEvaluationEdited PieceRubricEdits/Evaluations of Sample Materials

Evaluate Sample Audio and Effects

Create a variety of different audio clips in multiple formats and styles

Edit multiple audio clips effectively



Nocti.orgGoogle


UnityVarious Software Programs

AudacityFreesound.org

ItunesPodcasts


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Evaluation of Sample Audio PiecesCritiques of Past WorkSelf Critique


Final Audio SampleEditing

Unit Title: Applying Audio to AnimationClass: 3D AnimationGrade Level: 11-12

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Timeframe: 3 weeks

Essential Questions

How do you create a project plan?What are different methods you can capture or create audio?What methods can you utilize to edit audio?Does the format of animation change the methodology of incorporating audio?












9.1.4.A.5 Apply critical thinking and problem-solving skills in the classroom and family settings

9.1.8.A.2 Implement problem solving strategies to solve a problem in school or the community

9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects

9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities



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SLO Student Strategies Formative Assessment

Activities and Resources Reflection

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Student will be able to plan and create a piece of animation that will need an audio component.

Students will be able to use the correct method to create a piece of audio suited for their animation piece.

Students will be able to edit a piece of audio.

Students will be able to merge an audio and animation piece together appropriately.

Small groupReference SkillsTrouble ShootingTime ManagementProblem SolvingCritical ThinkingUtilizing Community Resources








Do Now QuestionsPractice AudioPractice EditsProject PlansSmall Group CritiqueProject Self CritiqueProject ReworksStory Board

Story Board an animation, a format the student is comfortable using that will need sound

Create a variety of audio clips that will need to be edited and can be layered into the animation piece

Switch sound bites from one clip to alter another and create a totally new animation

Edit a variety of sounds clips multiple ways

Adobe Education Exchange/Adobe CCAdobe Classroom In a Book

Class WebsiteGoogle DrivePinterest.com

Nocti.orgGoogle


Various Software ProgramsAudacity/ Freesound.org

ItunesPodcasts


Final Project PlanStory Board

Audio Assessment

Evaluation of workObservation


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Unit Title: Exploring AppsClass: 3D AnimationGrade Level: 11-12

Timeframe: 3 Weeks

Essential Questions

What is HTML5?What is the difference between HTML and CSS?What characteristics do effective websites have?Why is it important to develop independent learning?










9.3.12.AR.2 Analyze the importance of health, safety and environmental management systems, policies and procedures common in arts, AV technology, and communications activities and facilities



9.4.12.C. (3).1 Demonstrate knowledge of the printing process, including customer service and sales, scheduling, and quality control, to deliver products that meet customer

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needs and expectations




9.4.12.C.52 Establish and maintain effective relationships in order to accomplish objectives and tasks


9.4.12.C.36 Demonstrate knowledge of personal and jobsite safety rules and regulations used to maintain safe and healthful working conditions and environments


9.4.12.C.13 Listen to and speak with diverse individuals to enhance communication skills

9.4.12.C.14 Exhibit public relation skills in order to increase internal and external customer satisfaction


9.4.12.C.19 Employ technological tools to expedite workflow



9.1.4.E.4 Explain why some uses of media are unethical

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Demonstrate a basic knowledge of web design including HTML5

Develop independent learning and exploration in interested area of animation, art or media

Small groupPeer MentoringTime ManagementTrouble ShootingReference Skills








Do Now QuestionsPractice picturesPortfolio PrepCritiquesGoogle SlidesSmall Group CritiquePortfolio PrepProject Self Critique

Student created websites, gif’s, live website or appropriate use of social media forms

Independently finding tutorials to explore other areas of interest in design, webpage development, and animation


Adobe Classroom In a BookMicrosoft

Class WebsiteClass ServerGoogle DrivePinterest.com

Nocti.orgGoogle


Various Software Programs Teacher given examples


Demonstration of ApplicationEvaluation of multiple application and tutorialsCritiques of websitesFinal Portfolio

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Unit Title: Document PresentationClass: 3D AnimationGrade Level: 11-12

Timeframe: 3 weeks

Essential Questions

What are different families in Typography?What is Typography?What are different type tools?What are different programs that could be used to create typography pieces?


Standards/Cumulative Progress Indicators (Taught and Assessed):1.4.B.1 Develop criteria for evaluating art in a specific domain and use the criteria to evaluate one’s personal work and that of their peers, using positive commentary for critique








9.1.8.D.2 Demonstrate the ability to understand inferences



9.1.4.E.4 Explain why some uses of media are unethical


9.1.12.E.5 Compare laws governing the unethical use of media in different countries

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9.4.12.C.14 Exhibit public relation skills in order to increase internal and external customer satisfaction

9.4.12.C.52 Establish and maintain effective relationships in order to accomplish objectives and tasks







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SLO Student Strategies Formative Assessment Activities and Resources ReflectionStudents will create a composed piece utilizing images and text.

Students will prepare a resume, business card, and items to market themselves to their chosen industry.

Reference SkillsTrouble ShootingTime ManagementProblem SolvingPeer MentoringReference SkillsTrouble Shooting








Quiz on TypographyAssignment SheetsEvaluations of other workPortfolio PrepProject Self CritiqueTeacher/student review

Using text and images to create a composition appropriate for print such as but not limited to a magazine cover, advertisement, movie poster, or CD cover

Using text, images, and student work to create items to market one’s self to businesses and career industry people


Adobe Classroom In a BookMicrosoft

Class WebsiteClass ServerGoogle DrivePinterest.com

Nocti.orgGoogle

Youtube


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ResumeBusiness CardCreated typography pieceEvaluation of Sample DocumentsQuiz/Test Typography and visualization


Presenting printed documentsCreated typography piece

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Unit Title: PortfolioClass: 3D AnimationGrade Level: 11-12

Timeframe: 3 Weeks

Essential QuestionsWhat is the purpose of a Portfolio?What work should be included into a portfolio?What are the different forms that a portfolio can take?What are appropriate presentation mannerisms?




1.1.B.2 Formulate a personal philosophy or individual statement on the meaning of art











9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences

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9.1.12.A.2 Participate in online strategy and planning sessions for course based, school based or outside projects

9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives

9.1.12.C.5 Assume leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project






9.4.12.C.30 Describe and use quality control systems and practices to ensure quality products and services



9.4.12.C. (3).1 Demonstrate knowledge of the printing process, including customer service and sales, scheduling, and quality control, to deliver products that meet customer needs and expectations





SLO Student Strategies Formative Assessment Activities and Resources Reflection

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Students will be able to:

-Explain the importance of creating a portfolio of work

-Identify a variety of work to be featured in student portfolio

-Produce a portfolio of work that is aesthetically pleasing as well as balanced

-Prepare an effective presentation of their work

-Deliver an effective presentation that demonstrated quality presentation skills (eye contact, voice, hand gestures, and pacing.)

Presentation SkillsOrganizationEvaluating ones work








CritiqueConferencesPractice PresentationSelf-ReflectionCritiqueTeacher/Student Conference

Evaluate previous years/example portfolios

Review and Prep previous work for portfolio

Pitch ideas to teacher and small class group for further development of portfolio presentation

Practice presentation on peers

Rework items for final portfolio presentation

Create a well-rounded cohesive presentation of work

Student End of the Year Show Case



Nocti.orgGoogle


UnityVarious Software Programs


Evaluations of Sample PortfoliosPeer Critiques/EvaluationsQuiz/Test: Components of a portfolio


Oral PresentationsFinal Portfolio

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