High School Unit Title: |
Patapsco High School & Center for the Arts Persistence of the Narrative |
Course/Level: |
Multimedia II/III
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Key Concept/Theme: |
On what significant theme or concept will the unit be framed?
Narrative
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Performance Task/Product:
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What performances and/or products will enable students to demonstrate their understanding and proficiency?
Create an animation using Flash around a narrative that depicts a universal theme. (or) Create a Flash Animation using traditional animation techniques around a chosen narrative. |
Guiding Questions |
Narrative - What is a narrative? What makes a story believable / captivating / engaging? - What does a character need in order to be believable / captivating / engaging? - Does a character need to show these “attributes,” how might you go about that? - Commonalities, differences: > Odyssey > Moby Dick > Lord of the Rings > Harry Potter > Catcher in the Rye? > Bitey of Brackenwood > Salad Fingers > Stop-motion Animation: - What kinds types of movements/gestures define us? As individuals?
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Alignment with Standards: List the Indicators and Objectives targeted for assessment in the unit. |
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Standard 1: Perceiving and Responding: Aesthetic Education: Students will perceive and respond to ideas, experiences, and the environment in order to appreciate nature and human endeavors. |
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Indicator/s ___ |
F1.3
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What will students do to develop proficiency?
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Students will be provided with exemplars of traditional, frame-by-frame, animation, as well as more contemporary known artist who work with animation and the web. Students will further their repertoire of artists through the research of these exemplars in the form of homework assignments and in class discussions.
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Standard 2: Historical, Cultural, and Social Context: Students will recognize the visual arts as a basic aspect of history and human experience to understand humankind’s contributions to society and culture. |
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Indicator/s ___
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F2.2
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What will students do to develop proficiency?
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Students will discuss relationships and meanings derived from exemplar animations through class discussion and homework assignments.
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Standard 3: Creative Expression and Production: Students will apply thinking processes in organizing knowledge and ideas to communicate visually. |
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Indicator/s___ |
F3.3
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What will students do to develop proficiency?
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Students will learn through discussion and practice, the basic concepts of frame-by-frame animation, as well as the tools and techniques needed for the use of Adobe Flash.
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Standard 4: Aesthetics and Criticism: Students will identify, analyze, and apply criteria to make visual judgments. |
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Indicator/s ___ |
F4.1, F4.2
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What will students do to develop proficiency?
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Students will analyze works by exemplars through the use of discussions, class drills and homework assignments. Students will reflect on their own work through oral discussion and written reflection.
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Standard 5: Habits of Mind:
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Indicator/s ___ |
F5a.1
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What will students do to develop proficiency?
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Students will be reminded of the appropriateness of topics and symbols and how their meaning is perceived by others through discussion and written work.
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Key Skills and Concepts: |
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Declarative Knowledge: |
List the concepts, facts, and principles to be taught.
Concepts: - Persistence of vision: Flipping between single images very quickly renders them as a moving image. Facts: - The minimum frame rate needed to create the illusion of a moving image is about 15fps. Principles: - Principals of Animation: Creating believable movement through animation (anticipation, action, follow through).
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Procedural Knowledge: |
List the skills, procedures, and processes to be taught.
- Students will use drawing tools and photographs to create movements through still images - Students will create an use flash objects. - Students will be able to use flash buttons to interact and control their animation. - Students will utilize ActionScript Syntax.
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Instructional Planning: |
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Instructional Strategies: |
Determine the variety of ways students can become actively engaged through instruction (direct instruction, interactive instruction, indirect instruction, experiential learning, etc.)
- Exemplars will be used in the discussion of principals of animation. - Direct practice will be used to further develop those principals of animation.
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Differentiation: |
Determine ways in which instruction can be modified and/or adapted for students with divergent learning needs.
- Students who require more time to complete class assignments are encouraged to take them home to work on them further. - Students who require more attention are encouraged to seek help During or after school with Mr. Escher. - Mr. Escher is accessible through email for further discussion and questions.
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Learning Preferences: |
Determine ways in which auditory, visual, and kinesthetic learning styles will be addressed through instruction.
q Kinesthetic q Tactile
q Field Independent q Reflective q Global q Sequential
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Resources and Materials: |
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Artist Exemplars: |
Determine artists, eras, and cultures to be included to aid instruction and student learning.
Gary Goldman (traditional) Sylvain Chomet (traditional) Adam Phillips (web based) David Firth (web based) Human Skateboard (www.youtube.com... Her Morning Elegance (www.youtube.com Western Spagetti (www.youtube.com...
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Reference Materials:
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List names and types (ex: book, print) of resource to be included.
Web - Youtube - DeviantArt Video - DVDs
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Technology Resources:
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List equipment/hardware, software, and websites to be included to aid instruction and student learning.
Computers Adobe Flash Camera Pen Tablet
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Assessment: What criteria will be used to assess student progress/proficiency for each Objective? What assessment strategies (formative, summative, informal, formal, etc.) will be used to evaluate student learning? |
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Standard 1: Perceiving and Responding: Aesthetic Education
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Indicator/s ___ |
Restate the indicator/s selected for Standard 1.
F1.3
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Assessment Criteria: |
Identify the criteria and scoring tool you will use to assess and evaluate student progress/proficiency for the Indicator.
Students’ progress will be assessed through the evaluation of class drills and homework. |
Standard 2: Historical, Cultural, and Social Context: |
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Indicator/s ___ |
Restate the indicator/s selected for Standard 2.
F2.2
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Assessment Criteria: |
Identify the criteria and scoring tool you will use to assess and evaluate student progress/proficiency for the Indicator.
Students’ progress will be assessed through the evaluation of class drills and homework.
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Standard 3: Creative Expression and Production: |
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Indicator/s ___ |
Restate the indicator/s selected for Standard 3.
F3.3
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Assessment Criteria: |
Identify the criteria and scoring tool you will use to assess and evaluate student progress/proficiency for the Indicator.
Students’ progress will be assessed through the evaluation of final work. Along criteria for that project. (ie, Did the project utilize actionscript? Is the animation smooth and/or believable? Is the animation an appropriate length?)
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Standard 4: Aesthetics and Criticism: |
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Indicator/s ___ |
Restate the indicator/s selected for Standard 4.
F4.1, F4.2
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Assessment Criteria: |
Identify the criteria and scoring tool you will use to assess and evaluate student progress/proficiency for the Indicator.
Students’ progress will be assessed through the evaluation of class drills and homework.
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Standard 5: Habits of Mind
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Indicator/s ___ |
Restate the indicator/s selected for Standard 5.
F5a.1 |
Assessment Criteria: |
Identify the criteria and scoring tool you will use to assess and evaluate student progress/proficiency for the Indicator.
Class Critique, Self-reflection.
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