DRAFT: This module has unpublished changes.

High School

Unit Title:

Patapsco High School & Center for the Arts

Persistence of the Narrative

Course/Level:

Multimedia II/III

 

Key Concept/Theme:

On what significant theme or concept will the unit be framed?

 

Narrative

 

Performance Task/Product:

 

 

 

 

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?

 

 

Alignment with Standards: List the Indicators and Objectives targeted for assessment in the unit.

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.

Indicator/s ___

 

F1.3

 

What will students do to develop  proficiency?

 

 

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.

 

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.

Indicator/s ___

 

 

F2.2

 

What will students do to develop  proficiency?

 

 

Students will discuss relationships and meanings derived from exemplar animations through class discussion and homework assignments.

 

 

 

Standard 3: Creative Expression and Production: Students will apply thinking processes in organizing knowledge and ideas to communicate visually.

Indicator/s___

 

F3.3

 

What will students do to develop  proficiency?

 

 

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.

 

Standard 4: Aesthetics and Criticism: Students will identify, analyze, and apply criteria to make visual judgments.

Indicator/s ___

 

F4.1, F4.2

 

What will students do to develop  proficiency?

 

 

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.

 

Standard 5: Habits of Mind:

  1. A.    Students will demonstrate positive attitudes, ethical behaviors, and confidence in their ability to participate in the visual arts.
  2. B.    Students will demonstrate and apply productive artistic behaviors in order to make contributions to society.

Indicator/s ___

 

F5a.1

 

What will students do to develop  proficiency?

 

 

Students will be reminded of the appropriateness of topics and symbols and how their meaning is perceived by others through discussion and written work.

 

 

 

Key Skills and Concepts:

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).

 

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.

 

 

Instructional Planning:

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.

 

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.

 

Learning Preferences:

Determine ways in which auditory, visual, and kinesthetic learning styles will be addressed through instruction.

 

  • Visual                               o  Auditory

q  Kinesthetic                       q  Tactile

  • Field Dependent               o  Active

q  Field Independent             q  Reflective

q  Global                               q  Sequential

 

 

 

 

 

 

 

Resources and Materials:

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...

 

Reference Materials:

 

List names and types (ex: book, print) of resource to be included.

 

Web

- Youtube

- DeviantArt

Video

- DVDs

 

Technology Resources:

 

List equipment/hardware, software, and websites to be included to aid instruction and student learning.

 

Computers

Adobe Flash

Camera

Pen Tablet

 

 

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?

Standard 1: Perceiving and Responding: Aesthetic Education

 

Indicator/s ___

Restate the indicator/s selected for Standard 1.

 

F1.3

 

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:

Indicator/s ___

Restate the indicator/s selected for Standard 2.

 

F2.2

 

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 3: Creative Expression and Production:

Indicator/s ___

Restate the indicator/s selected for Standard 3.

 

F3.3

 

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?)

 

Standard 4: Aesthetics and Criticism:

Indicator/s ___

Restate the indicator/s selected for Standard 4.

 

F4.1, F4.2

 

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 5: Habits of Mind

 

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.

 

 

DRAFT: This module has unpublished changes.