SOUTHERN REGIONAL SCHOOL DISTRICT BUSINESS CURRICULUM. Course Title: Multimedia Grade Level: 9-12

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1 Content Area: Business Department Course Title: Multimedia Grade Level: 9-12 Unit 1 Digital Imaging 10 Weeks Unit 2 Cell Animation 10 Weeks Unit 3 Sound Editing 10 Weeks Unit 4 Visual Editing 10 Weeks Date Created: May 2012 Board Approved on: August 19, 2015

2 Content Area: MULTIMEDIA Unit Title: Digital Imaging Unit Overview Target Course/Grade Level: 9-12 Unit Summary: Students will learn how to digitally enhance digital images using Adobe Photoshop, the standard software for the industry. Students will learn to use menus, the tool bar and palettes to complete their images. Students will progress to doing composite pictures, taking parts of one photo to enhance another. Primary interdisciplinary connections to common Core Standards in: Infused within the unit is connection to Mathematics, Language Arts and Technology. 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Content Standards, Learning Targets Technology Standards A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs Unit Essential Questions 1. What is digital imaging? Unit Enduring Understandings Students will understand that 2. What tools/software are/is needed to do digital imaging? 3. How do you digitally enhance a graphic? The tools have a unique purpose 4. How do you change colors in a graphic? The technique to bring in images to 5. How do you add to an existing graphic? create a composite 6. How do you extract unnecessary objects in a graphic? 7. How do you combine objects from one graphic to another? 8. What are the filtering techniques and when are they used? 9. How do you create different text effects? Photoshop is really awesome.

3 Unit Objectives Students will know The uses of the various tools. How to combine pictures to make a composite image The purpose of the layer palette How to remove or erase objects from image How to create effects and when to use them. Unit Objectives Students will be able to Use the selector tools to select parts of an image to resize, delete or copy/paste. Use the magic wand, magic eraser, eraser, or selector tools to remove part of an image and clean it up. Use the text tools and their effects to create to interest Add images, either from a file or the Internet, to enhance the original image. Manipulate layers in the layer palette to allow placement of different objects in the image Formative Assessments Skill based projects Teacher Observation Class Participation Group Work For additional ideas please refer to Summative Assessments Evidence of Learning Teacher created projects which correspond with this unit Using Photoshop tools to manipulate photos: Fruit, Still Life For additional ideas please refer to Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

4 Teacher Computer With Internet Connection Computer Projector Student software access to Adobe Photoshop The ability to make handouts for students Teacher Notes:

5 Content Area: MULTIMEDIA Unit Title: Creating Cell Animations Target Course/Grade Level: 9-12 Unit Summary Unit Overview Students will learn to create cell animations using a basic paint program. The images created will then be placed in various software programs that will enable them to create motion. Primary interdisciplinary connections to common Core Standards: Infused within the unit is connection to Language Arts and Technology. 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Learning Targets Content Standards 9.1.C, Technology Standards A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs Unit Essential Questions 1. What is a storyboard? 2. What is the purpose of a storyboard? 3. What are the steps in creating a frame animation? 4. How do you RUN a frame animation? 5. Creating a visual storyline. Unit Enduring Understandings Students will understand that The storyboard will guide the animation action The more frames the smoother the animation The software needed to make the animation run

6 Unit Objectives Students will know The purpose of the storyboard How create a storyboard How to use the draw tools The steps in visual storytelling Unit Objectives Students will be able to Understand how the computer has changed animation. Draw using a variety of tools Transform an object by rotating, skewing, scaling Animate an object to follow a motion path Animate an object using frame by frame animation Select, insert, remove a frame

7 Formative Assessments Skill based projects Teacher Observation Class Participation Group Work Summative Assessments Evidence of Learning Teacher created projects which correspond with this unit Created Cell Animations: Storm 20 + Slides Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Teacher Computer With Internet Connection Computer Projector Student software access to Paint program, Hyperstudio, Moviemaker, or Pinnacle The ability to make handouts for students Teacher Notes:

8 Content Area: MULTIMEDIA Unit Title: Sound Editing Target Course/Grade Level: 9-12 Unit Summary Unit Overview Students are introduced to Audacity a sound editing program. They will learn to use tracks, use the effects effectively especially the fade, do voiceovers, and save in different file formats. Primary interdisciplinary connections to common Core Standards: Infused within the unit is connection to Language Arts and Technology. 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Learning Targets Content Standards Technology Standards A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs Unit Essential Questions Unit Enduring Understandings 1. What is sound editing? Students will understand that 2. How do you create sound effects? Sound editing is an important part of any 3. How do you reduce noise in a recording? multimedia presentation Audio tracks enable the editor to place audio 4. How do extract sound bytes from a recording? components to get the best results 5. How do you narrate in a sound program? Effects can enhance the audio clip 6. How do you use different tracks to create musical Different file formats are required for different backgrounds? multimedia software 7. What are the different file formats and which is the right one? 8. How do you add sound to a multimedia project?

9 Unit Objectives Students will know The uses of the various tools. How to manipulate the sound tracks How to use the microphone properly The different file formats available and when to use them How to do an audio voice recording How to edit the audio using effects Unit Objectives Students will be able to Record their audio clips Import audio for editing How to create audio files for multimedia projects Use digital audio equipment properly to capture audio files or recording. Transfer audio files from equipment to computer Export audio files to be used in digital format Demonstrate proper use of audio editing software as adding effects, fading, volume control and file formats

10 Formative Assessments Skill based projects Teacher Observation Class Participation Group Work Evidence of Learning Summative Assessments Teacher created projects which correspond with the unit Add sound to cell animation/slide show either through download or recorded voice Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Teacher Computer With Internet Connection Computer Projector Student software access to Audacity, Hyperstudio, Moviemaker, Pinnacle Video and audio equipment for students The ability to make handouts for students Teacher Notes:

11 Unit Overview Content Area: MULTIMEDIA Unit Title: Video Editing Target Course/Grade Level: 9-12 Unit Summary Video editing covers storyboarding, proper use of the video camera, use of a tripod, creating a visual story, using the best shooting angle, downloading the video and using video editing software. Primary interdisciplinary connections to common Core Standards: Infused within the unit is connection to Language Arts and Technology. 21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal communication. Technology Connections: Understand and use technology systems, select and use applications effectively and productively, and exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology. Learning Targets Content Standards 9.1.C, 3.2B Technology Standards A.1 Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review A.3 Collaborate in online courses, learning communities, social networks or virtual worlds to discuss a resolution to a problem or issue C.1 Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs Unit Essential Questions 1. What is video editing? 2. How do you create a storyboard as a guide to video storytelling. 3. How to use a video camera? 4. How to shoot different angle shots for interest and a better visual story. 5. How do you edit video? 6. How do use effects on video? 7. How can you add text to video? Unit Enduring Understandings Students will understand that The importance of the storyboard to get the best results in video footage. Different camera angles help to create the visual story. Sound, music and narration make the video production come to life.

12 8. How do you add narration to a video program? 9. How do you add sound? 10. What are the different file formats and which is the right one? Different hardware devices accept different file formats.

13 Formative Assessments Skill based projects Teacher Observation Class Participation Group Work Summative Assessments Evidence of Learning Teacher Created Projects Which Correspond With the Unit Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students) Teacher Tutoring Peer Tutoring Cooperative Learning Groups Modified Assignments Extended Response Time Written work preceded by oral discussion Selected student seating to minimize distractions Frequent Checks for understanding Close proximity and eye contact Differentiated Instruction Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Teacher Computer With Internet Connection Computer Projector Student software access to Moviemaker, Pinnacle Have access to a computer that has the ability to download video Video and audio equipment for students The ability to make handouts for students Teacher Notes:

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