MULTI-MEDIA AND THE COMPUTER GRADES THE EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618

Transcription

1 MULTI-MEDIA AND THE COMPUTER GRADES 9-12 THE EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ BOE Approval Date: 9/27/10 Michael Nitti Revised by: EHS Technology Teachers Superintendent In accordance with The Ewing Public Schools Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

2 TABLE OF CONTENTS Page Course Description 1 Scope of Essential Learning: Unit 1: Career Skills (12 Days) 2 Unit 2: Graphics (10 Days) 5 Unit 3: Web Design (17 Days) 8 Unit 4: Animation (25 Days) 11 Unit 5: Video (10 Days) 14 Unit 6: Culminating Experience (10 Days) 17

3 1 COURSE DESCRIPTION Multimedia and the Computer is an elective course for students in grades nine through twelve. This course is for students that are interested in learning more about the creative aspects of the computer. A hands-on approach will be utilized to instruct students in the use of the computer as a creative and powerful communications tool. A strong computer background will be stressed. Units of study include an introduction to the Internet, computer animation, graphics and movie development, creating effective multimedia presentations and creating web pages.

4 2 Unit 1: Career Skills (12 Days) Why Is This Unit Important? This unit will allow students to evaluate their knowledge of technology and adapt their learning to evaluate their learning to achieve the necessary goals. Enduring Understandings Students will demonstrate an understanding that technology is constantly changing and skills levels and knowledge needs to keep abreast. Essential Questions In a world of constant technological change, what do we need to know? Acquired Knowledge Students will be able to: 1. Log into system 2. Save in the proper format and location on the server 3. Work within the network to create folders and subfolders 4. Work within the time restraints to complete a project Acquired Skills 1. Word: Insert images, tables, hyperlinks Insert and edit headers and footers 2. Internet: Simple and advanced searches Download images Copy and paste information for a web page into another document Have a safe experience while using the internet 3. PowerPoint: Insert images Attach audio/music Adjust timing so that slideshows run automatically Insert internal and external links Insert transitions and custom animation

5 3 Benchmark or Major Assessments Formative Assessments 1. Word document with images and changes Open program Save file to proper location 2. Insert table with header and footer and insert and edit header and footer 3. Lecture Internet safety (PowerPoint) 4. Internet search (20 questions Internet search project) Engines Advanced search techniques Ability to perform advanced search techniques Download images Ability to download and save images into proper locations 5. Hyperlinks in PowerPoint (PowerPoint Jeopardy project) Based on internet search lesson Hyperlinks Ability to create hyperlinks between slides 6. Advanced timings and custom animation (PowerPoint Music Video project) Insert images and music/sounds in proper format Synchronization of slides 7. Internet Safety Quiz: Multiple choice questions Summative Assessments Changes/Tables Quiz Internet Safety 20 Questions (changes periodically) Jeopardy PowerPoint PowerPoint Music Video - Rubrics Instructional Materials Computers Internet connection Microsoft Word Microsoft PowerPoint Interdisciplinary Connections Skills learned in this section can be utilized in all content areas

6 4 Accommodations or Modifications IEP and 504 plans will be met on an individual basis Other modifications: Modify proficiencies Rephrase written directions Preferential seating Providing additional time to complete project during or after school hours Extensions Students who surpass these required skills will research the development and history of Microsoft Word to see why this program has become the industry standard. List of Applicable NJCCS and Standards/CPIs A.2, A.3, A B D.1, D.2, D E F.1 Teacher Resources - Rubrics site Digital Imaging Magazine: National Association of Photoshop Professionals: YouTube and television programs/cartoons are good sources for locating examples of advanced timing and custom animation.

7 5 Unit 2: Graphics (10 Days) Why Is This Unit Important? In this unit, students will explore current and emerging visual communication. Enduring Understandings 1. Students will recognize that visual stimulation comes in many different venues and we need to be aware of the changes in delivery. 2. Different hardware requires different software and each has its own graphic file format that is required. Essential Questions 1. Visual stimulation comes to us in many different media. How can we use them to communicate? 2. How does the relationship between hardware and software affect out visual communication? Acquired Knowledge Students will be able to: 1. Download image: The ability to download an image from the internet and open it in Adobe Illustrator or Photoshop. 2. Import Image: To import an image from a digital camera or scanner and be able to use it in Adobe Illustrator or Photoshop. 3. Convert Image: Once an image is opened or imported into a specific program it can be converted into a useable file type. 4. Work between programs: To work between programs to create visual communication. 5. Vector/Bitmap images: Know the difference between both and to know when each is applicable. 6. Work with layer: To know the importance of layer and how to use them correctly Acquired Skills 1. Students will be able to remove a watermark and know that there is a selection of tools available to complete this. 2. Students will be able to remove the background of an image. 3. Students will be able to manipulate an image and change it to create a new image.

8 6 4. Students will be able to perform a color correction on an image in order to match a different image. Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks, Etc.) Formative Assessments 1. Graphic images At least three with watermarks removed. o Tools used: Clone Tool, Use of Smudge Tool, Use of Blur Tool, Use of Healing Brush, Color replacement 2. Students will take a photo of themselves and remove the background. The image must then be used in Dreamweaver or PowerPoint (All About Me or Forrest Gump project) o o Download photo, resize image, save photo in correct format Tools used: Lasso, Magic Wand, Eraser, Color Correction (levels, curves, etc.) 3. All projects from this point on in class will require corrected and manipulated images Ongoing part of class Summative Assessments Photoshop watermark All About Me project Forrest Gump project - Rubrics site Instructional Materials Computer Internet connection Photoshop Digital camera Interdisciplinary Connections Skills learned in this section can be used in Web Design, Computer Graphics, Digital Photography and school newspaper Accommodations or Modifications IEP and 504 plans will be met on an individual basis. Other modifications: Modify proficiencies Rephrase written directions

9 7 Preferential seating Simplified instruction Extended time to complete project during or after school hours Teacher outline of lecture One on one instruction Extensions Students who surpass these required skills will create an image in Photoshop that combines five images downloaded from the internet. List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit D.1, D D.2, D B D F.1 Teacher Resources Memory card readers Photoshop World Miami Training Manual, Various authors, National Association of Photoshop Professionals, 2006 Photoshop Wow Book, Linnea Dayton, Cristen Gillespie, PeachPit Press, 2007 Photoshop Down and Dirty Tricks, Scott Kelby, New Riders Press, 3 rd Edition Photoshop User magazine:

10 8 Unit 3: Web Design (17 Days) Why Is This Unit Important? Students will use the virtual world to interface with others about global issues. Enduring Understandings 1. Students will recognize that the internet is increasing our knowledge and communication globally and allowing for exchange of ideas. 2. Students will develop an understanding that the exchange of personal information is becoming vital and dangerous and the secured use of that information is necessary in current times. Essential Questions 1. How does your involvement with the internet affect your life? 2. How do you create a website that is aesthetically appealing? Acquired Knowledge 1. Reinforce graphics skills knowledge 2. Students will have the ability to create and recognize a well designed website 3. Students will have the ability to build a basic HTML website using HTML code 4. Students will have the ability to import HTML code into a WYSIWYG web design program 5. Students will have the ability to build a simple website in Dreamweaver Acquired Skills 1. Students will have the ability to use Notepad to create an HTML document 2. Students will have the ability to build a simple Dreamweaver website 3. Students will have the ability to insert pages into Dreamweaver 4. Students will have the ability to create hyperlinks 5. Students will have the ability to link to internal and external web pages 6. Students will have the ability to create frame sets Benchmark or Major Assessments 1. HTML: o Create web pages o Distinguish between Notepad and word for writing in HTML code o Insert images o Link pages

11 9 2. Dreamweaver: o Import HTML pages into Dreamweaver o Create and work within framesets o Understand principles of good website design Summative Assessments HTML website Internet safety and personal information quiz About Me website Forrest Gump website Instructional Materials Computer Notepad Dreamweaver Graphics program Internet/network connection Interdisciplinary Connections Skills learned in this section can be used in Web Design and IBPF Accommodations or Modifications IEP and 504 plans will be met on an individual basis. Other modifications: Modify proficiencies Rephrase written directions Preferential seating Simplified instruction Extended time to complete project during or after school hours Teacher outline of lecture One on one instruction Extensions Students who surpass these required skills will create a new multi-page website using rollover buttons for navigation. List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit D.1, D D.2, D.4

12 B E F G.1 Teacher Resources 1. Dreamweaver MX 2004 for Dummies; Janine Warner & Susannah Gardner, Wiley Publishing, Learning HTML for Kids Web Tutorial, Jill Jeffers Goodell,

13 11 Unit 4: Animation (25 Days) Why Is This Unit Important? Students will use animation to represent real-life situations and to communicate ideas in a virtual environment. Enduring Understandings 1. Students will develop an understanding of alternate means of communication to experience visual information. 2. Conveying social information through animation Essential Questions 1. What is the role of animation in visual communication? 2. How does animation convey information across language and cultural boundaries? Acquired Knowledge 1. Reinforce graphics skills knowledge 2. Import files into Macromedia Flash and place the file into the correct location 3. Save and export file into proper format Acquired Skills Students will learn to work in flash with the following skills: 1. Use appropriate tools 2. Recognize the Stage and Library areas 3. Use the Properties Manager to modify various items in Flash 4. Create a shape tween 5. Create a motion tween 6. Animate a bitmap image 7. Animate a symbol on a guided path 8. Animate by key frames Benchmark or Major Assessments 1. Students will create a short flash animation based on exercises done in class to include: o Shape tween o Motion tween

14 12 o o Key frame by key frame animation Animation on a guided path 2. Major Flash assignment to include the ability to create an animation of specific time: o Storyboard o Imported audio o Timed animation o Synchronized animation Summative Assessments second flash commercial o Short story o Commercial o Make me laugh 2. Music video animation Instructional Materials Computer Internet/Network access Macromedia Flash Interdisciplinary Connections Skills learned in this section can be used in Web Design and Cartooning Accommodations or Modifications (Special Ed., ELL, Gifted Learners) IEP and 504 plans will be met on an individual basis. Other modifications: Modify proficiencies Rephrase written directions Preferential seating Simplified instruction Extended time Teacher outline of lecture One on one instruction Extensions Students who surpass these required skills will make a website where they will import a newly created flash animation into that site.

15 13 List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit D.1, D D B F G D A.1 Teacher Resources Animation and Effects with Macromedia Flash MX 2004, Jen Dehaan, Macromedia Press, 2005 Flash MX for Kids, American School of Kuwait, 2006 Online Flash tutorials

16 14 Unit 5: Video (10 Days) Why Is This Unit Important? Unit Rationale Through the use of video, students will have access to visual information, communication and education. Enduring Understandings Students will: 1. Examine ways to edit an existing video 2. Create title and credit screens for video 3. Create a short public service announcement or instructional video Essential Questions 1. How is video a form of visual communication? 2. How is a message communicated through video? Acquired Knowledge Students will: 1. Develop storyboards to plan video 2. Use video editing software 3. Edit video to remove unwanted parts 4. Import audio into video 5. Import images into video 6. Create video from raw footage shot with video camera Acquired Skills Students will be able to: 1. edit existing video 2. Build title and credit sections for video 3. Capture video with video camera Benchmark or Major Assessments Major Assessments 1. Students will edit video by: o Removing unwanted sections from video clips o Importing audio and images into video o Add titles and credits o Building and inserting transitions

17 15 o Exporting finished movie 2. Students will create a video by: o Creating a storyboard o Capture video with video camera o Importing raw video footage using dazzle video converter o Editing by removing unwanted sections from video clips o Exporting in correct format and presenting movie Summative Assessments 1. Students will import and edit existing video to create any of the following: o Movie trailer o Opening credits 2. Create video from storyboard to final presentation Instructional Materials Computer Video camera Dazzle Video editing software Interdisciplinary Connections Can be used in any classroom discipline Accommodations or Modifications IEP and 504 plans will be met on an individual basis. Other modifications: Modify proficiencies Rephrase written directions Preferential seating Extended time to complete project during or after school hours Teacher outline of lecture One on one instruction Extensions Students who surpass these required skills will create a public service announcement or an instructional video.

18 16 List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit D.1, D D B F G D A C.1 Teacher Resources Downloaded video Opening credits from old TV shows, Movies DVD and VHS 50 Fast Digital Video Techniques, Bonnie Blake, Doug Sahlin, Wiley Publishers,

19 17 Unit 6: Culminating Experience (10 Days) Why Is This Unit Important? Unit Rationale This unit will allow students to apply knowledge learned in course to choose an appropriate medium of presentation Enduring Understandings 1. Students will create a digital portfolio highlighting all units covered in coursework in an appropriate presentation format. 2. Students will create a stop motion animation choosing a software program that they feel will achieve their desired effect. Essential Questions 1. What software programs do you feel confident using? 2. Can you apply this knowledge to visual communications? Acquired Knowledge Students will: 1. Know what each software application does, how to use it, and when to use it 2. Be able to gauge their own ability to use each application Acquired Skills 1. Ability to move files in and out of various programs 2. Ability to work between programs 3. Recognize different file formats 4. Secure permanent, working and source files 5. Choose applicable presentation format Benchmark or Major Assessments Formative Assessments 1. Portfolio: o Identify files to be used o Select program to build presentation o Create storyboard for presentation

20 18 2. Stop action animation: o Creating a storyboard o Configure still camera to capture images at smallest file size o Save all images files into one working folder o Select program to use (Macromedia Flash or Microsoft Movie maker) o Save in presentation format Summative Assessments Digital portfolio Stop motion animation Instructional Materials Computer Photoshop Digital still camera Macromedia Flash Microsoft Movie Maker Video Cameras Dazzle Power Point Macromedia Dreamweaver Interdisciplinary Connections These skills can be used in any classroom discipline. Accommodations or Modifications (Special Ed., ELL, Gifted Learners) IEP and 504 plans will be met on an individual basis. Other modifications: Modify proficiencies Rephrase written directions Preferential seating Extended time to complete project during or after school hours Teacher outline of lecture One on one instruction Extensions Students who surpass these required skills will create a webpage that will include newly created Flash and video elements.

21 19 List of Applicable NJCCS and Standards/CPIs Uncovered in This Unit D.1, D D B F G D A.1, A C.1