COMPUTER TITLE: C T E V I S A R T S 2 CBEDS NUMBER: NCLB CORE SUBJECT: APPROVAL DATE:

Transcription

1 COMPUTER TITLE: C T E V I S A R T S 2 COURSE TITLE: CTE Foundations in Visual Arts 2: Audio, Video, Gaming & Animation COURSE NUMBER: CTExxx GRADE LEVEL: LENGTH OF COURSE: 1 Year (Students receive up to 180 hours of classroom/lab instruction and up to 180 hours of community classroom/cooperative vocational education.) GRAD REQUIREMENT: Elective (Z) CSU/UC REQUIREMENT: No VOCATIONAL ED: Concentrator CBEDS NUMBER: 2820 (Digital Art/Computer Art/Artistic Graphics) NCLB: No NCLB CORE SUBJECT: APPROVAL DATE: Job Titles: Multi-media Artists and Animators: ; Graphic Designers: Prerequisites: Foundations of Visual Arts Outline Developed/Reviewed/Updated: Developed October 26, 2011 Recommended Sequence Introductory Skill Building Advanced Skill Pathway Courses Foundations in Media and Digital Design Foundations in Media and Digital Design: Audio, Video, Gaming & Animation Course Description: The first semester of this course is structured around storytelling. Students learn key elements of storytelling, such as identifying and creating for a specific audience, crafting a story s arc, and creating a narrative through images and sound. They learn how audio producers, filmmakers, and documentarians use the characteristics of the medium to convey information and tell a story. Students identify compelling stories in their school or local community and document them, one in an audio story and another through video. They learn the pre-production, production, and post-production process media-makers use, and they develop the technical skills of each phase by creating their own media works. Students also learn about the ethical and legal considerations related to media-making. Projects in this course draw upon a range of disciplinary ideas and modes of inquiry while mirroring the work of professionals in video and audio production. Students analyze and critique media works and their effectiveness in telling a compelling story. They research primary sources and write extensively as they work on their own media productions. They create media works and reflect orally and in writing about the creative process. The independent research project in this course is to investigate an audio- or videorelated career that interests them. In the second semester students use visual arts and English skills as they learn the principles of animation and video game design and develop fundamental technical skills. Students also learn new arts content that deepens their understanding and mastery of VPA standards. Students use these academic skills as they develop their own media productions and design documents. The course investigates communication through two media animation and video games. Students view and analyze professional animations and video games to understand how the unique characteristics of each medium are used to convey character, emotion, setting, and the actions that advance a narrative. Students select a traditional or contemporary story and create a hand-drawn animation for a moment from one scene in the work. Students design their own simple video games, preparing written design documents and finished artwork, and use game development software to create their games. They pitch Page 1 of 16

2 their ideas for full-length animations and present their video games to classmates and, ideally, professionals from the arts, media, and entertainment industry. Throughout the course, students describe, interpret, analyze, and evaluate works of art and media orally and in writing. The course develops students critique skills and their use of the language of art in regular oral and written critiques of one another s works and those of AME professionals. Students write extensively as they work on their own media productions, and they complete an independent research project, developing written and oral presentations about the career and work of one media professional, describing career milestones and analyzing one of his or her works. Project work and structured activities develop skills in teamwork, effective communication, planning and time management, reflective practice, making interdisciplinary connections, and creative problem solving. Student Outcomes and Objectives Develop story ideas and create audio and video productions based on those stories Communicate ideas and stories to a defined audience through animation, video games, writing, and oral presentations Develop skills in analysis, interpretation, critique, research, writing, and presentation Strengthen ability to express one s artistic visions and ideas Strengthen and further develop VPA and ELA content standards through application in a realworld context Develop skill as both creator and critical consumer of media in a variety of contexts Understand fundamental principles and technical knowledge in audio, video animation and video game pre-production, production, and post-production. Understand the unique characteristics of audio and video and use them to effectively convey a message or tell a story Synthesize and structure information to create a narrative or make and defend an argument through audio or video Establish habits of mind when producing media: observation, analysis, creation, reflection Understand legal and ethical issues related to making audio and video productions Develop awareness of a range of careers related to audio, video production, gaming and animation as well as an understanding of the academic and technical background required. Course Outline - Career Planning Understand how personal skill development-including positive attitude, honesty, self-confidence, time management, and other positive traits affect employability. 1. Demonstrate an understanding of the classroom and policies and procedures. 2. Understand the importance of ethical standards and social responsibilities in this pathway. 3. Discuss and define personal hygiene and acceptable business attire and grooming. 4. Learn methods for prioritizing tasks and meeting deadlines. 5. Discuss importance of lifelong learning. 6. Discuss the importance of the following personal skills in this pathway: positive attitude self-confidence ethics integrity honesty perseverance self-discipline Understand principles of effective interpersonal skills, including: Group dynamics, conflict resolution and negotiation and their importance within this pathway. 1. Identify and discuss the key concepts of group dynamics. 2. Discuss and demonstrate the dynamics of conflict resolution and negotiation and their importance within the law enforcement forensics environment. Page 2 of 16 2

3 3. Work cooperatively, share responsibilities, accept supervision, and assume leadership roles. 4. Demonstrate cooperative working relationships and proper etiquette across gender and cultural groups. 5. Discuss laws which apply to sexual harassment and discuss tactics for handling harassment situations. Understand the importance of good academic skills, critical thinking and problem-solving skills in the workplace. 1. Recognize the importance of good reading, writing, and math skills and implement a plan for self-improvement as needed. 2. Read, write, and give directions. 3. Exhibit critical and creative thinking skills and logical reasoning skills. 4. Recognize problem situations; identify, locate, and organize needed information or data; and propose, evaluate, and select from alternative solutions. Understand principles of effective communication. 1. Read and implement written instructions, when required. 2. Present a positive image through verbal and non-verbal communication. 3. Demonstrate active listening through oral and written feedback. 4. Communicate effectively orally and in writing. 5. Use effective telephone skills. 6. Respond to written orders when required. 7. Identify, follow, and enforce rules and regulations. Understand occupational safety issues, including avoidance of physical hazards. 1. Discuss and implement good safety practices, including the following: 2. Avoidance and reporting of physical hazards in the work environment. 3. Safe operation of equipment 4. Proper handling of hazardous materials 5. Blood-born pathogens 6. Demonstrate and apply universal precautions. 7. Explain and follow all safety procedures. Understand career paths and strategies for obtaining employment. 1. Explore career opportunities and projected trends, investigate required education, training, and experience. 2. Identify steps for setting goals and writing personal goals and objectives. 3. Examine aptitudes related to career options; relate personal characteristics and interest to educational and occupational opportunities 4. Identify and demonstrate effective interviewing techniques. 5. Make realistic occupational choices 6. Develop job acquisition documents, including the following: a. job application b. resume c. appropriate cover and follow-up correspondence d. portfolio Understand and adapt to changing technology. 1. Identify and explain the importance of the current available computer diagramming software used today in the forensic field. 2. Understand the importance of lifelong learning in adapting to changing technology. 3. Understand the importance of cell phones, pagers, fax machines, and other communication technology. 4. Correctly use and care for all supplies and equipment. Course Outline - Content Area Skills Unit 1: Using Sound to Tell Stories This unit introduces principles of sound design and audio production techniques that students can use in other media projects in this course and beyond. Page 3 of 16 3

4 Unit Project: Student teams create documentary audio stories/podcasts to air on school or local radio. The stories can be personal anecdotes, explorations of a social issue, or profiles of a person or place in their community. Students tell their stories through recorded interviews, ambient sound, and narration. They learn pre-production, production, and post-production skills: research, story development, interviewing, audio recording, script writing, and digital editing. Framing Questions What story do you want to tell? How can you tell your story using only sound? How can voice, music, sound effects, and other sounds be used to evoke emotion and tell a story? What tasks are involved in developing a media product from idea to completion? Concepts and Skills Story development Principles of sound design choosing sound effects and music to establish and/or enhance a story s mood, setting, or character development Developing strong interview questions Setting up and operating audio recording equipment Assigning and managing audio production roles Interviewing Audio mixing and editing File and asset management Part 1: Pre-Production: Introduction to Audio Storytelling Activity 1A: The Power of Sound Analyze sound clips to determine how they evoke particular images and feelings Conduct a Sound Scavenger Hunt to learn basic sound-recording techniques; give and receive feedback about effectiveness and technical quality Begin a written list of recording challenges and techniques for overcoming them in upcoming recording sessions; preview technical and academic vocabulary needed for the unit Complete the first of the course-long written journal assignments by describing and reflecting on sounds heard in a familiar location Activity 1B: Introduction to Audio Stories Analyze and critique audio stories orally and in writing to develop a list of characteristics and elements of good storytelling Read about the process of developing an audio story Work in unit project teams to identify the subject of the team s audio story; write a reflection on the team s experience working together Write the first weekly independent analysis and critique of an existing audio story Activity 1C: Developing a Story Concept Record sounds related to the audio story s setting and characters; give and receive feedback about effectiveness of those recordings in conveying ideas and evoking emotion Learn the building blocks of storytelling; discuss the use and impact of anecdotes Complete a planning document that clearly describes the story, characters, and mood, and argues persuasively that the story will appeal to the target audience Page 4 of 16 4

5 Activity 1D: The Art of Interviewing Read about the process of conducting and recording effective interviews Conduct, record, and log practice interviews Reflect on challenges during practice interviews; develop a list of strategies for conducting good interviews and avoiding common pitfalls Write interview questions for unit project Part 2: Production Time! Activity 2A: Recording in the Field Learn techniques for file and asset management Complete logistical planning for the production phase Conduct, record, and log interviews and other sounds needed for the audio story Reflect in writing on lessons learned from conducting interviews and taking on a production role Activity 2B: Production Ethics Take and defend a stand about ethical issues presented in scenarios about audio production Identify the rights and responsibilities of audio story producers; discuss copyright law and fair use guidelines Develop personal ethical guidelines Activity 2C: The Career Profile Project Read about the Career Profile Project and begin research Read about audio production careers, including roles and responsibilities, academic preparation, and technical requirements Part 3: Post-Production: Mixing Sounds to Tell a Story Activity 3A: Organizing Your Sound Write reflections about teamwork to date and discuss strategies for upcoming collaboration Organize a sound library of all audio recorded for the projects; write rough transcriptions of interviews and other recordings Identify compelling interview clips; describe in writing for team review why the clip is compelling and should be included in the project Activity 3B: Shaping Your Story Read about audio scripts and scriptwriting; revise story-planning documents; select effective clips to include in the team audio story; edit clips Analyze the effectiveness of the beginnings of different audio stories Write script and narration for audio story that includes an appropriate mix of clips, narration, music, and sound; demonstrates clarity and simplicity of the language for narration; and uses interview clips to convey a personal perspective, evoke emotion, and enhance the story Activity 3C: The Sound of Music Analyze how different pieces of music evoke mood and emotion Read a short vignette, write a backstory for the vignette, and select appropriate background music for it; record a narration of the vignette and add a music track Analyze and critique classmates recorded vignettes Add music and sound effects to team audio story scripts Activity 3D: Mixing the Sounds of the Story Record voiceover narration for team audio story Edit and mix sounds to create a rough cut Page 5 of 16 5

6 Present rough cut to another team; give and receive feedback Create a final cut that demonstrates effective use of sound to draw the listener in; uses music and sound to establish setting, enhance mood, or evoke emotion; conveys a clear and coherent story; and demonstrates technical proficiency Part 4: Getting It Heard Present the audio story to an audience Write and discuss reflections on the work completed during the unit Unit 2: Telling Stories with Moving Images From sound, students turn to video and focus on using visual language to create a narrative and convey information. Students continue to explore storytelling and think about the elements that comprise a story s typical arc. Throughout the unit, students analyze clips from movies and TV shows to identify visual and audio cues that help tell a story (including camera angles and shots, lighting, and music). The analyses include the filmmaker s use of elements of art, principles of design, and principles of sound design. Students learn video production skills, including using a camera, composing an effective shot, creating a soundtrack, and editing footage to create a coherent work. Unit Project: Students create a three- to five-minute video story that describes, and illustrates with specific examples, a strength of the community or a challenge it faces. They extend their understanding of production phases to video, and they use their audio production skills to create soundtracks for their community stories. As preparation for this project, students also create a short video that tells a story without using dialogue. At the end of the unit, the class presents a public screening of their video and audio works for community members and AME professionals. Framing Questions How can I tell a story effectively through moving images? What are the underlying elements of storytelling in movies and TV? How do music and sound effects support and enhance a story being told through moving images? How can I use editing techniques to create a powerful experience for the audience? Concepts and Skills Story development and story structure Use of the elements of art and principles of design in video works Principles of cinematography and soundtrack design Scriptwriting Production set practices Video camera setup and operation Lighting for video Assigning and managing production roles Video-editing software and editing techniques, including transitions, titles, and visual effects File and asset management Part 1: Learning to Look at Images Activity 1A: Video Scavenger Hunt Read about the language of cinematography (shot styles, angle, framing, camera movement, focus); preview technical and academic vocabulary Page 6 of 16 6

7 Conduct a video scavenger hunt to learn camera setup and operation and shot styles; give and receive feedback about visual impact and technical quality Write about filming challenges and techniques for overcoming them Write an analysis of the cinematographic techniques used in clips from TV Write a synopsis of the plot of a TV show Activity 1B: Tools of the Visual Storyteller Analyze the use of elements of art, principles of design, and cinematographic techniques in movie clips from different cultures or historical periods Discuss ways in which moviemakers use visual elements to relay a narrative Plan for the public screening at the end of the unit, assigning responsibilities for tasks such as locating a space for the screening and designing an invitation Write the first weekly independent critique of a clip from an existing movie or TV show, focusing on storytelling, the use of the language of cinematography, and the use of elements of art and principles of design Part 2: Creating a Silent Story Activity 2A: Pre-Production Preparing to Shoot Present the TV show plot synopsis; identify the common elements in stories; learn about story arc and three-act structure Write a treatment and script for a silent video that tells a story Create a comprehensive shot list for the silent story that includes a variety of shot types and clearly describes what should be in each shot, shot scale, and camera movements Assign production roles and collect props and costumes Activity 2B: Production Shooting the Story Learn advanced camera techniques and basic lighting techniques Read about production techniques and set protocol Shoot footage for the silent story For the unit project, write a list of strengths and challenges of the community Activity 2C: Introducing the Unit Project Read about the process of developing a video documentary Analyze and critique a video documentary made by other teens, focusing on the techniques of cinematography and the way the video tells a story Conduct research on one community strength or challenge Report on progress on tasks related to the end-of-unit public screening Activity 2D: Post-Production Editing the Silent Story Capture and log the footage for the silent story video Select clips for the video and create an edit-decision list Read about editing principles; analyze editing techniques in a movie clip Create a rough cut of the silent story video Analyze and critique rough cuts, focusing on clarity of the story arc and effective use of the elements of art and principles of design; describe in writing the changes to be made based on feedback Create a final cut that demonstrates a clear narrative arc, uses cinematographic techniques as well as the elements of art and principles of design, includes a variety of shot styles and angles, is edited effectively, and demonstrates technical proficiency Screen silent story videos for the class and reflect on the process of creating them Write up the research on a community strength or challenge for the unit project Part 3: Shooting the Community Story Video Page 7 of 16 7

8 Activity 3A: Community Story Pre-Production Share research about community strengths and challenges with teammates and select one as the focus for the team video documentary Develop a production schedule for the documentary Analyze story structure in an existing video about a community Write a detailed treatment of community video that describes the story, makes clear how the story illustrates a community strength or challenge and engages viewers, and includes interview questions that use language appropriately and are effective in eliciting information. Give and receive feedback on treatments; revise treatments based on feedback Analyze the techniques of cinematography and the way that elements of art and principles of design are used in specific shots of an existing video documentary Read about the kinds of footage used in documentaries; develop a shot list that describes content, shot style and scale, and camera movements Activity 3B: Community Story Production Read about techniques for conducting and shooting successful interviews Shoot a practice interview, focusing on framing, lighting, and background Develop a production planning document Shoot footage for the community story, including interviews, action shots, and b-roll Write a reflection about the process of shooting the video and the team s effectiveness in working together Read about and discuss careers related to the work in the unit Report on progress on tasks related to the end-of-unit public screening Part 4: Editing and Sound Activity 4A: Editing the Story Capture, log, and organize the footage; create rough transcripts Review footage and the planned story arc; revise plan as necessary based on the actual footage; revise treatments Create an edit-decision list; write scripts for and record narration Use editing software to create rough cuts Activity 4B: Working with Sound Analyze a movie clip for the use of sound; define qualities of effective soundtracks; read about and understand elements of a soundtrack Identify moments in rough cuts when sound could be used to draw the audience s attention or create a mood Layer music and sound effects into the rough cut Activity 4C: Final Cut Write and add titles to the video Critique one another s community story rough cuts, focusing on the story arc, pacing, use of elements of art and principles of design, and effectiveness of editing Write about one piece of valuable feedback received during critique and one change they d like to make to the video as a result Create final cuts that engage viewers, tell a clear story through the language of cinematography and editing rather than narration alone; include a variety of shot styles; use principles of art, elements of design, and principles of sound design effectively; and demonstrate technical proficiency Page 8 of 16 8

9 Activity 4D: The Career Profile Project Complete a written profile of AME professionals that clearly and comprehensively describes his or her career path and education, includes a timeline of career milestones, and analyzes the use of visual and/or audio elements in at least one work Share career profile in an oral presentation that demonstrates awareness of audience, communicates information effectively, uses language and visual aids appropriately, and addresses audience questions Part 5: Public Screening Activity 5A: Getting Ready Select the video and audio works and determine effective sequence for presentation Complete logistical preparation for the screening Activity 5B: Showing the Work Screen the audio and video pieces for an audience; take questions from the audience about the work Write and discuss reflections on learning during the unit Unit 3: The Animated World Students learn first-hand the fundamental principles and techniques of animation, refining drawing skills and learning to use the elements of art and principles of design effectively in animations. They extend and deepen story development skills from Foundations of Media and Digital Design. Unit Project: Students develop ideas for animated movies based on short works of fiction. They select scenes to focus on, design main characters, and create storyboards. Students then use pencil-and-paper and digital techniques to create animations depicting moments from the chosen scenes. Students pitch their animated movie ideas to classmates and arts, media, and entertainment (AME) professionals. Framing Questions How can I make the most of animation s special attributes to bring a story to life on screen? How can I create an animation that engages the audience and immerses them in the story I m telling? What are the basic principles that animators use to create effective animations? Concepts and Skills Story development Principles of animation Effective use of elements of art and principles of design in drawn animation Storyboarding Character development Hand-drawn paper-and-pencil animation Computer-generated 2-D animation techniques Unit 1 Outline Part 1: Introduction to Animation Activity 1A: The Principles of Animation Watch an animated movie clip and discuss the rationale for turning a story into an animated rather than live-action feature Preview technical and academic vocabulary needed for the unit Create two stop-motion animations of a penny Discuss the relationship between timing and spacing in animation Page 9 of 16 9

10 Read about the fundamental principles of animation and analyze their use in a movie clip, pointing to visual evidence; analyze the use of of the elements of art and principles of design in an animated movie clip Write the first weekly independent analysis and critique of an animated movie, TV show, or short Activity 1B: Follow the Bouncing Ball Create two hand-drawn animations of a bouncing ball, using straight-ahead and pose-to-pose animation techniques; create pencil tests (test animations) Read about and use the Critical Response Process, a critique method used throughout the course; give and receive feedback on pencil tests; revise animations based on feedback Complete the first of course-long written journal assignments by describing how timing, spacing and movement might be different in animations for two kinds of balls Learn basic 2-D computer animation techniques and use them to create a second bouncing ball animation Compare computer-generated and hand-drawn animations Read about AME careers related to the skills in the unit; begin work on the independent Career Profile research project. Select 2-3 short stories, myths, or fairy tales and describe in writing why each would make an engaging animation Part 2: Finding the Right Story Activity 2A: Developing the Story Analyze an animated movie for its use of visual elements to tell a story and the visual style the animators chose to use Select stories for the unit projects and describe in writing their story elements, why they lend themselves to animation, and the planned animation styles; select moments from the stories to animate Discuss methods of giving and receiving honest and supportive feedback Critique story choices in review groups; self-assess performance as a review group member and rate the performance of the others Activity 2B: Developing the Character Read about the fundamental principles of animation and analyze their use in a movie clip, pointing to visual evidence Write descriptions of the characters for unit projects; research aspects of the character s look, such as the clothing from the time period or culture; sketch character designs Critique character designs in review groups, focusing on visual style, how the character s design reflects the story, and effective use of elements of art and principles of design; revise character designs based on feedback Analyze turnaround sheets for characters in existing animated movies; draw turnaround sheets, polished character sheets, and simplified characters for project animations that use appropriate visual styles; show a range of emotion appropriate to the story; and demonstrate advanced drawing skills and effective use of the elements of art and principles of design. Design an object that the character will interact with and draw in the same visual style as the character Activity 2C: All About Walk Cycles Analyze characters walks in existing animations and discuss how a walk cycle can reveal personality and mood Use pose-to-pose animation to draw walk cycles for simple figures and the project characters Create pencil tests for walk cycles; give and receive feedback, focusing on how believable and smooth the walk is; assess performance during the critique process Page 10 of 16 10

11 Part 3: Creating the Animation Activity 3A: Creating Storyboards Read about fundamental principles of animation and analyze their use in a movie clip, pointing to visual evidence; analyze the use of the elements of art and principles of design Read about storyboards; draw detailed storyboards that demonstrate understanding of the principles of animation and effective use of the elements of art and principles of design Activity 3B: Drawing the Moment Draw key poses for their animations and create pencil tests; critique in review groups, focusing on use of pose and expression to convey mood and effective use of the principles of animation Draw the remaining frames for their animations and create pencil tests; critique, focusing on audience engagement and use of the principles of animation, elements of art, and principles of design Finalize drawings for animations Activity 3C: Creating Digital Animations Learn how to ink in and animate drawings using 2-D software; digitally ink in and, optionally, color drawings Create final digital animations that clearly and effectively depict moments from the stories, reflect effective use of the principles of animation, elements of art, and principles of design; and reflect advanced drawing skill and technical proficiency Part 4: Pitching the Work Prepare and present pitches for their animated movie ideas that clearly describe the stories being adapted, argue persuasively that the stories would make engaging animations; clearly describe the place of the animated moments in the overall stories; and effectively use visual materials and oral presentation skills Write and discuss reflections on the work they have completed during the unit Unit 3: Principles of Game Design Students study game structure, principles of game design, and game elements, including game-play, interactivity, and visual environment, focusing on what makes a game successful for a particular audience. Students use what they have learned to design and create their own game, focusing both on the game s structure and its visual style. Unit Project: Students work in teams to design and create a simple video game. Students develop a concept for their game and design the following game elements: Game-play: How the game works, game rules, structure, and player objectives User interface: How the player interacts with the game and receives information and feedback during game-play Visual style: How the art and graphics of the game are used to both set a mood and engage players Students complete a design document and wireframes that show the user interface at different points in the game. Students use basic game development software to create their game. They test their game with classmates, gathering information to revise and improve the game. Students also create art for their games either digital art to use in the actual game, or concept art showing what the game would look like. At the end of the unit, students use all the materials they have developed to present their game to classmates and, ideally, to AME professionals. Framing Questions Why do people play video games? What are the principles of good game design? How do game-play mechanics and visual elements interact to create an engaging and compelling game? Page 11 of 16 11

12 What kind of game do I want to create? Concepts and Skills Principles of game design Game documentation Interface design Game development Creating game art Effective use of elements of art and principles of design Game testing (Optional): Basic programming (depends on software used) Unit 2 Outline Part 1: Introduction to Games Activity 1A: Elements and Features of Games Play and analyze a variety of digital and physical games; Write about common features, unique elements, and attributes of the player experience that makes games successful and fun to play Read about the formal elements and dramatic elements of games and analyze their use in a video game Write the first weekly independent analysis and critique of an existing game, focusing on the effectiveness of the game design and visual elements Activity 1B: Exploring Game Development Software Learn about the software they will use to create the game for their unit project Learn how to use the software to perform specific tasks, such as creating and orienting objects, defining game actions, and creating scripts. Use the software to create a game with a simple objective (such as moving a character around a barrier to reach a goal, or having a player collect objects) Part 2: Reverse Design Activity 2A: Introduction to Reverse Design Select and play a game to reverse design; Write a detailed description and analysis of the various elements of the game (including its visual style) in a reverse-design document Identify strengths and weakness of the game in a class presentation Discuss understanding of the principles of game design through reverse designing Activity 2B: User Interface Read about user interface; play a game and identify how players communicate their actions through the interface; analyze visual interface Identify and discuss qualities of successful and unsuccessful user interfaces Part 3: Video Game Design Activity 3A: Concept Development Read about the process of developing a video game design; in game design teams, select one game idea to develop and write a treatment Give and receive feedback, using a structured critique process Page 12 of 16 12

13 Activity 3B: Preliminary Game Design Discuss strategies for working together as a team and assigning work responsibilities Write a detailed game design document that clearly describes the vision, game-play, formal and dramatic elements of the game and interface; argues persuasively that the game will attract and engage players; and demonstrates understanding of basic principles of interface design and game design practices. Activity 3C: Interface Design Read about wireframes and their use in game design Sketch wireframes for the project games that convey how players interact with the game; are visually consistent across games; and effectively incorporate interface design principles. Activity 3D: Art Design Analyze screenshots of existing video games for the artists use of the elements of art and principles of design to develop a mood and engage players. Sketch concept art for the team game and describe in writing its visual style and how elements of art such as line and color are used to convey that style Critique concept art sketches, focusing on mood and the use of elements of art and principles of design Create polished concept art sketches or digital art that incorporates the feedback they receive. Activity 3E: Creating the Game (Optional) Analyze the programming code for an existing game Learn additional techniques for creating games with their software Use software to develop a working version of their game Play-test games with their classmates and give and receive feedback on the games; revise their game based on feedback. Read about and discuss careers related to work in the unit Part 4: The Pitch Activity 4A: The Career Profile Project Complete written profiles of AME professionals that clearly and comprehensively describe his or her career path and education; includes a timeline of career milestones, and analyzes the use of visual and/or audio elements in at least one work. Share career profiles and media analyses in an oral presentation that demonstrates awareness of audience, communicates information effectively, uses language and visual aids appropriately, and addresses audience questions. Activity 4B: Preparing and Delivering the Presentation Present the team game to their classmates and, ideally, AME professionals and argue persuasively that the game will engage the intended audience; use design documents, treatments, game art, and the completed game to create their presentation. Write and discuss reflections on their work during the unit Key Assignments. Throughout Journals: weekly reflective writing assignments based on unit-specific questions Critiques: weekly analysis and critique of professionally created audio or video Unit 1 Recorded Sound Scavenger Hunt Written audio story planning document Page 13 of 16 13

14 Organized library of logged sound recorded for the audio story Audio story script Completed audio story Weekly Critiques Journal Writing Assignments: o Descriptions of sounds heard in a familiar location o Analysis of an audio story heard in class o Descriptions of audio stories students want to tell o Reflections on working in a team o Reflections on the interview process o Personal code of ethics o Description of one clip from an interview and an explanation of why the clip should be included in the audio story o Description of a day in the student s life and the music soundtrack that could accompany this day Unit 2 Video scavenger hunt Written treatment for silent story Script for silent story Shot list for silent story Silent story edit-decision list Completed silent story video Written treatment for community story Shot list for community story Written interview questions Written description of the story arc for the community story Completed community story video Presentation of work during a public exhibition Weekly Critiques Journal Writing Assignments: o Description of shots used in a one-minute clip from a TV show o TV show plot synopsis o Preliminary shot list for short story o Description of revision plan for silent story based on peer feedback o List of challenges and strengths of the community o Description of student s research on community strength or challenge o Description of revision plan for community story based on peer feedback o Reflection on process of creating community story o Description of mood of community story and music that could be used to enhance this mood Unit 3 Bouncing ball stop motion animation Hand-drawn bouncing ball animations Digitally-created bouncing ball animation Description of the story, scene, and moment for the unit project animation Description of the character they are animating Written descriptions, turnaround sheets, character studies, and polished character sheets Simplified character design for animation Walk cycle for a simple figure and the project character Storyboards of the moment Completed digital animation of a moment from their story Page 14 of 16 14

15 Pitch presentation Journal Writing and Drawing Assignments: o Explanation of differences in timing and spacing for animations of two balls with different physical properties o Description of a story they think would make a good animated movie and why it s a good candidate for animation o Rationale for choice of scene and moment o Research on one aspect of their character s look o Sketch of an object that their character will interact with in their animated scene o Reflection on work they completed during the unit o Additional practice animation exercises as assigned by the teacher Unit 4 Analysis of a video game, board game, or physical-skill game A game with a simple objective, created in game development software Reverse-design document Written treatment for team game design Team game design document Wireframes Game art (either digital art to use in the game or concept art) Completed game Written career profile and oral presentation Game design pitch presentation Journal Writing Assignments: o Description of the player s experience in a specific game o Description of objectives for three games o Description of game interfaces they think are successful o Ideas for two games, described from the perspective of the player o Reflections on the play-testing process and the feedback they received on their game. o Reflections on the game design process and their work in the unit Instructional Materials Please add items here Instructional Methods and/or Strategies Project-based Learning: In each unit, activities are organized around a central project or storyline. The projects build a core of production techniques, knowledge, and skills, while allowing room for students to explore a variety of media and topics of interest. They require application of English and visual arts skills, thereby reinforcing and extending learning in those areas. With this instructional method, teachers introduce and teach concepts or skills as students need them to complete aspects of the unit project. Other instructional methods include analysis of professionally-developed media, reading, independent research, peer-teaching and collaboration, and personal reflection. Projects involve both collaborative and individual work. In addition, every project: Focuses on developing students storytelling skills Uses unique framing questions from the unit to guide its purpose, structure, and activities Draws from authentic applications in the arts, media, and entertainment sector Meets California academic standards and explicit criteria for excellence Provides opportunities to transform ideas into action Uses unique framing questions from the unit to guide its purpose, structure, and activities Draws from authentic applications in the arts, media and entertainment sector Meets California academic standards and explicit criteria for excellence Page 15 of 16 15

16 Provides opportunities to transform ideas into action Assessment Including Methods and/or Tools Assessments are performance-based, and there are frequent formative assessments as well as a final summative assessment. There are self-assessments, peer critiques, teacher assessments, and (ideally) feedback from working animators or game designers. Students are assessed on the effectiveness of the animations in presenting character and mood, the appropriateness of the video game design for the intended audience, and the technical quality of their animations and games. Formative assessments include: Sound scavenger hunt Recordings of ambient sounds for their story Recorded practice interviews and interview logs Video scavenger hunt Silent story treatment and shot list Silent story edit-decision list Penny bounce animation Ball bounce animations Walk cycle animations Pencil test of the animated moment Simple game created with game development software Reverse-design document of existing video game Video game treatment Final summative assessments: Audio story planning document Audio story script Completed audio story Written weekly analysis and critique of an audio or video work Silent story script Silent story video Community story video Character designs, including a turnaround model sheet, character studies showing expression, a character sheet, and a simplified design for animation Storyboards of a scene from the story and of a moment within that scene Animation of a moment from the story Pitch of the animated movie concept Game Design Document Game interface wireframes Game art (either digital art used in the game or concept art) Completed video game Game pitch presentation Certificates: Students will receive ROP Certificate of Achievement when all requirements are completed. Page 16 of 16 16