Audio Video Production Graphic Manipulations Arts, Audio/Visual Technology, and Communications Lesson Plan Performance Objective Upon completion of this lesson, the student will develop an understanding of the three basic types of graphics and how to manipulate them so the student can create a movie. Specific Objective Students will be able to manipulate different types of graphics for print or screen images. Students will create a composite image for a movie and then print it. Terms Composite Time When taught as written, this lesson should take approximately 3 class periods to teach. Preparation TEKS Correlations: This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. 130.85. (c) Knowledge and Skills (1) The student applies academic knowledge and skills in audio and video projects. The student is expected to: (B) apply mathematics knowledge and skills in invoicing and time-based mathematics by demonstrating knowledge of arithmetic operations and applying measurement to solve problems; (8) The student develops a basic understanding of audio and video production. The student is expected to: (B) discuss and apply copyright laws in relation to fair use and acquisition; (C) model respect of intellectual property; (12) The student understands the pre-production process. The student is expected to: (A) identify critical elements in the pre-production stage; (B) use technology applications to facilitate pre-production by: (i) designing and implementing procedures to track trends, set timelines, and evaluate progress for continual improvement in process and product. 1
(14) The student understands and post-production process. The student is expected to: (A) demonstrate appropriate use of hardware components, software programs, and their connections by: (ii) using various computer peripherals appropriately; (iii) making appropriate decisions regarding the selection of software. (C) demonstrate proficiency in the use of a variety of electronic input devices; (E) acquire electronic information in a variety of formats; (I) use appropriate computer-based productivity tools to create and modify solutions to problems by: (i) integrating productivity tools. Interdisciplinary Correlations: English-English I 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. 110.53(b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and concisely Occupational Correlation (O*Net www.onetonline.org/): Job Title: Graphic Designer O*Net Number: 27-2012.01 Reported Job Titles: Graphic Designer, Graphic Artist, Designer, Creative Director, Artist, Design Director, Composing Room Supervisor, Creative Manager, Desktop Publisher, Graphic Designer/Production Tasks: Create designs, concepts, and sample layouts based on knowledge of layout principles and esthetic design concepts. Determine size and arrangement of illustrative material and copy, and select style and size of type. Confer with clients to discuss and determine layout design. Develop graphics and layouts for product illustrations, company logos, and Internet websites. Review final layouts and suggest improvements as needed. Prepare illustrations or rough sketches of material, discussing them with clients or supervisors and making necessary changes. Use computer software to generate new images. Maintain archive of images, photos, or previous work products. Prepare notes and instructions for workers who assemble and prepare final layouts for printing. 2
Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website. Preparation Review and familiarize yourself with the terminology and the DVD Slip Cover project. Download or showcase other examples of movie DVD Slip Covers. Have materials and websites ready to go prior to the start of the lesson. References Landa, R. (2013). Graphic Design Solutions (5th ed.). Boston, MA: Wadsworth Cengage Learning. Instructional Aids Lesson Plan: Graphic Manipulations Slide Presentation: Graphic Manipulations DVD Slip Cover Grading Rubric Instructor computer or projection unit with audio equipment Online websites (teacher directed) Examples of movie s Industry standard Photo Manipulation software for students Industry standard Illustration software for students Pencils and paper Introduction 1. Ask students to identify their favorite movie poster. 2. Ask students if they think movie s are like miniature movie posters. 3. Show students examples of movie s. 4. Ask students how they would change any of the movie s. 5. Tell students that they will be creating their own version of one of the movie s, but first they will need to go through a quick refresher on manipulating graphics. 3
Outline MI Outline Instructor Notes Go through the slide presentation with students. Discuss the following: I: Three Basic Graphic Manipulations II: Photographic Graphic Manipulations III: Illustrative Graphic Manipulations IV: Composite Graphic Manipulations V: DVD Slip Cover Project Note: Raster-based images refer to images made up of tiny dots or pixels. Photos are rasterbased, but so are video frames. Each single video frame is a single photo that can be manipulated. For example, to get people to fly in movies, directors often suspend actors by wires. These wires are then edited out frame by frame. Ask: Can you think of other applications or reasons to manipulate photos? Note: Fonts and text are almost always vector-based, like many digital illustrations. Ask: Can you think of other applications or reasons to manipulate illustrations? Multiple Intelligences Guide Existenti alist Interpers onal Intrapers onal Kinesthe tic/ Bodily Logical/ Mathema tical Musical/Rhyt hmic Natura list Verbal/Ling uistic Visual/Sp atial 4
Application Guided Practice The teacher will go through the lesson and the slide presentation, including providing examples of movie DVD slip covers. As an in-class activity, the teacher may divide the students into groups and have them use pencil and paper to make a quick, two-column chart, with each column labeled either raster or vector. The teacher may then hand out the movie examples and have each group label every element on the cover of their movie as either a raster or a vector image. This exercise will reinforce the composite graphic manipulations involved in creating a movie. Independent Practice The teacher will assign the project and review the requirements, as outlined in the slide presentation and in the grading rubric. The project may be printed, and students may want to slide their new cover into a regular plastic DVD case. Summary Review Review talking points and key terms from slide presentation. Review the required elements for the student-created movie project. Evaluation Informal Assessment Students may be informally assessed through the following methods : Instructor observation during Guided Practice and Independent Practice activities Question and answer during the review Formal Assessment Students may be formally assessed through the following methods : Students completed work may be assessed using the DVD Slip Cover Grading Rubric. Enrichment Extension Students may create a composite graphic manipulation of a movie poster for their chosen movie. The dimensions may be 11 x 17 or larger, and the poster may be printed for extra credit. 5
DVD Slip Cover Grading Rubric Criteria Exceptional Above Average Below Average Unacceptable Points 27-30 points 15-26 points 1-14 points 0 points Completeness (30 points) Work is complete and presents a unified whole. Work is complete, but lacks unity. Work is incomplete. No attempt was made to produce the DVD slip cover. 27-30 points 15-26 points 1-14 points 0 points Basic (30 points) has all the required elements. has most of the required elements. has some of the elements but is really incomplete. has none of the required elements. 27-30 points 15-26 points 1-14 points 0 points Creativity (30 points) Ideas are original in thought and exceptionally creative. Ideas are somewhat original and creative. Limited evidence of creativity and originality in thought. No evidence of creativity or originality in thought or execution of project. 9-10 points 5-8 points 1-4 points 0 points Professional Appearance (10 points) Excellent project; neat and professional in appearance. Good project. Very few corrections are needed. Fair project. Several errors are evident. Project is unprofessional and errors distract significantly. Comments: TOTAL POINTS: 6