Curriculum Outline. Years 9&10 Elective program.
Media Arts/Digital Technologies
By using digital technologies, students will create an understanding of the possibilities of technology to enhance and present work across the curriculum using a variety of programs and online formats. As much as possible, students will be encouraged to explore personal and individual directions relevant to the areas of interest shown.
By using digital technologies, students will create an understanding of the possibilities of technology to enhance and present work across the curriculum using a variety of programs and online formats. As much as possible, students will be encouraged to explore personal and individual directions relevant to the areas of interest shown.
- · design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs and demonstrate an understanding of the use of the techniques, materials, processes and technologies
- · use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and development to create digital solutions
- · apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments
- · confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings and develop conceptual and perceptual ideas and representations through design and inquiry processes demonstrating critical and creative thinking skills, Media Arts languages, knowledge of Media Arts theories and practices
- · apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences and an understanding of Media Arts social, cultural and industry practices.
- · respect for and acknowledgement of the diverse roles, innovations, traditions, histories and cultures of artists, designers, commentators and critics
- · confidence, curiosity, imagination, enjoyment and a personal aesthetic.
Explore and Represent Ideas
Experiment with ideas and stories that manipulate media elements, and genre conventions to construct new and alternative viewpoints in images, sounds and text
Manipulate media representations to identify and examine social and cultural values and beliefs
Media Arts Practices
Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text to represent a story, purpose, meaning and style
Plan, structure and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of media elements, technologies and production processes
Present and Perform
Plan, produce and distribute media artworks for a range of community, institutional contexts and different audiences, and consider social, ethical and regulatory issues
Respond and Interpret
Analyse and evaluate how technical and symbolic elements are manipulated in media artworks to challenge representations framed by social beliefs and values in different community and institutional contexts
Analyse and evaluate a range of media artworks from contemporary and past times, to explore differing viewpoints and enrich their media arts making
By the end of Level 10, students analyse how values and alternative viewpoints are portrayed in the media artworks they make, interact with and distribute.
Students use intent, structure, setting, characters and genre conventions to evaluate how technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.
Students communicate alternative viewpoints in media artworks for different community and institutional contexts. They apply design, production and distribution processes to the media artworks they make.
Experiment with ideas and stories that manipulate media elements, and genre conventions to construct new and alternative viewpoints in images, sounds and text
Manipulate media representations to identify and examine social and cultural values and beliefs
Media Arts Practices
Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text to represent a story, purpose, meaning and style
Plan, structure and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of media elements, technologies and production processes
Present and Perform
Plan, produce and distribute media artworks for a range of community, institutional contexts and different audiences, and consider social, ethical and regulatory issues
Respond and Interpret
Analyse and evaluate how technical and symbolic elements are manipulated in media artworks to challenge representations framed by social beliefs and values in different community and institutional contexts
Analyse and evaluate a range of media artworks from contemporary and past times, to explore differing viewpoints and enrich their media arts making
By the end of Level 10, students analyse how values and alternative viewpoints are portrayed in the media artworks they make, interact with and distribute.
Students use intent, structure, setting, characters and genre conventions to evaluate how technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.
Students communicate alternative viewpoints in media artworks for different community and institutional contexts. They apply design, production and distribution processes to the media artworks they make.
What is Media?
- Traditional Media - television (broadcasting), radio, newspapers, magazines, newsletters, direct mail, telephone, fax, internet and other print publications.
- Social Media - terms used to describe the new generation of digital, computerised, or networked information and communication technologies. These can take many different forms, including lnternet forums, blogs, wikis, podcasts, and picture-, music- and video-sharing. Examples of social media applications are Google Groups, Wikipedia, MySpace, Facebook, youTube, Second Life, Flickr and Twitter.
Media is the plural of medium and can take a plural or singular verb, depending on the sense intended.
Copyright and plagiarism.
Important information you should know!
Booklist/Class Requirements:
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All borrowed imagery or text MUST be acknowledged.
I hope that you will have full access to Adobe programs for this class!
Using Debut Video Capture.
- This program allows you to take photos, videos and capture screen content (ideal for showing how to do things on the computer).
- You can try, but in the past it has caused all sorts of issues on the network - especially where you save your files!
- To make this work you MUST follow some tips and tricks that you will be shown in a demonstration!
- Converts video files into compatible files for anything that requires a different format or file size.
Week 1.
Magazine
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Create a front page for Media in your Visual Diary in the form of a magazine page on the computer (use Photoshop). it should contain the following: Your name, The title MEDIA, some possible stories and information as per a magazine front page would look, a photo of yourself as the main image. Research magazine front pages for some ideas on line.
Week 2.
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Find examples of magazine covers. Put onto a page in your visual diary.
http://www.fromupnorth.com/stunning-magazine-covers-1151/?utm_source=feedburner&utm_medium=email&utm_campaign=Feed:+FromUpNorth+(From+up+North) |
Ensure your magazine cover has been checked and any corrections made and printed this week please.
Place on front page of your visual diary.
Place on front page of your visual diary.
Week 3.
We are completing and printing our front covers.
Then doing Magazine front cover analysis.
Then doing Magazine front cover analysis.
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Week 4.
ES Week Poster.
You are to design an A3 poster that is in the form of a magazine cover to celebrate each individual ES staff in the school for ES week next week.
ES stands for Educational Support and the staff we need to feature are:
Fiona Noone, Suzi Ellis, Gaye Robinson-Marks, Sandra Torney.
ES stands for Educational Support and the staff we need to feature are:
Fiona Noone, Suzi Ellis, Gaye Robinson-Marks, Sandra Torney.
- You are to take a variety of photos of these people in their roles using the digital camera. I will download all the photos to each network folder for you to use.
- You are to design a magazine cover style poster for each of these people that looks like the real thing - so consider your fonts, story lines etc. carefully. Make the story reflect the person and their roles. You should use Photoshop. (the proper one)
- Take a pen and paper and ask the people about their roles so you have information for the cover stories.
- These posters will be displayed in the school for ES week next week so this task MUST be completed and ready to print this week.
- It MUST look real so select your colours and fonts appropriately and use examples on line to get ideas.
Work together as a team and do not under any circumstances disrupt classes or wander aimlessly around the school. Be responsible. You do not have time as you need to get back to the classroom and start the computer work.
I have emailed these staff to let them know of your intention to photograph them. (Not sure if they have checked their email so explain briefly what you are doing without giving away the whole reason for your photographs/interviews.)
I have emailed these staff to let them know of your intention to photograph them. (Not sure if they have checked their email so explain briefly what you are doing without giving away the whole reason for your photographs/interviews.)
DEADLINE Session 5 Wednesday - 4 posters from each of you, refined and ready for printing.
Week 5.
Week 6.
Complete all the work associated with magazine analysis.
Weeks 7&8.
Using Illustrator.
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1. Using a photo of yourself - take one using the good digital camera - Try making a vector image of yourself using Illustrator. Follow the tutorial. We will do it step by step on the smartboard (if it is working!).
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Weeks 9&10.
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2. Follow the tutorial and create a fuzzy critter. (or critters)
Make sure you do the eyes etc. and a background. Place your name decoratively in the bottom right of the image. Make it subtle! (Opacity?) Give each critter a name - also make it subtle! Print a trial print for your workbook. Paste onto page with a heading. It will be printed on good photographic paper for display. |
We will be using one (or all) of your creations in a later activity.
3. Find a web page tutorial and create a face Emoji. This is only if you cannot access the youtube video here.
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END TERM 3.
Term 4.
Week 11.
Animated GIF tutorial. Refer to animated GIFs page.
Week 12 - no classes.
Week 13.
Create an animated gif.
From the brief tutorial demonstrated in Week 11, create an animated emoji in the form of a GIF using Photoshop. You may need to re watch the video.
Ensure you use gradient fills and make your animation loop for presentation.
Week 14.Complete your anmated Emoji.
Present a screen shot of your workspace that shows the emoji and the timeline/layers in your work. Glue this into your workbook with heading. |
Look up Youtube videos and tutorials on the internet.
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Weeks 15 & 16.
Animate your emoji! Present to the class. Do a print screen of your file in Photoshop, print and put into your workbook.
Aardman influenced stop motion animation.
You will be required to research, plan, create and present a simple stop motion 'claymation' video using Photoshop to edit.
In your workbook, complete the following. Each stage must be thorough and completely referenced.
Research - do at least one page for each of these stages (put relevant heading on each page):
Research - do at least one page for each of these stages (put relevant heading on each page):
- What is claymation?
- Find examples of the types of characters and setups required to create a claymation project.
- Make a materials list.....do you need to bring anything from home?
- Photograph, arrange, develop and storyboard your idea(s).
- Do some short trial pieces. Know your limitations!
Week 17.
Produce and present your animation for final assessment. Viewing will be on Wednesday!
While you are working, I hope to be able to print your portraits and your fuzzy creatures at the very least. Make sure they are in the 11111Media files to print folder - this is for your assessment! I am writing your reports NOW!
Week 18.
Exams and 10->11 transition. Year 10 students finish.
Year 9 PDS camp - Wednesday/Thursday.
Year 9 PDS camp - Wednesday/Thursday.
Ignore what is below this line for now.
InDesign
Using one of your creations, use Photoshop to make a simple animated gif.
Newspapers
Term 4.
parkour_motion_reel-sd.mp4 | |
File Size: | 4088 kb |
File Type: | mp4 |
Week 2.
Week 1.
Week 3.
Week 4.
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2.5D animation effect. http://digg.com/video/these-animated-paintings-are-f-cking-beautiful
The Parallax effect. |
* I will show you the basics of Weebly as a group early in term 4. You can save your animation work to it as well. Remember that this is a web page so ANYONE will be able to view it anywhere in the world!You are issued with a school email account. This account is closely monitored.
Click here for webmail page:
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Using www.weebly.com set yourself up a website where you will be putting examples of all your work completed for assessment in this subject and examples of work from other areas. You will need your email address to sign up for this. Use the same password as your webmail log in.
There are many other 'free' website builders such as wix, wordpress, godaddy etc. but I would like you to use weebly please. Guidelines:
An online free website creator. This site and the school's website have been created using this drag and drop program. There are numerous templates and many components that can easily be added to the site. Users can get a free web page by signing up to get an account using an email address.
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This one is quite long! But it is VERY good.
I have included the 2 of these youtube files in your network folder as MP4 files so you can view them.
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Using Debut Video Capture.This program allows you to take photos, videos and capture screen content (ideal for showing how to do things on the computer).
Using Adobe Premier Elements 9.You can try, but in the past it has caused all sorts of issues on the network - especially where you save your files!
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Using Windows Live Movie Maker.To make this work you MUST follow some tips and tricks that you will be shown in a demonstration!
Using Format Factory.Converts video files into compatible files for anything that requires a different format or file size.
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