Upload
phamnga
View
213
Download
0
Embed Size (px)
Citation preview
Unit Title: No. 1: School and Program Orientation
Grade Level: 9- 10
Timeframe: One 1 week
Essential Questions
Application and demonstration of professionalism while determining career interests
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
9.3.12.C.1 Assess and modify Personalized Student Learning Plans to support declared career goals.
9.3.12.C.2 Characterize education and skills needed to achieve career goals, and take steps to prepare for postsecondary options, including making course selections, preparing for and taking assessments, and participating in extra-curricular activities.
9.3.12.C.3 Develop personal interests and activities that support declared career goals and plans.
9.3.12.C.4 Use online resources to examine licensing, certification, and credentialing requirements at the local, state, and national levels to maintain compliance with industry requirements in areas of career interest.
9.3.12.C.5 Identify transferable skills in career choices and design alternative career plans based on those skills.
21st Century Skills Standard and Progress Indicators:
9.4.12.C.71 Identify, examine, and select career opportunities in one or more pathways in this cluster in order to explore career options. Technical Skills: Technical knowledge and skills play a role in all careers within the cluster and pathway.
9.4.12.C.72 Employ information management techniques and strategies to assist in decision-making.
9.4.12.C.73 Employ planning and time management skills and tools to enhance results and complete work tasks.
9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations.
9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster.
Instructional Plan
Reflection
Pre-assessment, Mid-term assessment, Student Portfolio
SLO - SWBAT
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Demonstrate through daily practice the proper administrative procedures as mandated by school policy.
Identify the characteristics of the school and classroom facility.
Given a student
handbook, the
student will be able
to identify school
rules and
Procedures.
Review he development of scenes and setting
List the principles that contribute to personal and professional success.
Demonstrate effective ways to manage time through document creation.
List the characteristics of a healthy and positive attitude.
Explain the basic process of Layering and Masking
Apply images utilizing appropriate theme, development, narrative, scenery, and setting.
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Written assessment.
Project creates digital employee presentation modeling appropriate behavior.
Use self-reflection and goal creation strategies to design and construct a time/self-management vision board.
What actions are you taking today to help you reach your goals in the future?
Student Handbook
Classroom Rules and Procedures
Skills assessment
Use Word Processing or Presentation Software to create a guide for appropriate behavior in the workplace
Create and present a vision board containing goals for Self/ Time management and vocational goals.
Internet based communication assessment
Students will add to their self-reflection journal
Create a time/self-management vision board.
Opportunities for students to participate in peer to peer critiques.
Students will present and defend projects in a peer to peer setting.
Personal Mission statement along with goal setting
Develop and use peer reflection and editing strategies to revise and improve upon a previously submitted assignment
Develop and use peer reflection and editing strategies to revise and improve upon a previously submitted assignment.
Summative Written Assessments
NOCTI Questions Related to Unit
Summative Performance Assessment
Project and Portfolio Presentation
Unit Title: No. 2: Multimedia tools
Grade Level: 9 - 10
Timeframe: One Three Weeks
Essential Questions
Why is it important to understand why an artist creates?
How do artists communicate through art?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
9.3.12.C.11 Evaluate the responsibilities of employers and employees for maintaining workplace safety, and explain health rights related to a particular occupation/career.
9.3.12.C.12 Determine the impact of past and/or recent lawsuits and/or court decisions regarding employment laws.
9.3.12.C.13 Comply with workplace child labor regulations and safety and health policies during structured learning experiences.
9.4.12.C.36 Demonstrate knowledge of personal and jobsite safety rules and regulations used to maintain safe and healthful working conditions and environments.
9.4.12.C.37 Demonstrate knowledge of employee rights and responsibilities and employers obligations to maintain workplace safety and health.
9.4.12.C.38 Identify emergency procedures that are necessary to provide aid in workplace accidents.
9.4.12.C.39 Identify response techniques to create a disaster and/or emergency response plan.
9.4.12.C.40 Explain health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.
9.4.12.C.41 Evaluate organizational policies and procedures that contribute to continuous improvement in performance and compliance.
9.4.12.C.42 Maintain safe and healthful working conditions by completing work tasks in accordance with rights and responsibilities that protect employees well-being in this cluster.
9.4.12.C.43 Assess methods used to reduce hazards common to a range of worksites in this cluster to promote safe and accident-free work environments.
9.4.12.C.44 Examine and summarize the responsibilities of various entities for promoting a safe and healthy environment to demonstrate understanding of how acceptable workplace conditions are maintained in the cluster.
9.4.12.C.45 Examine and summarize safety-related problems common to this cluster, including those that may result from working with electrical circuits, to demonstrate a broad understanding of health and safety concerns.
9.4.12.C.46 Apply safety procedures commonly used in this cluster when operating equipment to demonstrate a broad understanding of important safety practices.
9.4.12.C.47 Examine and summarize the lifestyle implications and physical demands of work activities in this cluster to demonstrate a broad understanding of the nature of work in the industry.
9.4.12.C.48 Demonstrate personal habits and procedures that ensure personal safety and well-being wh
21st Century Skills Standard and Progress Indicators:
Identify elements of design specifications for customers
Explain the importance and use of brainstorming and research
Apply knowledge of thumbnails and storyboards
Contrast the elements of rough and final art
Proof documents and other projects
Define and use the elements of design (e.g., line, space, shape, texture, form, value, and color)
Define and use the principles of design (e.g., unity, emphasis, balance, and rhythm)
Apply elements of a good layout, including communication, organization, and attractiveness
Apply principles of digital technology
Evaluate/critique the effectiveness of visual communications and multimedia design
Instructional Plan
Reflection
Pre-assessment, Mid-term assessment, Student Portfolio
SLO - SWBAT
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Capture and import images and video motion.
Format mixed multiple media formats to create a mixed media document.
Utilize sketching tools to create structured and improvised mixed media.
Differentiate the concepts of freelance and targeted animation.
Import graphics to an image obtained using internet resources
Demonstrate the use of flash tools to create Motion Editing
Manage file formatting skills and techniques to adapt image resolution
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Quiz/Test on school rule and procedures.
What problems do you hope to solve (today, this week, this school year, in your lifetime, etc)?
What will you need to learn to solve those problems?
What are some of the potential obstacles you may face in chasing those dreams?
What are some things you can do to overcome those obstacles?
Create and complete survey of work force preparedness skill set.
Projects: role play
Writing Activity: The purpose of OSHA and citations
Internet and Social media platforms
http:portal.sliderocket.com/DAZE/Copy-of-Growth-Mindset-and-Why-It-Matters
Write, produce, and edit a 1-2 minute Why the Growth Mindset Matters animation series segment
Summative Written Assessments
NOCTI Unit Test Aligned to Unit
Summative Performance Assessment
Create a Time capsule
Create a bumper sticker
Design a help wanted poster
Unit Title: No. 3: Review of 3D development, tools manipulation and resources
Grade Level: 9- 10
Timeframe: One Two and a half weeks
Essential Questions
Why is it important to understand why an artist creates?
How do artists communicate through art?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
Common Core ELA/ Reading Informational Text Key Ideas and Details
RI.11-12.3. Craft and Structure
RI.11-12.4. Integration of Knowledge and Ideas
RI.11-12.7. Range of Reading and Level of Text Complexity RI.11-12.10
9.3.12.C.1 Assess and modify Personalized Student Learning Plans to support declared career goals.
9.3.12.C.2 Characterize education and skills needed to achieve career goals, and take steps to prepare for postsecondary options, including making course selections, preparing for and taking assessments, and participating in extra-curricular activities.
9.3.12.C.3 Develop personal interests and activities that support declared career goals and plans.
9.3.12.C.4 Use online resources to examine licensing, certification, and credentialing requirements at the local, state, and national levels to maintain compliance with industry requirements in areas of career interest.
9.3.12.C.5 Identify transferable skills in career choices and design alternative career plans based on those skills.
9.3.12.C.6 Develop job readiness skills by participating in structured learning experiences and employment seeking opportunities.
9.3.12.C.7 Pursue a
9.3.12.C.8 Interpret how changing economic and societal needs influence employment trends and future education.
9.3.12.C.10 Differentiate entrepreneurship opportunities as options for career planning, and identify the knowledge, skills, abilities, and required for owning a business.
9.3.12.ARVIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas.
9.3.12.ARVIS.3 Analyze and create two and threedimensional visual art forms using various media.
21st Century Skills Standard and Progress Indicators:
Evaluate technological advancements and tools that are essential to occupations within the Arts, A/V Technology resources & Communications Career Cluster.
Instructional Plan
Reflection
Pre-assessment, Mid-term assessment, Student Portfolio
SLO - SWBAT
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Use Adobe applications and other digital resources to manipulate text and image.
Create story-board and other resources to target, design, and plan animations.
Implement advanced tool and integration of 3D elements into a variety of applications.
Utilize adobe resources to generate projects which develop characters and manipulate spaces.
Synthesize story-board and other resources to target and plan animations.
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Activity: Web quest/Scavenger Hunt print media occupations
Quiz/Test: Safety
Performance: Establish an e-Portfolio
Oral presentation: process of plane manipulation.
https://www.pinterest.com/daartistee/essential-art-questions/
Prepare a Cover Letter and Resume for use in seeking an internship/ job opportunity in the graphic arts, media production, or publishing industry.
CTEonline.org/curriculum/outline/graphic-arts0technology-model/AMVztL
Oral presentation: process of plane manipulation.
Summative Written Assessments
Pre-assessment, Mid-term assessment, Student Portfolio
NOCTI Practice Questions Related to Unit
Summative Performance Assessment
Students will collaborate with peers to select several pieces to be included in their portfolio
Unit Title: No. 4: Audio and Mixed media integration
Grade Level: 9- 10
Timeframe: One Two weeks
Essential Questions
How can sound and composite images be used to convey artistic and expressive intentions?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
9.4.12.C.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities.
9.4.12.C.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities.
9.4.12.C.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities.
9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.
9.4.12.C.5 Demonstrate use of the concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication.
9.4.12.C.6 Locate, organize, and reference written information from various sources to communicate with others.
9.4.12.C.7 Evaluate and use information resources to accomplish specific occupational tasks.
9.4.12.C.8 Use correct grammar, punctuation, and terminology to write and edit documents.
9.4.12.C.9 Develop and deliver formal and informal presentations using appropriate media to engage and inform audiences.
9.4.12.C.10 Interpret verbal and nonverbal cues/behaviors to enhance communication.
9.4.12.C.11 Apply active listening skills to obtain and clarify information.
9.4.12.C.12 Develop and interpret tables, charts, and figures to support written and oral communications.
9.4.12.C.13 Listen to and speak with diverse individuals to enhance communication skills.
21st Century Skills Standard and Progress Indicators:
Describe the history, terminology, occupations and value of audio, video and film technology.
9.3.12.ARVIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas.
9.3.12.ARVIS.3 Analyze and create two and threedimensional visual art forms using various media.
Define and use the elements of design (e.g., line, space, shape, texture, form, value, and color)
Define and use the principles of design (e.g., unity, emphasis, balance, and rhythm)
Apply elements of a good layout, including communication, organization, and attractiveness
Instructional Plan
Reflection
Pre-assessment, Mid-term assessment, Student Portfolio
SLO - SWBAT
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Simulate common sounds for recording.
Edit pre-recorded audio
Generate, record import reverberations to create effects
Import manipulated audio to mixed media formats
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Quiz/Test: The elements and principles of design
Performance: replicate hums, echoes, and vibrations tones
Use the principles of design (e.g., unity, emphasis, balance, and rhythm) to create a digital illustration.
Performance: Observational sketch drawing
Freesound.org
Audacity
Computer hardware and software
CTEonline.org/curriculum/outline/graphic-arts0technology-model/AMVztL.
http://usd116.org/uhs/departments/CurriculumMaps/FineArts/Art/Digital_Imaging.pdf
Summative Written Assessments
NOCTI Practice Questions Related to Unit
Summative Performance Assessment
Oral presentation
Use the principles of design (e.g., unity, emphasis, balance, and rhythm) to create a digital illustration.
Evaluate the effectiveness of a an sample of visual designs.
Unit Title: No. 5: Color Theory and Style in mixed media
Grade Level: 9- 10
Timeframe: One Two weeks
Essential Questions
What does "style" mean in art?
Is it possible to compare styles?
Does a stylistic choice impact images expressively?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
9.4.12.C.19 Employ technological tools to expedite workflow.
9.4.12.C.20 Operate electronic mail applications to communicate.
9.4.12.C.21 Operate Internet applications to perform tasks.
9.4.12.C.22 Operate writing and publishing applications to prepare business communications.
9.4.12.C.23 Operate presentation applications to prepare and deliver presentations.
9.4.12.C.24 Employ spreadsheet applications to organize and manipulate data.
9.4.12.C.25 Employ database applications to manage data.
9.4.12.C.26 Employ collaborative/groupware applications to facilitate group work.
9.4.12.C.27 Employ computer operations applications to manage work tasks.
9.4.12.C.28 Use computer-based equipment (containing embedded computers or processors) to control devices. 9.4.12.C.57 Exhibit ethical conduct in writing, creating, printing, broadcasting, and performing in order to uphold high standards for professional behavior in the cluster.
9.4.12.C.58 Analyze and apply laws affecting enterprises in this cluster to maintain up-to-date compliance with key regulations affecting the industry
9.4.12.C.72 Employ information management techniques and strategies to assist in decision-making.
9.4.12.C.73 Employ planning and time management skills and tools to enhance results and complete work tasks.
9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations.
9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster.
9.3.12.ARVIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas.
9.3.12.ARVIS.3 Analyze and create two and threedimensional visual art forms using various media.
21st Century Skills Standard and Progress Indicators:
Identify the principles of color (primary, secondary, and tertiary).
Recognize the characteristics of color (tint, hue, saturation, shade and value).
Define contemporary color specification systems such as Pantone (PMS), RGB, CMYK, CIE.
Demonstrate strategies for selecting color palettes (psychology behind color).
Demonstrate skill in color mixing and color-discernment
Demonstrate knowledge of computer terminology
Identify and operate peripherals
Demonstrate appropriate knowledge and use of software
Apply basic troubleshooting and maintenance skills
Demonstrate file management skills
Identify and explain various file formats (e.g., pdf, .jpeg, .gif, .eps)
Describe procedures involved with importing and exporting
Identify legal restrictions
Demonstrate the use of basic tools and equipment used in audio, video and film production.
Instructional Plan
Reflection
Pre-assessment, mid-term examination/ presentation, portfolio
SLO - SWBAT
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Utilize a multitude of software to build animation in apps
Integrate art, animation and audio media.
Build html5
Use code.org to self-introduce game programing
Use a variety of tools to draw digitally to capture the essence of the subject using an application program.
Uses a variety of tools to paint digitally to add volume to the subject to create form using an application program.
Create tessellation patterns using the computer tools by designing a unit and repeating the unit to produce harmonious designs.
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Quiz: Recognize colors
Performance: Create a color wheel
Writing: Analyze a work (advertisement) based on color Performance: Create both a warm and cool piece
Computer hardware and software
Apply basic principles of color, including primary, secondary, and tertiary colors
Select appropriate color involving the psychology of color
Summative Written Assessments
NOCTI Practice Questions Related to Unit
Summative Performance Assessment
Portfolio Project
Unit Title: No. 6: 2 D and 3D Document preparation and Animation
Grade Level: 9- 10
Timeframe: One Two weeks
Essential Questions
Which forms of digital modifications produce the greatest enhancements to imagery and video?
New Jersey Student Learning Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice.
9.4.12.C.5 Demonstrate use of the concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication.
9.4.12.C.6 Locate, organize, and reference written information from various sources to communicate with others.
9.4.12.C.7 Evaluate and use information resources to accomplish specific occupational tasks.
9.4.12.C.8 Use correct grammar, punctuation, and terminology to write and edit documents.
9.4.12.C.9 Develop and deliver formal and informal presentations using appropriate media to engage and inform audiences.
9.4.12.C.10 Interpret verbal and nonverbal cues/behaviors to enhance communication.
9.4.12.C.11 Apply active listening skills to obtain and clarify information
9.4.12.C.15 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve problems and make decisions.
9.4.12.C.16 Employ critical thinking and interpersonal skills to resolve conflicts.
9.4.12.C.17 Identify, write, and monitor performance goals to guide progress in assigned areas of responsibility and accountability.
9.4.12.C.18 Conduct technical research to gather information necessary for decision-making.
21st Century Skills Standard and Progress Indicators:
Demonstrate knowledge of computer terminology
Identify and operate peripherals
Demonstrate appropriate knowledge and use of software
Apply basic troubleshooting and maintenance skills
Demonstrate file management skills
Identify and explain various file formats (e.g., pdf, .jpeg, .gif, .eps)
Describe procedures involved with importing and exporting
Identify legal restrictions
Identify and properly use manual tools
Identify and properly use electronic tools (e.g., hardware)
Identify and properly use software
Identify and properly use presentation materials
9.3.12.ARVIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas.
Instructional Plan
Reflection
Pre-assessment, mid-term examination/ project, portfolio piece
SLO - SWBAT
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Identify and explain Interface and design essentials
Demonstrate Scripting and best practices while generating multi-dimensional objects
Plan, design and compose 2D Game generations.
Evaluate and correct exposure and contrast problems using histograms and Levels.
Use the full range of retouching tools to correct or alter portions of a multi-dimensional image.
Export graphics for use with other applications.
Demonstrate an
understanding of the
appropriate file
formats for
importing images
in both raster-based
and vector-based
software for print,
web and other
applications
Combine and manipulates images to create a 3D digital composite that shows a mastery of selection planning and promoting projects
Peer to peer verbal assessment
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Performance: plan and promote projects
Performance: Publish electronic and print media.
Performance: Present media in an electronic media format
Performance: Editing an image
Performance: Create a digital image
Performance: Creating a sketch using available hardware and software
Performance: eBook reports and storylines Quiz: Software tools Completed Assignment sheets
Create a digital Presentation modeling appropriate
Use basic tools like Marque to fill gradient to make a simple drawing using layered styles to apply a 3D affect
Use carious selection tools to cut pents off photo and combine with other photos.
Restore and or alter photos using a variety of pixel altering tools, clone filters and image adjusting tools.
Chronicle your progress in a self-directed project developing characters
Summative Written Assessments
NOCTI Practice Questions Related to Unit
Summative Performance Assessment
Performance: Creating a sketch using available hardware and software
Performance: Use unity, adobe and other resources to produce a 3D game
Peer conference
Unit Title: Midterm Portfolio
Class: 3D Animation
Grade Level: 11-12
Timeframe: 2 Weeks
Essential Questions
What is the purpose of a Portfolio?
What work should be included into a portfolio?
What are the different forms that a portfolio can take?
What are appropriate presentation mannerisms?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form
1.1.B.2 Formulate a personal philosophy or individual statement on the meaning of art
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design
1.4.B.1 Develop criteria for evaluating art in a specific domain and use the criteria to evaluate ones personal work and that of their peers, using positive commentary for critique
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
21st Century Skills Standard and Progress Indicators:
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
9.3.12.AR-PRT.2 Demonstrate the production of various print, multimedia or digital media products
9.3.12.AR.4 Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications workplace
9.3.12.AR.1 Analyze the interdependence of the technical and artistic elements of various careers within the Arts, A/V Technology & Communications Career Cluster
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences
9.1.12.A.2 Participate in online strategy and planning sessions for course based, school based or outside projects
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives
9.1.12.C.5 Assume leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project
9.1.4.D.1 Use effective oral and written communication in face to face and online interactions and when presenting to an audience
9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets
9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary
9.4.12.C.8 Use correct grammar, punctuation, and terminology to write and edit documents
9.4.12.C.15 Employ critical thinking skills independently and in teams to solve problems and make decisions
9.4.12.C.30 Describe and use quality control systems and practices to ensure quality products and services
9.4.12.C.54 Employ mentoring skills to assist others
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
9.4.12.C. (3).1 Demonstrate knowledge of the printing process, including customer service and sales, scheduling, and quality control, to deliver products that meet customer needs and expectations
9.4.12.C. (3).2 Analyze and summarize output processes, including digital to build and understanding of delivery of printed products
9.4.12.C.(3).6 Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations
Instructional Plan
Reflection
Pre-assessment
Mid-term assessment
Portfolio
Self-Reflection
Critique
Teacher/Student Conference
SLO
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Presentation Skills
Organization
Evaluating ones work
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Critique
Conferences
Practice Presentation
Self-Reflection
Critique
Teacher/Student Conference
Evaluate previous years/example portfolios
Review and Prep previous work for portfolio
Pitch ideas to teacher and small class group for further development of portfolio presentation
Practice presentation on peers
Rework items for final portfolio presentation
Create a well-rounded cohesive presentation of work
Adobe Education Exchange
Adobe CC
Adobe Classroom In a Book
Class Website
Class Server
Google Drive
Pinterest.com
Nocti.org
Youtube
Teacher given examples
Various Software Programs
Students will be able to:
-Explain the importance of creating a portfolio of work
-Identify a variety of work to be featured in student portfolio
-Produce a portfolio of work that is aesthetically pleasing as well as balanced
-Prepare an effective presentation of their work
-Deliver an effective presentation that demonstrated quality presentation skills (eye contact, voice, hand gestures, and pacing.)
Summative Written Assessments
Evaluations of Sample Portfolios
Peer Critiques/Evaluations
Mid Term
Observation
Self Reflection
Rubric
Summative Performance Assessment
Oral Presentations
Mid Term Portfolio
Peer Critiques
Teacher/Student Conference
Unit Title: 3D Development
Class: 3D Animation
Grade Level: 11-12
Timeframe: 4 weeks
Essential Questions
What is character development?
What is a story board and how does it help in conceptual design?
What applications can be used for 3D animation?
What are elements of the flash interface?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form
1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design
1.4.A.2 Categorize the artistic subject, the formal structure, and the principal elements of art used in exemplary works of art
21st Century Skills Standard and Progress Indicators:
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
9.1.4.E.1 Explain how digital media are used in daily life in a variety of settings
9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary
9.4.12.C.19 Employ technological tools to expedite workflow
9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations
9.4.12.C.(6). 2 Analyze how elements and principles are applied in a broad range of specific works of art
Instructional Plan
Reflection
Pre-assessment
Mid-term assessment
Portfolio
Self-Reflection
Critique
Teacher/Student Conference
SLO
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Organize and sequence media in the form of a story board.
Develop Characters, scenes, and story
Students will use Flash appropriately.
Identify basic 3D terminology.
Identify and Apply components of the 3D application interface.
Small group
Time Management
Reference Skills
Cooperative Learning
Note Taking
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Labeled Interfaces
Definition Sheets
Story Boards
Tutorials
Do Nows
Note Sheet
Review Sheets
Definitions
Story Boards
Completed Classroom in a Book Tutorials
Story Boards
Character/Story Development Worksheets
Critiques of 3D Animations
Creation of 3D Animation
Adobe Education Exchange
Adobe CC
Adobe Classroom In a Book
Class Website
Class Server
Google Drive
Pinterest.com
Google/ Youtube
Teacher given examples
Flash
Various Software Programs
Summative Written Assessments
Completed Story Board
Labeled Adobe Application and Flash Frames
Quiz/Test 3D Applications
Critique
Rubric
Summative Performance Assessment
Final 3D Animation
Teacher/Student Conference
Observation
Peer Review
Unit Title: Intro to Audio
Class: 3D Animation
Grade Level: 11-12
Timeframe: 2 Weeks
Essential Questions
How does Audio change an animation?
What are different methods to capture audio?
What are different methods to edit audio?
What are the differences between audio formats?
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design
1.4.B.1 Develop criteria for evaluating art in a specific domain and use the criteria to evaluate ones personal work and that of their peers, using positive commentary for critique
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
21st Century Skills Standard and Progress Indicators:
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively
9.1.4.A.2 Evaluate available resources that can assist in solving problems
9.1.4.A.5 Apply critical thinking and problem-solving skills in the classroom and family settings
9.1.8.A.2 Implement problem solving strategies to solve a problem in school or the community
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects
9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities
9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities
9.4.12.C.11 Apply active listening skill to obtain and clarify information
9.4.12.C.54 Employ mentoring skills to assist others
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations
9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster
9.4.12.C.(6). 2 Analyze how elements and principles are applied in a broad range of specific works of art
9.3.12.AR-PRT.2 Demonstrate the production of various print, multimedia or digital media products
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
Instructional Plan
Reflection
Pre-assessment
Mid-term assessment
Portfolio
Self-Reflection
Critique
Teacher/Student Conference
SLO
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Students will be able to create multiple pieces of audio using the appropriate method.
Students will be able to edit audio effectively.
Students will be able to use effects in the appropriate manner.
Time Management
Trouble Shooting
Problem Solving
Reference Skills
Peer References
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Final Project
Evaluation
Edited Piece
Rubric
Edits/Evaluations of Sample Materials
Evaluate Sample Audio and Effects
Create a variety of different audio clips in multiple formats and styles
Edit multiple audio clips effectively
Adobe Education Exchange
Adobe CC
Adobe Classroom In a Book
Class Website
Class Server
Google Drive
Pinterest.com
Nocti.org
Youtube
Teacher given examples
Unity
Various Software Programs
Audacity
Freesound.org
Itunes
Podcasts
Summative Written Assessments
Evaluation of Sample Audio Pieces
Critiques of Past Work
Self Critique
Summative Performance Assessment
Final Audio Sample
Editing
Unit Title: Applying Audio to Animation
Class: 3D Animation
Grade Level: 11-12
Timeframe: 3 weeks
Essential Questions
How do you create a project plan?
What are different methods you can capture or create audio?
What methods can you utilize to edit audio?
Does the format of animation change the methodology of incorporating audio?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design
1.4.B.1 Develop criteria for evaluating art in a specific domain and use the criteria to evaluate ones personal work and that of their peers, using positive commentary for critique
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
21st Century Skills Standard and Progress Indicators:
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively
9.1.4.A.2 Evaluate available resources that can assist in solving problems
9.1.4.A.5 Apply critical thinking and problem-solving skills in the classroom and family settings
9.1.8.A.2 Implement problem solving strategies to solve a problem in school or the community
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects
9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities
9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities
9.4.12.C.11 Apply active listening skill to obtain and clarify information
9.4.12.C.54 Employ mentoring skills to assist others
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations
9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster
9.4.12.C.(6). 2 Analyze how elements and principles are applied in a broad range of specific works of art
9.3.12.AR-PRT.2 Demonstrate the production of various print, multimedia or digital media products
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
Instructional Plan
Reflection
Pre-assessment
Mid-term assessment
Portfolio
Self-Reflection
Critique
Teacher/Student Conference
SLO
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Student will be able to plan and create a piece of animation that will need an audio component.
Students will be able to use the correct method to create a piece of audio suited for their animation piece.
Students will be able to edit a piece of audio.
Students will be able to merge an audio and animation piece together appropriately.
Small group
Reference Skills
Trouble Shooting
Time Management
Problem Solving
Critical Thinking
Utilizing Community Resources
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Do Now Questions
Practice Audio
Practice Edits
Project Plans
Small Group Critique
Project Self Critique
Project Reworks
Story Board
Story Board an animation, a format the student is comfortable using that will need sound
Create a variety of audio clips that will need to be edited and can be layered into the animation piece
Switch sound bites from one clip to alter another and create a totally new animation
Edit a variety of sounds clips multiple ways
Adobe Education Exchange/Adobe CC
Adobe Classroom In a Book
Class Website
Google Drive
Pinterest.com
Nocti.org
Youtube
Teacher given examples
Various Software Programs
Audacity/ Freesound.org
Itunes
Podcasts
Summative Written Assessments
Final Project Plan
Story Board
Audio Assessment
Evaluation of work
Observation
Summative Performance Assessment
Final Animation with Appropriate Audio
Edited Audio
Critique
Rubric
Conference
Unit Title: Exploring Apps
Class: 3D Animation
Grade Level: 11-12
Timeframe: 3 Weeks
Essential Questions
What is HTML5?
What is the difference between HTML and CSS?
What characteristics do effective websites have?
Why is it important to develop independent learning?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.4.B.1 Develop criteria for evaluating art in a specific domain and use the criteria to evaluate ones personal work and that of their peers, using positive commentary for critique
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
21st Century Skills Standard and Progress Indicators:
9.3.12.AR.1 Analyze the interdependence of the technical and artistic elements of various careers within the Arts, A/V Technology & Communications Career Cluster
9.3.12.AR.2 Analyze the importance of health, safety and environmental management systems, policies and procedures common in arts, AV technology, and communications activities and facilities
9.4.12.C.(6). 2 Analyze how elements and principles are applied in a broad range of specific works of art
9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster
9.4.12.C. (3).1 Demonstrate knowledge of the printing process, including customer service and sales, scheduling, and quality control, to deliver products that meet customer needs and expectations
9.4.12.C. (3).2 Analyze and summarize output processes, including digital to build and understanding of delivery of printed products
9.4.12.C.(3).6 Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
9.4.12.C.52 Establish and maintain effective relationships in order to accomplish objectives and tasks
9.4.12.C.54 Employ mentoring skills to assist others
9.4.12.C.36 Demonstrate knowledge of personal and jobsite safety rules and regulations used to maintain safe and healthful working conditions and environments
9.4.12.C.11 Apply active listening skill to obtain and clarify information
9.4.12.C.13 Listen to and speak with diverse individuals to enhance communication skills
9.4.12.C.14 Exhibit public relation skills in order to increase internal and external customer satisfaction
9.4.12.C.15 Employ critical thinking skills independently and in teams to solve problems and make decisions
9.4.12.C.19 Employ technological tools to expedite workflow
9.1.4.E.1 Explain how digital media are used in daily life in a variety of settings
9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities
9.1.4.E.4 Explain why some uses of media are unethical
Instructional Plan
Reflection
Pre-assessment
Mid-term assessment
Portfolio
SLO
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Demonstrate a basic knowledge of web design including HTML5
Develop independent learning and exploration in interested area of animation, art or media
Small group
Peer Mentoring
Time Management
Trouble Shooting
Reference Skills
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Do Now Questions
Practice pictures
Portfolio Prep
Critiques
Google Slides
Small Group Critique
Portfolio Prep
Project Self Critique
Student created websites, gifs, live website or appropriate use of social media forms
Independently finding tutorials to explore other areas of interest in design, webpage development, and animation
Adobe Education Exchange
Adobe CC
Adobe Classroom In a Book
Microsoft
Class Website
Class Server
Google Drive
Pinterest.com
Nocti.org
Youtube
Teacher given examples
Various Software Programs Teacher given examples
Summative Written Assessments
Demonstration of Application
Evaluation of multiple application and tutorials
Critiques of websites
Final Portfolio
Summative Performance Assessment
Final Animation Segment
Unit Title: Document Presentation
Class: 3D Animation
Grade Level: 11-12
Timeframe: 3 weeks
Essential Questions
What are different families in Typography?
What is Typography?
What are different type tools?
What are different programs that could be used to create typography pieces?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.4.B.1 Develop criteria for evaluating art in a specific domain and use the criteria to evaluate ones personal work and that of their peers, using positive commentary for critique
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
21st Century Skills Standard and Progress Indicators:
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively
9.1.4.A.2 Evaluate available resources that can assist in solving problems
9.1.4.D.1 Use effective oral and written communication in face to face and online interactions and when presenting to an audience
9.1.8.D.2 Demonstrate the ability to understand inferences
9.1.4.E.1 Explain how digital media are used in daily life in a variety of settings
9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities
9.1.4.E.4 Explain why some uses of media are unethical
9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets
9.1.12.E.5 Compare laws governing the unethical use of media in different countries
9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary
9.4.12.C.8 Use correct grammar, punctuation, and terminology to write and edit documents
9.4.12.C.14 Exhibit public relation skills in order to increase internal and external customer satisfaction
9.4.12.C.52 Establish and maintain effective relationships in order to accomplish objectives and tasks
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
9.4.12.C.74 Demonstrate the use of technical knowledge and skills that are common to multiple pathways in this cluster to allow for mobility among related occupations
9.4.12.C.75 Summarize knowledge of the systems used in multiple pathways in this cluster to keep abreast of new technological advancements and tools important to work in this cluster
9.3.12.AR.4 Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications workplace
9.3.12.AR-PRT.2 Demonstrate the production of various print, multimedia or digital media products
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
Instructional Plan
Reflection
Pre-assessment
Mid-term assessment
Portfolio
SLO
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Students will create a composed piece utilizing images and text.
Students will prepare a resume, business card, and items to market themselves to their chosen industry.
Reference Skills
Trouble Shooting
Time Management
Problem Solving
Peer Mentoring
Reference Skills
Trouble Shooting
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Quiz on Typography
Assignment Sheets
Evaluations of other work
Portfolio Prep
Project Self Critique
Teacher/student review
Using text and images to create a composition appropriate for print such as but not limited to a magazine cover, advertisement, movie poster, or CD cover
Using text, images, and student work to create items to market ones self to businesses and career industry people
Adobe Education Exchange
Adobe CC
Adobe Classroom In a Book
Microsoft
Class Website
Class Server
Google Drive
Pinterest.com
Nocti.org
Youtube
Summative Written Assessments
Resume
Business Card
Created typography piece
Evaluation of Sample Documents
Quiz/Test Typography and visualization
Summative Performance Assessment
Presenting printed documents
Created typography piece
Unit Title: Portfolio
Class: 3D Animation
Grade Level: 11-12
Timeframe: 3 Weeks
Essential Questions
What is the purpose of a Portfolio?
What work should be included into a portfolio?
What are the different forms that a portfolio can take?
What are appropriate presentation mannerisms?
Common Core Standards
Standards/Cumulative Progress Indicators (Taught and Assessed):
1.1.A.1 Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form
1.1.B.2 Formulate a personal philosophy or individual statement on the meaning of art
1.2.D.2 Perform Various methods and techniques used in the production of works of art
1.2.D.3 Produce an original body of work in one or more mediums that demonstrates mastery of methods and techniques
1.3.D.1 Compare and contrast innovative applications of the elements of art and principles of design
1.4.B.1 Develop criteria for evaluating art in a specific domain and use the criteria to evaluate ones personal work and that of their peers, using positive commentary for critique
1.4.B.2 Provide examples of how critique may affect the creation and/or modification of an existing or new work of art
21st Century Skills Standard and Progress Indicators:
9.3.12.AR-VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas
9.3.12.AR-PRT.2 Demonstrate the production of various print, multimedia or digital media products
9.3.12.AR.4 Analyze the legal and ethical responsibilities required in the arts, audio/visual technology and communications workplace
9.3.12.AR.1 Analyze the interdependence of the technical and artistic elements of various careers within the Arts, A/V Technology & Communications Career Cluster
9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning experiences
9.1.12.A.2 Participate in online strategy and planning sessions for course based, school based or outside projects
9.1.12.B.1 Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives
9.1.12.C.5 Assume leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project
9.1.4.D.1 Use effective oral and written communication in face to face and online interactions and when presenting to an audience
9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets
9.4.12.C.4 Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary
9.4.12.C.8 Use correct grammar, punctuation, and terminology to write and edit documents
9.4.12.C.15 Employ critical thinking skills independently and in teams to solve problems and make decisions
9.4.12.C.30 Describe and use quality control systems and practices to ensure quality products and services
9.4.12.C.54 Employ mentoring skills to assist others
9.4.12.C.62 Maintain a career portfolio to document knowledge, skills, and experience in a career field
9.4.12.C. (3).1 Demonstrate knowledge of the printing process, including customer service and sales, scheduling, and quality control, to deliver products that meet customer needs and expectations
9.4.12.C. (3).2 Analyze and summarize output processes, including digital to build and understanding of delivery of printed products
9.4.12.C.(3).6 Demonstrate preparation of customer materials for imaging to deliver products that meet customer needs and expectations
Instructional Plan
Reflection
Pre-assessment
Mid-term assessment
Portfolio
Self-Reflection
Critique
Teacher/Student Conference
SLO
Student Strategies
Formative Assessment
Activities and Resources
Reflection
Students will be able to:
-Explain the importance of creating a portfolio of work
-Identify a variety of work to be featured in student portfolio
-Produce a portfolio of work that is aesthetically pleasing as well as balanced
-Prepare an effective presentation of their work
-Deliver an effective presentation that demonstrated quality presentation skills (eye contact, voice, hand gestures, and pacing.)
Presentation Skills
Organization
Evaluating ones work
Collaborative learning
Individualized instruction
Increased definition and application of independent study
Community (classroom) communication and resolve
Diverse application of media
Application of student input to determine content and evaluation
Cross curriculum application of myriad topics
Critique
Conferences
Practice Presentation
Self-Reflection
Critique
Teacher/Student Conference
Evaluate previous years/example portfolios
Review and Prep previous work for portfolio
Pitch ideas to teacher and small class group for further development of portfolio presentation
Practice presentation on peers
Rework items for final portfolio presentation
Create a well-rounded cohesive presentation of work
Student End of the Year Show Case
Adobe Education Exchange
Adobe CC
Adobe Classroom In a Book
Class Website
Class Server
Google Drive
Pinterest.com
Nocti.org
Youtube
Teacher given examples
Unity
Various Software Programs
Summative Written Assessments
Evaluations of Sample Portfolios
Peer Critiques/Evaluations
Quiz/Test: Components of a portfolio
Summative Performance Assessment
Oral Presentations
Final Portfolio
CAR 2009