New Media 3700 – Production Management
Session:
Instructor:
Web:
Office:
Office Hours:
Phone:
Spring 2007
Christopher Moore – christopher.moore@uleth.ca
www.learnmegood.ca
W888
Mondays + Wednesdays 2:00pm–4:00pm, or by appointment
380-1885
Schedule
Tuesdays + Thursdays 12:15pm–2:05 pm
Room B519
New technologies demand revised strategies for conceptualizing and implementing projects. Old
models of individual authorship have given rise to “producerly” and hybrid collectives, united
together in the construction of shared works. Building interactive projects can be a time-intensive
process requiring multiple collaborators, often with specialized skills and knowledge sets. Each
contributor need not have expertise with each technology, but must be conversant with all, in
order for productive communication and project advancement. This structure allows for fluid
shifts in tasks and roles from project to project, rather than rote execution of basic commands.
Production Management is designed to engage students in practical development scenarios while
exploring distinct approaches to organizational structure and philosophy. The class will analyze
and evaluate a series of case studies to better understand issues of audience, marketing, brand
positioning and visual design. Initially, teams will develop a thorough proposal for a New Media
visual identity program that will be used to advertise a series of related exhibitions and
publications. Each team will pitch their ideas to a formal panel of experts, who will adjudicate and
select a single proposal for implementation. Students will be assessed on their visual and written
materials, as well as their professionalism and oral presentation skills.
Following the selection of a visual identity and marketing program, the class will divide into small
teams to plan and execute specific projects related to the promotion of student works from the
department of New Media. The teams will adopt a collective model of production, and explore
emergent approaches to new media project management. One team will be elected as
communication facilitators, designated with the task of administering and planning the series of
projects, as well as coordinating promotions and fundraising. All teams will learn techniques for
concept generation, decision making, as well as effective presentation and communication skills.
Focus will be given to generating proposals for grants, funding agencies and juries, including
budgets, timelines, and artist statements. Students will understand the entire cycle of production
and assessment through this applied process, and through reference to contemporary
practitioners. It is hoped that students will carry these methodologies forward into their future
studies and career endeavors.
Objectives:
Upon completion of this course, students will learn skills of organization,
leadership, and collaborative working methodologies. Student teams will prepare
professional project proposals and prototypes for submission to granting
agencies, institutions, and curatorial organizations. Through this process, they
will lean to articulate conceptual ideas as concise artist statements for proposals,
promotions, and publication, as well as construct visualizations from initial
proposals, with careful reference to budgets and timelines. Students will develop
a conceptual/theoretical framework to situate their work within the contexts of
exhibition and publication.
Required
Texts:
There are no additional texts required for this course. All materials and
references are available online at www.learnmegood.ca.
You are required to bring a notebook/sketchbook and writing implements to each
class session. It is expected that you will take notes during the lectures and
demonstrations to assist you outside of the class sessions.
Optional
Equipment:
It is recommended that you bring a set of headphones to each class session, as
the workstations are not equipped with speakers. While personal storage space
exists on the network, it is subject to down-time and routine maintenance. For
this reason, you should always backup data on a disk or portable USB
drive.
Attendance & What and how much you learn in this class is directly related to your participation
Participation: in every lecture and lab session. The studio environment is an important tool for
learning about methodologies and processes, and for developing critical and
technical skills. Your most important contribution to this learning environment is
your interest and creative imagination. Engage – use all your experience,
knowledge and natural creativity to develop your skills and those of your peers.
Your engagement will be directly proportional to your learning and success in this
course.
The classroom door will close precisely at the beginning of each class, and you
may not enter until the break. During work sessions, you may enter and leave as
you desire, but during lectures and presentations this proves to be distracting for
both the instructor and students, alike. An attendance sheet will circulate during
each class. At the end of the term, you will receive a grade based on your
attendance record, mature and considerate conduct in class, questions and
comments made during class, etc. Appropriate conduct includes arriving on
time, returning promptly after break sessions, respecting individuals who have
the floor during a presentation or discussion, turning off monitors when asked,
providing assistance to colleagues requiring help, and avoiding idle chatter
unrelated to the focus of a given lecture or lesson.
I realize that not all students are as comfortable as others in speaking regularly
during seminars, therefore, I will accept other activities as evidence of
participation. For example, you can bring an interesting handout to class, or
provide an interesting link or media sample to share with your colleagues. I am
always looking for new resources to update and refine the course delivery in
subsequent iterations.
If you are unable to attend a class session, as a courtesy, please advise me of
the situation via email. If you miss more than three classes and/or three labs,
you may be asked to withdraw from the course.
Assignments: Any project that may be designated an exercise or which is part of the
coursework must comply with university guidelines related to human and animal
ethics as well as should comply with Canadian laws. If you have questions about
risks, please consult with the instructor.
Assignments are to be completed by the beginning of the class on the date which
they are due. All students must be prepared to present each project during the
face-to-face session. All completed assignments are to be submitted on a nonreturnable CD or DVD, unless otherwise specified.
Academic
Integrity:
You must correctly document in your assignments all ideas and media that have
been incorporated in your projects, but have been borrowed from outside
sources or from your colleagues. In the case of teamwork, the bounds of what
was contributed by each student must be clearly delineated. Failure to do so is
considered as academic dishonesty and treated accordingly. For written papers,
all sources used in the development of your work must be cited as references.
Where text is borrowed from another source, quotation marks must indicate the
citation and the source must be acknowledged appropriately. (A Turbian citation
guide is available in pdf format at:
www.uleth.ca/~christopher.moore/SampleCitations(Turabian).pdf)
Late Policy:
Projects submitted late will receive a deduction of 5% per day, unless prior
arrangements have been negotiated. If you are struggling with the content, or
having difficulties managing your time, please advise me. I am a compassionate
individual, and am most often able to accommodate requests, if you provide a
reasonable alternative.
Personal
Security:
This course will strive for consistency with the University’s policy on personal
security, where it is acknowledged that freedom of expression and frank
discussion of controversial issues are kept in balance with an individual’s rights
not to be subject to discrimination based on gender, ethnicity, sexual orientation
or other forms of intolerance.
Sexual harassment is a serious offence that includes but is not limited to sexual
advances, unwanted requests for sexual favours, and other unwanted verbal or
physical conduct of a sexual nature. Behaviour need not be intentional to
constitute harassment. Harassment occurs when an objective person in the
position of an individual claiming harassment would find the conduct or
comments would have the impact of creating a hostile environment.
Evaluation:
10% Readings / Participation / Attendance
5% Case Study #1: Department of New Media
Due Week 2: January 11
10% Case Study #2: Exhibition or Event
Due Week 8: February 27
20% New Media Visual Identity and Marketing Proposal
15% Visual and Written Documentation
5% Presentation
Due Week 5: January 30
50% Exhibition or Promotion Design and Execution
10% Proposal (Due Week 7: February 13)
10% Prototype (Due Week 10: March 13)
25% Final Exhibition or Production (Due Week 13: April 5)
5% Peer Evaluation
5% Post-Mortem and Reflection
Due Week 14: April 12
Class Schedule:
Please note that this is a tentative schedule of class activities. Current information and syllabus
updates may be viewed on the course website at www.learnmegood.ca.
Week One – January 4
Topics: Course introduction, analytical and evaluative techniques, case study formats, marketing
overview
Assignment Introduction: Case Study #1: Department of New Media
Assignment Introduction: Case Study #2: Exhibition or Event
Week Two – January 9—11
Topics: The role of marketing, branding, and the definition of audience(s)
Assignment Due: Case Study #1: Department of New Media
Assignment Introduction: New Media Visual Identity and Marketing Proposal
Week Three – January 16—18
Topics: Rhetorical structures, brand analysis and positioning
Week Four – January 23—25
Topics: Effective communication and presentation strategies, evaluative criteria
Week Five – January 30—February 1
Topics: Proposal presentations
Assignment Due: New Media Visual Identity and Marketing Proposal
Assignment Introduction: Exhibition or Promotion Design
Week Six – February 6—8
Topics: Preparing effective proposals for grants, exhibitions, and funding agencies
Week Seven – February 13—15
Topics: Proposal presentations
Milestone: Exhibition or Promotion Design Proposal
Reading Week – February 19—24
Please Note: The Lecture and Lab scheduled for Tuesday, February 20 and Thursday, February
22 will be cancelled due to the Reading Week break.
Week Eight – February 27—March 1
Topics: Rapid prototyping, time management skills, contingency plans
Assignment Due: Case Study #2: Exhibition or Event
Week Nine – March 6—8
Topics: Collectives, non-hierarchical structures, the post-industrial workforce
Week Ten – March 13—15
Topics: Prototype presentations
Milestone: Exhibition or Promotion Design Prototype
Week Eleven – March 20—22
Topics: Work session
Week Twelve – March 27—29
Topics: Work session
Week Thirteen – April 3—5
Topics: Strategies for documenting and archiving projects
Assignment Due: Exhibition or Promotion Design Final (Last Day for Completion)
Assignment Introduction: Post-Mortem and Reflection
Week Fourteen – April 10—12
Topics: Post-mortem and debriefing
Assignment Due: Post-Mortem and Reflection
Peer Evaluation
Assignments:
Overview
Production Management is designed to exhibit and promote student works produced in the
department of New Media during the previous year. As such, the assignments in this course are
structured to assist in the practical organization and development of a series of showcases aimed
at various audiences, and utilizing divergent media. It is vital that all aspects of the New Media
curriculum are represented in at least one venue, including the required cognates from Art,
Drama and Music.
In lieu of formal management theory, you will be asked to complete a series of case studies,
which will aid in discursive and applied learning. These case studies will also provide models for
how to structure your creative proposals and presentations. I will monitor and provide guidance,
as necessary, but this course should been considered as a professional production studio. This
mandates that every student contributes equally, and you are expected to demonstrate a level of
independent study and problem solving.
Most of the assignments will be completed in small teams, but individual grades will also be
assigned for specific criteria, such as oral presentation skills and peer evaluation.
The department of New Media has allotted $800 in discretionary funds to be used by the class.
This is not a significant amount of money to accomplish a variety of projects, spread across 34
students. Therefore, every student in the class should be active in soliciting donations,
sponsorships and gifts-in-kind to extend the possibilities for exhibition and production.
Assignment #1
Title: Case Study #1: Department of New Media
Value: 5%
Duration: 1 week, individual
Due: Week 2: Thursday, January 11
The first assignment is an extension of the activity initiated in the previous class session. Given
that this course is structured around the presentation of student works produced in the
department of New Media, it is imperative that we understand the objectives of the program and
how we choose to communicate these to the larger community.
You are asked to consider the following:



Who are we?
o What is New Media? What is New Media at the University of Lethbridge? What
makes us unique? What values do we represent? How do we interface with
cultures, industries, and the arts? What social, political, and practical benefits
do our graduates provide to society? What skills, attitudes, and qualities should
a “model” New Media student/graduate possess? What is your subjective
understanding of the program, from a student’s perspective?
How are we perceived?
o Review the promotional materials circulated by the department of New Media,
and also recall specific presentations, recruitment seminars, and
demonstrations. From an objective vantage, what might you discern about the
program, based solely on these promotions? What values do these
representations of the program denote and connote? What expectations might
a prospective student or employee have based on these materials? Is there a
particular bias or agenda evident? What type of program is suggested by the
promotions—university, college, vocational training, theoretical, artistic,
international, local, etc.?
How can we improve?
o What discrepancies exist between the previous two interpretations? Are there
aspects of the program which are not reflected in our promotions? How might
problems of false expectations and incomplete information be rectified?
Brainstorm possible alternative promotions to increase the visibility of our
program, our students, and our research activities.
This is by no means an exhaustive list of possibilities to consider, but it provides the catalyst for
an analysis and case study of the department of New Media’s objectives, and how these are
communicated to the public and to ourselves. You must first rely on your personal knowledge
and experience, and then adopt the perspective of an unfamiliar outsider. By assessing the gaps
between who and what we think we are, and what we show to the world, we can better develop
an appropriate communication strategy while also distilling our ideals into a concise and legible
package.
This 750-1000 word case study should address the questions posed above, the third section
comprising approximately one half of the paper. Please avoid duplicating what has been featured
in previous promotional strategies, and apply strict and critical analytical techniques. For the final
section, I would like you to propose three distinct alternatives or suggestions for promotional
activities. You need not consider budgetary restrictions, but they should be reasonable, in nature.
Consider short-term versus long-term goals as well as inexpensive versus expensive solutions.
Please provide at least a one-paragraph description for each idea that outlines your concept and
why you feel this would be an appropriate and valuable endeavor. What possible benefits and
return on investment could result from each promotion? How does this address the problems
identified earlier and the gaps between perception and reality?
Deliverables:



A 750-1000 word document (hard copy), double-spaced with appropriately labeled title
page
Please include references, if and when used
Include visual samples if and when they are referenced in the body text
Evaluation:
Evaluation will be based on the following:
-
Has the student successfully completed all aspects of the project, as outlined in the
project description? What level of engagement is demonstrated in this project?
Does the final case study demonstrate a thoughtful and articulate consideration of the
promotional samples and class discussion?
Does the paper demonstrate an attention to detail, with respect to spelling, grammar,
formatting, and structure?
To what extent has the student exercised critical and creative thinking skills? Has the
student taken risks in developing the project?
Assignment #2
Title: Case Study #2: Exhibition or Event
Value: 10%
Duration: To be completed concurrent with other projects, individual
Due: Week 8: Tuesday, February 27
Using the first case study as a model, you are asked to analyze and evaluate the promotional
materials for a similar New Media program, as well as for an exhibition, event, or performance.
The purpose of this exercise is to assess your initial impressions of each situation, based solely
on the documents, websites, and other information made available to the general public. You
reflect upon your initial assumptions and expectations before confirming or denying these
impressions when visiting the institution/event (when possible).
The following are general guidelines for each aspect of the case study. Further information and
suggestions will be provided during the class session.

New Media Institution or Program:
o Select an institution or program that is comparable to the New Media department
at the University of Lethbridge. If you have would like suggestions, please ask.
o Obtain as many promotional materials available, including websites, catalogues,
student galleries, magazine/newspaper advertisements, DVDs, novelty
giveaways, etc. Please also investigate what types of events, projects and
showcases have been conducted within the department (i.e. year-end
exhibitions, publications, industry-sponsored events and collaborations). Contact
the recruitment department to request materials directed at prospective students.
You are advised to commit to a program very early in the semester, as you may
have to wait for information requests to be fulfilled and/or mailed by the selected
institution.
o Review the materials to develop an objective overview of the program. What
types of courses are offered? How large is the program? When did it start?
o Provide a subjective assessment of the program. What do the materials connote
or suggest about the program’s reputation, philosophy, values, status, etc.?

Does this institution appear to be progressive, cutting-edge, dated, international,
or low-rent? When making subjective assessments, be sure to provide
descriptive references to justify your impressions.
o Locate third-party information sources that provide reviews by students, faculty,
and other evaluators to obtain additional references and feedback. Is the
program accepted and recognized by the larger field of New Media and industry?
What type of reputation does the institution hold?
o If possible, contact an individual associated with the marketing, organization, or
design of the materials. What was the intent behind the promotional materials?
How would they characterize their program? What makes their curriculum
unique and desirable? Essentially, pose the same questions you asked yourself
in the first case study.
o Having reflected upon the information gathered, include an overview of what
works well and what needs improvement in the communications program.
Provide a few constructive suggestions and comments to enhance the program’s
materials.
Exhibition, Event, or Performance:
o Before attending the event, collect as much information and promotional
materials as possible—posters, pamphlets, websites, email reminders, press
releases, newspaper/magazine/television/radio advertisements, etc. Use these
to create both an objective and subjective assessment of the event, as detailed
above. What are your expectations for the event? How have these expectations
been generated? What decisions have been made (design, editorial) to connote
these impressions?
o Attend the event, exhibition, or performance, and document your impressions of
the event (visually, when possible). Did the actual event match you initial
assumptions and expectations? Was the event larger or smaller then you
imagined? Was it higher or lower in status/reputation than expected? Did the
promotions adequately capture the extent of what was presented?
o Please make every effort to interview an individual associated with the event—
organizer, designer, artist, host—to document their intentions for the promotions
and the event. What process was initiated to market the event, and why were
certain aesthetic or editorial decision made?
o Based on the information gathered, assess the strengths and weaknesses of the
promotional materials. How were your expectations managed? What
suggestions would you make, in retrospect?
Each section should be approximately 500-750 words in length, with about half assigned to your
final assessment and suggestions. Please remember that all judgments of a personal or
subjective nature must be justified with a concrete rationale. For example: “The poster
advertising an exhibition of floral watercolours was misleading, as it featured the image of a
crashed car. This image was not included in the exhibition, nor did it suit the overall passive and
serene ambiance of the gallery space and the featured artworks.”
Deliverables:




A 1000-1500 word document (hard copy), double-spaced with appropriately labeled title
page
Please include references, if and when used
Include visual samples if and when they are referenced in the body text
Please provide relevant links and original copies of promotional materials, when available
Evaluation:
Evaluation will be based on the following:
-
Has the student successfully completed all aspects of the project, as outlined in the
project description? What level of engagement is demonstrated in this project?
Do the final case studies demonstrate a thoughtful and articulate consideration of the
promotional samples and class discussions?
Does the paper demonstrate an attention to detail, with respect to spelling, grammar,
formatting, and structure?
To what extent has the student exercised critical and creative thinking skills? Has the
student taken risks in developing the project?
Has the student demonstrated initiative in locating additional external resources and
interviews?
Assignment #3
Title: New Media Visual Identity and Marketing Proposal
Value: 20% (team: 15% Visual and written documentation; individual: 5% presentation)
Duration: 2.5 weeks, team/individual
Due: Week 5: Tuesday, January 30
Based on the title and domain name selected by the class, small teams of 4 will develop a visual
identity and marketing proposal to brand all of the subsequent projects produced in the class.
This is to be a formal proposal that will be presented to a panel of experts, who will critique each
submission and help to determine the final selection. You will be evaluated as a team on your
visual and written materials, and individually on your oral presentation. As an added incentive,
the team whose proposal is selected by the panel will receive additional bonus marks on their
final grade.
You may include as many variations, examples, and possible implementations with your
proposal, but the following must be present:


Visual Identity:
o Develop at least two logo or wordmark variations that graphically illustrate the
name of the exhibition/website. Each variant must be formatted in a graphic
standards document, including specific Pantone colour codes, body and display
typefaces, as well as guidelines for use and basic letterhead templates. The logo
should be presented in full-colour, black and white, and on a coloured
background. The design should be bold and legible at small sizes and low
resolutions. Please also consider how this graphic could be developed into a
motion sequence, as this is a required component of the final proposal.
Website Layout:
o Using the two visual identity designs, create a mock-up of a front page and
content page for each scheme. Ensure that you apply the graphic standards
appropriately, using proper colours and typefaces. Focus on defining basic
functionality and primary/secondary navigation systems. The content page
should also include suggestions of typographical hierarchies (headings,
subheadings, etc.), link colours/treatments, as well as a system for integrating
media elements (images, video, audio). You are welcome to create a Flash
animation or navigation system, but this is not strictly necessary. The purpose is
to give a brief impression of the final piece without laboring on time-consuming
details that may be scrapped or modified later. Please ensure that the New
Media and University logos are integrated in the design.

Motion Graphic:
o For each of the proposed logos/wordmarks, develop an animated motion
graphics sequence that could be used for DVD menus, advertisements, or on the
website. This animation can be rendered as a storyboard or a sequence of
keyframes, but you are encouraged to generate a finalized video segment. The
animation should not be longer than 10 seconds in its entirety. Please indicate
audio effects, transitions, and cues when developing the storyboard.
In addition to the above requirements, you may wish to apply the visual identities in other
implementations. Some suggestions might include:







Apparel, t-shirts, hats, etc.
3D applications, compositing with video footage
Poster, advertisement, pamphlet or postcard design mock-ups
Signage and wayfinding systems
Novelty giveaways
Additional communications materials, such as letterhead, fax covers, memos
Desktop images, mobile device screens or interfaces
Once you have completed the sample design implementations, you will compile the information
into a formal presentation, consisting of two parts:

Printed Proposal Documentation:
o You must provide a printed, bound copy (cerlox or spiral) of your proposal that
outlines your two concepts and elaborates on your process and methodology.
This document will help to contextualize your ideas and provide background
information about the design scheme. The proposal is a formal written work that
is directed towards a professional team who will be evaluating the merits of your
plan. As such, it is important for the tone of the piece to be confident and instill
trust in your capabilities as a team. It is a marketing and sales tool for your work.
o The proposal document must contain the following sections:
 Background: This section presents the client brief and the overall
reason for embarking on this task. Introduce the scope of the project
and its possible implementations. There should also be a mention of the
philosophy and approach of the New Media program, discovered in the
first case study. (100-250 words)
 Concept Statement: This piece of text outlines what you were trying to
express in the overall design scheme and identity. This is a
philosophical statement that outlines the intended tone, references, and
interpretation embedded in the piece. The text should provide basic
justification for why certain aesthetic decisions were made, including
colours, typefaces, approach, type treatment, graphics. How do the
visual elements graphically illustrate the name of the exhibition/website.
(250 words)
 Implementation: This section outlines each of the specific
implementations of the visual identity—website, motion graphics, and
any additional items. Provide an overview of why decisions were made,
how the identity has been incorporated, the scope of the project, and any
additional information that will help to clarify the design. Annotated
images can be helpful to distinguish features and draw attention to
specific aspects of the design. (100 words per section)
 Conclusion: Summarize the key points of your proposal and provide a
compelling final argument for selection of your design. (100 words)
o The proposal must have a cover and the names of all team members must
appear on the first page of the report.

Oral Presentation and Pitch:
o On the project due date, a panel of experts and New Media representatives will
be assembled to evaluate the various proposals. Each team will have 10
minutes to provide a comprehensive overview of their visual identity and
marketing proposal, followed by a five minute question and answer period. You
will be evaluated as a team on your overall presentation and visual materials, but
each individual will also be assessed on his/her presentation skills.
o This is a formal presentation, and therefore, should be treated as though you
were presenting for a professional client. This means that you need to dress
appropriately, avoid slang or colloquialisms, and rehearse before the final date.
Each member should be assigned a specific task or section to ensure maximum
participation and a smooth execution.
o Prepare a PowerPoint, Flash, or other visual presentation to accompany and
illustrate your talk. Keep the text to a minimum and make use of visual “eye
candy” when appropriate. Present only your strongest arguments, and eliminate
overly-detailed information. If further elaboration is desired, the printed
document can be referenced following the presentation.
o Since the class and panel will be viewing a number of similarly-themed
proposals, you are advised to be creative with your presentation approach. Find
ways to activate and engage the audience.
Deliverables:




A printed, bound (cerlox or spiral) document, double-spaced with appropriately labeled
title page and cover
Please include references, if and when used
Include visual samples to illustrate the various components of your proposal
Please provide relevant links and a digital copy of your presentation and supporting
materials on CD/DVD
Evaluation:
Evaluation will be based on the following:
-
Has the team successfully completed all aspects of the project, as outlined in the project
description? What level of engagement is demonstrated in this project?
Does the proposal demonstrate a thoughtful and articulate consideration of the design
process? Is the concept clear, legible, and appropriate?
Does the paper demonstrate an attention to detail, with respect to spelling, grammar,
formatting, and structure?
Is the overall presentation professional, rehearsed, and logical in its progression?
To what extent has the team exercised critical and creative thinking skills? Has the team
taken risks in developing the project?
Has the (individual) student demonstrated initiative and professional demeanor in
presenting his/her portion of the presentation?
Assignment #4
Title: Exhibition or Promotional Design
Value: 50% (team: 10% proposal, 10% prototype, 25% final; individual: 5% peer evaluation)
Duration: 8 weeks, team/individual
Milestones: Proposal: Week 7: Tuesday, February 13; Prototype: Week 10: Tuesday, March
13
Due: On or before Week 13: Thursday, April 5
The final project represents the culmination of all the previous pre-planning and case studies.
Having selected a winning visual identity, the class will break into small teams (4-5 each) to
develop a variety of exhibitions and promotional materials. The formats and media used to
develop each project are only limited by your imagination, but I have identified several potential
projects to explore:






DVD Compilation: A survey of some of the top time-based works produced during the
previous year. Ideally, this will be authored as a split disk, including interactive works,
audio compositions, and possibly slideshows or galleries of static images. The focus of
this project will be on developing an innovative navigation system and motion graphics
sequences. The cover and insert will also require design and implementation.
Website Portal: The team charged with this task will develop a secondary New Media
portal, separate from the official site. This location will adopt the selected domain name,
and may house a variety of different functions. Ideally, this team will develop a New
Media gallery prototype, preferably integrating a dynamically updateable interface for
regular updates and curatorial projects. Archives and themed areas (student-curated
exhibitions, faculty research, etc.) could also be explored. Another desirable feature
would be the inclusion a bulletin board system for communications and shared exchange.
(Due to the complexity and scope of this project, the team may be larger in size)
3D Animation: This team will develop at least one 30 second animation to be screened
as a television commercial and/or distributed on the web. The work must be comprised
of all original content and audio, and will feature the New Media identity and information
on applying to the program.
Documentary: The documentary team will script, film, and edit a brief (10 minute)
documentary about the department of New Media. This film may be used for recruitment
or promotional purposes, and should demonstrate the breadth of pursuits undertaken by
New Media students and faculty, alike. Opportunities for televised screening will be
pursued.
Print: The print team will be charged with a number of interrelated tasks relating to
publication design. The first task is to refine the selected visual identity, and to come up
with a finalized vector graphic and web design for implementation by other teams.
Additionally, this team will design posters to promote specific events and exhibitions, as
well as posters which could be used for recruitment purposes. One of the major tasks for
this team is to develop a brochure/yearbook featuring some of the top student works from
the past year. Profiles of graduates or current students may also comprise this
document. Concept designs for t-shirts, apparel, and other products could also be
explored, with the possibility of producing them for sale in the Bookstore.
W700 Gallery: This team is charged with developing a short-term and long-term solution
for exhibiting works in the W700 window spaces. Initially, two prototype exhibitions will
be featured, based on specific curatorial themes. These solutions cannot alter the
existing structure. However, the department is planning to renovate the space, so a longterm strategy is desired. Feel free to dream, but temper your creativity with a sense of
realism. Appropriate signage, didactic panels, and promotions will be required for this
space. Additionally, a sale of prints could be considered, with 50% of the proceeds
returned to the student creator.


New Media Journal: It is important that all areas of the program are addressed,
including theoretical and creative writing. This team will design and edit a prototype
journal, featuring examples of student essays, fiction, screenwriting, profiles of students,
graduates, and faculty, among other things. The challenge is to come up with a print
publication format that can also be translated to the web. The journal may or may not be
printed in a large edition, but it must be accessible from the main website portal. The
students in this team must have strong written communication skills, and be willing to
contribute some original editorial content.
Mobile and Viral Advertising: This team will develop promotional content for a variety
of non-traditional channels of distribution. Possible projects might include viral games for
mobile devices (cell phones, PDAs), ringtones, videos and content for YouTube and
other content sharing sites.
In addition to these possible projects, a communications team will be selected to coordinate all of
the various projects and activities:

Communications: This team will be the main point of contact between the outside world
and the class. In order to eliminate confusion and to streamline production, all requests,
contact and information must be filtered through this team. One of the major roles for the
communications team is to coordinate the acquisition of student projects, and to liaise
with the project teams to identify needs and concerns. This team will write and distribute
press releases, meet with key stakeholders in the University (i.e. Chair, communications
department, etc.) and coordinate all events with the instructor. Their major production will
involve the organization of a final, year-end launch party for all of the various activities
from the class. Students wishing to be on the communications team must have very
strong communications skills (oral and written), and must be exceedingly organized.
The development process will unfold in three parts:



Proposal: Much like the previous proposal, each team will make a formal, 10 minute
presentation outlining their intended project. This proposal will include information on
resource requirements, budget, timeline, contingencies, and the overall scope of the
project. The remainder of the class will assess the validity, realism, and appropriateness
of the proposal and decide whether changes need to be made or the project scaled back.
Specific elements to be included in the proposal will be presented in the class session.
Prototype: This stage is intended for monitoring work in progress and assessing the
validity of the timeline. At this time, project scopes or approaches may require scaling
back or modification.
Final: Each team has until week 13 to complete their project. Depending on the nature
of the project, this may happen at an earlier date, but cannot extend beyond this final
deadline. The communications team will schedule a final release party during week 14 or
shortly thereafter to feature the works produced in the class.
All of the promotions must be finalized first by the communications team, and then by the
instructor prior to posting, printing, or distribution.
Assignment #5
Title: Post-Mortem and Reflection
Value: 5%
Duration: 1 week, individual
Due: Week 14: Thursday, April 12
The post-mortem and reflection is a final review of your team’s contributions to the class
exhibitions and productions. You are asked to apply the same analytical and critical assessment
used in preparing the case studies to the evaluation of your own process.
This is a reasonably informal paper, but you may wish to discuss the following:









What were the most successful elements of your team’s project?
What was your primary role in the project/class?
What are you most proud of about your production, and why?
Identify some of the problems encountered in developing your project? In hindsight, how
might these problems have been avoided or rectified?
What was your team’s biggest weakness?
What could you have done better, personally?
What lessons did you learn from this process?
Do you feel that your project accurately reflects the spirit and philosophy of the New
Media program?
Which team do you feel did the best job, overall?
Deliverables:



A 250-500 word document (hard copy), double-spaced with appropriately labeled title
page
Please provide relevant documentation of your exhibit or production (photos, videos,
printed materials, etc.)
Complete the survey, to be distributed in the final class session
Evaluation:
Evaluation will be based on the following:
-
What level of engagement is demonstrated in this post-mortem?
Does the reflection demonstrate a thoughtful, honest, and articulate consideration of the
student’s process and participation?
Does the paper demonstrate an attention to detail, with respect to spelling, grammar,
formatting, and structure?
To what extent has the student exercised critical and creative thinking skills?
Evaluation Scale
The following scale range will be used in all course assessments:
A+
A
AB+
B
BC+
C
CD+
D
DF
90%-100%
85% - 89%
80% - 84%
77% - 79%
74% - 76%
70% - 73%
67% - 69%
64% - 66%
60% - 63%
57% - 59%
54% - 56%
50% - 53%
0% - 49%
Evaluation Criteria
In creative disciplines, the evaluation process is not always transparent or clearly stated.
Multiple-choice and automated tests are easy to administer, but they cannot replicate the
qualitative assessment necessary to judge a work of art or design. It is the instructor’s role to
determine the relative merit based upon multiple factors – some technical, some ethical, and
others, aesthetic:
-
Does the project meet the requirements, as stated in Assignment criteria?
How much effort or engagement was involved in completing the project?
Does the final work thoughtfully or provocatively comment on the chosen subject?
Has the student progressed technically or conceptually in the development process?
Does the work demonstrate an understanding of the creative and compositional principles
discussed in the class sessions?
Did the student make incremental progress on a week-to-week basis?
Does the project demonstrate innovation, challenge, or take risks?
Has the student exceeded the instructor’s expectations?
How closely does the work mirror professional/industry standards?
Having considered these factors, among others, the instructor must determine where the project
should be placed within a given range for each criterion. The cumulative assessment of these
factors is translated into a letter grade. For further granularity, please review the following
general grade range descriptions:
D-range:
The work is unsatisfactory. The student has unsuccessfully completed the project and/or
has met only the most basic requirements. The work may exhibit only a passing
resemblance to the criteria laid out for the project. The student may have diverged from
the criteria without previous discussion with the instructor. The student may have
submitted a project from another course or situation, and claimed it to be new work. The
work is rife with mistakes, or is possibly unplayable/unreadable without expert technical
intervention and/or a very forgiving eye. The work is incoherent or does not successfully
or meaningfully communicate a concept or theme. The student is not progressing in their
development. The work is below average in the opinion of the instructor.
C-range:
The work is acceptable. The student has made an earnest attempt to fulfill the criteria laid
out for the project. The student is not progressing well in their development. The student
has not taken sufficient time to internalize, understand, own, and interpret the criteria for
the project. The student may be unclear on the criteria for the project and has not asked
for clarification from colleagues or the instructor. The student may have diverged
substantially from the criteria without previous consultation with the instructor. The
student has not referenced secondary sources of information or experience outside the
classroom. The work contains too many technical errors – i.e. poor transitions,
inappropriate pacing or conceptual structure, failure to acknowledge quoted material,
scripting errors, audio problems, grammatical or spelling mistakes, too short or
substantially too long. The work is average and acceptable in the opinion of the
instructor.
B-range:
The work is good. The student has made an earnest attempt to fulfill the criteria laid out
for the project. The student is progressing in their development. The student has taken
sufficient time to internalize, understand, own, and interpret the criteria for the project,
with notable success. The student may have referenced a few secondary sources of
information or experience in an interesting way. The student’s interpretation of the
criteria may be somewhat lacking. The interpretation may lack sufficient personal voice
or originality; it may be unsubtle. The work may experiment earnestly without huge
success. The student may have diverged slightly from the criteria without previous
consultation with the instructor. The work may contain a few technical errors – i.e. poor
transitions, inappropriate pacing or conceptual structure, failure to acknowledge quoted
material, scripting errors, audio problems, grammatical or spelling mistakes, too short or
substantially too long. The work is generally good in the opinion of the instructor.
A-range:
The work is excellent. The student has fulfilled the criteria laid out for the project through
active engagement while demonstrating a personal voice. The student has referenced
many secondary sources of information or experience in an interesting way. The student
has internalized all project criteria and offers supplementary ideas that support the
criteria, or skillfully deconstructs the established criteria in a creative way. The student is
progressing at an above-average rate. The project is at least almost totally free of
technical errors. The project probably demonstrates earnest and successful
experimentation.
A+:
The work is outstanding. The student has fulfilled all criteria worthy of an A mark and has
excelled beyond the instructor’s expectations. The work approaches or attains the
capacity of a professional in the field. The work approaches suitability for publication or
professional broadcast. The work represents substantial, innovative experimentation.