MT. DIABLO UNIFIED SCHOOL DISTRICT
COURSE OF STUDY
COURSE TITLE: Multimedia III
COURSE NUMBER: 9126
CBEDS NUMBER: 5730
DEPARTMENT: Visual and Performing Arts and Career Tech
LENGTH OF COURSE: 1 year
CREDITS PER SEMESTER: 5 credits
GRADE LEVEL(S): 12th
REQUIRED OR ELECTIVE: Elective
PREREQUISITES:
Required Recommended – Multimedia I and II
BOARD OF EDUCATION ADOPTION:
COURSE DESCRIPTION: Multimedia III is a one-year course that furthers students
understanding of the computer as a tool for art. Students practice art/design principles and
arts/media/entertainment career skills while using new media (computers, digital
cameras, tablets, scanners, etc.) to produce their own original art projects. In this handson studio class, students learn to manipulate various technologies to create advanced
level graphics, photographs, design, film and audio. Students will: manipulate light to
take advanced photography; continue to manipulate photography and other raster
graphics; continue to shoot and edit film projects; continue to edit and add film effects;
continue to create illustrations; continue to design, stylize and manipulate text for print,
digital distribution and the web. Throughout the course, students develop as graphic
designers, filmmakers, artistic collaborators and visual storytellers.
COURSE PURPOSE: Multimedia III is an advanced level course for students wishing
to explore technology as an art medium. The purpose of the course is to prepare students
to become pragmatic and analytical 21st century artists – as such the curriculum is tied
very closely to real world applications and career options in art related technology.
Throughout the course students are asked to consider and manipulate the fundamentals of
art such as design principles (unity, balance, rhythm, emphasis, etc.) and art elements
(texture, space, line, shape, form, etc.) using various technology. Moreover, students will
be asked to create digital art in response to real and complex problems through project
based learning. Students will also be expected to grow as artist-collaborators. Students
will consistently participate in critiques, group projects and otherwise support one
another. Upon completion of Multimedia III, students will demonstrate proficiency in
photography, motion graphics, manipulating graphics, graphic design, film production.
Thus students who take this course are beginning to explore art technology career
pathways such as graphic design, audio production, film production and illustration. As
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students gain confidence and ability they will begin to create work responding to
personally defined artistic problems.
● COURSE OUTLINE: Unit 1: Advanced Digital Imaging
In this unit students will advance their knowledge of photo manipulation skills
through using software (like Photoshop). Students will use computer software
(like Photoshop) as an art creation/enhancement tool. This unit will also serve as a
review of Multimedia I and II’s digital imaging units. Students will work to
manipulate raster-based images. Students will combine, modify, correct, enhance,
alter, reshape and otherwise refine their artwork to enhance the original intention
of their photo.
o “f” Art Academic Topics
■ Students will use software to enhance photos and create original
artwork, paying particular attention to the elements of art and
principles of design. Students will develop as persistent artists who
capable of revising their artwork. Students will use digital imaging
software not only to enhance photos but as a digital canvas for
original artwork. Students will be expected to demonstrate their
mastery of art elements and design principles while also applying
color theory.
o CTE- Art, Media & Entertainment Topics
■ Use of the software and equipment in this unit will prepare
students for work in the media careers such as: graphic designer,
media and design art technician, fine artists and effects
coordinator. By the end of the unit students will know and use the
relevant professional skills and vocabulary of the art form.
Students will also be exposed to many of the policies, procedures
and norms as expected in the art form.
● Unit 2: Advanced Photography
Students work to advance their mastery of photography. Students will work to
advance their abilities with digital single-lens reflex (DSLR) cameras. Students
must continue to show their understanding of essential art elements (balance,
hierarchy and harmony) while also showing a mastery of exposure settings
(aperture, shutter and ISO). Students must learn to use the camera in a variety of
lighting circumstances. As such students will manipulate white balance and
metering to achieve the best color contrast. While students will be encouraged to
explore photography as a medium of spontaneity greater emphasis will be placed
on planning meticulous shots. Students will study contemporary art
photographers, like Jeff Wall-- an artist well known for his meticulous recreations
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of famous paintings. As such, students will explore photography’s capacity to
interact with other mediums.
o “f” Art Academic Topics
■ Students will develop visual arts and perceptual skills. This unit
focuses on developing student attention to light manipulation,
particularly paying attention to color balance and contrast.
Students must be able to create original works of art that
demonstrate this faculty with lighting while solving a variety of
problems. Students will also be asked to develop their ability to
plan their artwork before they execute it.
o CTE- Art, Media & Entertainment Topics
■ Use of the software and equipment in this unit will prepare
students for work in the media careers such as: commercial artist,
photojournalist, arts photographer, portrait photographer, and
forensic photographer. By the end of the unit students will know
and use the relevant professional skills and vocabulary of the art
form. Students will also be exposed to many of the policies,
procedures and norms as expected in the art form.
● Unit 3: Advanced Design & Design Theory
Students will continue to study and apply their knowledge of page layout coupled
with extensive use of typography with specific applications in page design for a
variety of projects. Students will be expected to draw, write and illustrate projects
in addition to using the full components of art software like InDesign, Photoshop
and Illustrator. Students must demonstrate an understanding of graphic design as a
form of visual communication. Students must demonstrate how this visual
communication must have meaning (must be understandable) and must create
valuable (it must be worth something to someone).
o “f” Art Academic Topics
■ Students will continue to develop advanced visual arts and
perceptual skills. This unit focuses on using space, type and image
in accordance with design principles and art elements to define a
unique and individual design philosophy. Students will need to
consider how different techniques create different tone, character
and quality. Students will need to demonstrate an advanced
mastery of the principles of design.
o CTE- Art, Media & Entertainment Topics
■ Use of the software and equipment in this unit will prepare
students for work in the media careers such as: graphic designer,
media and design art technician, fine artists and art producer. By
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the end of the unit students will know and use the relevant
professional skills and vocabulary of the art form. Students will
also be exposed to many of the policies, procedures and norms as
expected in the art form.
● Unit 4: Motion Design
Students will apply their knowledge of animation (from Multimedia II) to
typography and graphics. Students will use computer software (like Motion) to
create interesting and relevant animation for their graphics. Students must
demonstrate an understanding of the way animated graphics/typography can tell a
symbolic narrative-- though they rarely tell a literal story. Students will watch
credit sequences from Catch Me If You Can, The Incredibles and Skyfall. Students
will discuss how these motion graphics capture the spirit of their films while also
delivering information.
o “f” Art Academic Topics
■ Students must consider art elements and design principles in their
animation technique. Moreover students must also use motion
design not only as an art creation tool but must also use motion
design to support other mediums. As with the graphic design unit,
students must demonstrate an understanding of how animation and
graphics can be used in unison to communicate and visually create
meaning. That is, students must use animation to reinforce some
visual set of meaning.
o CTE- Art, Media & Entertainment Topics
■ Use of the software and equipment in this unit will prepare
students for work in the media careers such as: illustrators,
storyboard engineers, animators and graphic designers. By the end
of the unit students will know and use the relevant professional
skills and vocabulary of the art form. Students will also be exposed
to many of the policies, procedures and norms as expected in the
art form.
● Unit 5: Innovation Project & Fair
In this unit, student-groups will complete graphic design, film production and
photo manipulation in the service of a fictional business plan (completed in their
English and Economics classes). The business plan proposes some fictional
product that could benefit society in some way (socially, politically,
economically...etc.). Students will design the entire plan, film a commercial,
create business cards and create promotional material. Moreover the structure of
this unit is based on professional modes of operation. We will address concerns,
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such as schedules, deadlines, design strategy, budgeting, self-promotion,
negotiation, ethical standards of practice and professional networking. This unit
will include sessions with community entrepreneurs as mentors for presentations,
questions and feedback. These community mentors will guide students through
the actual process of forming a business. The unit ends with a large fair, off
campus. Students will be expected to dress and act professionally. Students will
complete and design a presentation to present to “investors” or judges. These
judges should be composed of a group of entirely different community
entrepreneurs-- so that students are given the opportunity to gain networking
skills with professional strangers. In conjunction with the presentation, students
will also complete a booth and compete in a fair against their peers. Judges and
regular community members can come to the fair and will be given five checks to
“invest” in their favorite student-companies. From a combination of presentation
scores, fair investments and business-plan scores the top group will receive a
prize (ideally a small scholarship).
o “f” Art Academic Topics
■ Students will create works of art that communicate appropriate
themes inspired by their product and issues associated with their
product. Throughout this unit students will encounter a variety of
real life visual arts problems. Students will have to use the
principles of design and elements of art to find an aesthetically
pleasing and appropriate way to communicate.
■ Students will gain important strategies necessary for job hunting
like resume building, interviewing skills and portfolio preparation.
o CTE- Art, Media & Entertainment Topics
■ Students will create visual communication tools in a business
environment. Use of the software and equipment in this unit will
prepare students for work in the media careers covered in all
previous units. The focus of the unit is on being able to work with
a variety of media disciplines to find the best results. By the end of
the unit students will know and use the relevant professional skills
and vocabulary. Students will also be exposed to many of the
policies, procedures and norms.
● Unit 6: History of Film
Students will learn about the history of photography through a series of case
studies. Students will examine the films of George Melies (A Trip To The Moon),
Orson Welles (Citizen Kane), Vittorio De Sica (The Bicycle Thief), Alfred
Hitchcock (Psycho) and the Coen brothers (No Country for Old Men). This series
of case studies will present students with a very brief history of film. Students will
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examine film as a storytelling tool and must consider how the growth of
technology, culture and context has influenced the way directors tell story through
motion picture.
o “f” Art Academic Topics
■ Students will take on the role of an art critic and historian so that
art history can better inform their own art. Students will study
various time periods of film to better articulate how social,
economic and political context can influence art production and
history.
o CTE- Art, Media & Entertainment Topics
■ This unit will prepare students for work in the media careers such
as: art historians, curators, illustrators and graphic designers. By
the end of the unit students will know and use the relevant
professional skills and vocabulary.
● Unit 7: Advanced Film Production
This unit further advances student mastery of film production. Students must
demonstrate their understanding of lighting, shot composition, filming norms,
scriptwriting and storyboarding as taught in Multimedia II. This unit, however,
focuses primarily on post-production. Students will learn advanced editing
techniques including color correction, audio correction, green screen effects
(including keying or compositing) and sound effects. Students will learn about
and must develop their own editing philosophies. Students will discuss Edward
Dmytryk’s seven rules of editing and Walter Murch’s six rules of editing.
Students will use these guidelines in examining films from the previous unit and
in their own critiques.
o “f” Art Academic Topics
■ Students will create a variety of short movies, with focus on
demonstrating varying editing techniques. Students will complete a
series of very short films (one minute or less) to explore how
varying techniques create different results. Emphasis will be
placed on post-production and using editing to revise the meaning
of footage. Students must also consider how the editing process is
the most unique characteristic of filming-- every other aspect is
indebted to another medium (photography, painting, performance,
etc.).
o CTE- Art, Media & Entertainment Topics
■ Use of the software and equipment in this unit will prepare
students for work in the media careers such as: lighting directors,
film loaders, video editors, producers, videographers and camera
operators. By the end of the unit students will know and use the
relevant professional skills and vocabulary of the art form.
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Students will also be exposed to many of the policies, procedures
and norms as expected in the art form.
● Unit 8: Filming Utopia and Dystopia
Student-groups will make a twenty-thirty minute film exploring the themes of
Utopia and Dystopia. This project presents students with the opportunity to create
their own vision of our world. Specifically, students should communicate a
message about our search for Utopia, the perils of dystopia and how people exist
in such environments. While the unit will be very regimented it will be largely
self-motivated. Students will need to demonstrate their ability to work together to
achieve a singular vision. Indeed, students must overcome all differences in
opinion to finish a self-driven and coherent narrative. This unit will culminate
with a celebratory film festival, which students must plan and organize.
o “f” Art Academic Topics
■ Students will create one focused movie utilizing all of the skills
and techniques learned in their three multimedia courses. That is,
students must carefully craft their movie considering all its aspects:
scriptwriting, storyboarding, production scheduling, group-roles,
audio, cinematography, shot composition, acting and editing.
Students must demonstrate mastery of pre-production, production
and post-production. Moreover, student movies must convey
meaning in an interesting and aesthetically motivated way. In each
step of the filmmaking process they must overcome many artistic
problems using their mastery of art elements and design principles.
In short, students must start to develop as auteurs-- or artist-authors
of film.
o CTE- Art, Media & Entertainment Topics
■ Use of the software and equipment in this unit will prepare
students for work in the media careers such as: lighting directors,
film loaders, video editors, producers, videographers and camera
operators. By the end of the unit students will know and use the
relevant professional skills and vocabulary of the art form.
Students will also be exposed to many of the policies, procedures
and norms as expected in the art form.
● Unit 9: Self-Defined Capstone Project
The course will end with a student-defined capstone project. Students will get into
groups of 3-5 and must define, plan, pitch and execute a community-oriented
project of their own creation that utilizes the skills learned throughout the three
courses. Examples of acceptable projects include a larger film project (a
documentary or feature length film), an involved photography project, and other
volunteer-internship projects. Student projects must be informed by a social
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belief. That is, projects should be motivated to create positive social change in the
community. Projects should be large enough in scope to account for 100 hours of
production time per team member outside of school hours. Each team is required
to set up a blog in which they keep track of updates week by week. Each team
should maintain a folder with all artifacts from the production. These might
include notes from planning sessions, versions of scripts, drafts of design, photos,
or anything else relevant. These folders will represent a physical history of the
process and must be turned in with the final version of the project.
o “f” Art Academic Topics
■ Students must define an artistic and community problem on their
own. Students must work to solve the artistic and community
problem at the same time using the art-making skills learned
throughout Multimedia I, II and III. This unit focuses on turning
students into self-motivated artists capable of seeking out problems
and solving them on their own terms.
o CTE- Art, Media & Entertainment Topics
■ Use of the software and equipment in this unit will prepare
students for work in a variety of media careers listed throughout
the course. By the end of this unit students will have gained
practice in undertaking a task without complete teacher prodding
and supervision. Students must practice finding places to practice
their artistic and professional skills– a quality necessary in job
hunting. By the end of this unit students will have gained important
knowledge of strategies for self-promotion and job hunting
KEY ASSIGNMENTS:
Unit 1: Advanced Digital Imaging
● Panorama Photos: Students will use computer software (like Photoshop) to stitch
a series of photographs together to create panoramas of a variety of subjects. The
subjects must be both inherent to panoramic proportions (landscape) but should
also be experimental (vertical panoramas, stitching photographs together that
don’t belong, etc.)
● Warping: Students must use a variety of tools in a computer software to warp a
photograph in various ways. Students will warp a human subject to appear older,
to change a subject’s mood, to add motion and to add water effects.
● Digital Painting: Students will learn to use computer software as a canvas to paint
and mimic painting styles. Students will use a graphic tablet to aid them in
creating something hand-crafted but digital. Students must turn in a digital
painting of a human subject, an animal and a still life. All paintings in this series
of projects must be raster-based. Students will have to complete a discussion and
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write up on the difference between painting with actual paint and digital (both
rasters and vectors).
● Self Portrait: Students must create a poster that represents their personality,
aesthetic and digital imaging skills. Students must use a photograph of themselves
and add a variety of effects that reflect their own personal aesthetic. Students must
incorporate type (must include name and a quote).
Unit 2: Advanced Photography
● Exposure: Aperture: Students must take four photographs using Aperture priority
mode on a digital camera. For one set of photographs students must use the lowest
f-stop possible (largest aperture). Students will photograph a close subject where
the background is far away. With the same subject students must then rephotograph their subject using f 7.1, f 11 and f 22. Students must turn in all four
photographs along with a right up explaining the different effects created by
different aperture sizes.
● Exposure: Shutter Speed: Students must take eight photographs in shutter priority
mode. Students must take photographs of one moving object (a moving car, a
sports game, a waterfall, etc.). Students will take photographs at 1/1000, 1/500,
1/250, 1/100, 1/60, 1/30, 1/20 and 1/10. Students will turn in all photographs
along with a write-up that discusses which shutter speeds create sharpness or
blurriness and why. Students must also discuss why lower shutter speeds are often
blown out.
● Exposure: ISO: Students must review their twelve photographs from the two
previous projects and identify photos that are either too bright (blown out) or too
dark. Students must retake these photographs using different ISO settings to
adjust for the lighting. Students will then complete a discussion and write up
discussing the different effects ISO has on photographs.
● Photographic Portrait (inspired by painting): Students must research a period of
art history which lead to many portraits (Renaissance Papal art, Dutch 17th
century portraits, etc.) and must use the same methods to create a portrait of
someone close to them. For example, if a student was emulating a Dutch portrait,
a student might take a portrait of their parent surrounded by their work place.
Students are not required to faithfully recreate the picture object by object, but
rather to identify the spirit and intent and apply it to a modern day subject.
Students will be graded on their visual and verbal understanding of the original
painting as well as their accurate recreation of it. Students are also expected to
utilize the exposure settings to the best of their ability to recreate the photograph.
● Landscape (inspired by painting): Students will study an art historical era of their
choice and find a landscape they find visually appealing for whatever reason.
Students must recreate the painting in photographic form. Students are not
required to faithfully recreate the picture object by object, but rather to identify
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the spirit and intent and apply it to a modern day subject. Students will be graded
on their visual and verbal understanding of the original painting as well as their
accurate recreation of it. Students are also expected to utilize the exposure settings
to the best of their ability to recreate the photograph.
Unit 3: Advanced Design & Design Theory
● Postcard: Students will design a postcard of their hometown. Students may use
photographs, digital painting or any other appropriate medium as the basis of their
design. Students must show a consideration for postcards and their faculty as both
advertisement and sentimental attachment.
● Historical Event: Students will discuss poster design and the function of a poster.
Students will choose one of three historical events (the first heart transplant, the
bombings of Hiroshima and Nagasaki, the first flying machines). Students will
create a triptych in the form of a poster (to be used as a commemorative poster) to
convey a unique perspective of the event. Students will write the text as well as
create the visual language for the poster. Students must use three different
approaches to their chosen event: type as design personification, repetition or
manipulated symbols.
● Declaration of Human Rights: Students will create a visual statement in the form
of a poster that illustrates one of the thirty-one Rights of Humanity. Students will
research Amnesty International and other human rights organizations to
understand their mission and motivations. Students must think of ways in which
they can create a strong, effective, meaningful message that supports the chosen
right and can be understood by a general audience. Students must also complete a
write up exploring the ways poster and other visual art can provoke change.
Unit 4: Motion Design
● Animate a Quote: Students must pick a quote they find interesting and animating
in some way. They must provide a 30 second graphic animation for the quote that
matches the tone, personality and intent of the regular quote.
● Film Credits: After watching the title credits of movies like Catch Me If You Can,
The Incredibles and Skyfall, students will create an animated credit sequence for a
film of their choice (that does not have an animated credit sequence). Students
must create an animated sequence that conveys the credits while also matching
the tone and personality of the film.
Unit 5: Innovation Project & Fair
● Business Plan: In this assignment student-groups must design a booklet to support
a fictional startup company. After writing the components of the plan in their
English and Economics courses, students will design a booklet inspired by their
fictional product. Students must use space, type and image in a readable and
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interesting way to make their proposal interesting. Students must create a brand
identity associated with their fictional company. This brand should be used as the
basis of the rest of the components of this project.
● Marketing Material: Student-groups must use photographs, typography and space
to design a marketing plan for their proposed organization. Students will also
incorporate a commercial or public service announcement. Students must
demonstrate a capacity to integrate all skills learned in the course in an authentic
problem solving environment.
● Innovation Fair: Students will complete a booth and compete in an
entrepreneurial fair against their peers. Judges and regular community members
can come to the fair and will be given five checks to “invest” in their favorite
student-companies. Students must complete a booth that is aligned with their
business plan and marketing materials.
● Presentation: The project culminates in a presentation before a panel of
professional judges. Student-groups must design a presentation that best
represents their business plan. Students must demonstrate confidence public
speaking skills and must be able to present their findings without the help of cuecards. Students will receive their final grade based on their score on the business
plan, results of the fair and the judges’ presentations scores. The top three teams
will be considered “funded.” In short, this culminating assignment is an
opportunity for students to practice their creative problem skills in a competitive
and professional environment.
Unit 6: History of Film
● Essay: History and Context: Students will pick one of the films shown in class to
write a paper on. Students must write a paper exploring how the film is a product
of its time. Students must consider technological advances as well as
historical/cultural values. Students must complete research online to better inform
themselves of the historical context. Student papers must have a thesis, three body
paragraphs and a conclusion. The paper must tie historical evidence to formal
analysis.
● Reinterpret clips: In groups students will be assigned ten minute clips to recreate
and reinterpret. This is an opportunity for students to review and practice the preproduction and lighting skills learned in Multimedia II. Students are not required
to faithfully recreate the film word for word and frame by frame, but rather to
identify the spirit and intent and apply it to a modern day subject. Students will be
graded on their visual and verbal understanding of the original film as well as
their accurate recreation of it.
Unit 7: Advanced Film Production
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● Green Screen Test: Students will use the class green screen to add “magical”
effects to a short project. Students must use the green screen to composite or key
two scenes together. Specifically students will be required to have a scene in
motion, so that they may practice organizing two scenes in motion together. For
example, students might complete a scene of a superhero flying, or a witch flying
on her broom, or someone running on water.
● Color Correction Tests: Students must use software to add a variety of color
effects. Students will have to practice turning an entire film into black and white,
while maintaining appropriate color balance. Students will also have to use
keyframes and animation principles to add selective coloring for contrast.
Students will then complete this series of tests with a 3 minute short film that
utilizes a flashback that is required to have different coloring.
● Re-cutting a trailer: To end student consideration of editing and cutting students
will be given footage from the movies watched in Unit 7. Students must choose
on film to re-edit into a completely different trailer and genre. For example, one
student might choose to cut footage from No Country For Old Men as if it were a
romantic comedy. Students will be graded based on their editing choices and the
clarity of the message achieved by editing.
Unit 8: Filming Utopia and Dystopia
● Utopia/Dystopia Film: Student-groups will make a twenty-thirty minute film
exploring the themes of Utopia and Dystopia. This project presents students with
the opportunity to create their own vision of our world. Specifically, students
should communicate a message about our search for Utopia, the perils of dystopia
and how people exist in such environments. Students must demonstrate their
ability to plan, execute and edit a film using all that they’ve learned throughout
the course. Students will be required to go through a lengthy pre-production phase
before they are allowed to even begin filming. A wide range of subject matter is
possible for the film including the following themes: Justice, Money, Happiness,
Idealism, Innocence v. Truth, Ideal Society v. Corrupt Society, Common Welfare
v. Private Interest, Uniformity and Dissent, Capitalism v. Socialism v.
Communism, Freedom v. Slavery, Individual v. The State, Gender, WorkReward.
● Marketing Material: Students will have to complete marketing material for their
film. Students must complete cast photography, a poster, an editorial advertising
the movie, a production team logo, and a trailer. Their marketing material must be
in philosophical alignment with the actual film. Moreover, students must
successfully create a brand identity for themselves. Students will be graded on the
use of art principles and design elements in the marketing material. Moreover,
students will be expected to have a cohesive message behind each piece of
marketing.
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● Film Festival: Students must organize, advertise and execute their own film
festival. Students will be responsible for electing a committee of students. This
committee will: fundraise, rent an off campus location, advertise for the festival,
make sure all films are turned in and made in the right format, organize a
reception with food, and organize admission.
Unit 9: Self-Defined Capstone Project
● Capstone Project: Students will get into groups of 3-5 and must define, plan, pitch
and execute a community-oriented project of their own creation that utilizes the
skills learned throughout the three courses. Examples of acceptable projects
include a larger film project (a documentary or feature length film), an involved
photography project, and other volunteer-internship projects. Student projects
must be informed by a social belief. That is, projects should be motivated to
create positive social change in the community. Whatever the project, student
projects must have a final outward/public and multimedia product to show at an
end of the year gallery. This product might be a ten minute clip of a movie, a
short documentary of the project, a booth/presentation or a portfolio profiling the
project.
● Capstone Defense: Students will present their final product to a select group of
mentors. With the exception of the primary teacher, students may choose which
teachers and mentors fill their judging panels. Students must present their final
product to this group of mentors for consideration. The students must present their
project and the intended outcome to the panel. Students must present evidence of
their desired outcome or explain why they have yet to achieve said outcome. The
panel will ask students questions and deliberate to give a final grade to the group.
● 100 Hour Accountability Log: As part of the senior capstone project, students
must complete 100 hours of production time per team member outside of school
hours. All activities directly related to production can be included (script writing,
meetings, prop design, shoot, editing, etc.). It does not include time in class. Each
week students will turn in a project time sheet to keep track of progress. Over the
course of a project the 100 hour requirement should work out to 2-3 hours per
day.
● Project Blog: Each production team is required to set up a blog online. Each
member of the team must update the blog at least once per week. Content should
include video, written reflections, production photos, individual scene edits,
blooper reels, etc. The goal is to have an ongoing history of the project from start
to finish.
● Artifacts Folder: Each team should maintain a folder with all artifacts from the
production. These might include notes from planning sessions, versions of the
script, draft versions of designs, photos or anything else produced during the
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project. These folders will represent a physical history of the process and will be
turned in with the final version of the project.
INSTRUCTIONS METHODS and/or STRATEGIES:
● Guided Practice & Modeling: Students follow steps illustrated by teacher on
projector. The teacher and students should always have nearly identical views of
the computer.
● Cooperative Learning: Students should always be grouped in groups of mixed
abilities. Even during regular instruction time students should be consistently
encouraged to help one another. When students ask questions, the teacher should
encourage their assigned partner or group to help come up with a solution.
● Supervised Individual Application: After periods of initial guided practice
students should have time to practice the skills on their own terms. The teacher
will circulate the room helping students achieve individual goals and/or coaching
any students in need of more extensive lessons.
● Self-Discovery: When new tools or information are presented to the class, the
teacher should strive to go beyond merely delivering the information. That is the
teacher should always lead students to the correct methods by asking questions,
probing and encouraging students to explore.
● Structured Discussion: During and after any period of instruction, students should
always be encouraged to ask and answer questions. This is especially important
after any viewing of artwork. Students will always be placed into class and group
discussion for information and analysis. For example, Unit 7 (History of Graphic
Design) will regularly ask students to get into groups and have discussions about
the discovery each student makes in their research. Many discussions will have
students act within a specific role (time keeper, recorder, skeptic, prober, etc.).
● Student-Centered Critiques: After key assignments students will engage in a
respectful but honest discussion on the quality of work turned in. Most of these
critiques should be done verbally as a class. Each student’s work should have a
turn to be critiqued. The teacher should encourage a discussion of both the
strengths and weaknesses of any given piece. Ideally, the teacher should facilitate
the critiques but not necessarily be a principal participant. Critiques may also
have a written component.
● Project Based Learning: A student and group-based approach that focuses on
creative problem solving. The course consistently asks students to think of
solutions to real world problems. As an instructional method, project based
learning encourages students to take ownership of their learning in authentic
situations. That is, when students are asked to directly engage with relevant
problems in a meaningful way they are more likely to become independent 21st
century thinkers.
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ASSESSMENTS INCLUDING METHODS and/or TOOLS:
● Participation: Each day students are expected to participate during instruction.
Students are encouraged to follow along in guided practice and to ask/answer
question. Keeping track of participation holds students accountable for learning
on a day to day basis and makes contribution a part of the classroom environment.
● Presentations: Students present their research findings, inspiration or artwork to
the rest of the class for peer feedback and teacher feedback. This occurs at least
once per unit-- usually as the culmination of their learning. Students are graded
with a rubric based on communication skills: public speaking, visual presentation
and depth of understanding of the topic. This method holds students accountable
for both individual and group work and forces students to take ownership of their
work in front of their peers. Larger projects (Histories of Our Families and
Legacy of Imperialism) provide higher stakes: these presentations are made to a
mixture of family, community members and professional judges.
● Written Assignments: Students are consistently asked to demonstrate their
understanding in written format. These range from small daily assignments (warm
ups, exit cards) to more involved assignments (research essays, written critiques,
written self-evaluations). Students are graded with a rubric based on their ability
to meet the goal of the assignment, which range from persuasion, objective
criticism, informed analysis and reflection.
● Individual Assignments: Throughout the course students are given daily or
weekly individual assignments to demonstrate their understanding of a particular
art skill. Many of the assignments happen in class but some require work outside
of class. Students are graded with a rubric based on their ability to meet the goal
of the assignment. These assessments enable students to explore the mediums on
their own and sharpen their creative problem solving skills. In other words, these
assignments allow students to discover learning and problem solving on their
own.
● Group Assignments: These are assignments and projects that students work on in
teams of 4. Each member will be expected to take on a specific role that
complements their strengths. These projects enable students to demonstrate
teamwork, communication, leadership and many other CTE goals.
● Art Portfolios: Many units end with a collection of their artwork into a portfolio
which they must design and label in an interesting and unique way. These
assignments serve as an end of unit review. Portfolio assignments are usually
accompanied by critiques that require students to have discussions explaining and
analyzing their artistic problem solving techniques. The creation of art portfolios
is a necessary skill for any multimedia college or career pathway. Moreover, these
portfolios also help reinforce student learning about the arts.
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● Project Based Learning: A student and group-based approach that focuses on
creative problem solving. The course consistently asks students to think of
solutions to real world problems. As an assessment method, project based
learning tests students in their capacity to take on real world roles in this CTE
field. That is, these assessments measure not only measure student talent but also
their capacity to take on collaborative career roles. Can students become effective
leaders? Can they push themselves to work with others? Can they complete
difficult work under competitive pressure?
For VAPA Courses Only:
ARTISTIC PERCEPTION: Multimedia III provides many opportunities for
students to view, process, analyze and respond to artwork. Examples of ways the
course develops a student’s Artistic Perception include all student critiques,
studying film history, studying examples of motion graphics and studying
examples of films. In each of these instances students participate in an analytical
study of artwork. Throughout the course, students consider the meaning and
technique of artwork in structured group discussions. Moreover students are
routinely asked to respond to artwork in more experiential ways. In Unit 2,
students will engage paintings using their photography skills. Students must
recreate the spirit of paintings in photography. That is, students must analyze and
identify the intention and meaning of a painting and then respond to that meaning
in their own artwork. In Unit 4, students will respond to a selection of motion
graphics from contemporary movies. And in Unit 6 & 7, students will be asked to
reinterpret films and re-cut trailers into completely different genres. Moreover,
many units require students to participate in self-driven critiques of their artwork
as a part of the process of self-improvement. These critiques ask students to
discuss student artwork.
CREATIVE EXPRESSION: Multimedia III is built of a series of opportunities
for studies to creatively express themselves. The course is set up as a studio
computer lab. While any new skills and tools are presented in a Guided Practice,
students are expected to practice those skills on self-defined projects throughout
the course. The students must demonstrate their ability to visually communicate
through many computer mediums such as: photography, post processing,
illustration, film and design. While the course frequently asks students to consider
professional work the focus is always on creating entirely new and self-defined
meaning. In Unit 1 students use the computer to create a digital painting and
complete a self-portrait. In Unit 2 students will complete a variety of photography
assignments to demonstrate their mastery of exposure and composition. In Unit 3,
students design a postcard and a set of posters that must communicate a succinct
focused meaning. In Unit 4, students animate a quote and film credits to capture
the spirit of the quote/film. In Unit 5, students complete designs for a plan, and
create marketing material for a self-defined fictional company and product. In
Unit 6 and 7, students reinterpret movie clips to practice their editing skills. In
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Unit 8, students complete a larger film project built around the idea of Utopia.
And in Unit 9, students complete an art community project of their own choosing.
HISTORICAL and CULTURAL CONTEXT: Multimedia III asks students to
deepen the quality of their artwork by understanding the historical contributions
and cultural dimensions of the multimedia arts. In key units throughout the course
students are required to study current or historical work and be able to discuss the
way culture and context impacts art. In Unit 2, students must research art
historical periods to draw inspiration from for a series of interpretive photographs.
In Unit 6 students will learn about the history of film through a select set of case
studies. Students will pick one of the films to write a historical analysis of.
Students must use formal analysis and historical evidence together to write a
paper that explores how history and cultural context produce certain types of film.
ASTHETIC VALUING: Multimedia III provides many opportunities for
students to make critical assessments about various forms of artwork. Throughout
the course, students use rubrics and structured group discussions about artwork. In
their art portfolios students will keep reflections of their artistic observations and
realizations. Students also perform aesthetic valuing whenever there is a critique
held– which occur at least once per unit. Additionally, much of the course boosts
art vocabulary and student capacity to objectively judge aesthetic value. In Unit 2,
students will study paintings for photographic reinterpretation. In their analysis of
these paintings students must extract the meaning and aesthetic value before they
may go ahead with their reinterpretation. In Unit 3, students must consider design
as something full of meaning (in that it must communicate) and value (in that it
must be worth something to someone). Students must demonstrate this dual role
in their own designs created throughout the unit. In Unit 4, students must analyze
and judge the characteristics of motion graphics in key films. And in Unit 6,
students must identify the historical implications and value behind key films in
history.
CONNECTIONS, RELATIONSHIPS, and APPLICATIONS: Multimedia III is a
course focused on building Career Technical Education skills in students. Students are
immersed in the world of a contemporary artist and must consistently use modern
technology to create their art. As such Multimedia III creates a foundation for students to
build a media career. Students are prepared for careers in areas like graphic design,
illustration, photography, film production and marketing. Units 5, 8 and 9 prompt
students to practice their artistic skills in self-motivated professional environments. In
Unit 5 students complete design work in support of a fictional start-up. In Unit 8, students
complete a movie around a specific theme but that is entirely self-motivated. And in Unit
9, students identify their own artistic problem for which a solution holds community
value. As the course is designed to work within an academy students are also consistently
asked to bring in their understanding of English and History topics. Many assignments
are built to work with those content areas. For example, Unit 5’s assignments on forming
a startup is supported by content taught in Economics. Unit 8’s film based on the theme
of Utopia was built with student’s English and Government curriculum in mind. In
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Government, students study the quest for an ideal or Utopian government. While in
English students read books like 1984 and A Brave New World, books about dystopias. In
this way, students are encouraged to draw from interdisciplinary learning.
INSTRUCTIONAL MATERIALS:
Graphic Design Material:
Title: The Elements of Graphic Design
Edition: First
Publication Date: 2002
Publisher: Allworth Press
Author(s): Alexander W. White
URL Resource(s):
Usage: Reference
Title: A Century of Posters
Edition: First
Publication Date: 2002
Publisher: Lund Humphries
Author(s): Martijn F. Le Coultre, Alston W. Purvis
URL Resource(s):
Usage: Reference
Title: Graphic Design Solutions
Edition: First
Publication Date: 1996
Publisher: Delmar
Author(s): Robin Landa
URL Resource(s):
Usage: Reference
Title: Color Index
Edition: First
Publication Date: 2002
Publisher: HOW Design Books
Author(s): Jim Krause
URL Resource(s):
Usage: Reference
Title: Idea Inex
Edition: First
Publication Date: 2000
Publisher: North Light Books
Author(s): Jim Krause
URL Resource(s):
Usage: Reference
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Title: Layout Index
Edition: First
Publication Date: 2001
Publisher: North Lights Books
Author(s): Jim Krause
URL Resource(s):
Usage: Reference
Title: 1000 Record Covers
Edition: Second
Publication Date: 2005
Publisher: TASCHEN
Author(s): Michael Ochs
URL Resource(s):
Usage: Reference
Title: Teaching Graphic Design
Edition: First
Publication Date: 2003
Publisher: Allworth Press
Author(s): Steven Heller
URL Resource(s):
Usage: Reference for Teacher: Assignments
Motion Graphics
Title: Catch Me If You Can
DVD Release Date: 2002
Studio: Dreamworks Studio
Director: Steven Spielberg
Format: DVD
Usage: Opening Credits
Title: The Incredibles
DVD Release Date: 2005
Studio: Disney
Director: Brad Bird
Format: DVD
Usage: Credit Sequence
Title: Skyfall
DVD Release Date: 2013
Studio: MGM
Director: Sam Mendes
Format: DVD
Usage: Credit Sequence
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Film History
Title: A Trip To The Moon
DVD Release Date: 2012
Studio: Flicker Alley
Director: George Melies
Format: DVD
Usage: Entire film
Title: Citizen Kane
DVD Release Date: 2001
Studio: Turner Home Entertainment
Director: Orson Welles
Format: DVD
Usage: Entire film
Title: The Bicycle Thief
DVD Release Date: 1998
Studio: Image Entertainment
Director: Vittorio De Sica
Format: DVD
Usage: Entire film
Title: Psycho
DVD Release Date: 2012
Studio: Universal Studios
Director: Alfred Hitchcock
Format: DVD
Usage: Entire film
Title: No Country For Old Men
DVD Release Date: 2011
Studio: Miramax Lionsgate
Director: Joel and Ethan Coen
Format: DVD
Usage: Entire film
Committee Members:
1.
2.
3.
4.
Liane Cismowski, Principal, Mt. Diablo High School
Katalina Gallo, Digital Safari Academy Teacher
Heather Fontanilla , Digital Safari Academy Lead Teacher & History Teacher
Josie Kirkland, Digital Safari Academy & Interactive Design Teacher
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