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*What exactly is Digital Media?
Digital Media is an exciting new program that immerses students in the world of
graphics, animation and film production during the years of their high school career. This
program will provide students extensive experience in Graphic Art, Digital Photography,
Graphic Design, Video and Film Production
How do I get started?
The first step in applying to the program is to take and pass ART 1 at Keansburg High School. This
course will provide you with the basic training in color, design and basic drawing skills. It is our gateway
course towards your pursuit in the Visual Arts Academy.
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ACADEMY COURSE SELECTION OVERVIEW
INTRODUCTORY COURSES:
Art 1
Media Arts
Digital Media I
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Art I
Grades 9-12 5 Credits
Designed for the novice, no previous artistic talent is needed for this course. This course is
the first of four levels, designed for students interested in Art. The aim of this preliminary course is
to guide students in self-discovery and creativity through the Visual Arts. Emphasis is placed upon
developing student’s perceptual skills and utilizing these skills through a variety of Art projects:
(pencil drawings, charcoal renderings, pastels drawings, watercolors paintings, perspective
drawings, cartooning, etc.). Incorporating studies in historical and cultural art forms, students will
also develop a working understanding of the periods and trends Art and Artists have explored
through time. Students will experiment in a variety of approaches in Art from abstraction (design,
color and form) to Realism (contour drawing, tonal renderings and perspective illustrations).
Studies in artistic terminologies, techniques and tools are integrated into each project objective.
Media Arts Grades 10 – 12 5 Credits
Graphic Design and Animation course designed to introduce students to techniques and
procedures in the printing, publishing, packaging, advertising, and graphic design industries. Students
will become highly proficient in the use of Adobe CS5 (Photo Shop, Illustrator, Dream Weaver,
Acrobat and In Design) to create a variety of project-based assignments. Students in this course will
learn how to plan, design, and create multimedia projects, which include video, audio and animation
elements. Students will create characters and background graphics, which will be developed into
short animated films and videos. Students will explore the history of animation and the evolution of
the Art form over the past years. A variety of animation disciplines will be explored including: Frame
by Frame, Stop Action, Claymation, Rotoscope, and CGI.
Digital Video Production I Grades 10 - 12 5 Credits
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Students will get instruction in industry standard video editing software, Adobe Creative Suite
5.5. Final Cut Express and Adobe premier Students will learn the basics of video editing and computer
generated special effects. Students will be exposed to the various aspects of digital film and television
production creating projects including music videos, short films and broadcast news programs. The
intent of this course is to allow students to become familiar with the use of digital video cameras, nonlinear editing software and studio production equipment.
Student will apply skills of scene creation, transitions, voice over, digital music recording, 3D game
and software-generated animation, as well as other techniques. Additional responsibilities will
include the in-house production of school-based broadcasting.
Digital Video Production II Grades 11 – 12 5 Credits
This class is taught inside of KHS Studios. Students will work in teams to create broadcast
quality programming. This course is intended to further develop the skills learned in Media Arts and
the Digital Video Production course. The emphasis in this course will be on learning the job skills
required in the television and film industries. Students will learn advanced studio and field
production procedures using professional equipment while producing individual projects as well as
working on assignments for the KHS Television Network. Students will be responsible for a wide
range of broadcasts airing on ihigh.com.
Advanced Media Productions Grades 11 – 12
5 Credits
This class gives students the opportunity to create their own videos, broadcast to the entire
school on a weekly basis. Past student projects have ranged from school news, music videos, public
service announcements and others all broadcast live to the school community. By the end of the
course students will have produced a portfolio.
Possible Topics:
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Independent Film production
Television Series Production
Cinematography: for students interested in the technical process of capturing images on digital
film used in the making of independent films and television programs.
Post Production: for the student interested in editing a variety of film and television projects.
Students will work with other film students to assist in the editing of their projects and
develop an advanced understanding of the entire Final Cut Suite. Students will also have the
option of becoming Final Cut certified by the completion of this course.
Documentary Film Production: for the student interested in specializing in the production of
an assortment of documentary style productions.
Feature Film Production: for the student interested in specializing in the production of a fulllength feature film that will be submitted to local and regional film festivals.
Music Video Production: for the student interested in specializing in the production of music
videos. Projects in this course will include the development of videos for both Billboard Top
100 songs as well as for local and regional artists to be aired on KHS Television and beyond.
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News Anchoring: for the student interested in training to be talent for television news
broadcasts of many types.
Scoring for Film & Television: designed for students interested in furthering their skills using
Mac-based digital audio workstations (DAWs) with programs such as Digital Performer, Pro
Tools, Logic Studio and Sound Track Pro.
Scriptwriting: will focus on the writing of scripts for film or television using computer
programs such as Final Draft.
Storyboarding: This hands-on artistic independent study course will focus on the developing
of storyboards for both film and television by both print and digital means.
Television Series Production: Students in this independent study will focus on the
development and production of a multi-episode fictional television program or mini-series.
Unscripted Television Production: Students in this independent study will develop and
produce non-fiction television programs such as talk shows, news programs, game shows and
reality television.
Arts Education in the 21st Century
Creativity is a driving force in the 21st-century global economy, with the fastest growing
jobs and emerging industries relying on the ability of workers to think unconventionally
and use their imaginations.
The best employers the world over will be looking for the most competent, most creative, and
most innovative people on the face of the earth ... This will be true not just for the top
professionals and managers, but up and down the length and breadth of the workforce. ... Those
countries that produce the most important new products and services can capture a premium in
world markets …
(2007, National Center on Education and the Economy)
Experience with and knowledge of the arts is an essential component of the P-12 curriculum in the
21st century. As the state of New Jersey works to transform public education to meet the needs of
a changing world and the 21st century workforce, capitalizing on the unique ability of the arts to
unleash creativity and innovation in our students is critical for success, as reflected in the mission
and vision that follow:
Essential or Driving Question(s):
Mission: The arts enable personal, intellectual, social, economic, and human growth by fostering
creativity and providing opportunities for expression beyond the limits of language.
Vision: An education in the arts fosters a population that:
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 Creates, reshapes, and fully participates in the enhancement of the quality of life, globally.
 Participates in social, cultural, and intellectual interplay among people of different ethnic,
racial, and cultural backgrounds through a focus on the humanities.
 Possesses essential technical skills and abilities significant to many aspects of life and
work in the 21st century.
 Understands and impacts the increasingly complex technological environment.
Intent and Spirit of the Visual and Performing Arts Standards
The intent and spirit of the New Jersey Visual and Performing Arts Standards builds upon the
philosophy and goals of the National Standards for Arts Education. Equitable access to arts
instruction is achieved when the four arts disciplines (dance, music, theatre, and visual art) are
offered throughout the P-12 spectrum. Thus, the goal of the standards is that all students have
regular, sequential arts instruction throughout their P-12 education.
The expectation of the New Jersey arts standards is that all students communicate at a basic level
in each of the four arts disciplines by the end of fifth grade, using the vocabularies, materials,
tools, techniques, and intellectual methods of each arts discipline in a developmentally
appropriate manner. Beginning in grade 6, student instruction in the arts is driven by
specialization, with students choosing one of the four arts disciplines based on their interests,
aptitudes, and career aspirations. By the end of grade 12, students are expected to communicate
proficiently in one or more arts disciplines of their choice. By graduation from secondary school,
all students should, in at least one area of specialization, be able to:
 Define and solve artistic problems with insight, reason, and technical proficiency.
 Develop and present basic analyses of works of art from structural, historical, cultural, and
aesthetic perspectives.
 Call upon their informed acquaintance with exemplary works of art from a variety of
cultures and historical periods.
Relate various types of arts knowledge and skills within and across the arts disciplines by mixing
and matching competencies and understandings in art-making, history, culture, and analysis in
any arts-related project.
Interdisciplinary Curriculum Connections:
Art combines may aspects and facets of various curriculums. Mathematical relationships are
explored in Art via perspective, proportion, ratios, measurements, patterns, and the rhythmic
qualities of design (NJCCCS { MA.9-12.4.5.C.4} {MA.9-12.4.2.D.2.1} {MA.9-12.4.2.A.2}). Color
theory, optical illusions, the composition of art materials, chemical changes produced in various
firing techniques provide practical exposure to various aspects of science (NJCCCS {SCI.912.5.1.A.1}{SCI.9-12.5.1.A.2}{SCI.9-12.5.1.A.4}).
Art terms in various foreign languages are used to convey effects produced in artwork. Some of
the languages include but are not limited to Italian, German and French (NJCCCS {FL.34.7.1.A.2} {FL.3-4.7.2.A.4}). Art criticism and critiquing are used as written component in the
classes which reinforces our Literacy program. In addition, the interpretations of lyrics and poetry
are used to inspire students’ creativity. (NJCCCS LA.9-12.3.1.G.7}{LA.9-12.3.2.B.4}). Art
requires fantastic coordination of fingers, hands, arms, eyes, and other muscle groups to execute
various techniques (NJCCCS {HE.9-12.2.5.A.1}). Art is history as it reflects cultural heritage and
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historical events ( NJCCCS VP K-12 1.5). Lastly, students learn techniques and strategies for
marketing and selling Art work. (NJCCCS ART.9-12.1.2.D.4}).
Work Place Readiness Standards - ( State of New Jersey)
Within the context of all Art Department courses will be the opportunity for students to pursue
career guidance, which follows the ideals set forth by the NJ. State Work place Readiness
Standards:
1) All Students will Develop Career Planning and Workplace Readiness Skills
2) All Students Will Use Information, Technology, And Other Tools
3) All Students Will Use Critical Thinking, Decision Making And
Problem-Solving Skills
4) All Students Will Demonstrate Self-Management Skills.
5) All Students Will Apply Safety Principles.
(Percentage Breakdown -Student Assessment)
Class work / Participation -20%
Major Projects
- 50%
Test / Quizzes / Reports - 10%
Homework
- 10%
Midterm / Final Exams - 10%
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Assessments/Evidence of Learning:
Group projects/presentations / Power Points / Videos / Digital Photography
 Writing activities / Journals / Reports / Analysis
 Homework assignments – (see policy below)
 Quizzes
 Tests / Exams: Midterm and Finals
 Presentations / Multimedia
 Interim and Benchmark Assessments
Keansburg High School
Art Department
Homework Policy
Homework is an intricate part of the instructional program and is used as an extension of the
classroom. Homework is one means of demonstrating and building a partnership between home
and school that may lead to more consistent academic success. Homework assignments will be
directly linked to instruction and involve problem solving and creative thinking skills. Effective
homework will be clearly defined, purposeful, support student achievement, and will be modified
to meet the needs of the individual student.
The Key Principles of Homework
Quality homework tasks can play a vital role in our school through the:
 Development of independent learning
 Development and refining of intellectual skills
 Reinforcement and extension of curriculum outside the school setting
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Objectives
Homework is to be appropriately planned, developed, and assigned in order to:
 Increase academic success
 Enhance the curriculum
 Move learning outside the classroom
 Develop independent life skills
 Promote thinking skills
 Help students to identify the linkage of future educational and career planning
Purpose of Homework
An extension of the course curriculum in visual arts by
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practicing and reinforcing skills
 exploring art history
increasing awareness of contemporary arts in the news and arts issues
 developing career explorations in the arts
 work place readiness skills
 self-evaluation and analysis through journaling
Grading
Homework is a part of the recommended assessment of student progress. Assignments will be
reviewed, evaluated, and recorded into the grading system. Teachers will provide feedback to
parents regarding completion and performance of homework assignments.
 If homework is late teachers will deduct 20 points per day the assignment is not provided.
 Homework will account for 10 % of the marking period grade.
 If a student is absent from school the student will have 48 hours from the time he or she
returns to school to produce the homework assignment. It is recommended that if a
student is going to be absent for an extended period of time that the parent request
schoolwork and homework through the Keansburg High School Guidance Office.
 In the area of special education instructional accommodations and modifications must be
made as a result of the student’s IEP.
 For extenuating student medical issues or family bereavement an extension may be
provided with administrative approval.
Technology Integration:
Technology has become an important aspect of the KHS Visual Arts curriculum. Many Internet
websites are used for research and resources for materials, which would otherwise be unavailable
or have limited availability for our students. In addition, software programs such as Illustrator,
Photoshop, etc. which support the adjustment of digital imagery have been integrated into the Art
Curriculum. Digital photography is used as a base for several assignments throughout the
program. The smart board and digital projector are also used as visual aids for our art programs.
Meeting the Needs of Special Learners:
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Art has always involved the special learner. Many aspects of the art program require the student
to work as an individual so art making can be taught according to each student’s ability level and
style of learning. Special learners who may need accommodations can have their work adjusted
to meet their individual needs and they can work at their own rate. The following
accommodations (as recommended by the NJ Department of Education) are considered as
special needs students are always mainstreamed for art classes.
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Accommodations:
Use of audio/visual, graphic organizers, scripted notes, modify assessments as dictated by
student IEP. Testing modifications as stated in student IEP
 Visual reinforcement
Accommodations and Modifications
* Preferential seating – including seating near the front of the room, low-distractibility work area,
near student role model, etc.
* Additional time as needed for assignments, assessments, and activities.
* Providing frequent breaks.
* Providing alternate versions of materials that are appropriate for the individual reading level of
the student.
* Reading directions aloud.
* Breaking assignment into parts.
* Repeating, clarifying, or rewording directions and/or questions.
* Providing written directions to support verbal instruction.
* Providing visual cues.
* Masking portions of reading or test questions to eliminate visual distracters.
* Allowing students to type written responses.
* Terminating a section of test or portion of assignment when student has completed all items
they are able and teacher has ascertained that the student has demonstrated understanding of
the topic.
* Allowing student to orally respond to questions.
* Frequently checking for understanding.
* Allowing student the opportunity to re-take or re-do assignments for the benefit of learning.
* Ensure that the student understands directions and assignment expectations before working
independently.
Instructional Strategies:
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A variety of best practices are used daily in the teaching of Art. Instructional strategies that are
used in the teaching of Art include but are not limited to:
* Computer Assisted Instruction – both software and websites: teaching of Art theory, history,
elements, and principles of design.
* Computer as a Tool – using the computer to help teach digital imaging, and as a resource for
ideas and expanding awareness
* Comparing and Contrasting: to identifying similarities and differences – discussion groups on
how Art works are both similar and different in composition and style.
* Differentiated Instruction – lessons are given based upon the student’s individual skill level;
Art assignments can be adapted to individual learning styles.
* Pre-assessments - use of pretests to identify student’s prior knowledge and progressing from
that point
in the instruction.
* Cooperative Learning – grouping of students to research materials, and working in small
groups to
create original Art work.
* Scaffolding – teacher models use of proper techniques used in art and then students repeats
it with less and less input from instructor until students have mastered technique.
* Homework – students prepare assignments as instructed by the teacher.
* Flexible grouping – students work in various areas depending on the task at hand.
* Tiered Assignments – students are given projects that are appropriate for the individual
readiness level.
* Setting Objectives and Providing Feedback – Students are given assignments and objectives,
and are
provided with feedback regarding proper technique and procedures.
* Summarizing and Note taking – Students are given assignments that require this skill to
complete the
task.
* Reinforcing Effort and Providing Recognition – Students receive grades based on effort and
progress.
Student work is displayed in the art room, various areas of the building and at other
locations
beyond the school (e.g. libraries, community centers, etc.).
* Journal Writing – Students set goals and evaluate completion of projects.
* Assessment – Students assess Art work based on a predefined set of standards/rubrics.
* Centers – Various sections of the rooms provide students with resource material.
* Lecture – Instruction may require both lecture and demonstration as a tool for conveyance of
ideas,
techniques and objectives.
Standards or Established Goals:
The revised 2009 visual and performing arts standards align with the National Standards for Arts
Education. In addition, they correlate structurally to the three arts processes defined in the 2008
NAEP Arts Education Assessment Framework: creating, performing, and responding. When
actively engaged in these processes, students not only learn about the arts, they learn through
and within the arts.
The state and national standards are deliberately broad to encourage local curricular objectives
and flexibility in classroom instruction. New Jersey’s revised 2009 visual and performing arts
standards provide the foundation for creating local curricula and meaningful assessments in the
four arts disciplines for all children. They are designed to assist educators in assessing required
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knowledge and skills in each discipline by laying out the expectations for levels of proficiency in
dance, music, theatre, and the visual arts at the appropriate level of study.
Organization of the 2009 Standards
This organization of the 2009 visual and performing arts standards reflects the critical importance
of locating the separate arts disciplines (dance, music, theatre, and visual art) as one common
body of knowledge and skills, while still pointing to the unique requirements of individual
disciplines. There are four visual and performing arts standards, as follows.
Standards 1.1 and 1.2, respectively, articulate required knowledge and skills concerning the
elements and principles of the arts, as well as arts history and culture. Together, the two
standards forge a corollary to the NAEP Arts process of creating. Standard 1.1 includes four
strands, one for each of the arts disciplines: A. Dance, B. Music, C. Theatre, and D. Visual Art;
standard 1.2 includes a single strand: A. History of the Arts and Culture.
Standard1.1 The Creative Process: All students will demonstrate an understanding of the
elements and principles that govern the creation of works of art in dance, music, theatre, and
visual art.
Standard 1.2 History of the Arts and Culture: All students will understand the role,
development, and influence of the arts throughout history and across cultures.
Standard 1.3 is rooted in arts performance and thus stands as a corollary to the NAEP Arts
process of performing/interpreting. Like Standard 1.1, standard 1.3 is made up of four arts-specific
strands: A. Dance, B. Music, C. Theatre, and D. Visual Art.
Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies
that are appropriate to creating, performing, and/or presenting works of art in dance, music,
theatre, and visual art.
Standard 1.4 addresses two ways students may respond to the arts, including (1) the study of
aesthetics and (2) the application of methodologies for critique. Standard 1.4 provides a corollary
to the NAEP Arts process of responding. This standard pertains to all four arts disciplines, and is
comprised of two strands related to the mode of response: A. Aesthetic Responses and B.
Critique Methodologies.
Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate
and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance,
music, theatre, and visual art.
Proficiency Levels and Grade Band Clusters
The grade-band clusters for the 2009 visual and performing arts standards correspond to new
federal definitions of elementary and secondary education, which may have implications for
instructional delivery according to licensure. The expectations for student achievement increase
across the grade band clusters as follows:
 Grades 9-12: Throughout secondary school, student instruction continues to focus
on one of the four arts disciplines, as chosen by the student. By the end of grade 12,
all students demonstrate proficiency in at least one chosen arts discipline by
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meeting or exceeding the content knowledge and skills delineated in the arts
standards.
Teaching the Standards: Certification and Highly Qualified Arts Educators
The visual and performing arts are considered a “core” subject under the federal No Child Left
Behind Act (NCLB-2001). Therefore, all visual and performing arts teachers must meet the “Highly
Qualified Teachers” standards within their certificated arts discipline(s). State licensure is the
initial gatekeeper for highly qualified status.
Curriculum Revisions:
Based upon students’ assessments and interests, teacher articulation, and available technology
and resources, sections of this document, specifically the curriculum may be updated on an
annual basis. These updates will be made available to teachers in digital format to support the
staff in “real time” implementation of the district’s visual arts curriculum. Changes in student
outcomes or benchmarks aligned to the standards will be made based upon any revisions to the
New Jersey Core Curriculum Content Standards in the Visual Arts.
Technology Integration:
Technology has become an important aspect of the KHS Visual Arts curriculum. Many Internet
websites are used for research and resources for materials, which would otherwise be unavailable
or have limited availability for our students. In addition, software programs such as Illustrator,
Photoshop, etc. which support the adjustment of digital imagery have been integrated into the Art
Curriculum. Digital photography is used as a base for several assignments throughout the
program. The smart board and digital projector are also used as visual aids for our art programs.
This program utilized both PC and Macintosh computer platforms. This is intended to emulate
what is common practice within the computer graphics, media arts, and graphic arts fields. A clear
preference for Macintosh platforms in the Graphic Arts field as well as the Media Arts is evident in
the college and career information researched by this department. This is further proven by the
visiting career advisors who offer presentations to our students from schools such as School Of
Visual Arts NYC, The Fashion Institute of Technology NYC, The Art Institutes International, and
Full Sail University, Orlando Fla. to name a few. Limiting students technological experiences
would in fact limit their employment or career/educational opportunities in society. I
Key Software utilized:
The software utilized within this program is selected with respect to the industry standards, which
exist in the computer graphics and graphic arts fields. It is intended to provide training and
applicable skills necessary for our students to excel within career /educational platforms.
Therefore when possible, we utilize the same software that is employed by the majority of the
educational and career training institutes, which contact and offer career guidance to our school.
To date Adobe Photoshop has remained a clear preference in the Visual Arts Industry and
therefore is the cornerstone technology software we employ within this program. Other specialty
software’s employed are: Bryce (Corel Corp.) and Poser (Curious Labs. Inc.)
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Mission/Vision Statement
The mission of the Keansburg School District developed through relationships with all
stakeholders is to identify the unique potential of each individual by creating a relevant and
meaningful learning environment that promotes high academic, social, and emotional
expectations for our students and teachers, and leads to graduates that are prepared and inspired
to make positive contributions to society.
Beliefs
We believe that:
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All children can learn.
To meet the challenges of change, risk must be taken.
Every student is entitled to an equal educational opportunity.
It is our responsibility to enable students to succeed and become the best that they can be.
All individuals should be treated with dignity and respect.
The school system should be responsive to the diversity within our total population.
The degree of commitment and level of involvement in the decision-making processes,
from the student, community, home and school, will determine the quality of education.
Decisions should be based on the needs of the students.
Achievement will rise to the level of expectation.
Students should be taught how to learn.
The educational process should be a coordinated system of services and programs.
Curriculum Philosophy
The curriculum philosophy of the Keansburg School District is progressive. We embrace the high
expectations of our students and community towards success in the 21st Century and beyond. At the
center of this ideal, we believe that all of our students can be successful. The following are our core beliefs
for all curricula:
All district curricula:
 Balances policy driven trends of centralization and standardization with research and what we know
is good for our students.
 Balances the strong emphasis on test success and curriculum standards with how and what our
students must know to be successful in our community.
 Embraces the reality that our students differ in the way they learn and perform, and personalizes
instruction to meet the needs of each learner.
 Are aligned to be developmentally appropriate.
 Provides teachers the support and flexibility to be innovative and creative to meet the needs of our
students.
 Fosters Art as universal
 Supports the philosophy that every child can learn
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Fosters Art as universal
Supports the philosophy that every child can learn
Provides a framework suggesting the arts as a unique and creative expression of the individual
Suggests the process is as important as the product
Provides cultural diversity
Serves as a powerful communication tool
Bridges all curricular areas
Creates a sense of identity, self-esteem, community pride
Builds on educating the whole child to teach life’s lessons and experiences
Embodies multi-sensory learning as an active part of lessons and experiences
Is built on high expectations for all students
A. Aesthetic Responses
B. Critique Methodologies
NJ CCCS For Technological Implementation into the Digital Media Program
8.2 Technology Education All students will develop an understanding of the nature and impact of
technology, engineering, technological design, and the designed world as they relate to the individual,
society, and the environment.
Nature and Impact of Technology
8.2.12.A.1
Use appropriate data to discuss the full costs, benefits and trade-offs, and risks related to
the use of technologies. (M)
8.2.12.A.2
Explain how technological development is affected by competition through a variety of
management activities associated with planning, organizing, and controlling the enterprise. (M)
8.2.12.A.3
provide various examples of how technological developments have shaped human history.
(M) Design Process and Impact Assessment
8.2.12.B.2
evaluate the function, value, and appearance of technological products, systems, and
environments from the perspective of the user and the producer. (M)
8.2.12.B.3
Develop methods for creating possible solutions, modeling and testing solutions, and
modifying proposed design in the solution of a technological problem using hands-on activities. (M)
8.2.12.B.5
(M)
diagnose a malfunctioning product and system using appropriate critical thinking methods.
8.2.12.B.6
create a technological product, system, or environment using given design specifications
and constraints by applying design and engineering principles. (M) Systems in the Designed World
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8.2.12.C.2
analyze the factors that influence design of products, systems, and environments. (M)
8.2.12.C.3
Compare and contrast the effectiveness of various products, systems, and environments
associated with technological activities in energy, transportation, manufacturing, and information and
communication. (M)
9.1 Career and Technical Education all students will develop career awareness and planning,
employability skills, and foundational knowledge necessary for success in the workplace.
9.1.12.A. 2 Evaluate academic and career skills needed in various career clusters. (I) Employability Skills
9.1.12.B.3 Select and utilize appropriate technology in the design and implementation of teacher-approved
projects relevant to occupations and/or higher education settings. (I)
9.1.12.B.4 evaluate the following academic and career skills as they relate to home, school, community,
and employment (I)
• Communication
• Punctuality
• Time management
• Organization
• Decision-making
• Goal setting
• Resources allocation
• Fair and equitable competition
• Safety
• Employment application skills
• Teamwork
9.1.12.B.5 Demonstrate teamwork and leadership skills that include student participation in real world
applications of career and technical education skills. (M)
9.2 Consumer, Family and Life Skills all students will demonstrate critical life skills in order to be
functional members of society.
9.2.12.A. 2 Describe and apply constructive responses to criticism. (M) Self-Management
9.2.12.B.2 Apply project planning and management skills in academic and/or occupational settings. (M)
Safety
9.2.12.F.4 The safe use of tools and equipment. (M)
9.2.12.F.5 Implement safety procedures in the classroom and workplace, where appropriate. (M)
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Keansburg School District
Curriculum System
Art
(All students enrolled within The Digital Academy will take and
pass Art 1 and demonstrate the
following:)
Scope
Sequence
TIME: Sept. –Jan.
PROJECTS
MATERIALS
Jan. – June
90 Blocks Total
Intro to Video Production
4 –Classes/Blocks
1. History of Film & Television
2. Phases of Production
3. Television Jobs & Responsibilities
Gear Training
6 –Classes/Blocks
1. Camera Basics – Framing and Panning
2. Microphone Basics
3. Studio Camera Work
4. Audio Editing and Sound
5. Graphics and Animation
6. Narration and Voice overs
Television Program Production
1.
2.
3.
4.
Key Terms
Positions and Responsibilities
Types of Shows (News & Interview)
Program Run-Through
News Package Production
1.
2.
3.
4.
5.
6.
7.
6 –Classes/Blocks
7 –Classes/Blocks
Sample Packages
Package Terms
Script
Interview Techniques
Project (Interview Sample Runs)
Introduction to Final Cut
Basic Editing Project
Introduction to Film Production
6 –Classes/Blocks
1. Jobs and Responsibilities
15
Keansburg School District
Curriculum System
Art
2. Key Terms
3. Cinematography & Shot
Composition
4. Log-Lines, Treatments and “The
Pitch”
5. Script/Shooting Script
Development
Film Production
6 –Classes/Blocks
1. Preproduction
2. Production
3. Post-Production
Introduction to Music Video and Production
6 –Classes/Blocks
1. Sample Project Review
2. Storyboard/Lyrical Shooting Script
3. Practice Shoot
1. Preproduction
2. Production
3. Post-Production
Production of a Commercial
7 –Classes/Blocks
1. Product Concept/ Props and Product
2. Pitch/ Concept Presentation
3. Scripting/ Reading/ Voice Over / Sound Track
4. Practice Shooting/Rehearsal
5. Camera work and Set Blocking/ Lighting and Set Design
6. Post Production and Editing
7. Presentation
Produce an Educational Video
7 –Classes/Blocks
1. Pre-Production Concept/ Target Audience/ Content
2. Subject Content and Research Development
3. Scripting/ Shot Lists – A and B Footage
4. Practice Shooting/Rehearsal/ Voice Over-Narration
5. Camera Work/ Equipment Needs
16
Keansburg School District
Curriculum System
Art
6. Sound and Audio
7. Post Production and Editing
8. Presentation/Review
Production of a Sports Package
7 –Classes/Blocks
1. Schedule and Event
2. Pre-Production/ Research/ Sponsors
3. Team Bio and Interview Scripting
4. Scripting/ Shot Lists – A and B Footage
5. Commentators / Reporters
6. Camera Work/ Sound/ Lighting/ Equipment Needs
7. Live / Recorded Event Schedule
8. Sound and Audio
9. Post Production and Editing
10. Presentation/Review
Documentary Video
7 –Classes/Blocks
1.Subject and Content
2. Pre-Production/ Research/ Location Scouting
3. Scripting/ Interviews
4. Scripting/ Shot Lists – A and B Footage
5. Commentators/Narration
6. Camera Work/ Sound/ Lighting/ Equipment Needs
7. Live / Recorded Event Schedule
8. Sound and Audio
9. Post Production and Editing
10. Presentation/Review
An Autobiography Portfolio Video
7 –Classes/Blocks
1. Subject Criteria/ Assessment of Work/ Self - Evaluation
2. Script Development/ Narration
17
Keansburg School District
Curriculum System
Art
3. Footage- A and B
4. Shooting Schedule/ Equipment Needs
5. Sound and Audio/ Narration
6. Post Production and Editing
7. Presentation and Evaluation
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