Applied Multimedia Term 3 Outline
Week
1
2
3
4
5
6
Lesson
Intro - Dropbox
Intro - Google Docs
Design Process Intro
Design Process Pre-Test
Google Docs Presentations
School Fete Project
Photoshop - Youtube template
Photoshop - Image optimization
School Fete Project - Teams
Spreadsheets - Goal setting
Photoshop - Text techniques
Photoshop - Logo Design
Photoshop - Text and images
Research ideas
Research techniques
Develop ideas
Production Identification
Requested tutorial 1.
Requested tutorial 2.
Requested tutorial 3.
Implement Design and Submit
Evaluation
Teacher / Client Feedback
Redesign
Brief Outline
Cloud Computing: I. Students are introduced to Cloud Computing they create a Dropbox
account and share a folder with the teacher. II. Students explore apps on Google docs they
create a spreadsheet, document and presentation and share links with others. III.
Introduction to Design Process and importance of design students set home work for
Design Process pre-test. IV Students complete Design Process pre-test. V. Students create
and share a Google Docs presentation with other students are present to class, various
topics on cloud applications (eg. Adobe Creative Cloud).
Design Process [Identifying client need]: I. Students respond to presentation about
the school fete. They identify the information needs for the fete. II. Students learn about
social media (blogs, Youtube and twitter) create a Youtube template. III. Students optimize
images using Photoshop.
Design Process [Considerations and requirement]: I. Students break up into teams to
complete task for school fete. They use Google Docs to create online collaboration areas.
II. Students learn about considerations and requirements. They use Google spreadsheets to
outline goals of outline of project. III. Students create and manipulation text in Photoshop.
IV. Students create logos in Photoshop. V. Students combine text/logos with images of the
school to create mock promotion material for fete.
Design Process [Research ideas & techniques]: I. Students research viability of their
ideas & compare to resolved products. II. Students identify techniques required to
complete task and research tutorials. III. Students hone ideas outlining method, techniques
and time. All results recorded
Design Process [Production, testing, implementation]: The actual "doing" of the Fete
Project. I. Students share production techniques with the class, request necessary tutorials
for the rest of the week. II. Requested tutorial 1 / continue with production. III. Requested
tutorial 2 / continue with production. IV Requested tutorial 3 / continue with production. V.
Student implement design and submit work.
Design Process [Evaluation and Design]: 1. Students evaluate their work and submit
evaluation. 2. Students receive feedback from client and teacher. 3. Students resign or
modify work in light of feedback.
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8
9
10
Design Process Post Test
Illustrator - Vectors
Illustrator - Text
Illustrator - 3D
Illustrator - Layers & Blends
Flash - Animation and Drawing
Flash - Basic Buttons
Flash - Interactive coding
Flash - IF statements
Flash - Hit tests
Flash - Create game elements
Flash - Build a basic game
Flash - Build a basic game
Student choice for expo
Student choice for expo
Student choice for expo
[Illustrator Design - Vector Design] 1. Students have now been taken through whole
Design Process and are tested on their knowledge. Rest of the term devoted to
develop multimedia skills in Illustrator [Vector drawing and design] and Flash
[interactive design]. II. Student learn about vector images and pen tool. III. Students
create logos with text and outline paths. IV. Students create a 3D design and place a
symbol on it. IV Students use layers and blends to create a page for a commix book.
[Flash Drawing, animating and basic movie control codes]: I. Students revise &
develop drawing and basic animation skills. II. Students create a basic button and using
ActionScript to control the movie playback. III. Students use Actionscript to control
movement of character.
[Flash Interactive coding and game development]: I. Student use IF Statement to
change the behaviour of a character II. Students create Hit tests to cause an effect
when a character hit another element. III. Students create basic elements for a game.
IV and V. Students create a basic game that incorporates interactive design, Hit tests
and IF statements.
[Student presentations for school fete] I, II and III. Students use skills developed
throughout term to create a product for the school fete. They can modify and develop
work from the term as well. They can also modify and develop other students’ work with
their permission.