10203 Interactive Media

Transcription

1 INFORMATION TECHNOLOGY CAREER CLUSTER Interactive Media Course Syllabus Course Standards Understanding by Design Units Created by South Dakota Arts, A/V Technology & Communications Interactive Media courses provide students with the knowledge and skills to create, design, and produce interactive media products and services. The courses may emphasize the development of digitally generated and/or computer-enhanced media. Course topics may include 3D animation, graphic media, web development, and virtual reality. Upon completion of these courses, students may be prepared for industry certification.

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3 Multimedia Design Rationale Statement: Multimedia Design gives students experience and knowledge in all forms of mixed media and content. Multimedia presentations combine text, graphics, animation, images, and sound from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images. Students will learn how to select the appropriate medium for each element of the presentation and gauge the needs of clients and the intended audience. In addition to their general academic and technical knowledge and skills, students gain an understanding of career opportunities available in technology and what employers require to gain and maintain employment in these careers. Suggested Grade Level: 9-12 Topics Covered: Create original production pieces, meeting goals, timeline, and elements of style and design. Write original copy. Effectively incorporate image, audio, animation and text media into multimedia presentation. Prepare product for publishing / distribution. Implement basic interactivity in a multimedia program. Organize the files that are part of a multimedia program logically and efficiently. Use software to develop quality images and edit presentations

4 Core Technical Standards & Examples Indicator #1: Students will identify the interactive fundamentals of computers, the internet and multimedia. Bloom s Taxonomy Level Comprehension Standard and Examples MD 1.1 Examine the use of multimedia in everyday life Examine the history of multimedia technology Recognize the audio, visual & interactive components of multimedia Gather examples of multimedia embedded in websites Identify multimedia creation tools in school computers (PC/Mac) Explore the many uses of multimedia in advertising i.e.: moving billboards, athletic scoreboards, talking, animated internet ads MD 1.2 Use simple PC/Mac multimedia tools Application Practice recording sound and voice with PC/Mac audio recording tool and microphone Locate recorded audio file in computer storage Create or alter an image in MsPaint or Mac equivalent software, save and locate in computer storage Import audio file and image into Windows Movie Maker or IMovie Manipulate audio file and image in video editing software timeline Apply graphics, transitions and titles to timeline project

5 Indicator #2: Students will explore different types of graphics, animation and multimedia for a design project Bloom s Taxonomy Level Comprehension Standard and Examples MD 2.1 Examine the concept of graphics and design layout for a variety of customer situations Apply the basic graphics, design and multimedia terminology Select and use multimedia communication and animation technology to meet specific needs Identify and describe the roles of communication, such as informing, persuading, and educating Recognize areas where quality can be designed into multimedia communication and animation products, services, and systems MD 2.2 The student describes quality and how it is measured in multimedia communication and animation technology Knowledge Define quality Recommend how the quality of a product can be improved Illustrate the factors that affect the quality of products Explain the factors that affect the quality of products. MD 2.3 Students will demonstrate how to choose the appropriate media elements and software for the project. Application Dramatize how to choose the right software products for a particular project Compare and contrast a project utilizing two different types of graphics, sound and animation. Illustrate how special effects enhance an existing project Integrate photographically derived images with hand-drawn graphic images. MD 2.4 Investigate emerging and innovative multimedia communication and animation technologies. Analysis Report on emerging and innovative multimedia communication and animation technologies Research and Experiment on emerging multimedia and animation applications to determine their effectiveness and popularity in the

6 marketplace Indicator #3: Students will plan and produce a multimedia program to fit a customer s needs Bloom s Taxonomy Level Standard and Examples MD 3.1 Define the scope of work to meet customer requirements Application Develop a design treatment, storyboard and script. Prepare basic planning and design documents for a multimedia program that include a goal statement, program objectives, navigation and layout diagrams, and an audience analysis. Identify available media and content sources. Develop time line for completion. Apply a budget for pre and post production. Determine the most effective strategies to minimize costs. MD 3.2 Select and utilize appropriate software tools. Application Demonstrate proficiency in the use of digital imaging techniques and equipment. Demonstrate knowledge of available graphics software programs. Demonstrate knowledge of how to choose the right software for a particular project. Demonstrate knowledge of the basic principles of animation and multimedia. MD 3.3 Produce multimedia project using the appropriate tools, equipment, materials, and processes. Synthesis Formulate principles and elements of design. Propose color theory to select appropriate colors. Construct graphical images. Create and/or implement the look and feel of the product. Organize design elements for visual appeal. Combine all multimedia elements using appropriate software

7 Indicator #4: Students demonstrate proper equipment maintenance in multimedia and animation technology. Bloom s Taxonomy Level Application Standard and Examples MD 4.1 Apply proper safety and storage procedures for all equipment Handle and store tools, equipment, and materials properly. Locate and perform manufacturers' maintenance procedures on selected tools, equipment, and machines. Follow safety manuals, instructions, and requirements.

8 Multimedia Design Instructor Information Instructor: Instructor Instructor Website: Room: Period: Grade Level: 10 th 12 th Grade Course Prerequisites: Computer Applications and Introduction to Information Technology Course Description This course is designed to help students better understand the world of graphics, multimedia, and the use of computer software. Students will learn about ways to digitize video, edit images, and digitize sound. The course will explore new trends in technology and multimedia as well as expose students to various pieces of software and hardware. Projects created in the course will include items for the Internet as well as other multimedia style presentations. The course is designed for students interested in a career in graphic design, multimedia, or web development. Students enrolled in Multimedia should have a strong creative side and be able to visualize projects from the design phase to an implementation phase. Students enrolled in this course will focus on creating videos for classes and activities for the school, community, and themselves. Students will need to search out possible ideas for their videos and projects that are related to school events, activities, and their other classes. Instructional Philosophy In multimedia design and production, students will be working in a lab environment. They will complete a variety of tasks that are related to visual and audible topics. Students will receive information through lectures, tutorials, and research. High quality work is expected, and students will be given the opportunity to redo work until it meets industry standards given during instruction. Classroom activities include current event research, course reading, multimedia labs, a variety of individual projects, as well as planning and business related projects. Many of the course projects will be completed in pairs or in small groups. Assessment methods will include oral and written reports, projects, and a course portfolio. South Dakota 9-12 Educational Technology Content Standards The Multimedia Design course is designed as an elective course for sophomores through seniors. It is important that the course not only address the Course Standards, but also the South Dakota Educational Technology Standards. This course is should meet at least the proficient level of the South Dakota Educational Technology Standards.

9 South Dakota 9-12 Educational Technology Content Standards Students understand the history and progression of technology in relation to the development and design of future technology 9-12.NC.1.1 Compare and contrast how societal changes mirror innovations and emerging technologies NC.1.2 Predict how the evolution of technology will influence the design and development of future technology. Students analyze the parts of a technological system in terms f input, process, output, feedback NC.2.1 Analyze technology systems to make informed choices Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities NC.3.1 Analyze intended and unintended impacts of a system 9-12.NC.3.2 Integrate technology into school, home and community 9-12.NC.3.3 Evaluate technologies that increase educational and workplace opportunities Students understand the purpose and demonstrate the use of the design process in problem solving NC.4.1 Compare and contrast other problem-solving and decision-making methods 9-12.NC.4.2 Formulate a technological solution using data-driven decision-making. Students understand the safe, ethical, legal, and societal issues related to technology SI.1.1 Evaluate the need for acceptable use policies 9-12.SI.1.2 Compile a list of immediate and long-range effects of ethical and unethical uses of technology on individuals and society. Students investigate the advantages and disadvantages of technology SI.2.1 Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole SI.2.2 Compare and contrast society s influence on technology and technology s influence on society. Students recognize and demonstrate skills in operating technological systems CT1.1 Incorporate knowledge and enhanced usage skills to create a product CT.1.2 Apply strategies for identifying and solving routine hardware and software issues. Students use technology to enhance learning, extend capability, and promote creativity CT.2.1 Utilize a virtual learning environment as a strategy to build 21st century learning skills 9-12.CT.2.2 Investigate to apply expert systems, intelligent agents, and simulations in real-world situations 9-12.CT.2.3 Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity. Students evaluate and select information tools based on the appropriateness to specific tasks CT.3.1 Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning CT.3.2 Organize and manage personal/professional information using technology tools. (e.g., finances, schedules, addresses, purchases, correspondences). Students understand the purpose of information technologies to communicate with a variety of collaborators CP.1.1 Collaborate with external peers, experts, and others by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. Students exchange information and ideas for an identified purpose through Information technologies CP.2.1 Adapt delivery of communication based on available information technologies. Students use technology to locate and acquire information IL.1.1 Design a research project using a variety of technologies to find information to solve real world problems. 2

10 Students determine the reliability and relevancy of information IL.2.1 Independently evaluates the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information services. Course Standards Students will gather and analyze interactive media customer requirements. 1.1 Students will gather data to identify customer requirements. 1.2 Students will interpret and evaluate project requirements. 1.3 Students will define the scope of work to meet customer requirements. Students will demonstrate the effect use of tools for interactive media development. 2.1 Students will select and utilize appropriate software tools. Students will create and implement interactive media products. 3.1 Students will produce interactive media as member of a development team. 3.2 Students will implement functional design criteria. 3.3 Students will create product visual design. 3.4 Students will integrate media elements. Major Projects and Assignments (These projects may change at the discretion of the instruction during the course of the semester) Create a Music Video Students will storyboard out a music video of their choice. After the planning process is done students will shoot the video using angle and lighting techniques that are discussed in the course. Students will then import in the video, edit it and place audio into the video. How to Video - Students will storyboard out a how to video of their choice. After the planning process is done students will shoot the video using angle and lighting techniques that are discussed in the course. Students will then import in the video, edit it and place audio into the video. Commercial - Students will storyboard out a commercial for a local business. After the planning process is done students will shoot the video using angle and lighting techniques that are discussed in the course. Students will then import in the video, edit it and place audio into the video. Public Service Announcement - Students will storyboard out a public service announcement of their choice. After the planning process is done students will shoot the video using angle and lighting techniques that are discussed in the course. Students will then import in the video, edit it and place audio into the video. Documentary Students will storyboard a video in the look of a documentary. After the planning process is done students will shoot the video using angle and lighting techniques that are discussed in the course. Students will then import in the video, edit it and place audio into the video. Highlight Students will plan a highlight film for a school activity. After the planning process is done students will shoot the video using angle and lighting techniques that are discussed in the course. Students will then import in the video, edit it and place audio into the video. 3

11 PhotoGallery Students will use digital photography skills to take a variety of pictures and place them in an online PhotoGallery. Advertisements Students will use images they have shot and image editing software to create advertisements for products and school event. Article Reviews and Research Throughout the trimester students will read a variety of articles and research current events dealing with multimedia production. Students are encouraged to create projects that can be used in other class and that are of interest to them. Assessment Plan All assignments are designed to show whether students have met the standards for the course. Any unit test, project, lab report, or presentation assessed as poor quality will be expected to be REDONE for higher credit. Distribution of Grading Components Grades are determined by dividing the points earned by the total number of points available in the grading period. Each major project and assignment commands an approximate percentage of the total points for the grading period as follows: Reading Assignment/Daily Grades 30% Major Projects 50% Course Portfolio 20% *Distribution of component percentages is subject to change. Description of Grading and Quality Work Grade Scale Description of Work A % Consistently demonstrates an exceptional level of quality and effort. Having all work in on time and completed to exceed expectations. Mastery in evaluating, synthesizing, and applying the knowledge and skills of information technology. B % Consistently demonstrates proficient knowledge with a good effort and quality of work. All assignments are complete and on time. Demonstrates the ability to evaluate, analyze, synthesize and apply the principles of information technology. C % Demonstrates proficient knowledge and the ability to apply information technology. Work shows average effort. A few assignments may be missed or late. D % Work shows minimal effort and some assignments are late. Demonstrates a basic understanding of recalling or comprehending information technology. F Below 67.9% Understanding is below basic in relation to information technology. Work is of poor quality and does not meet standards or expectations. Extra Help Extra help is available from 8-8:15 am and after school until 4 pm. Students may also sign out to come in for help during SRP. 4

12 Course Resources VideoMaker Pinnacle Studio 10 Plus from Digital Classrooms, Inc. Pinnacle Studio 9 Ignite! By Aneesha Bahkaria 5

13 Multimedia Applications/Computer Graphics Rationale: Course Description: Grade Level: Course Topics: Photography and Video Taping Techniques and Terms Project Planning and Development Video Editing and Production Audio Terminology and Techniques Graphic Terminology and Techniques Animation Terminology and Techniques

14 Core Technical Standards & Examples Indicator #1: Students will gather and analyze interactive media customer requirements. Bloom s Taxonomy Level Standard and Examples Analyzing Creating Applying 1.1 Students will gather data to identify customer requirements. Gather information using interviewing strategies. Determine client s needs and expected outcomes. 1.2 Students will interpret and evaluate project requirements. Determine purpose of the interactive media project. Determine the target audience. Determine the interactive media elements to be used. 1.3 Students will define the scope of work to meet customer requirements. Develop a design brief. Identify available media and content sources. Develop time line for completion. Develop flowchart/navigational blueprints. Design user interface. Indicator #2: Students will demonstrate the effect use of tools for interactive media development. Bloom s Taxonomy Level Standard and Examples Applying 2.1 Students will select and utilize appropriate software tools. Demonstrate proficiency in the use of digital imaging techniques and equipment. Synthesize available interactive media technologies into a unified presentation using appropriate authoring software. Demonstrate knowledge of available graphics software programs. Manipulate images. Demonstrate knowledge of the basic principles of animation.

15 Indicator #3: Students will create and implement interactive media products. Indicator #3: Students will create and implement interactive media products. Bloom s Taxonomy Level Standard and Examples Applying Applying Applying 3.1 Students will produce interactive media as member of a development team. Define the role of individual team members. Develop a conceptual model for the interactive media project. Select the media elements to be used. Integrate media elements. 3.2 Students will implement functional design criteria. Identify, utilize and create reusable components. Create and produce content. Create and refine design concepts. 3.3 Students will create product visual design. Apply principles and elements of design. Apply color theory to select appropriate colors. Create and/or implement the look and feel of the product. Create graphical images. Apply knowledge of typography. Alter digitized images using an image manipulation program. Evaluate visual appeal. Applying 3.4 Students will integrate media elements. Integrate the use of photographic special effects into interactive media presentations. Integrate photographically derived images with hand-drawn graphic images.