Media Design 1 PBL - CTE Online Model

by CTE Online Admin

This is a Project-Based course focusing on the use of entry-level software and techniques to explore basic design principles, photography, web design and video and music production. Units focus on projects that allow students to design, build, create, or perform.

Media Design 1 is the first in a high school course series (MD1, MD2, MD3) to complete an introduction to a comprehensive multimedia design training. After completion of these courses, students are prepared for CTE capstone classes in Animation, Video Production, Photography, Web Design or Music Production.

The course will address: Principles of Design, use of Adobe Illustrator and Adobe Photoshop, Web Design, Video and Music Production, and Career Exploration.

From CALPADS: Introduction to Media Arts

This course will combine competencies in film, video, computer, and live production, as well as foundational knowledge in design to introduce students to a variety of jobs in the multimedia/communications/game design workforce. Instruction will focus on the interaction between media sources in live, recorded, and web-based productions. Students will develop skills in computer design, film and video production, lighting, sound, and projection design, and print media design. Students will also explore career options within this rapidly expanding industry sector.

Program Information
CTE Certification Elements
Standards
California English Common Core Standards (20)
California's 2013 CTE Standards (61)
Next Generation Science Standards (1)
California's 2008 CTE Standards (2)
California Academic Content Standards (1)
Competencies / Outcomes

Units:

  • Principles of Design
  • Illustrator
  • Photoshop
  • Web Design
  • Video
  • Career Exploration
Prerequisites

Media Design 1 is the first in a high school course series (MD1, MD2, MD3) to complete an introduction to a comprehensive multimedia design training. After completion of these courses, students are prepared for CTE capstone classes in Animation and Video Production.

Units

Would You Survive the Zombie Apocalypse?

Just when you thought things couldn't get any crazier...
Zombies.

If you teach media design, journalism, business or math, have we got some great lessons for you. Explore topics timely issues such as media credibility, marketing...and of course, designing a survival structure!

The lessons in this project can be taught together, individually, or in the series of 4 for each subject. 

Information Tech/Media Design: This is a series of 4 lessons that explore various concepts related to disaster survival. Lessons will include the learning what voice-over technology is, the importance of authentic media credibility, exploring the possibilities of careers that will “survive” a zombie apocalypse, and creating a digital poster to promote their surviving career. 

Intellectual Property: Copyright or Copywrong?

Students will be introduced to the various ethical dilemmas and real-world impact for many industries from the concept of intellectual property. The culminating project is to create a found piece of art (a music video where the music, video, lyrics, and graphic art are all sourced from other artists' original works). This project will take approximately 4 weeks.

Project: In addition to the AME CTE/STEM focus of the unit/project lessons, educators will find academic lessons in English Language-Arts that supplement the primary core area of study.

Corporate Identity and the Power of Rhetoric - Persuasive Techniques in Advertising

This project takes students through a scenario where they act as “Bevron," a corporation responsible for a massive oil spill. Students will study the persuasive techniques utilized in advertising, the science behind oil spills and other environmental disasters, and how to properly prepare an argument for your case using ethos, pathos and logos.

Project: In addition to the Arts, Media & Entertainment CTE/STEM focus of the unit/project lessons, educators will find academic lessons in ELA and Science that supplement the primary core area of study.

Show Me the Money - Digital Marketing

In their CTE class, students will come up with an invention or new tangible product that is socially responsible to be presented to an investors panel.

Their culminating task will consist of a portfolio and presentation. The Investment Portfolio will include a logo, name of product, digital image of product, product description, webpage describing the charity and percentage, a 3-tier investment plan, survey, and a letter of introduction to the investors.

Their culminating project will be presented in front of their peers. Each student will theoretically receive 1 million dollars and can choose to invest different amounts to the products they want to invest in.

Project: In addition to the AME CTE/STEM focus of the unit/project lessons, educators will find academic lessons in the following:

  • In their ELA class, after learning about pathos, ethos, and logos, the students will conduct a deeper analysis of an advertisement campaign, website, or article, and then use their learning to inform the creation of their own advertisement or investment proposal. This will be a month long project and can be expanded to a longer timeframe.

Identity in the New Age - Media and Narrative

How can the youth of today learn to celebrate diversity and human connection? How can our youth connect and empathize with others through shared experiences that transcend race, gender, age, and cultural boundaries?

This integrated project gives students opportunities to explore the way individual identity works within networks of shared experience, connecting us to our families, to our communities, and to the world. In Biology, students will undertake a study of genetics, including how DNA (cultural DNA, genetic DNA) both codes our uniqueness and reveals the startling similarities we share with other humans. In English, students will discover the way stories act as “cultural DNA," both recording the unique experiences of the individual, and articulating shared beliefs, values, and struggles across social boundaries.

  • In Digital Art, students will use a variety of media to develop visual stories that express the ways human experience is both individual and shared.

Project: In addition to the AME CTE/STEM focus of the unit/project lessons, educators will find academic lessons in the following:

  • In English, students will discover the way stories act as “cultural DNA," both recording the unique experiences of the individual, and articulating shared beliefs, values, and struggles across social boundaries.
  • In Biology, students will undertake a study of genetics, including how DNA (cultural DNA, genetic DNA) both codes our uniqueness and reveals the startling similarities we share with other humans.

This project has larger implications for the school community and beyond, as students learn to celebrate diversity and (human connection) connect and empathize with others through shared experiences that transcend race, gender, age, and cultural boundaries.

Tell Me a Story - Telling Stories through Photo and Video

"Tell me a story" takes students through a journey of hands-on learning about storytelling through photography, graphic design, and videography. In these lessons, students will be taught key points in telling compelling stories then, challenged to use their creativity and critical thinking to demonstrate techniques of effective non verbally and verbal communication.

  • Students will explore culturally relevant media such as the Humans of NY blog to understand successful ways of using media technology to tell stories.
  • Students are asked to use Adobe Photoshop, and digital cameras to help them create compelling works.
  • Students will learn about perspective creations, with an understanding of proportion in Adobe Photoshop.
  • Students will be able to answer the question, "What goes into a compelling story?"

Students will conclude their storytelling journey by creating movie poster and original story about themselves that encompasses all the different elements they learned about storytelling.

Trash Transformations - Social Media through Photography and Video

This project is designed to get students thinking about how personal choices they make can impact the environment around us. The culminating project for CTE course will be a "Trash Landscape," where students construct landscapes out of the trash they produce on a daily basis, photograph the landscapes, and display them schoolwide for a "Trash Windows Gallery."

ELA:
Students do close-readings of articles discussing human choice and environmental impact, as well as discuss/debate perspectives on the topic.

Digital Photography:
Students construct landscapes out of the trash they produce on a daily basis, photograph the landscapes and display them school-wide for a "Trash Windows Gallery."

Science:
Students design, evaluate and refine a solution for reducing the impact of human activities on the environment and biodiversity.

Podcast Crime, Serial Style - Audio Engineering

This interdisciplinary unit utilizes English Language-Arts, CTE Criminal Justice, CTE Video, and Science to explore how a true crime story can be used to develop a compelling narrative in an audio format. The culminating project is a four-part podcast that can be shared digitally.

Lessons in this project include:

  • The Job of an Audio Engineer: Sound is an essential part of our multimedia culture. From voices we hear to music to foley effects in movies and television, sound is one of our strongest communication modes. We will explore the career of a sound engineer technician in today's job market by listening to a sound puzzle, researching the job market, reviewing sound editing skills and creating our own sound library to start our own career in the sound engineering field.

Project: In addition to the AME CTE/STEM focus of the unit/project lessons, educators will find academic lessons in the following:

  • Writing a script for a podcast: After the students listen to the first installment of “Serial" and they break down the structure and form of the most popular episode in podcast history, they get to use that form to write their own story in the form of a podcast script.
  • Crime Scene DNA: Paper Chromatography: Students are introduced to the value of DNA fingerprinting. To build students' understanding of the chemistry involved, students perform an inquiry-based paper chromatography experiment.
  • Linking Crimes: Crime Analysis: Often a criminal will commit more than one crime. Clues left behind in the one event may help the investigator solve a second event or anticipate a third. This lesson will explore some techniques for linking crimes and ultimately identifying the suspect.

Relevant careers include such areas as Criminal Justice forensics, Audio Engineering, and science and essay writing.

Changing One's Tune - Music Technology and Creating an Instrument

Stress and anxiety has been on the rise for students in modern world. Learning how to cope with the many stressors our students face today is pivotal for any successful educational outcomes inside and outside school life.

In this project, the ultimate goal of the students will be to create a music therapy space. Hopefully it will be a place where students can find catharsis through several musical pathways:
(1) listening to music,
(2) learning about the physics of music,
(3) building instruments,
(4) playing the instruments,
(5) writing songs, and
(6) sharing their musical creations.

This will also be resource of peer-peer outreach where students can share their knowledge to teach others how to play the instruments. It will also be an inclusive space, where students of all learning capabilities will be welcomed and embraced.

Music Technology will include lessons on consonance and dissonance, ambient sound, music as therapy, making and playing instruments, and teaching others how to play their hand-made instruments.

The Physics component will include lessons on sound waves, scales, harmonics, notes, resonance, as well as building and playing their own musical instruments.

The role of Language Arts will be to include analysis and dialogues on articles on adolescent stress and anxiety, proposals of solutions to stress or ways to deal with stress through creative catharsis (e.g., creating a deck of cards with stress relief ideas), reading and writing lyrical and musical literature and proposal writing for creating 'maker spaces' on or off campus.

Hear Me! Music and Narrative

In order to promote understanding and empathy for our fellow man, students will collaborate to produce and publish scored interviews and narratives about their lives. Students will have the opportunity to submit their interviews to the Library of Congress through Story Corp as well as submit their narratives to Snap Judgment, which opens up the possibility of having their stories told on the air via NPR if chosen by the Snap Judgment team.

  • CTE Music Technology and Composition: Students will analyze the power of music and narrative. Students will begin by looking at music that they identify with and create mixtapes that can have the power to effect their own personal narrative. Next, students will look at programmatic music and create music for silent films. Then, they will then record spoken word and add music Finally, they will add sound effects and foley to make the story come to life.

Project: In addition to the AME CTE/STEM focus of the unit/project lessons, educators will find academic lessons in the following:

  • English Language-Arts: Students will be learning the value of listening to others' stories through interviewing. They will also be a lesson of empathy, connecting with others, and trying to try on others shoes by rewriting other people's stories (e.g. interviews) as their own in a creative writing project.
  • Special Education / Life Skills: Students will learn the skills to receptively communicate, prepare for an interview and finally participate in an interview to share their personal stories. Introductory lesson will include listening to personal narratives and assessing components that were interesting and detailed. Students will prepare and be interviewed. The interview will share a story meaningful to them in their lives. The course will end with a self assessment of their finished product to determine areas of strengths and weaknesses during their story telling experience. Students will learn skills to help develop expressive communication, promote one's self and increase self esteem, and increase interviewing skills as a vocational experience.

Culminating Task: Students will be submitting interviews from people in the community to the Library of Congress through the StoryCorp app and will be submitting personal narratives that have been scored with music and sound effects to NPR's SnapJudgment website.

This project has many “real world" applications. Communicating is a key skill for all successful people in the business world and in academia. For students with social skill deficits, this project will help them further necessary life skills of communicating with people.

Some careers that are related to this project are: journalism, entertainment (e.g. Radio), music engineering, film scoring, foley work, writing, and editing.

Telling Your Story through Blended Media

This project will provide a strong foundation for students seeking to build their story telling capabilities. It will focus on examining their links to their past heritage and how that influences their lens by which they tell their own stories. We also examine how our own personal bias creates controversy in our own stories as well as how propaganda is created to shape narratives. In the final lesson, students will use Adobe Spark to create a "Blended Media" story using photos, video and web links.