Media Design 3 PBL Model

by CTE Online Admin

This is a Project-Based course focusing on the use of current industry software in digital animation design / digital video editing and production. Units will be designed around the creation of projects for students to design, build, create, or perform.

Media Design 3 is the third 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.

Media Design 3 will build upon basic design knowledge from MD1 and MD2 to enable students to continue to achieve an understanding and appreciation of artistic expression through multimedia design. Projects will reflect visual communication in a business world using industry standard software programs. Students will create original digital arts projects using new and contemporary media techniques.
Student knowledge of fundamental design skills will be practiced and documented while developing a multimedia design portfolio. Students will revise and critique their own work and the works of others. Course content will focus on entire process of multimedia design from concept, to thumbnail, to storyboard/sequence, to production, to critique, revise and publishing.
Integrated throughout the course are career technical education standards which include basic academic skills, communication, career planning, technology, problem solving, safety, responsibility, ethics, teamwork, and technical knowledge.
About the Team:
This structure of this course and the materials contained within it were created by a team of educators from across the state with support from the CTE Online curriculum leadership team and detailed coordination provided by the Course Specialist Liz Moore.

Program Information
CTE Certification Elements
Standards
California English Common Core Standards (24)
California's 2013 CTE Standards (14)
California Math Common Core Standards (11)
California's 2008 CTE Standards (70)
California Academic Content Standards (24)
Competencies / Outcomes

Qrt 1: Planning a multimedia solution

Students brainstorm and create to solve a media problem using sequenced plan such as an outline, sketch, layout or storyboard or a combination of these with emphasis on use of design principles and original work. Ethical and copyright issues are covered.

Competencies:

  • Explore and put in practice, knowledge of ethics and copyright law for original video, animation, design and music as applicable to your own work and permissions for using the work of others
  • Understand and develop a sequenced plan
  • Demonstrate an understanding of correct use of fonts with visual hierarchy

Possible 2-4 Week Projects:

  • Research and prepare an application for a copyright on a piece of your own design work
  • Complete a detailed storyboard for an animated logo
  • Use typography to create a self portrait
  • Research and present a unique package design

Qrt 2: Creating/compiling Assets

Students use appropriate equipment to create and gather needed design elements by scanning, sketching, illustrating, writing, photographing, using video and animation, and record sound as needed. Students will review and build on their knowledge of scanners, cameras and other input devices with emphasis on correct resolution. Knowledge of image creation/editing software reviewed and applied such as Photoshop or Illustrator.

Competencies:

  • Understand and use scanners, digital still and video cameras and other input devices to carry out proper pre-production and production procedures.
  • Use proficient communication and design skills to conceive, develop, produce, edit, critique and revise multimedia projects that inform, educate or entertain while meeting accuracy, project and deadline requirements.
  • Recognize proper output formats for publishing including prepress, video and web with accurate knowledge and practice of correct resolution.

Possible 2-4 Week Projects:

  • Create a master artist graphic identity/logo
  • Scan a found object and use repetition to convey a theme
  • Develop, record and illustrate a short story about a famous piece of visual art
  • Develop a sketch for a design a full color poster with a predefined theme

Qrt 3: Production/development

Students produce idea by following a multimedia plan with developed and edited assets to develop the finished piece. Students will build on their basic knowledge of production software such as Indesign, Premier, Flash or Dreamweaver.

Competencies:

  • Demonstrate proper knowledge with the tools of industry, standard software for modification of digital images at a proficient or advanced skill level for preproduction, production and publishing.
  • Use proficient communication and design skills to conceive, develop, produce, edit, critique and revise multimedia projects that inform, educate or entertain while meeting accuracy, project and deadline requirements.
  • Compile an electronic multimedia portfolio of original work that includes a resume and a researched career plan focuses at current animation and film industry opportunities

Possible 2-4 Week Projects:

  • Use a well developed storyboard to produce an animated logo for your own video production company
  • Animate a business logo for web presentation
  • Create a detailed electronic portfolio with appropriate software, including resume, cover letter and job application

Qrt 4: Critique, revise, edit, export and publish

Students reflect on the project, peer edit, and revise according to suggestions with the goal of publishing. Students will finalize file for publishing using appropriate software and material for project in print, dvd or web.

Competencies:

  • Use proficient communication and design skills to conceive, develop, produce, edit, critique and revise multimedia projects that inform, educate or entertain while meeting accuracy, project and deadline requirements.
  • Compile an electronic multimedia portfolio of original work that includes a resume and a researched career plan focuses at current animation and film industry opportunities
  • Recognize proper output formats for publishing including prepress, video and web with accurate knowledge and practice of correct resolution.

Possible 2-4 Week Projects:

  • Create a virtual museum of your own work with a comment area and have five people comment
  • Compare and contrast the styles in Web content with design created by different cultures.
  • Design and publish an advertisement for print and the web
  • Use a multimedia project to answer an assignment in a Core class
Prerequisites

Media Design 3 is the third 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

PSA Poster Design

In this unit, students will create a "Public Service Announcement" in the form of a poster that promotes a message.

PSAs are a type of advertisement designed to raise awareness, inform, or educate the public about an issue with the intent of affecting public attitudes and potentially inspire the viewer to take action. PSAs are media with a message. In this unit, students develop their own ideas for a PSA from concept, to planning, designing and then production.

Approximately
4 weeks

Typography Portrait

Students will create a complex typographic portrait in Adobe Illustrator that utilizes different elements of typography and portrays a person through the chosen words designed in the portrait.

In this project students will employ the skills of a Multimedia Artist. Multimedia Artists create special effects, animation, or other visual images using film, video, computers, or other electronic tools and media for use in products or creations, such as computer games, movies, music videos, and commercials. In this project students will specifically design a complex graphic, using independent judgment, creativity, and computer equipment.

Approximately
4 weeks

Product Analysis Presentation

Students will research a current emerging technological product within the digital media industry and will create a visual and oral presentation demonstrating critical thinking and problem-solving as it relates to the product. Included in this unit are 4 lessons that introduce the problem-solving process, product analysis and compiling assets for their presentation.

Approximately
2 weeks

Yes! I wrote a 10 Page Script!

Students will create a 10-page script in a program such as Celtx using techniques of character development, the foundations of story structure, and collaborative techniques for creating character dialogue. Students will prepare a professional script for publication and/or film festival submission. Students will also complete the process to copyright their finished work.

This project consists of four student centered lessons.

Note!- Please download flash instructional videos to hard drive before playing for optimal viewing.

Approximately
5 weeks

Plan, Point, and Get Ready to Shoot! Short Film Preproduction.

Collaboratively, students will create a preproduction package for a short film. Along with screenwriting techniques they learned in "Yes! I wrote a 10 Page Script" unit, digital photography and videography skills they will learn in this unit project, students will be prepared for production in the basic areas of the filmmaking process. Students will complete smaller projects involving composition, camera shots, angles, points of view, sound, placement rules, movement, supports, exposure, and 3-point lighting. Students will also explore auditioning techniques, jobs in the entertainment industry, and gain real world experience in the preproduction cycle.

Note!- Please download flash instructional videos to hard drive before playing for optimal viewing.

Approximately
5 weeks

...and ACTION! Then What?

In this unit, students will shoot and edit short films they have written. Students will explore the production and post-production phase of filmmaking. Students will use design skills to create a movie poster, movie trailer, and website. Students will have a complete film package that they can submit to film festivals or movie night. This is a stand alone unit or can be used as the final unit with Yes! I wrote a 10 Page script and Paln, Point and Get Ready to Shoot.

Note!- Please download flash instructional videos to hard drive before playing for optimal viewing.

Approximately
5 weeks

Digital Portraits: Image and Text

In this unit students will create a series of digital variations on the theme of self Identity. Combining image and text students will demonstrate their creativity as they present themselves through digital artistry and poetry.

Approximately
4 weeks

Photoshop Portfolio

Students will develop a series of advanced technique Photoshop projects and create a portfolio of their work. In today's competitive school and job market, a well-designed portfolio can set your work apart from others applying for the same program or position. In this unit students will be able to display their creative skills, for college admissions or to a potential employer.

Students will create a series of three Photoshop digital Imaging projects applying intermediate to advanced techniques. These Photoshop projects use skills and concepts such as motion and light that can be easily transferred over to other projects.

Approximately
4 weeks

Creating an Identity for a Business

In this unit students will learn about corporate visual identity and the steps to creating logos, business cards, letterhead and envelopes. They will create their own visual identity for a company of their choice, which will include a logo, business card, letterhead and envelope, and present it to the class.

Approximately
4 weeks

Fashion Forward T-Shirt Design

In this unit students will learn the steps to creating a good t-shirt design, brainstorming ideas, the difference between preparing print and web artwork and how to prepare their design for printing.

Approximately
4 weeks

Advertise My Product

Students will create and produce promotional materials to advertise a real-life, community-based product. Students will meet with a client, research and analyze the company's characteristics and needs and apply principles of design and advertising to design an original advertisement.

NOTE: All students in the course will have demonstrated proficiency in the following areas, prior to the start of this unit:

1. Composition: (rule of thirds, 180 degree rule, horizon and leading lines, framing, shot/angle selection)

2. Software: Final Cut Pro, Flash, Maya, Adobe Premiere, iMovie

Approximately
4 weeks

Promote A School Event

In this unit, Promote a School Event, students will be designing and producing multimedia advertisements to promote a school event. They will apply common themes, color schemes and event information into an original product. They will also apply principles of persuasion to drive interest in and awareness of the upcoming event. NOTE: All students in the course will have demonstrated proficiency in the following areas, prior to the start of this unit:

  1. Composition: (rule of thirds, 180 degree rule, horizon and leading lines, framing, shot/angle selection)
  2. Software: Final Cut Pro, Flash, Maya, Adobe Premiere, iMovie
Approximately
3 weeks

"Show Your Stuff" Art Show - STEM Integrated Unit

This unit takes an intermediate to advanced 2-D media (graphic design, painting, photography) student with a 10 piece portfolio through the steps of preparing, estimating budget, contacting, designing, setting up and publizing an art show in the local community. They will analyze color, size, shape and theme of portfolio to determine a plan to follow and execute this plan with a local art showing of their original work. This unit provides a sample contract to have signed with business owner.

In addition to the CTE/STEM focus of the unit/project lessons, educators will find academic lessons in Math and English Language Arts (ELA) that supplement the primary core area of study.

  • The ELA supporting lesssons develop an artist's biography and create a press release for publicity.
  • In the lesson, Producing an Art Show, using Algebra, students will produce an Art show in hopes of making a profit so they can make a donation to their favorite charity on behalf of the Art Club. Students will also explore understanding constraints, creating linear inequalities to represent real life situations, graphing systems of linear inequalities, and maximizing profits.
  • In the lesson, Design Our Space, students will use Geometry and Trigonometry to determine the available surface area for the Senior Art Show. This lesson integrates measurement, scale, right triangles, and area concepts and uses them to solve a real world situation.

COST - Students research and explore costs with a budget and a student demo is offered for a "cheap" solution. The cost per art piece to mount on foam core and provide 3M noninvasive hangers is approximatly $2. To do this whole class, depending on your budget and number of students, this may require a grant or a fundraiser to cover costs of mounting and hanging 10 pieces of work per student. I have found that some advanced students are willing to cover the cost.

Prerequisite: Students need to have a completed 10 piece minimum portfolio of original 2-D work.

The structure of this unit and the materials contained within it were created by Liz Moore (CTE), Dawn Guest-Johnson (Math), and Michelle Goodman (ELA) with support from the CTE Online curriculum leadership team and detailed coordination provided by the Course Specialist Gregg Witkin.

CTE
11 Hours
Math
5 Hours
ELA
11 Hours

It's a Wrap: Design Your Own Cell Phone Skin - STEM Integrated Unit

It's all about expressing yourself when you talk, text or surf the web on your cell phone! How your cell phone looks can be considered an extension of your personality and should be as unique as you are. Cell phone skins are on demand and are the new way of creating unique and artistic ways of standing out from the crowd. In this unit, students learn how to create their own cell phone skin based on their own personality and what represents them.

  • Students will reflect on what a cell phone skin can tell about a person's attitude, personal interest and then create a custom art work that represents their personality.
  • Students will gain an understanding of digital resolution for print vs screen and explore when to use bitmap vs vector graphic design tools. Students will gain an understanding of how bitmap and vector graphics work together to complete a print graphic.
  • Students will review the purpose of graphic design to communicate ideas and concepts and review the process of visual language.
  • Students will Use Photoshop and Illustrator. Adobe Illustrator is a great tool for designing cell phone skins, and with the help of Adobe PhotoShop students can achieve beautiful, high impact results.

In addition to the CTE/STEM focus of the unit/project lessons, educators will find academic lessons in Math and English Language Arts (ELA) that supplement the primary core area of study.

*Note: Students should have basic Photoshop and Illustrator experience.

The structure of this unit and the materials contained within it were created by Gayle Nicholls-Ali (CTE), Casey Byington (Math), and Ken Lovgren (ELA) with support from the CTE Online curriculum leadership team and detailed coordination provided by the Course Specialist Gregg Witkin.

CTE
3 - 4 weeks
Math
2 Hours
ELA
2 Hours