Tuesday, May 17 - Rotations Instructions (1)

Rotations

Rotation #1

Tessa F.

Owen W.

Skyla M.

Austin D.

Andrea I.

Savanna F.

Teaghan B.

Raven P.

Julie N.

Emma B.

Dallas H.

Taylin M.
Evelyn C.

If you were assigned to be in Rotation #1 you are working on the following assignments first:
-Arts Break Poster (2 days)
-Animated GIF (2 days)
-Media Literacy Questions (1 day)
-2 Media Critiques: 1 Still Magazine Advertisement and 1 Television Commercial (2 days)

Rotation #2

Trenton C.

Ethan G.

Brittany B.

C-Jei E.

Haiden C.

Evelyn C.

Mikaela G.

Daniel W.

Evan M.

Josh B.

If you were assigned to Rotation #2 you are working on the following assignments first:
-Camera Shots Assignments (2 days)
-Group Video Project (5 days)

Each Rotation will take 7 days to complete their projects and then we will switch, so you then work on the projects the other Rotation did. Intro to projects on Tuesday, May 17, begin work on Wednesday, May 18. Switch rotations on Monday, May 30. Done all these projects on June 9.

R2(A) Digital Inking with Illustrator

DIGITAL INKING

with

ADOBE ILLUSTRATOR

Many graphic illustrators and comic book artists use tablets and Illustrator to produce their work. You are going to learn to use both of these tools to do your own drawings! If you don't think you're a good drawer (draftsman), don't worry- we are going to walk you through the steps slowly and you'll be right into it very soon!

Introduction to the Wacom Intuos tablet:

• Sign out a tablet.
• Make sure it has a stylus and cord.
• Plug the cord into the tablet first, then into the computer.
• The computer should recognize the tablet; hover the pen closely over the tablet, but not touching the surface. You should see the cursor moving along with your pen.
• If you do not, you may need to download the driver software for the tablet. *Make sure you ask your teacher before doing so*

ASK FIRST BEFORE DOWNLOADING THIS! Wacom Driver Download

TASK ONE

Introduction to Adobe Illustrator with the tablet:

Watch this video tutorial on importing an image into illustrator and creating layers to draw on.

Warm up to the tablet by doing some exercises!

This fun and interactive guide takes you through some common difficulties with drawing and some helpful tips to improve your drawings as well!

Fun and Easy Warm-Up Drawing Exercises

If you have extra time, continue to get familiar with the tablet and brushes!

*HOW TO SAVE FINISHED DIGITAL DRAWINGS*

1. Delete your "Photo" layer.

2. File: "Export"

3. Change file ending to a .jpg.

4. Save.

TASK TWO

Here's your chance to shine!  Pick one subjects from the following list and do a digital inking of it. Make sure you are drawing from a photograph, and not someone else's artwork!!

OPTIONS:

• Nature Scene
• Animal
• Person (body or face)
• Building
• Car
• Flower
• Other (check with Mrs. Potter)

REMEMBER:

• include a range of line weights and widths
• make sure your settings are correct to get good strokes
• add as much detail as you can; the more detail, the better the mark
• add colour if you would like, but focus specifically on the drawing itself

UPLOAD the original image and drawing to your blog, LABEL them as "Tablet: Final Image"

TAB

R2(B) Animated GIF

Animated GIF

Your task: Create your own personalized GIF using Adobe Photoshop. You can draw it on Photoshop using a tablet OR take your own photos using a digital camera. Please watch both tutorials below to see how both can be done.  Upload your completed GIF to your blog and email your layered .PSD to Mrs. Potter at christa.potter@granderie.ca
HAVE SOME FUN WITH THIS PROJECT!

GIF with PS CS6

GIF with Drawing on Photoshop


Size requirements:

R1(C) Live Action Video Project

Live Action Video Project

Your task: Using the skills you have now acquired editing in Premiere Pro and using a video camera, create a 60 second public service announcement for teenagers.  Make the topic of the video an issue that is relevant to people your own age.  Make this a video that you would find entertaining to watch but at the same time make it informative and educational.

Vocabulary
Public Service Announcement (PSA) = an advertisement or broadcast intended to modify public attitudes by raising awareness about specific issues. A typical PSA is part of a public awareness campaign to inform or educate the public about an issue such as smoking or compulsive gambling. 
See some examples below:
No Kid Hungry
Cyberbullying BC

Student Examples: Body Image
Body Image 2
Anti-Smoking

As a class let's brainstorm some other issues that are relevant to teens today:
-anti-smoking
-cyberbullying
-healthy body image
-hunger
-eco issues! because PJ is an Eco-School! water bottles replaced by re-usable drinking vessels, Get Real Project - taking apart VCR tapes, Black Friday consumerism, turning off lights and computers, Earth Hour, Eco-Footprint, paperless classrooms, etc. 
-anti-drugs
-drinking and driving
-party safe

Specifics:
You will need to be in partners or groups of three. Consider working with people you haven't worked with before. You, your partner/group members will all trade places directing and performing.  Try to keep the roles fair as you will be critiquing each other again for this project.

Part 1: Planning
Create a production plan that will guide your project. It should contain:
-a film summary, which describes the main topic/story and a basic outline of the film
-a location and equipment list which highlights the probably filming locations and types of props needed to film.
-a storyboard which includes scripted lines

Part 2: Filming
-Show your teacher your completed production plan to obtain approval for the project.
-Use the video camera to film the PSA. Ensure you take care with all of the equipment you use, especially the cameras, get permission to use any school equipment, rooms or props.
-Ensure that all subjects that appear on camera have given you written permission to film them.
-consider how you can use different camera shots to emphasize feelings and messages

Part 3: Editing and Final Product
-Upload the captured footage to the computer and store your footage in the appropriate location on your student drive. Remember when editing in Premiere Pro, you cannot move the source files after importing them because the program uses pathways.
-Edit your video using Premiere Pro
-Content must include appropriate titles, opening credits, music, sound effects, and final credits. Credits need to include that the video was produced by you and your partner/group and "Pauline Johnson C.V.S Media Arts"
-Ensure that you have smooth transitions from shot to shot
-Ensure that your sound does not "clip"
-Titles should be sized appropriately
-The teacher must see your final production before handing in
-Render and Export your video. This project is not complete until it is in .AVI format and on the class USB!

Evaluation

Criteria	Level 1	Level 2	Level 3	Level 4
Knowledge and Understanding -proper use of equipment, film is in focus, steady and audio is clear. -Proper filming credits	Limited understanding of proper equipment use. 5    5.5	Sometimes good equipment use. 6   6.5	Good equipment use, proper procedures and credits. 7   7.5	Excellent equipment use, proper procedures and credits. 8   9   10
Thinking and Inquiry Part 1: Planning - Production Plan -film summary -location list -equipment list -storyboard with scripted lines	Limited planning, information missing, lists are incomplete, little to no storyboard. 5    5.5	Somewhat good planning, some information missing 6   6.5	Good planning, all information is accounted for. 7   7.5	Excellent and thorough planning with lots of details, full lists, well-described film summary. 8   9   10
Communication -Use of different camera shots to communicate mood and messages.	Limited use of camera shots and angles to communicate the mood and message. 5    5.5	Sometimes good use of camera shots and angles to communicate the mood and message. 6   6.5	Good use of camera shots and angles to communicate the mood and message. 7   7.5	Excellent use of camera shots and angles to communicate the mood and message. 8   9   10
Application -creative and original PSA -message is relevant and interesting to teenage audience -creative use of titles, camera shots, audio, music and editing effects.	Limited creativity for PSA. Message is not relevant to teenagers. Limited use of video editing. 10   11	Somewhat creative PSA. Message is somewhat relevant to teenagers. Somewhat good video editing. 12   13	Creative and original PSA. Message is relevant to teenagers. Good video editing. 14   15	Highly creative and original PSA. Message is relevant and interesting to teenagers Creative video editing. 16   18   20
Total                                                                                                             \50

GROUP MEMBER CRITIQUE
Please answer the following questions on paper OR you can send by email to pjasm20@gmail.com
a. My partner's name is ______________________
b. My partner gave good ideas during the planning and helped bring in/prepare props 0  1  2
c. My partner gave their fullest efforts during this project.   0   1    2
d. My partner and I helped each other an even amount.     0   1    2
e. My partner was positive towards me and our project the whole time      0    1    2
f. Our PSA Video is a good representation of how well we work together because I am happy with our video.    0    1    2
TOTAL                       /10

R2(D) Media Critique: Still Image/Print Advertisement

 MEDIA CRITIQUE Still Image/ Print Advertisement 

For this media critique, you must choose a printed advertisement and answer the following questions. The advertisement you select must have both image and text. If the question is worth 3 marks, give 3 points. Out of 20 marks

1. What is the subject? [1] 
2. What is focal point? (Where do you look first?) [2] 
3. What is being said about the subject/ focal point? What is the message? [2] 
4. Describe one element of design that stands out in your advertisement. [2] 
5. Describe your eye movement. Where does your eye start? Where does it go next? [2] 
6. Describe how contrast is used in your advertisement. (Look at things such as text size, colour, font, straight lines vs. curved lines, big shapes vs. small shapes, light vs. dark, geometric shapes vs. organic shapes). [2] 
7. Describe how your visual and textual elements are aligned in your advertisement. (Ex., right, left, centered, top, bottom, diagonal, close, far apart…) [2] 
8. Describe how repetition is used to create unity in your advertisement. [1] 
9. What is its apparent purpose? (ex., to inform, persuade, entertain, sell) [1] 
10.Who is its target audience? (and how can you tell?) [2] 
11.What feelings and responses did the text evoke for you? (Why did you pick it?) [3]

As a class, let's discuss these questions using the following print advertisement:

From: http://www.medialit.org/reading-room/how-analyze-advertisement

R2(C) Media Literacy Questions

MEDIA + MEDIA LITERACY QUESTIONS
MEDIA QUESTIONS Resources Lines, pp. 185-187

Answer the following questions in complete sentences using a separate piece of paper (to be handed in). If the question has a “K” after it, the answer will come directly from the reading. If the question has a “T” after it, you must provide your opinion or thoughts.

Knowledge & Understanding    /17
Thinking       /19 
TOTAL     /36

1. What is the difference between hearing and listening? [K 2] 
2. What is the difference between seeing and viewing? [K 2] 
3. Define “thinking critically”. [T 1] 
4. What does mass media include? [T 2] 
5. Define popular culture (pop culture). [K 1] 
6. What does popular culture include? [K 2] 
7. Think about what would be considered popular culture right now. Make a list of five (5) things (new fashions,
hair styles, new slang expressions, new toys, new film, new TV shows, TV and film stars…) that you consider
part of pop culture right now. [T 5]


MEDIA LITERACY QUESTIONS Resources Lines, pp. 192-195

Answer the following questions in complete sentences using a separate piece of paper. If the question has a “K” after it, the answer will come directly from the reading. If the question has a “T” after it, you must provide your opinion or thoughts.

1. What is media literacy? [K 1] 
2. What does deconstruct mean? [K 1] 
3. The texts states that all media texts are constructions. What does this mean, to be constructed? [K 2] 
4. What is the difference between technical codes and symbolic codes? Provide examples of each. [K 2] 
5. Define connotation. [K 1] 
6. What connotations do you associate with the word house, versus the word home? [T 2] 
7. The text states that media texts usually have a commercial agenda. What does this mean? [K 1] 
8. As a viewer, what message do you get when looking at the Buick LeSabre advertisement on page 193? [T 2]
9. Define target audience. [K 1]
10. How can you identify the target audience after viewing a commercial? Provide one example. [T 2] 
11. The text states that media texts express values. Explain what this means. [T 2] 
12. The text states that media texts contain representations. What is meant by the word “representation”? [T 1] 
13. Define stereotype. [K 1]
14. Describe a stereotypical teenager. [T 2]

R1(B) Camera Shots Assignment

Camera Usage: Your teacher will demo how to use the video cameras. You will need your own USB to use in the cameras as they are being used by all classes. You will need to take your own notes for this demo.
The following areas will be covered in the demo:
1. Sign out
2. Charging and power cords
3. Powering on, camera and play mode
4. Recording
5. Zooming, wide and telescopic
6. Playback

YOUR TASK: You will work in a group to perform the test shots, however, all members of the group must individually contribute.  Each person must act and shoot a third of the film. If there are 3 group members, each person should be shooting 4 shots and appearing in 4 (minimum) shots.  You will film the following shots in this specific sequence. You will begin recording each shot and verbally announce the shot type at the beginning of each take, or have text that identifies the shot.  Each shot should last approximately 3-5 seconds. YOU WILL INPUT YOUR SHOTS TO PREMIER PRO AND MAKE A SHORT VIDEO COMPILATION OF ALL THE SHOTS.  (see example below)  You may submit ONE VIDEO as a group.

Test shot list:
1. Introduction shot: announce who the director is.
2. Long Shot
3. Medium LS
4. Medium Shot
5. Close-Up
6. Extreme CU
7. MLS then Zoom to ECU
8. Medium Shot with Dolly motion
9. Close-Up with Pan motion
10. Medium Shot plus Low angle
11. Medium LS with Truck motion
And...
12. Conversation between 2 sitting people - Medium Shot
13. Subject is show to have small and weak qualities
14. Opening shot of a moving conversation
15. Reaction shot to a violent action

THERE IS A REALLY GOOD EXAMPLE OF THE FINAL VIDEO PROJECT ON THE SSHARE DRIVE, IN THE GRADE 10 MEDIA FOLDER, LABELED "Cadie's Camara Shots".  THIS IS WHAT YOU'LL BE DOING!

*Remember to be a directable performer, help your group members get the shots they need, listen and take direction from them. As the director: speak up! Direct your actors, tell them what you need from them.*

EVALUATION
a) All 15 shots are completed in order and properly framed.    1   2   3   4    5
b) Voices are clear and understandable    1    2   3   4    5
c) Camera motion is steady, smooth or stable    1    2    3   4    5
d) Shots are held for the required length of time    1    2    3    4    5
e) Editing skills: smooth video with transitions, cut unnecessary footage  1   2   3   4   5 
                                                                                   TOTAL   /25

*Note that no marks are given in this project to creativity. You are welcome to create some sort of story, become characters, re-enact scenes from movies, etc. but you will not be marked differently for doing so.