Course Syllabus

Book use- A place to dream..pptx

Media Arts 11

Faculty: Mr. Brenton Wilke

Course Description

An extension of Media Arts 10, this course builds upon the students’ understanding of new media techniques.  Students will continue to explore and create digital imagery through more involved, and independent assignments.  Based on the processes and content areas of the Media Arts curriculum, the course provides an advanced overview of animation, film/digital video, and graphic design.  With extensive use of the Cintiq, Adobe Premiere, Harmony, PhotoShop and other software explored independently, students will approach the creative process from an enhanced technical and aesthetic point of view. 

In short, the course is designed for the more serious students from Media Arts 10 who wish to take their technical  knowledge base to the next level, and have fun creating in an open ended format.  Students are encouraged to think conceptually and critically, and to visually problem solve through personal expression of ideas and a direct, immediate reaction with the creative process.

The Sketchbook will be a visual and written diary documenting the creative process through collections of images, artistic resources, and brainstorming. Context and linear development to a design solution is essential.

Major/ Final Product will be evaluated given the student’s creativity, technical mastery, resolution and refinement, as well as their productivity and focus.

Process (sketchbook) will be weighted equally to Product (final designs)

Although the projects explored are based largely on the interests of the class both as a whole and independently, some of the assignments from previous years are as follows:

• Animated Film Logo
• Sketchbook  Final Product 
• Animated/Stop motion painting from art history
• Self Portrait as a famous artist
• Less is More –music, colour & film
• Self Portrait in Personal Space
• Typography
• Package Design
• Prep Book Cover                                              

Curriculum Overview

Media Arts 11 is based on the new BC Curriculum available at: https://curriculum.gov.bc.ca/curriculum/arts-education/11/media-arts

At St. George’s, our focus will build upon the BC Curriculum with the following focus:

Term	Learning
1	Understand (Big Ideas)	Students will understand that graphic design reflects the interconnectedness of the individual, community, history, and society. Students will understand that growth as a designer is dependent on perseverance, resilience, refinement, and reflection. Students will understand that artistic expression is a designer’s physical and cognitive articulation of our humanity. Students will understand that graphic design provides a unique way to represent self, identity, and culture. Students will understand that a step-by-step approach to the creative process can enhance their learning through personal engagement, questioning, artistic research, conceptualization of feelings and attitudes and the generation of ideas. ·       Students will understand the benefits and necessity of working and sharing ideas in a studio situation, nurturing relationships, and building a love of learning through guided critique.
	Do (Competencies)	Critical Inquiry: Students will engage in a presented step-by-step approach to the creative process leading up to a final design. Create poster design using sensory inspiration, imagination, and inquiry. Students will examine artistic possibilities and take creative risks, using various sources of inspiration including research into the Art Deco movement and the film The Wizard of Oz. Students will refine skills and techniques based on the concept of advertisement and design and the Art Deco movement. Students will examine established, new, and emerging techniques with Photoshop. Students will create an innovative school play poster for a specific audience with an audience. Students will refine skills and techniques in graphic design. Students will demonstrate innovation in creating a poster design and resolve creative challenges. Students will recognize and engage in the reciprocal process of a critique Students will interpret and evaluate, using discipline-specific language, how artists use materials, technologies, processes, and environments in graphic design. Recognize and evaluate creative choices in the planning, making, interpreting, and analyzing of posters in advertising. Students will refine personal answers to aesthetic questions Students will examine the influences of a variety of contexts on artistic works. Students will document, share, and engage with media artworks in a variety of contexts Students will communicate ideas and express emotions through graphic design Students will demonstrate respect for self, others, and place through art making Students will Investigate and respond to social and environmental      issues and values using media art. Students will Demonstrate personal and social responsibility associated with creating, perceiving, and responding in graphic design Students will examine First Peoples perspectives, knowledge, and protocols; other ways of knowing, and local cultural knowledge through media arts Students will create artistic works to reflect personal voice, story, and values Students will Examine the reciprocal relationships between media arts, culture, and society Students will evaluate personal, educational, and professional opportunities in graphic design and related fields Students will engage in digital citizenship throughout the creative process Students will connect with others on a local, national, or global scale through graphic design. Students will demonstrate safe and responsible use of materials, tools, and work space.
	Know (Content)	Students will know the elements and principles of design and how they can be implemented and or manipulated effectively through advertising and graphic design. Students will know the image development strategies and how they can be implemented and or manipulated effectively through advertising and graphic design. Students will know media technologies including Photoshop and/or                      Illustrator, and a Cintiq screen. Students will know standards-compliant technology Students will know a variety of image sources and genres Students will know terminology used in media arts Students will know a range of materials, processes, and techniques. Students will know production skills to enhance, alter, or shape technical elements of the creative process: pre-production, production, post-production. Students will know symbols and metaphors. Students will know influences of visual culture in graphic design. Students will know local, national, global, and intercultural graphic designers and genres. Students will know ethical, moral, and legal considerations associated with media arts technology Students will know moral rights, and the ethics of cultural appropriation and plagiarism Students will know health and safety protocols and procedures Students will know their own personal responsibility associated with working within a collaborative environment as well as the respect required for others and the equipment within the classroom.  Students will know how to effectively use and record in a sketchbook as a vehicle of self-reflection, investigating identity, creative problem solving and linear concept development.

 

 

                                                  

Term	Learning
2	Understand (Big Ideas)	·
	Do (Competencies)	Critical Inquiry: ·       Students will
	Know (Content)	·       Students will

 

                                                  

Term	Learning
3	Understand (Big Ideas)	·       Students will
	Do (Competencies)	Critical Inquiry: ·       Students will ·
	Know (Content)	·       Students will ·

 

 

 

Assessment and Learning Outcomes (each out of 10 marks)

 

• BRAINSTORMING           Thoughts and first Reactions.  Extensive drawings, doodles & notes. Explorations and questioning.  Personal connections, attitudes and feelings.  Relation to you /relation to others.
• ARTISTIC RESOURCES. Extensive artist reproductions that are relevant to idea development. Research & Discussion.  Explore beyond medium and historical periods.  Diversity in time, medium, style, message, culture. 
• IDEAS.                             Quality ideas showcased.  Linear development prevalent.  Clear, thoughtful, intelligent investigation of possibilities.  Evidence of artists influence.  Push to answer explored questions.
• THUMBNAIL PLAN.        Mastered a design solution in thumbnail form.  All questions answered in terms of medium, colour, elements and principles of design... Scale, movement, sound, font,  Storyboard if necessary
• RISK TAKING /CREATIVITY Exceptional expression in a visual form.  References to research.  Exploration beyond technical criteria.
• FINAL RESOLUTION.     Refinement of finished piece.  Presentation is exceptionally produced.  Resolved design problems and answered questions.  Message/intent is clearly communicated.
• TECHNICAL MASTERY. Mastered the use of the chosen medium to the desired effect. Confidence in medium.
• PRODUCTIVITY/FOCUS. Task orientated and completion focused. Effective balance between creative autonomy and constructive assistance/ Effectively prepared physically and mentally to engage in class work/ Works outside of classroom time to ensure timeliness of piece/ Shows a willingness to work outside of class time if needed.  Involvement in studio community -clean up, maintenance of materials & equipment.

First Peoples Principles

We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together. As part of contribution to reconciliation, this course makes First Peoples Principles visible in class by Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).

Learning is embedded in memory, history, and story.

Learning involves patience and time.

Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on

reciprocal relationships, and a sense of place). 

Literacy

An explanation of how this course is making efforts to make literacy visible. 

• Comprehension Tasks/Strategies:
  • Students will explore and communicate concepts, imagery and ideas that reflect upon their own and other artists experiences, cultural backgrounds and understanding.
  • Students will conceptualize and communicate the visual language of design.
  • Students will demonstrate fluency in both traditional and digital processes to produce artwork and designs.
  • Students will create designs for different purposes and audiences and critique and reflect using appropriate and learned vocabulary associated with design.
  • Students will conceptualize and communicate the visual language of movement.
  • Students will see film/animation as an art form and language that can communicate a narrative, idea, concept, message, culture, emotion etc.

Resources

 

Course Expectations

Workload: There will be no homework assigned for this course. Students are expected to complete all work within the allotted class time.  However, students are encouraged to take assignments beyond the given criteria and to make use of the open studio at lunch times.

 Submitting Assignments etc.

Students are to submit all finished assignments on paper as well as submitting the digital finished movie files in the class dropbox provided.

 

Contacting Me

bwilke@stgeorges.bc.ca