Course Syllabus

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Media Arts 12

Faculty: Mr. Brenton Wilke

Course Description

An extension of Media Arts 11, 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 11 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 12 is based on the new BC Curriculum available at: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculum/arts-education/en_arts-education_12_media-arts_elab.pdf 

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

Term

Learning

1

Understand
(Big Ideas)
  • sensory inspiration: ideas inspired by sensory experiences, such as the scent of pine needles or the sound of tires screeching
  • take creative risks: make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities
  • sources of inspiration: including experiences, traditional cultural knowledge and approaches, places (including the land and its natural resources), people, information, and collaborative learning environments
  • styles: Media artworks that share common characteristics can be described as belonging to the same artistic style.
  • genres: media arts genres such as installation art, digital arts, computer graphics, interactive art, internet art, biotechnological art
  • critique: age-appropriate feedback strategies (e.g., one-on-one dialogue, safe and inclusive group discussions, reflective writing, gallery walks)
  • environments: place-based influences on the creation of media artworks; art related to or created for a specific place
  • aesthetic questions: questions relating to the nature, expression, and perception of artistic works
  • variety of contexts: for example, personal, social, cultural, environmental, and historical contexts
  • Document: through activities that help students reflect on their learning (e.g., drawing, painting, journaling, taking pictures, making video clips or audio-recordings, constructing new works, compiling a portfolio); includes recording the various iterations of media works throughout the creative process
  • place: any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world.
  • social and environmental issues: includes local, regional, national, and global issues, as well as social justice issues
  • ways of knowing: First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive
  • personal voice: a style of expression that conveys an individual’s personality, perspective, or worldview
  • digital citizenship: understanding human, cultural, and societal issues related to technology, and engaging in legal and ethical behaviours
  • responsible use of materials: using materials in an environmentally responsible way, including considering their level of biodegradability and potential for reuse and recycling

Do

(Competencies)
  • elements: colour, form, line, shape, space, texture, tone, value, time
  • principles of design: balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity, depth, proportion and scale, sequencing, synchronization repetition, rhythm, unity
  • image development strategies: processes that transform ideas and experiences into visual images (e.g., abstraction, compression, distortion, elaboration, exaggeration, gesture, figure, fragmentation, free association, juxtaposition, magnification, metamorphosis, minification, multiplication, point of view, reversal, rotation, simplification, stylization, thumbnail sketch, transformation)
  • media technologies: in media arts, any image-making technology, such as cameras, computers, software, props, and lighting, including established and emerging technologies; also includes video production, layout and design, graphics and images, photography (digital and traditional), new and emerging media processes (e.g., performance art, collaborative work, sound art, network art, kinetic art, biotechnical art, robotic art, space art), and the improvisational use of miscellaneous items
  • standards-compliant technology: for example, layout conventions, markup language, current web standards, other digital media compliance requirements
  • terminology: for example, mock-ups, pixilation, resolution, technological obsolescence, zoetrope, ethics, fair use, hybridization, copyright, multimodal, multimedia, storyboard, cinematography, pace, panning, credits, sequence, mapping, installation
  • materials: of media arts (e.g., modelling clay, interlocking blocks, props, toys, lighting)
  • processes: of media arts (e.g., animation, claymation, montage, soundscape, storyboard, fonts, formats, illustration, layout, loop, narrative, real time, still image, transposition)
  • techniques: of media arts (e.g., techniques for organizing ideas and information to create points of view in images)
  • pre-production: the phase before a production begins; involves planning (e.g., developing treatments, writing and fine-tuning scripts or storyboards, designing costumes)
  • production: the phase during which a product is actively created and developed; involves, for example, shooting video or film, developing negatives and making enlargements, setting up lights, programming a website
  • post-production: the phase after most of the production stage is complete; involves fine-tuning and manipulating the production, resulting in a complete and coherent product (e.g., editing video footage, touching up and mounting photos, conducting multimedia tests)
  • visual culture: aspects of culture that rely on visual representation
  • ethical, moral, and legal considerations: regulatory issues related to responsibility for duplication, copyright, and appropriation of imagery, sound, and video
  • moral rights: the rights of an artist to control what happens to his or her creations (e.g., preventing them from being revised, altered, or distorted); students should understand when they can and cannot modify an image created by someone else
  • cultural appropriation: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn

Know

(Content)
  • elements and principles of design
  • image development strategies
  • media technologies
  • standards-compliant technology
  • a variety of image sources and genres
  • terminology used in media arts
  • a range of materials, processes, and techniques
  • media production skills to enhance, alter, or shape technical elements of a project:
    • pre-production
    • production
    • post-production
  • symbols and metaphors
  • influences of visual culture in media arts
  • local, national, global, and intercultural media artists and genres
  • ethical, moral, and legal considerations associated
    with media arts technology
  • moral rights, and the ethics of cultural appropriation
    and plagiarism

 

Assessment and Evaluation

SKETCHBOOK EVALUATION

MARK /10

Personal Investigation and Concept Development 

 

Quality artistic resources collected

Artist reproductions that are relevant to idea development. Research & Discussion. 

 

Quality ideas showcased

Ideas are outlined either in words and images. Evidence of brainstorming.  Outline of clear thoughtful intelligent ideas/discussion.   

 

Exceptional linear development of concept in visual diary 

Ideas are progressive, outlining a continued thought in a clear linear manner.  Ideas are developed through images as well as words.  Organic-Geometric.  All steps are clearly laid out and completed.

Discussion.

 

Mastered a design solution in thumbnail form 6x6 demonstrating a strong understanding of composition. 

Careful use of the elements and principles of design to build a strong visual design.

Integration of geometric forms.  Discussion

 

MAJOR EVALUATION

MARK /10

 

 

Risk Taking and Creativity/ References to Research

Exceptional expression in a visual form/ Outstanding creative development/ Excellent exploration beyond the technical criteria. Links to researched artists 

 

Technical Mastery and Confidence

Mastered the use of the chosen media to create a desired effect/ Awareness and care of materials used and clean-up.

 

Final Resolution and Refinement

Presentation is exceptionally produced/ Resolved any final design problems through the skillful manipulation of elements and principles of design / Refined finished piece. 

 

Productivity and Focus 

Task oriented 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.

 

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

Consistent office hours are open studio time on Tuesday and Thursday lunch times. 

Course Summary:

Date Details Due