Final Flash Assignment

This is your final flash assignment. Create a flash animation using the following elements:

1)Scenes
2)buttons
3)Actionscripts
4)Masking
5)Drawing tools
6)Multi-layers
7)Motion Guide Path
8)Shape and Motion tweens
9)Symbols

Final Due date is Thursday January 9th

ISU Project Proposal

Purpose for Developing a Project Overview
A project overview is intended to inform the instructor about specific activities, projects, and innovative ideas that you are interested in pursuing. I realize your idea may not yet be clearly defined. However, the more information I have about your potential project, the more likely it is that I will be able to assist you in further development of your project. The Project Overview should not exceed two pages.

Outline for a Project Overview
Project Introduction: Describe what you plan to do, how long it will take, and the collaborating department or people, that will be involved in this project. Suggested length for this portion of the summary is two to three paragraphs.
Assessment of Need: Describe and define the problem that you wish to solve. Suggested length: one to two paragraphs.

Goals and Objectives for the Project: Provide a broad statement followed by a listing of expected outcomes that collectively lead to attainment of the goal Suggested length: one paragraphs.

Capacity: Write a statement that convinces the reader you and your colleagues have the background to complete this project. If facilities are important, describe what you have available to you. Suggested length: one paragraph. Conclusion: Include a final paragraph to summarize the benefits and deliverables for the project.
Contact Information: Designate a chief spokesperson, or at most two persons, for this project. The person(s) name and student number , school name and email address should be included in this section. Estimated Cost: The accuracy of this estimate is not important. It is important to know if you think the project will cost you anything. Suggested length: one line.

All Proposals are to be single-space in 12-point font with no more than 2 pages of narrative.

Deadlines for Submission of Proposals Thursaday Dec 20th

Ordinarily there will be one Call for Proposals issued in Dec 17 . The specific deadline dates will be: Final ISU Project will be due between January 21-29th 2008


Policy Concerning Evaluation of Proposals

The instructor will function in accordance with the following guidelines when evaluating proposals:

1. All proposal will be considered on an individual basis
2. Specific research purposes and goals should be clearly evident in the proposal
3. The instructor will approve after the proposal has been reviewed and an interviewed is conducted.

Dragging Objects with Flash (Group 1)

Read the following instructions and complete the tutorial on how to drag objects: Click here for instructions

Comic Life Resources (Group 2)

For samples of comic projects using Comic Life software click on the following link: http://plasq.com/comiclife-win

Short Story Tips and Resources (Group 2)

Short Stories: 10 Tips for Novice Creative Writers
Resources > Writing > Creative > Short Stories
Get Started: Emergency Tips
Write a Catchy First Paragraph
Develop Your Characters
Choose a Point of View
Write Meaningful Dialogue
Use Setting and Context
Set up the Plot
Create Conflict and Tension
Build to a Crisis or a Climax
Find a Resolution

By Kathy Kennedy, UWEC SeniorJan. 2003; edited by Jamie Dalbesio, UWEC SeniorMay 2003; edited by Dennis G. JerzJan 2007

What is a Short Story?
A short story:
Gets off to a fast start.
Generally has a limited number of characters and scenes.
Starts as close to the conclusion as possible.
Frequently deals with only one problem.
Uses only the detail necessary for understanding the situation.
Usually covers just a short time period.

Flash Animation Assignment (Group 1)

Macromedia Flash (Group 1)

Using Flash create the following short animations:

A)using texts and shape tween create a poem
B)Using Multi layers, Alpha effects and Symbols create an animation using your name and the school name
C)Using masking layer, shape and motion tweens, motion guide, drawing tools etc... create an animated Christmas Greeting card or an Intro flash Page for Notre Dame

Due date: Dec 14th, 2007

A small Ontario town called Swastika

Swastika is a small community founded in 1908 around a mining site in northern Ontario, Canada, and today within the municipal boundaries of Kirkland Lake, Ontario.

Swastika is a junction on the Ontario Northland Railway [1], where a branch to Rouyn-Noranda, Quebec leaves the ONR's main line from North Bay, Ontario to Moosonee. The Northlander passenger railway service between Toronto and Cochrane serves a station at Swastika, with connecting bus service along Highway 66 into downtown Kirkland Lake.

The town's other claim to fame is its association with the Mitford family, who owned the Swastika Mine for which the town was named. In particular, Nazi sympathizer Unity Mitford's association with the town — she was supposedly conceived there — impressed the superstitious Nazis,^{[citation needed]} to whom the swastika was an important symbol.

During World War II, the provincial government sought to change the town's name to Winston, in honour of Winston Churchill, but the town refused, insisting that the town had held the name long before the Nazis co-opted the symbol. Residents of Swastika used to tell the story of how the Ontario Department of Highways would erect new signs on the roads at the edge of the town. At night the residents would tear these signs down and put up their own signs proclaiming the town to be "Swastika".

An important figure was Christopher Macaulay, direct descendant of Thomas Babbington Macaulay, who fought to keep the name as Swastika.

History

Lucky Cross Mill in Swastika, Ontario (1918)

Swastika, Ontario was named after the Swastika Gold Mine staked in the fall of 1907 and incorporated on January 6, 1908. James and William Dusty staked the claims alongside Otto Lake for the Tavistock Mining Partnership. The Temiskaming and Northern Ontario Railway had an engineers camp nearby as they had to construct two railway bridges as they advanced Northward. They first used the name Swastika in their 1907 Annual Report to indicate a water tank was located at this site to meet the needs of the mighty steam trains that opened up Northern Ontario. Prospectors and miners flooded to the area and after viewing the find at the Swastika Gold Mine they advanced throughout the area. In 1909 the Lucky Cross Mine adjacent to the T&NO railway tracks began producing gold. A Mr. Morrisson started a farm and lodging alongside the tracks as early as 1907 and from there the community developed. By 1911 a hotel, businesses, etc. were flourishing and the area to the East was heavily staked and the major gold mines of Kirkland Lake were found and developed. Swastika was the main transportation link with the railway and communications centre. Churches, school classes, community groups and organizations continued to provide the needs of the residents of the area. In 2008 the small community of Swastika will be celebrating its Centennial.

Swastika: a misappropriated symbol

Reading Assignment
instructions: Read the following article and answer the following questions.

Questions:
1) Explain in your own words, what do you think the swastika mean to you?
2) How was the swastika misappropriated?
3)What are some of the meaning of the Swastika symbol? Use examples.
4)What does the Swastika mean today?

The History of the Swastika
From Jennifer Rosenberg,

The swastika is an extremely powerful symbol. The Nazis used it to murder millions of people, but for centuries it had positive meanings. What is the history of the swastika? Does it now represent good or evil?

The Oldest Known Symbol

The swastika is an ancient symbol that has been used for over 3,000 years. (That even predates the ancient Egyptian symbol, the Ankh!) Artifacts such as pottery and coins from ancient Troy show that the swastika was a commonly used symbol as far back as 1000 BCE.

During the following thousand years, the image of the swastika was used by many cultures around the world, including in China, Japan, India, and southern Europe. By the Middle Ages, the swastika was a well known, if not commonly used, symbol but was called by many different names:

* China - wan
* England - fylfot
* Germany - Hakenkreuz
* Greece - tetraskelion and gammadion
* India - swastika

Though it is not known for exactly how long, Native Americans also have long used the symbol of the swastika.

The Original Meaning

The word "swastika" comes from the Sanskrit svastika - "su" meaning "good," "asti" meaning "to be," and "ka" as a suffix.

Until the Nazis used this symbol, the swastika was used by many cultures throughout the past 3,000 years to represent life, sun, power, strength, and good luck.


Even in the early twentieth century, the swastika was still a symbol with positive connotations. For instance, the swastika was a common decoration that often adorned cigarette cases, postcards, coins, and buildings. During World War I, the swastika could even be found on the shoulder patches of the American 45th Division and on the Finnish air force until after World War II.

A Change in Meaning

In the 1800s, countries around Germany were growing much larger, forming empires; yet Germany was not a unified country until 1871. To counter the feeling of vulnerability and the stigma of youth, German nationalists in the mid-nineteenth century began to use the swastika, because it had ancient Aryan/Indian origins, to represent a long Germanic/Aryan history.

By the end of the nineteenth century, the swastika could be found on nationalist German volkisch periodicals and was the official emblem of the German Gymnasts' League.

In the beginning of the twentieth century, the swastika was a common symbol of German nationalism and could be found in a multitude of places such as the emblem for the Wandervogel, a German youth movement; on Joerg Lanz von Liebenfels' antisemitic periodical Ostara; on various Freikorps units; and as an emblem of the Thule Society.

Hitler and the Nazis

In 1920, Adolf Hitler decided that the Nazi Party needed its own insignia and flag. For Hitler, the new flag had to be "a symbol of our own struggle" as well as "highly effective as a poster." (Mein Kampf, pg. 495)

On August 7, 1920, at the Salzburg Congress, this flag became the official emblem of the Nazi Party.

In Mein Kampf, Hitler described the Nazis' new flag: "In red we see the social idea of the movement, in white the nationalistic idea, in the swastika the mission of the struggle for the victory of the Aryan man, and, by the same token, the victory of the idea of creative work, which as such always has been and always will be anti-Semitic." (pg. 496-497)

Because of the Nazis' flag, the swastika soon became a symbol of hate, antisemitism, violence, death, and murder.

What Does the Swastika Mean Now?

There is a great debate as to what the swastika means now. For 3,000 years, the swastika meant life and good luck. But because of the Nazis, it has also taken on a meaning of death and hate.

These conflicting meanings are causing problems in today's society. For Buddhists and Hindus, the swastika is a very religious symbol that is commonly used. Chirag Badlani shares a story about one time when he went to make some photocopies of some Hindu Gods for his temple. While standing in line to pay for the photocopies, some people behind him in line noticed that one of the pictures had a swastika. They called him a Nazi.

Unfortunately, the Nazis were so effective at their use of the swastika emblem, that many do not even know any other meaning for the swastika. Can there be two completely opposite meanings for one symbol?

In ancient times, the direction of the swastika was interchangeable as can be seen on an ancient Chinese silk drawing.

Some cultures in the past had differentiated between the clockwise swastika and the counter-clockwise sauvastika. In these cultures the swastika symbolized health and life while the sauvastika took on a mystical meaning of bad-luck or misfortune.

But since the Nazis use of the swastika, some people are trying to differentiate the two meanings of the swastika by varying its direction - trying to make the clockwise, Nazi version of the swastika mean hate and death while the counter-clockwise version would hold the ancient meaning of the symbol, life and good-luck.

Photomontage: hommage to John Heartfield

Creating a photomontage has, for the most part, become easier with the advent of computer software such as Adobe Photoshop, and Pixel image editor. These programs make the changes digitally, allowing for faster workflow and more precise results.

Your assignment is to create three Adbuster-like spoofs on the following Advertisements:
Abercrombie and Fitch
Gap
Nike
Hollister
any advertisements of your choice
etc...

John Heartfield and Parody Reading Assignment

In contemporary usage, a Parody (or Lampoon) is a work that imitates another work in order to ridicule, ironically comment on, or poke some affectionate fun at the work itself, the subject of the work, the author or fictional voice of the parody, or another subject. As literary theorist Linda Hutcheon (2000: 7) puts it, "parody...is imitation with a critical difference, not always at the expense of the parodied text." Another critic, Simon Dentith (2000: 9), defines parody as "any cultural practice which provides a relatively polemical allusive imitation of another cultural production or practice."

Parody exists in all art media, including literature, music, and cinema. Cultural movements can also be parodied. Light, playful parodies are sometimes colloquially referred to as spoofs. The act of such a parody is often called lampooning. (Source cited)

Adbusters

Ad spoofs

John Heartfield historical reference (Reading assignment due Monday Nov5th)

Rick Mercer Challenge Activity

Take a Rick Mercer Photo Challenge. The challenge is simple:

In this assignment you will brush up on your Photoshop skills. I would like you to download the following image and save it to your computer(H:drive). Create a political spoof by manipulating the photograph.

Write a 500 word essay explaining what the image represents, how and why you changed the image. Also explain the meaning of the image.

Rick Mercer posts these photos on his website: http://www.rickmercer.com/index.cfm?fuseaction=main.gallery&challengeId=84&seasonId=2. Consult this website to see images made by others.

Click here to download the image

Digital Photography Unit

Using the lighting kit

sample 1
Sample 2 (Portrait Definition)

NFB Animation Workshop

Is "Fahrenheit 9/11" a Documentary Film, or What is a Documentary Film? Tuesday Oct 9th Assignment

Read the following article and answer the following questions: Click here for the article

1) How do you define the term "documentary film"?
2) Is "Fahrenheit 9/11" a Documentary?
3) How has the definition of documentary changed in recent years, if at all?
4) Can or should documentaries have a point of view and if so, are they still called documentaries?

Fast Food Documentary

This is a good example of a high school student documentary project on Fast Food.

Fahrenheit 9/11

DOCUMENTARY FILM PROJECT

After watching the film (Bowling for Columbine), work in groups of 5-6. The goal is to create a 6-8-minute documentary film focusing on a hot topic. Each group should select a hot topic that they feel impacts them on their campus or in their lives. These hot topics can come from the film, from their exercises leading up to the film or can be anything the students want to explore.

BRAINSTORMING

The groups should meet and discuss their hot topic. They should break down the topic and ask each member of the group to be responsible for some research surrounding their topic that they can bring to class the next day. They should decide on a DRIVING QUESTION for their project, and this will guide the outcome of their film. For example, if the students are looking at the issue of drugs on campus, they might decide that the overall question they want to answer is “Why do some students refuse the offer of drugs whereas other students go as far as to carry drug use to school?” They need to decide on this driving question before they start interviewing and build smaller mini-questions related to it to guide their inquiry. (Mini-questions are 4-5 offshoots, more specific questions that help define the driving question.)

INTERVIEWING
Each group should create a list of 6-8 possible people to interview for their documentary and create a list of questions to ask these people. In the final film, they should include at least five interviews with a diverse interviewing group (i.e., don’t just interview other students, but have students, teachers, community members, the principal, etc.)

STORYBOARDING
Each group should make some fingernail sketches of what they want the specific sections of their film to look like, but place each desired scene on a separate sheet of paper, so that they can decide later where they want the scenes to fall in their film. They will have a better understanding of the order in which they want their scenes the closer they get to filming.
Documentary Film Project

SCRIPTWRITING (TREATMENT/OUTLINE)
Students should first write an outline (the Treatment) of each interview. Next the student should write the text (voice-over that will surround each of their interviews as well as the lead-in to the film (like Michael Moore’s first voice-over) and a closing voice-over at the end of the film. The script will be a breathing thing as they move along in the process. They will add to it with each interview they decide to use.

FILMING
(If filming is not available, the students can act their scripts out live using actors to fill in for the people they interviewed; in this case, a script based on the actual interviews is essential.) Unless they have good editing programs to work with at home or at school, the students should film in order as much as possible.

Choice Theory

The term choice theory is the work of Dr. William Glasser, MD, author of the book so named, and is the culmination of some 50 years of theory and practice in psychology and counseling. Choice theory is also a discipline of analyzing the mathematical nature of the choice behavior of economic agents in microeconomics. For choice theory in economics, see rational choice theory.
Choice Theory posits that behavior is central to our existence and is driven by five genetically driven needs, similar to those of Maslow:
Survival (food, clothing, shelter, breathing, personal safety and others)
and four fundamental psychological needs:
Belonging/connecting/love
Power / significance
Freedom / responsibility, and
Fun / learning

Choice Theory posits the existence of a "Quality World" in which, starting at birth and continuing throughout our lives, we place those things that we highly value: primarily the people who are important to us, things we prize, and systems of belief, i.e. religion, cultural values and icons, etc. Glasser also posits a "Comparing Place" in which we compare the world we experience with our Quality World. We behave to achieve as best we can a real world experience consonant with our Quality World.

Behavior ("Total Behavior" in Glasser's terms) is made up of these four components: acting, thinking, feeling and physiology. Glasser suggests that we have considerable control or choice over the first two of these, and little ability to directly choose the latter two. As these four components are closely intertwined, the choices we make in our thinking and acting greatly affect our feeling and physiology.

The source of much unhappiness are the failing or failed relationships with those who are important to us: spouses, parents, children, friends & colleagues. The symptoms of unhappiness are widely variable and are often seen as mental illness. Glasser believes that "pleasure" and "happiness" are related but are far from synonymous. Sex, for example, is a "pleasure" but may well be divorced from a "satisfactory relationship" which is a precondition for lasting "happiness" in life. Hence the intense focus on the improvement of relationships in counselling with Choice Theory-- the "new Reality Therapy".

Choice Theory posits that most mental illness is, in fact, an expression of unhappiness and that we are able to learn how to choose alternate behaviors that will result in greater satisfaction. Reality Therapy is the counseling process focused on helping clients to learn to make those choices.

The Ten Axioms of Choice Theory
1. The only person whose behavior we can control is our own.
2. All we can give another person is information.
3. All long-lasting psychological problems are relationship problems.
4. The problem relationship is always part of our present life.
5. What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future.
6. We can only satisfy our needs by satisfying the pictures in our Quality World.
7. All we do is behave.
8. All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology
9. All Total Behavior is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think.
10. All Total Behavior is designated by verbs and named by the part that is the most recognizable


Group Assignment 1:

A) In group of 3 - 4, have students discuss possible definitions for basic needs.

1) Belonging
2) Power
3) Freedom
4) Fun
5) Survival

B) Discuss as a class each group's definition and develop a definition for each need.

C) Review the list of people the class stereotyped the day before and discuss which needs each person is possibly living without.

D) (On your own) Evaluate and write a summary of how each need is satisfied in your own personal life. Be conscious of how you can identify these areas in your behaviour.

Tolerance and Stereotypes Assignment

Assign each a race or nationality:

Chemistry professor__________________
Rap musician__________________
Gang member__________________
Bank president__________________
Hair stylist__________________
Religious fundamentalist__________________
Goth musician__________________
Militia member__________________

-include the following info:
-type of clothing
-how they talk
-where they live
-and what they value most in life

Please complete the following questions:

1) Why is it easy to think in terms of stereotypes?
2) What kind of harm does stereotyping make to an entire group of people?


Stereotypes: A generalized assumption about a whole group of people based on inadequate or oversimplified facts.

Bowling for Columbine

The film explores what Moore suggests are the causes for the Columbine High School massacre and other acts of violence with guns. Moore focuses on the background and environment in which the massacre took place, and some common public opinions and assumptions about related issues. The film looks into the nature of violence in the United States, focusing on guns as a symbol of both American freedom and its self-destruction.

In Moore's discussions with various people, including South Park co-creator Matt Stone, the National Rifle Association's then-president Charlton Heston, and musician Marilyn Manson, he seeks to explain why the Columbine massacre occurred and why the United States has a higher number of violent crimes, especially crimes involving guns and charges that the occurrence of violent crimes in the US is relatively higher than other developed nations.

Weapons of mass destruction
Early in the movie Moore links the violent behavior of the Columbine shooters to the presence in Littleton of a large defense establishment, manufacturing rocket technology. It is implied that the presence of this facility within the community, and the acceptance of institutionalized violence as a solution to conflict - be it real, implied or potential - contributed to the mindset that led to the massacre.

Moore conducts an interview with Evan McCollum, Director of Communications at a Lockheed Martin plant near Columbine, and asked him
"So you don't think our kids say to themselves, 'Dad goes off to the factory every day, he builds missiles of mass destruction. What's the difference between that mass destruction and the mass destruction over at Columbine High School?'"
McCollum responded:

"I guess I don't see that specific connection because the missiles that you're talking about were built and designed to defend us from somebody else who would be aggressors against us."

"What a Wonderful World"
The movie then cuts to a montage of American foreign policy decisions, with the intent to contradict McCollum's statement, and cite examples of how the United States has, in Moore's view, frequently been the aggressor nation (set to the song "What a Wonderful World" performed by Louis Armstrong).

The following is an exact transcript of the onscreen text in the Wonderful World segment:
1953: U.S. overthrows Prime Minister Mohammed Mosaddeq of Iran. U.S. installs Shah as dictator.
1954: U.S. overthrows democratically-elected President Arbenz of Guatemala. 200,000 civilians killed.
1963: U.S. backs assassination of South Vietnamese President Diem.
1963-1975: American military kills 4 million people in Southeast Asia.
September 11, 1973: U.S. stages coup in Chile. Democratically-elected President Salvador Allende assassinated. Dictator Augusto Pinochet installed. 5,000 Chileans murdered.
1977: U.S. backs military rulers of El Salvador. 70,000 Salvadorans and four American nuns killed.
1980s: U.S. trains Osama bin Laden and fellow terrorists to kill Soviets. CIA gives them $3 billion.
1981: Reagan administration trains and funds "contras." 30,000 Nicaraguans die.
1982: U.S. provides billions of dollars in aid to Saddam Hussein for weapons to kill Iranians.
1983: The White House secretly gives Iran weapons to kill Iraqis.
1989: CIA agent Manuel Noriega (also serving as President of Panama) disobeys orders from Washington. U.S. invades Panama and removes Noriega. 3,000 Panamanian civilian casualties.
1990: Iraq invades Kuwait with weapons from U.S.
1991: U.S. enters Iraq. Bush reinstates dictator of Kuwait.
1998: Clinton bombs "weapons factory" in Sudan. Factory turns out to be making aspirin.
1991 to present: American planes bomb Iraq on a weekly basis. U.N. estimates 500,000 Iraqi children die from bombing and sanctions.
2000-2001: U.S. gives Taliban-ruled Afghanistan $245 million in "aid."
Sept. 11, 2001: Osama bin Laden uses his expert CIA training to murder 3,000 people.

On the website accompanying the film, Moore provides additional background information.[4]

Mr. Padilla asks...

What one thing did you learn today?

9/11 Digital Collage

Today is Tuesday Sept 11, 2007 and your Photoshop Digital collage assignment is to create a memorial collage reflecting the events of 9/11. You can use any found images. Be creative! Make your collage reflective and personal.

Your blog writing reflection is on the topic of War. Is War justified? What does our Christian teachings tell us about War? Your written reflection should be 300 to 500 words in length. Please upload your collage to your blogger account.

9/11 resources

Digital Collage Assignment

Using Photoshop create a digital collage that best represent the following words:

1)Joy
2)Pain
3)Love

Your design should have the following characteristics:

-The digital collage fits on a 21.6cm X 27.9cm (8.5in X 11in.) page
-The collage has a theme or introduces a topic.
-The collage could have some text, and a least one photograph
-All of the collage design elements work well together and relate to a theme or topic
-The format is easy to read
-The cover conforms to all school policies regarding printed information

Safety on the Web Lesson

To insure a safe and positive learning environment for everyone make sure that Permission setting on you blogger site is set to Private "Only people I invite". Delete any blogs that have personal information or keep it in Private and not Public viewing. If you are unsure about content you come across please report it to Mr. Padilla immediately. Please report any violators to the following rules.

Please follow these Personal Safety and Privacy rules:

I will not give out any personal information online without my parents’ permission. This includes my name, phone number, address, e-mail, location of my school, my parents’ work address/telephone numbers, credit card number information, and my picture.

I will not arrange to meet a friend I have made on the Internet unless one of my parents has been informed and will be present.

I will not send any annoying messages to anyone.

I will not post or send insulting or rude messages or threats to anyone online.

I will always use a pretend name or nickname that doesn’t reveal anything about me.

I will not respond to any message that makes me uncomfortable. I will show an adult right away.

Please read Blogger Content and Privacy Policy


1. http://www.blogger.com/content.g
2. http://www.blogger.com/privacy
3. http://www.tcdsb.org/policyregister

Memory Game

Take a 5 minute break and play the memory game to sharpen your memory muscles.

The McLuhan Reader Assignment

Follow the link to the article on Marshall McLuhan: http://www.leaderu.com/orgs/probe/docs/mcluhan.html. Read the following article and make notes: Answer the following questions:

1) Who was Marshall McLuhan?
2)What were McLuhan's contribution to the "Electronic Age"?
3)What is the "Electronic Age"?
4)What is a McLuhan probe?
5)Give an example of a McLuhan probe and explain what that probe means?
6)What does Technology as Extensions of the Human Body mean?
7)Explain the Global Village? What does McLuhan mean by this phrase.
8)What do you think McLuhan meant by the following aphorism: "the medium is the message"?

Please post all your answers in your blogger website.

For those Media Arts Students who are in my Comtech Class Only

For those who are taking my comtech and in my Media Arts class you must complete an additional reflection entry. The topic of your reflection is on the advantages and dis-advantages of communications technology in our society. Describe and compare the advantages and disadvantages of the following technologies: the internet, mobile phone, digital video camera.

This entry must be between 300 to 500 words. 20marks

Summer Reflection Assignment

Write a reflection about your summer holiday. Your reflection should be thoughtful, accurate and concise. Please include:

1) What you did this summer
2) any discoveries you've made
3)what you want to accomplish this up coming school year
4)1 Image if you have any to share.

P.SMake sure you post your reflection on your blog. I look forward to reading your entries. This assignment is out of 10 and should be 300 -500 words in length.

Course Outline

This course emphasizes the development of the knowledge and skills required for the production of media art works (e.g., robosculpture, photocopy art, computer animation with synthesized sound). Students will develop an appreciation of the history of media arts through analysing specific works, and will create media art works using a variety of technologies (e.g., digital camera, photo-imaging software, computer-modelling software, synthesizer, videotape, multi-track sound recording).

The expectations for the courses in media arts are divided into three distinct yet related strands: Theory, Creation, and Analysis. The Theory strand is focused on understanding of concepts, including elements and principles, as well as techniques, technologies, and processes. The Creation strand deals with various aspects of the creation of media artworks. The Analysis strand is focused on examination of aesthetic issues and the function of media arts in society.
As an Open course, the Grade 11 Media Arts Profile is designed to broaden the student’s knowledge and skills, and provide a solid and practical foundation for the media arts.
The activities in this course of study are designed to prepare students to meet the challenges of a technologically advanced society. A focus on the creative process gives students practical skills, appropriate motivation, and the theoretical knowledge needed to communicate ideas, feelings, and beliefs through the media artwork they create. In addition, students develop an appreciation and awareness of this new and innovative art discipline.

Students are introduced to the technical, historical, theoretical, cultural, moral, and ethical social contexts of media arts in society. An essential component is hands-on exploration and skill development with integration of theoretical content. Progressing through the units in sequence allows students to build on previously acquired knowledge and skills. The course has been designed to integrate and accommodate the experienced student as well as those students who have not previously taken Grade 10 Media Arts.

Reviewing the Grade 10 Media Arts document and familiarizing oneself with the media arts resources would be beneficial to teachers who are new to this subject area.
Self-expression is a fundamental aspect of this course. It is imperative that students have the opportunity to explore and experiment with the tools and techniques available to them as they unfold during the course, in order to become knowledgeable creators. Media Arts is a new, experimental direction in the arts. It is essential that students and educators realize that this hybrid art form is in a constant state of flux.

The culminating unit of the course is an Independent Study Unit (ISU). The final product takes the form of a digital portfolio, which gives students something tangible to take into the world of work or further study.

Full Course Profile available here