Social Media 07192012 - Howell Schools€¦ · High School Content Expectations (HSCEs) Code &...

Scope Sequence High School Created 6/2012

Examples of Formative

AssessmentsVocabulary

CreativeA. Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

Strand 1: C.1, C.4 , C.5Strand 2: P2

Foundation: Color Theory - Elements and Principles of Design - Critical thinking - Presenting individual purpose or point of viewVector-Based Drawing: Elements and Principles of Design - Critical thinking and creative problem solving - Analysis and research - Demographic connections and effectiveness - Illustrator - Advertising and marketing persuasionMarketing Strategy: Research and development -Color Theory • Elements & Principles of Design -

Critique, Presentation, Short Answer, Project-Based, Informal Reviews, Quiz

Vector, Pixel, Line, shape, space, value, color, texture, unity, harmony, balance, rhythm, contrast, dominance, gradation, emotion, esthetic, spatial, Illustrator, Photoshop, iMovie, Mac, scan, File, Hard Drive, Network, Copy, Move, Trace, Thumb Drive, Focal Point, Perspective, CMYK, RGB, Desktop, Intent expression Login NGO

Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand

National Common Core Standards

Code & Language

Michigan Standards

High School Content

Expectations (HSCEs)

Code & Language

Essential Skills

Social Media = 2 Semesters 1.0

1&2 semester NA-VA.9-12.1 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES

Color Theory • Elements & Principles of Design - Critical thinking - Presenting creative purpose - inDesign, Illustrator, and Photoshop SoftwareMultimedia: Podcasting:: Research and development - Elements & Principles of Design - Critical thinking - Presenting creative purpose - GarageBand and iTunes Software3D Spacial Design: Research and development - Color Theory - Elements & Principles of Design - Critical thinking - Presenting creative purpose - 3D Spatial Design - inDesign, Illustrator, and Photoshop Software

Intent, expression, Login, NGO nptech open media open platform open source open video OpenID paid search marketing permalink personal media platform podcast podsafe public domain public media remix RSS RT screencast search engine marketing SEO short code smart phone SMS social bookmarking social capital social enterprise social entrepreneurship social media social media optimization social networking

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

B. Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

Strand 1: C.1, C.4, C.5 Foundation: Color Theory - Elements and Principles of Design - Critical thinking - Presenting individual purpose or point of viewVector-Based Drawing: Elements and Principles of Design - Critical thinking and creative problem solving - Analysis and research - Demographic connections and effectiveness - Illustrator - Advertising and marketing persuasionMarketing Strategy: Research and development -Color Theory • Elements & Principles of Design - Critical thinking - Presenting creative purpose - inDesign, Illustrator, and Photoshop Software


Vector, Pixel, Line, shape, space, value, color, texture, unity, harmony, balance, rhythm, contrast, dominance, gradation, emotion, esthetic, spatial, Illustrator, Photoshop, iMovie, Mac, scan, File, Hard Drive, Network, Copy, Move, Trace, Thumb Drive, Focal Point, Perspective, CMYK, RGB, Desktop, Intent, expression, Login, api app astroturfing B Corp blog campaign cause marketing civic media cloud

Multimedia: Podcasting:: Research and development - Elements & Principles of Design - Critical thinking - Presenting creative purpose - GarageBand and iTunes Software3D Spacial Design: Research and development - Color Theory - Elements & Principles of Design - Critical thinking - Presenting creative purpose - 3D Spatial Design - inDesign, Illustrator, and Photoshop Software

computing copyleft Creative Commons crowdsourcing CSR Digg digital inclusion digital story double bottom line Drupal ebooks embedding Facebook fair trade fair use feed flash mob Flickr geotagging Gov 2.0 GPL GPS hashtag hosting Internet newsroom lifecasting lifestreaming mashup metadata microblogging moblog MySpace net neutrality news reader NGO

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

Advanced: C. Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

Strand 2: P.1, P.2

Real Work: Perform actual design work for clientsContest: Create works for competitionAdvertising: Research and development - Color Theory • Elements & Principles of Design - Critical thinking - Presenting creative purpose - inDesign, Illustrator, and Photoshop SoftwareMultimedia: Animation: Research and development - Color Theory • Elements & Principles of Design - Critical thinking - Presenting creative purpose - inDesign, Illustrator, and Photoshop Software


Client, Deadline, Color Wheel, Primary Secondary, Tertiary, Complimentary, Analogous, Shade, Highlight, inDesign, Layout, Web, GIF, JPG, TIFF, EPS, PDF, NGO nptech open media open platform open source open video OpenID paid search marketing permalink personal media platform podcast podsafe public domain public media remix RSS RT screencast search engine marketing SEO

2nd semester

Web Page Design: Research and development - Color Theory • Elements & Principles of Design - Critical thinking - Presenting creative purpose - inDesign, Illustrator, and Photoshop SoftwarePortfolio: Students create a portfolio with artist statements that demonstrate their accumulation of knowledge and abilities

short code smart phone SMS social bookmarking social capital social enterprise social entrepreneurship social media social media optimization social networking

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

Advanced: D. Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

Strand 1: C.2Strand 3: R.1



Client, Deadline, Color Wheel, Primary Secondary, Tertiary, Complimentary, Analogous, Shade, Highlight, inDesign, Layout, Web, GIF, JPG, TIFF, EPS, PDF,


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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

A. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

Strand 1: C.5Strand 2: P. 1Strand 3: R 4

Foundation: Color Theory - Elements and Principles of Design - Critical thinking - Presenting individual purpose or point of viewVector-Based Drawing: Elements and Principles of Design - Critical thinking and creative problem solving - Analysis and research - Demographic connections and effectiveness - Illustrator - Advertising and marketing persuasionMarketing Strategy: Research and development -Color Theory • Elements & Principles of Design - Critical thinking - Presenting creative purpose - inDesign, Illustrator, and Photoshop Software


Vector, Pixel, Line, shape, space, value, color, texture, unity, harmony, balance, rhythm, contrast, dominance, gradation, emotion, esthetic, spatial, Illustrator, Photoshop, iMovie, Mac, scan, File, Hard Drive, Network, Copy, Move, Trace, Thumb Drive, Focal Point, Perspective, CMYK, RGB, Desktop, Intent, expression, Login

1&2 semester NA-VA.9-12.2 USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS


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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

B. Students evaluate the effectiveness of artworks in terms of organizational structures and functions

Strand 1: C.3Strand 2: P1Strand 3: R.4





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

C. Students create artworks that use organizational principles and functions to solve specific visual arts problems

Strand 1 C.3Strand 2 P.1





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

Advanced: D. Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

Strand 2: P.2, P.3Strand: R.1, R.4




2nd semester


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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

Advanced: E. Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

Strand 1: C.1, C.4 , C.5Strand 2: P2



Client, Deadline, Color Wheel, Primary Secondary, Tertiary, Complimentary, Analogous, Shade, Highlight, inDesign, Layout, Web, GIF, JPG, TIFF, EPS, PDF, social news social return on investment social tools splogs streaming media sustainability tag cloud tags technology steward terms of service triple bottom line troll tweet tweetup Twitter Twitterverse UGC unconference videoblog


virtual world Web 2.0 web analytics Web conferencing webcasting webinar wi-fi widget wiki Wikipedia word-of-mouth marketing WordPress YouTube

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

A. Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

Strand 1: C.2Strand 2: P.4Strand 3: R.1, R.4




1&2 semester NA-VA.9-12.3 CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS


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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

B. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

Strand 1: C.2Strand 3: R.1





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

Advanced:C. Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

Strand 1: C.5Strand 2: P.2Strand 3: R.1 R.2, R.3, R.4




2nd Qtr.


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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

Advanced:D. Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

Strand 1: C.3, C.5Strand 2: P.2, P.3Strand 3: R.4





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

A. Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

Strand 1: C.1,C.2, C.4, C.5Strand 3: R.1, R.3, R.4




1&2 semester NA-VA.9-12.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES


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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

B. Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

Strand 1: C.1, C.2, C.4 , C.5Strand 3: R.1, R.3, R.4





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

C. Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

Strand 1: C.1, C.2, C.4, C.5Strand 3: R.1, R.3, R.4





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

Advanced:D. Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

Strand 2: P.2, P.3Strand 3: R.2, R.3, R.4




2nd semester


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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

Advanced: E. Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

Strand 2: P.2Strand 3: R.2





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

A. Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

Strand 2: P.3, P.4Strand R.1, R.4




1&2 semester NA-VA.9-12.5 REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS


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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

B. Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

Strand 1: C.5Strand 2: P.3Strand 3: R.1, R.3, R.4





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

C. Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

Strand 2: P.3Strand 3: R.1,R.4





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

2nd semester Advanced:D. Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Strand 2: P.2, P.3Strand 3: R.1, R.4





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

A. Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

Strand 1: C.4Strand 2: P.2, Strand: R.1, R.4




1&2 semester NA-VA.9-12.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES


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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

B. Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

Strand 2: P.2, P.3Strand 3: R.2, R.3, R.4





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

2nd semester Advanced:C. Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences

Strand 1: C.3 , C.5Strand 2: P2, P.3Strand 3: R.1, R.2





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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

ENGLISH GRAMMAR

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

1,2,3,4 Grammar 4.1 Effective English Language Use4.1.1 – effective use of sentence structure4.1.3 – knowledge of situational and cultural norms4.1.4 – precise use of language4.2.2 – consequences of language use4.2.4 – implications of

Sentence Structure Structure and parallelismFragments, fused, and run-on sentencesTransitions, connectives, and associated punctuation Grammar and Usage Subject-verb agreementVerb forms and voice Principal parts of verbs PronounsPrepositionsModifiersNegatives Punctuation

Student writing for publication. Editing/revisingFinal Product

language Comma useSemicolon and colon useHyphen, dash, and parenthesis use Apostrophe useQuotation marks Strategy Topic development in terms of audience, purpose, and focusCentral idea or main topicShifts in ideas denoting new paragraphAdding, revising, or deleting supporting materialStyle and Word Choice (16%)Appropriate words and phrases to convey/match style, tone, and voiceConsistent style and toneWordiness, redundancy, and ambiguous pronoun referencesFigurative languageVocabulary Organization Decisions about order, coherence, and unityEffective opening, transitional, and closing sentencesLogical connections between ideas, sentences, and paragraphs

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

1,2,3,4 Writing a Profile 1.3 Audience and Purpose1.3.1 – variety of genre1.3.3 – varied sentences1.3.5 – audience expectations1.3.6 – purpose, audience, context1.5.2 – effective oral presentation1.5.3 – purpose and audience

Students read and analyze published editorials for the following:thesis, evidence, explanation, and examplesopposing viewpointconstruction of an editorial (from less powerful to most power argument)solution and call to action ResearchRevising/Editing


TimelinessProximityProminenceConsequencesHuman InterestConflictPrimary SourceLeadInverted PyramidBias ProfileQuotes: direct, paraphrasing, partial

ENGLISH ASSIGNMENTS

3.1.1 – interpret literary devices3.1.2 – character development3.1.3 – plot development3.1.4 – author study

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

1,2,3,4 Writing an Editorial 1.4 Inquiry and Research1.4.1 – identify topic/question1.4.2 – organize resource data1.4.3 – develop/analyze thesis1.4.4 – draw conclusions and implications from sources1.4.5 – organizational structure

Students read and analyze published editorials for the following:thesis, evidence, explanation, and examplesopposing viewpointconstruction of an editorial (from less powerful to most power argument)solution and call to action ResearchRevising/Editing


Editorial

1.4.6 – textual citations1.4.7 – research presentation

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

1,2,3,4 Feature Story Person, group. Event

2.1 Critical Reading Strategies2.1.1 – pre-reading strategies2.1.2 – relationships among purpose, organization, format, meaning2.1.3 – word meaning from text2.1.4 – elements support meaning

Students read and analyze feature stories for the following:characterization, setting and plotnature of the eventuse of meaningful quotesdescriptive writingReading ResearchRevising EditingInterviewing


2.1.5 – evaluate organizational patterns2.1.6 – characteristics of informational text2.1.7 – critical response to text2.2.1 – literary/persuasive elements2.2.2 – connect personal knowledge experiences2.2.3 – interpret instructions2.3.7 – active participation

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

1,2,3,4 News Story 2.1 Critical Reading Strategies2.1.1 – pre-reading strategies2.1.2 – relationships among purpose, organization, format, meaning2.1.3 – word meaning from text2.1.4 – elements support meaning

Students will read and analyze news stories for the following:5Ws and HowNewsworthinessTimeliness Reading ResearchInterviewingEditing/Revising


TimelinessProximityProminenceConsequencesHuman InterestConflictPrimary SourceLeadInverted PyramidBias

2.1.5 – evaluate organizational patterns2.1.6 – characteristics of informational text2.1.7 – critical response to text

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

1,2,3,4 In-Depth Story 1.4 Inquiry and Research1.4.1 – identify topic/question1.4.2 – organize resource data1.4.3 – develop/analyze thesis1.4.4 – draw conclusions and implications from sources1.4.5 – organizational structure

Students will read and analyze in-depth news and feature stories.Reading ResearchInterviewingEditing/Revising


TimelinessProximityProminenceConsequencesHuman InterestConflictPrimary SourceImbedded LeadInverted PyramidBias

1.4.6 – textual citations1.4.7 – research presentation

1,2,3,4 Writing Headlines Students will read and analyze headlines of news and feature storiesWord choice: alliteration, assonance, action verbs, punctuation


AlliterationAssonanceAction vs. passive verbs

1,2,3,4 Writing Reviews(Books, movies, music, restaurant)

3.1.6 – critique, literary review3.4.1 – evaluate pop culture works 3.4.2 – popular culture purpose3.4.3 – media use3.4.4 – recognize media bias3.1.5 – cross-text analysis

Students will read and analyze reviews for content and organizational patterns.They will view it through the lens of pop culture.


ReviewPop culturel

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

1,2 Professional Portfolio and Reflection

1.2 Personal Growth1.2.1 – discover complex ideas1.2.2 – insight/self-awareness1.2.3 – personal expression

Students present a portfolio of all written work and design.


Portfolio

Production1 I.C.1 Apply knowledge of

lighting requirements for a planned prod ction

Demonstrate lighting techniques used for portable and studio productions.

Idea, Describe, Plan, Video, Edit, & Review

Online Learning www.cybercollege.co

m Mod les 10 58

Editing, Video Software, Video Formats, Quicktime, Pan, Zoom, Tilt Birds E eplanned production.

I.C.3 Demonstrate operation and maintenance of video systems.

Describe Mini DV, non-linear memory devices, and HDTV.

Demonstrate operation of video cameras and switchers.

I.D.1 Identify the basic functions and resources for editing.

Define editing related to audio and video productions.

Describe differences between offline & online edition related to low- & high-resolution input, respectively.

m Modules 10-58. Formative

Assessment Test

Tilt, Birds-Eye

School District Announcements

Project - Authentic Assessment

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

I.D.2 Apply knowledge of basic editing to both linear and nonlinear systems.

Demonstrate skills required for editing using these systems.

Describe linear and nonlinear systems.

I.C.4 Demonstrate camera operations, video signals, and video formats.

Describe how to frame and maintain picture composition.

Back to Basics Media Project -

Authentic A t

Demonstrate focusing and adjusting images, and performing pans and zooms.

Interpret video signals and production formats.

Define terms associated with computer-based production, including notion video: AVI, QuickTime and MPEG; and stills: JPEG and TIFF.

Demonstrate how to use software for developing a simple video.

Demonstrate using software to edit a video.

Assessment

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Social Media

Month

ExampleSept/Jan

ContentSub-Category

orStrand


Code & Language

Michigan Standards

High School Content


Code & Language

Essential Skills

I.A.4 Comprehend value of a broad general knowledge of fine arts & cultural and regional diversity.

Identify various types of audio and visual approaches that convey information or create emotional impact.

Legal, Ethics, Copyright

Explain how knowledge is useful in dealing with projects covering a broad spectrum of events, regions, or cultures while research may not be possible.

2 Understanding the roles of Media News in Society and who sets the standards

Online Learning www.cybercollege.co

m Modules 66-67. Formative

Assessment Test

"What Would You Do?" Case Study Exercise Student

Lead Class Discussion

Broadcast School Announcements

ProjectAuthentic Assesment

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Social Media 07192012 - Howell Schools€¦ · High School Content Expectations (HSCEs) Code &...

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