Stage 1 - Desired Results

California Learning Standards

California Content Standards
1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.
1.2 Discuss a series of their original works of art, using the appropriate vocabulary of art.
1.3 Analyze their works of art as to personal direction and style.
1.5 Compare how distortion is used in photography or video with how the artist uses distortion in painting or sculpture.
1.6 Describe the use of the elements of art to express mood in one or more of their works of art.
2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
2.3 Assemble and display objects or works of art as part of a public exhibition.
2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.
2.5 Use innovative visual metaphors in creating works of art.
2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
3.3 Investigate and discuss universal concepts expressed in works of art from diverse cultures.
3.4 Research the methods art historians use to determine the time, place, context, value, and culture that produced a given work of art.
4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
4.2 Identify the intentions of artists creating contemporary works of art and explore the implications of those intentions.
4.3 Analyze and articulate how society influences the interpretation and message of a work of art.
4.4 Apply various art-related theoretical perspectives to their own works of art and the work of others in classroom critiques.
4.5 Construct a rationale for the validity of a specific work of art—artwork that falls outside their own conceptions of art.
4.6 Develop written criteria for the selection of a body of work from their portfolios that represents significant achievements.
5.1 Speculate on how advances in technology might change the definition and function of the visual arts.
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.
5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for postsecondary application, exhibition, job application, and personal collection).
5.4 Investigate and report on the essential features of modern or emerging technologies that affect or will affect visual artists and the definition of the visual arts.

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Established Goals

Established Goals: Commercial Project
In the Commercial Vignette project, the students will learn how to develop a treatment, create a storyboard to support the script, write a script, and develop a crew for support and a prepare a group for acting. The pre-production, production, & post-production work qualifies the students to achieve the standards met in the following information.

Understandings students will understand that the pre-production, production & the post-production phases are all necessary and inter related.

Essential Questions Students will be through their questioning and aswering of training in digital media production. This covers the following: operation of video cameras, digital video editing equipment, digital audio editing equipment, lighting equipment, multi-track digital recorders, video recorders, compact disc & DVD recorders and rendering. Instruction includes basic development of treatments, storyboarding, script writing, and production concepts.

Students will know how to complete each of these phases for the use of a framework for all Digital Media Production projects & guidelines.

See understanding the essential questions.