Learning Activity Template

Learning Activity Template

Title: Superhero Digital Movie

Curriculum: Art

Grade-Level Span: 8th

Authors Names & School District: Terry Norton and John Hoban ISD #709

PURPOSE: Integrate traditional art forms and computer generated images to create a story using separate pieces of art to create a unified digital movie.

DESCRIPTION: A drawing, painting, and 3-D sculpture will be created in a traditional art classroom. These separate pieces of art will eventually be used in the creation of a digital movie. Students will use a variety of sources to create a unified story told in a digital format.

ACTIVITIES	Curriculum Standards	Minnesota Technology Standards	ISTE-NETS	Information Literacy Standard	Big 6
Pencil Drawing Character/Props scanned for movie	D 1a	2,4bc	1,4,5,8	1.4, 2.4,1.5, 7.1,2.1,2.2	2,3,4
Landscape Painting for superhero background scanned for movie	D 1-ade, 4,5	2,4bc	1,8,5, 10	1.4, 2.4,1.5,7.12.1,2.2	2,3,4
Sculpture of main character digitally photographed in several positions	D 1-abd, 4,5	2,4bc	1,8,5	1.4, 2.4,1.5,7.1,2.1,2.2	2,3,4
Create a story for your superhero that demonstrates a moral to the story,		1,3a	5,6	1.1,1.3,3.1,3.4,9.1	1,5
Produce a Movie that utilizes the images and story line to produce a cohesive unified story.	D 1-bce, 2,3,5	1,2,3cd, 4a	1,3,6,	3.1,3.4,9.1,6.1	5,6

TOOLS AND RESOURCES:

(List all Web sites, specific software and hardware, and other needs.)

Digital camera/video, scanner, computer, internet, painting materials, drawing materials, digital imaging software, movie making software, student flash drives, and clay for sculptures.

ASESSMENT:

(How will you assess the students’ learning? If you have a rubric, record it here. Be as specific as possible.)

Creating a Painting : Landscape for Superhero

Teacher Name: Ms. Norton

Student Name: ________________________________________

CATEGORY

Score

Design/Composition

Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with great skill.

Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with fair skill.

Student tries to apply design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) but the overall result is not pleasing.

The student does not appear to be able to apply most design principles to his/her own work.

Color Choices

Choice and application of color shows an advanced knowledge of color relationships. Color choice enhances the idea being expressed.

Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed.

Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed.

Student needs to work on learning color relationships and using that knowledge in his/her work.

Painting Skill

Application of paint is preplanned and done in a a logical, sequential manner.

Paint is applied in a careful, logical manner. Colors remain sharp and texture is evident.

Control is somewhat lacking. A few drips, ragged edges and failure of certain areas of pattern/texture may be evident.

Student needs to work on controlling paint and preplanning paint application. Muddy colors, ragged edges, lack of texture, drips and/or blobs are evident throughout the painting.

Planning and Explanation

Student can describe in detail at any point during the painting process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented.

Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning.

Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let's things evolve in somewhat random manner.

Student has thought very little about the project. Is present but is not invested in the product.

Capturing A Style/Artist

Paint is applied in a manner very consistent with the technique or artist being studied.

Paint is applied in a manner that is reasonably consistent with the technique or artist being studied.

An attempt has been made to apply paint in a manner that is consistent with the technique or artist being studied, but it is not effective.

No attempt has been made to apply paint in a manner that is consistent with the technique or artist being studied.

Digital Storytelling : superhero story

Teacher Name: Ms. Norton

Student Name: ________________________________________

CATEGORY	4	3	2	1
Point of View - Purpose	Establishes a purpose early on and maintains a clear focus throughout.	Establishes a purpose early on and maintains focus for most of the presentation.	There are a few lapses in focus, but the purpose is fairly clear.	It is difficult to figure out the purpose of the presentation.
Images	Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.	Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.	An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.	Little or no attempt to use images to create an appropriate atmosphere/tone.
Voice - Pacing	The pace (rhythm and voice punctuation) fits the story line and helps the audience really "get into" the story.	Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience.	Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged.	No attempt to match the pace of the storytelling to the story line or the audience.
Point of View - Awareness of Audience	Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.	Limited awareness of the needs and interests of the target audience.

Pencil Drawing of Movie Character/Props

Teacher Name: Ms. Norton

Student Name: ________________________________________

CATEGORY	4	3	2	1	Score
Use of materials	Student typically keeps drawing materials and area clean and protected without reminders. The student shows great respect for the materials and his fellow students.	Student typically adequately cleans materials and work area at the end of the session without reminder, but the area may be messy during the work session. Student shows respect for materials and fellow students.	Student adequately cleans and takes care of materials if reminded. Occasional spills and messy work area may be seen. Shows some respect for materials and fellow students.	Student deliberately misuses materials AND/OR does not adequately clean materials or area when reminded. Shows little respect for materials or fellow students.
Time/Effort	Class time was used wisely. Much time and effort went into the planning and design of the character. It is clear the student worked at home as well as at school.	Class time was used wisely. Student could have put in more time and effort at home.	Class time was not always used wisely, but student did do some additional work at home.	Class time was not used wisely and the student put in no additional effort.
Planning and Explanation	Student can describe in detail at any point during the drawing process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented.	Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning.	Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let's things evolve in somewhat random manner.	Student has thought very little about the project. Is present but is not invested in the product.
Drawing	Drawing is expressive and detailed. Shapes, patterns, shading and/or texture are used to add interest to the painting. Student has great control and is able to experiment a little.	Drawing is expressive and somewhat detailed. Little use has been made of pattern, shading, or texture. Student has basics, but had not "branched" out.	Drawing has few details. It is primarily representational with very little use of pattern, shading or texture. Student needs to improve control.	The drawing lacks almost all detail OR it is unclear what the drawing is intended to be. Student needs to work on control.

Clay Sculpture of Superhero

Teacher Name: Ms. Norton

Student Name: ________________________________________

CATEGORY	4	3	2	1	Score
Attractiveness/Craftmanship	The sculpture shows that the creator was took great pride in his/her work. The design and construction look carefully planned. The item is neat and shows good workmanship.	The sculpture shows that the creator took pride in his/her work. The design and construction look planned. The item has a few flaws but these do not detract from the overall look.	The design and construction were planned. The item has several flaws that detract from the overall look.	The sculpture looks thrown together at the last minute. It appears that little design or planning was done. Craftmanship is poor.
Knowledge about Culture/Story	The student can answer 3 questions about how the sculpture relates to the story being told.	The student can answer 2 questions about how the sculpture relates to the story being told.	The student can answer 1 question about how the sculpture relates to the story being told.	The student does not understand how the sculpturrelates to the story being told.
Time and Effort	Class time was used wisely. Much time and effort went into the planning and design of the sculpture. It is clear the student worked at home as well as at school.	Class time was used wisely. Student could have put in more time and effort at home.	Class time was not always used wisely, but student did do some additional work at home.	Class time was not used wisely and the student put in no additional effort.
Creativity	Totally original design, no element is an exact copy of designs seen in source material.	Most of the sculpture elements are unique, but 1 element may be copied from source material.	Some aspects of the sculpture are unique, but several elements are copied from source materials or other students.	The sculpture is a copy of an image seen in source material or one made by another student (80% or more of elements are copied).

CREDITS (INCLUDING CONTACT INFORMATION):

(Record the names and e-mail addresses, if possible, of those who contributed to the development of this learning activity.)

COMMENTS:

(Have you taught this learning activity before? What are the great ah ha’s/experiences you had?)

Used with permission of the International Society for Technology in Education (ISTE) National Educational Technology Standards (NETS) Project (http://www.iste.org or http://cnets.iste.org) Contact: Lajeane Thomas, Louisiana Tech University, P.O. Box 3161, Ruston, LA 71272; Voice: 318 257-3923 Email: lthomas@latech.edu