10 Grade 2010

What is Media Studies?

The Integrated Media Studies classes are mandatory, trimester, non-elective courses, grades 9-11 that are integrated into the cultural history curriculum. In all the Media Studies courses, students learn to deconstruct and construct media via collaborative and individual projects and activities, production, discussion, and written reflection. This is a double-period class.

Friday, October 22, 2010

All our dreams can come true, if we have the courage to pursue them.
Walt Disney

Posted by Nadia Smergut at 9:59 AM

Email This BlogThis!Share to X Share to Facebook Share to Pinterest

No comments:

Contributors

Aiyana Jaffe
Alee
Andrew Davis
Annie Rubin
Annie Strada
Anthony Montella
Ashley
Basil
Ben Okin
Ben Sosne
Ben Stein
Chauncey
Chloe Wan
Claire
Clark
Cody Filardi
Dylan Johnson
Eunice Kim
Gavin Nelson
Geige Silver
Graylen Gatewood
Haleigh Rimland
Hayley Smith
Isabel
Jack Brinkley Cook
James Turits
Jeff Park
Joana Coelho
Juliette
Kate N
Kendall S.
Lea Winkler
Madeline
Mr. Matejovic
Ms Martino
Nadia Smergut
Pia Pospischil
R!CO
Rachel
Renee Hirt
Sam Kramer
Sarah Schulder
Sylvia Laytin
Tina Cow
Urban Reininger
William Kessler
Yen-Kai Chang
Young kozz
gabyment
hellococolulu
ian
ikrause13
lrieber13
mamoun
mica
mkim
nacho
rodidi13

Blog Archive

▼ 2010 (413)
- ► September (27)
- ▼ October (183)
- ► November (201)
- ► December (2)

Followers

self potrait rubic

10^th Grade Media Studies

:

"Every man has three characters that which he exhibits, that which he has, and that which he thinks he has."

Quotation by Alphonse Karr :

Self-Portrait Project

Self-portraiture is a vital process in the development of consciousness. Historically, the emergence of self-portraiture mirrors the emergence of the social significance of individual identity. To re-present oneself through a medium, representational or not, is defining. Symbolism and metaphor are as important tools as any mirror in this process. Use all means at your disposal for the creation of your self-portrait/narrative. The final product of this project will be a single image/series printed using darkroom techniques. This does not mean that your self-portrait needs to be a traditional photograph. Digital strategies may be use to create your desired effect. You will also produce an artist statement to accompany your self-portrait articulating your piece.

Project Goals

Students will demonstrate their ability to reflect on aspects of their individuality and personality by creating self portrait that demonstrates a thorough use of media, insightful design elements and solid composition.

You will be graded on the followings What you will be need to do ....

Pre production;

Find 10 images that have symbols and metaphors that inspire you

Upload to flicker and create slide show

Up load slide show to the blog

Write 10 words / aspect about you that describe you email to Miss Martino

3.bainstorm 3 pages on what you final product will be

Can be drawing or photos etc hand in.

Production

4.create negative in photo shop

5.make final print darkroom

Post production

6.write artist statement

7.up load both to blog

8. Write about the trail and error of the production

Essential Question:

How does an artist view him or herself?

How does he or she express this in his or her artwork?

How can an artist interpret what he or she sees in others and express what he or she knows in the creation of an artwork?

Why do artist create self-portraits?

How is symbolism use in creating expressive self-portraits?

How do I apply expressive and symbolic characteristics to my own self-portrait?

And how can an artist use him or herself as a model to create an expressive character in his or her artwork.

Enduring understanding;

Self portraits allow an artist to express how he views himself. Portraits can be abstract, symbolic, and expressive representations of human likeness.

techniques and process can effect the communication of the concept of identity.

Art and culture shape and reflect each other.

Effective art producers choose and evaluate a range of subject matter, symbols and ideas to communicate meaning.

Effective art producers recognize the interrelationship of life experiences to producing and responding to artworks expressing the concept of identity.

Content

What is symbolism and how is it represented in art?

A symbol is something like an object, picture, written word, sound, or particular mark that represents something else by association, resemblance, or convention. For example, a red octagon may be a symbol for “STOP

All language consists of symbols. Personal names are symbols representing individuals. Symbolism within art can also be more a philosophy about the content of art than an actual style. Symbolism is as much about evoking a mood as it is about iconography.

What symbols do you see in this classroom?

In our community?

What are popular symbols for teenagers?

How can your personal interests be defined by symbols?

What are the distinctive things that make me unique?

How do I want people to see me and know who I am?

How can I express my many different sides?

How do I change myself for various reasons or times in my life?

How does life and experiences change me from day to day or year to year?

Who do I want to become; what are my goals in life?

Who am I?

What is my story?

Where am I?

Do I belong?

Why am I here?

Where am I going?

What am I learning?

Is it relevant to what I know?

How do I perceive the world?

How do you fit into society / school?

How do you relate or react to your family / peers?

Do you have any traditions your family follows?

Do you come from another country or culture?

Does religion play a part in your life?

What passions do you have?

What liberates you?

What confines you?

What best represents you: Body, Mind, Spirit, or Society?

Content

The final product reflects on the meaning of identity.

Students Compares and contrasts visual symbols used to communicate ideas in various cultures.

Creates a self-portrait to communicate their identity using cultural and/or invented symbols.

Writes an artist's statement describing their portrait

Student artworks include images of themselves, symbols representing aspects of their identities (physical characteristics, cultural background, interests, beliefs, etc.

Rubric

What you will be assessed on	Distinguished	Proficient	Satisfactory	Unsatisfactory
Your self portrait Design/Composition Create a final black and white image that demonstrates an understanding of the aesthetics of Photography including editing.	Several of the elements in the photo used in the reflect an exceptional degree of student creativity in their creation. Uses of compositional rules are evident and appropriate to the theme. Objects are placed for best effect. Overall, it just feels right. .	One or two of the graphics or objects used reflect student creativity in their creation and/or display. Graphics are trimmed to an appropriate size and interesting shape and are arranged with some items in front and others behind. The canvas, however does not appear balanced. Uses of compositional rules are good and the composition is relatively balanced, but negative space could be utilized better to create a more cohesive feel.	One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative (.e.g, apply the emboss filter to a drawing in Photoshop). Graphics have been trimmed to an appropriate size and shape, but the arrangement of items is not very attractive. It appears there was not a lot of planning of the item placementThe portrait seems to have a little too much background or seems a little too busy. Balance has not been achieved.	The student did not make or customize any of the items in photo The portrait seems unfinished (too much empty space) or there is not enough balance between foreground and background causing it to seem much too busy and unfocused.
content The selected visuals and material enhance understanding of the topic, theme, or message.	The student gives a reasonable explanation of how every item in the photo is related to the assigned theme. For most items, the relationship is clear without explanation	. The student gives a reasonable explanation of how most items in the photo are related to the assigned theme. For many of the items, the relationship is clear without explanation	The student gives a fairly reasonable explanation of how most items in the photo are related to the assigned theme.	The student's explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme
content Student artworks include images of themselves, symbols representing aspects of their identities (physical characteristics, cultural background, interests, beliefs, etc.	The student gives a reasonable explanation of how every item in the photo related to the self theme. For most items, the relationship is clear without explanation.	The student gives a reasonable explanation of how most items in the photo are related to the self theme. For many of the items, the relationship is clear without explanation.	The student gives a fairly reasonable explanation of how most items in the photo are related to the self theme.	The student's explanations are weak and illustrate difficulty understanding how to relate items to the self theme.
Overall Impression	The photo communicates the author’s understanding of the relationship of self and the enlightenment and there personal phio thought	The photo communicates some aspects of the author’s understanding of the relationship	The photopresents words and images that relate to the self and but it fails to communicate the author’s perspective or relies on general observations.	The photo does not adequately communicate the author’s understanding of the relationship between of self and personal phi thought .
Technical /digital media Demonstrates application Of creative exploration Makes use darkroom to experiment with conceptual ideas Create well-printed photographs in the darkroom	. Students utilized the digital camera and Adobe Photoshop in appropriate ways. The student went above and beyond in thier use of the digital tools.	Students utilized the digital camera and Adobe Photoshop in satisfactory and appropriate ways.	Students utilized the digital camera but only used Adobe Photoshop minimally	Students did not utilize either of the digital tools to the best of their ability.
Artist’s Journal/ brainstorming	The journal includes thoughtful reflections on the student’s decisions. It discusses successes and challenges evenly and shows deep insight into the student’s process Student can describe the intent and plan of his/her completed digital self-portrait. Develops a general plan of what will be done before beginning. Manages time well.	The journal includes some reflections on the student’s decisions, but would benefit from deeper and/or more frequent discussion of the successes and challenges the student faced. Student has carefully planned his/her digital self-portrait and can describe how he/she will get the work done and a vision for the completed project. Plans and gathers ideas on theme for portrait before beginning.	The journal lists all of the decisions or activities that the student has completed, but there is no reflection included. Student has planned his/her portrait and can describe how he/she will get the work done and a vision for the completed project. Does not manage time well and works somewhat haphazardly.	The journal is incomplete. Entries are missing or too short to provide a picture of the work that the student has completed. Leaps into action without any evidence of planning or focus
Time and Effort	Class time was used wisely. Much time and effort went into the planning and creation of the portrait. It is clear the students worked at home as well as at school.	Class time was used wisely, but it did not appear there was much work done outside of class..	. Class time was not always used wisely, but additional work was done at home or other times during the day	Class time was not used wisely and no additional effort was put in at other times or places.

photo gram rubic

collage rubic

What are the Media Studies outcomes?

Process/Skills

-Develop research skills in support of individual and group assignments.

-Develop skills required to translate and interpret information gained through human perception.

Content

-Demonstrate understanding of media consumption and measurement, issues of self and collective representation, intellectual property, and copyright.

-Demonstrate understanding of media used during time period(s) studied.

Application/Performance

-Demonstrate ability to express personal ideas in narrative and non-narrative form.

-Design work that demonstrates a synthesized understanding of media making in different cultures.

-Synthesize cultural themes from research, discussion, and activities

Grade Ten: Revolution and the Rise of the Individual (1688-1851)

The tensions between an expanding economy based on slavery, territorial identity, and an intellectual enlightenment generate contradictions that foster revolutionary movements.
Divergent governmental structures reflect changing patterns of wealth, power, religion and new definitions of the self.
The Enlightenment uses reason to challenge authority through the role of the philosophe, but Romanticism emphasizes the primacy of the emotions in the process of liberation.
The dominant phase of the Galilean Dynamical Mentality finds its expression through an emphasis on reason, linear causality and the construction of self through time.

Awesome Inc. theme. Powered by Blogger.

Friday, October 22, 2010

No comments:

Post a Comment