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Year 9 Technology Unit Stop Motion

How do we communicate? Problem Throughout history humans have found ways to communicate with each other even when they do not speak the same language or in some cases do not speak at all. Often we do this by the use of images and movies that are sensitive to other cultures and beliefs Challenge Create a 3 - 4 minute stop motion movie that tells a story, there should /can be speaking and/or commentary, including music in the movie is allowed. Your movie must be suitable for the Singapore International Student Film Festival in the Narrative or Video Art Categories. See their website http://www.singaporefilmfest.org/ for details and rules Using software to create/change images to suit the purpose/occasion of the movie. Researching how and why we communicate using the visual medium. Aims To develop understanding of all phases of the Design Cycle Multimedia as provider of culture or moral lessons Multimedia as an art form Enhanced IT knowledge Increased awareness of Areas of Interaction: Human Ingenuity Criteria for Success Investigate: Clear statement of the problem to be solved. Demonstrate excellent technological and historical research skills, with use of diverse sources and clear referencing. A quality design brief including design specifications is expected. Design: Several high-quality designs following the design specs and selection of the best design. Plan: An outstanding level of time management and logical planning showing an excellent use of resources, strategies, and ideas that are thoroughly communicated. Create: Original and high-quality work has been produced. It demonstrates a thorough competence of artistic and technical abilities. Evaluate: A thorough evaluation that shows insight and offers further improvement. It includes excellent analysis of the effectiveness of the product in relation to the original design specification. Good use of feedback has been acquired through product testing. Attitude: Demonstrable increase in technology knowledge and ability, as well as meeting deadlines. Resources
http://content.photojojo.com/tutorials/stop-motion-digital-camera/ http://lifehacker.com/241526/how-to-create-a-stop+motion-movie http://www.smashingmagazine.com/2008/12/31/50-incredible-stop-motion-videos/ http://content.photojojo.com/tutorials/stop-motion-digital-camera/

Approaches to Learning Organization: time management, punctuality, disaster planning Info Literacy: terminology, accessing info High-Level Thinking Skills: Blooms taxonomy Social Skills: Peer reviews, respecting the views of others

Reflection: Self-appraisal, creating future rubrics Design Cycle Investigation Design Brief *1 1. Explain the problem and discuss its relevance. Ensure you evaluate all the information used. A broad range of appropriate sources and numerous references are expected. Discuss several products/solutions that could be submitted to solve the problem. 2.Select the most appropriate solution and discuss why it is best. Design Specification*2 1.Describe the product, in detail. 2.Describe the software/hardware/materials required to create the product/solution chosen in #1b1. Testing Against the Design Specification 1. Describe the tests (quantitative) you will perform, after the product is created, to ensure the Design Specifications are accurate. Test Test Test Expected Name Description Data Result

Sources 1. List the sources used in the Design Brief (websites, articles, etc). 2. Use Harvard format referencing including in text referencing Grade Level Descriptor 0 The student does not reach a standard described by any of the descriptors given below. 12 The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications. 34 The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analyzing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification. The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

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*1

Design brief: The students response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.
*2

Design specification: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

Design Feasible Designs 1. Create several designs. Describe each using text and images (eg. speech bubbles). Ensure you provide vivid description. 2. Evaluate each design against the Design Specifications Design Selection 1. Select one of your designs and justify why it was chosen. Evaluate it against the Design Specifications

Grade Level 0 12 34 57 Descriptor The student does not reach a standard described by any of the descriptors given below. The student generates one design, and makes some attempt to justify this against the design specification. The student generates a few designs, justifying the choice and fully evaluating this against the design specification. The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Plan Timeline 1. Create a Gantt Chart, Flow Chart or Timeline to show how your lessons and homework time will be used. Indicate which tasks, date, and time. Indicate any resources such as software, hardware, people etc will be used. Plan Review 1. Critically evaluate your Plan. 2. Describe and justify any modifications that you wish to make to your selected design.

Grade Level Descriptor 0 The student does not reach a standard described by any of the descriptors given below. 12 34 57 The student produces a plan that contains some details of the steps and/or the resources required. The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan. The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Create Process Journal 1. Maintain a detailed Process Journal. The Product 1. Create the product that you have designed to a high standard. Alterations 1. Justify, in detail, all modifications made from your selected design.

Grade Level Descriptor 0 The student does not reach a standard described by any of the descriptors given below. 12 34 The student considers the plan and creates at least part of a product/solution. The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality. The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

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Evaluate Product Testing 1. Run the tests(quantitative) as indicated in the Investigation #c1. (Use table format) Test Name Test Description Test Data Expected Result Actual Result

2. Interview the intended users about your product/solution (qualitative) and summarize the comments. List both the questions and answers. Ensure the questions are based on the Design Specifications (Investigation #b1). 3. Evaluate your product/solution against the Design Specifications (Investigation #b1), the results of testing (#5a1), and the views of intended users (#5a2). Evaluation of Design Cycle 1. Evaluate your performance in each stage of the Design Cycle (Investigate, Design, Plan, Create). 2. Explain why MYP and Plan deadline were missed, and offer suggestions for improvement. Social Impact 1. Evaluate the social impact of your product.

Grade Level Descriptor 0 The student does not reach a standard described by any of the descriptors given below. 12 34 57 The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution. The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification. The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

Attitudes in Technology This criterion refers to students attitudes when working in technology. It focuses on an overall assessment of two aspects: personal engagement (motivation, independence, positive attitude) attitudes towards safety, cooperation and respect for others. By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken. Level Descriptor 0 The student does not reach a standard described by any of the descriptors given below. 12 34 57 The student occasionally displays a satisfactory standard in one of the aspects listed above. The student frequently displays a satisfactory standard in both of the aspects listed above. The student consistently displays a satisfactory standard in both of the aspects listed above.

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