Graffiti: Art or Vandalism

Banksy street art

What is your opinion on this aspect of urban life? Should these drawings be whitewashed by city workers? Should they be allowed on public property? What should be the policy for private property? What about abandoned areas? What does it mean when an area is covered with street art or graffiti?

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Short Film Editing for ASM3M

We are coming to the editing part of the filming process. Please take turns editing the film. Your group will also be responsible for creating the following from your film footage:

1. movie trailer 1 minute (Short Film Rubric_ASM3M)

2. movie poster 8 1/2 x 11  72dpi (Movie poster Rubric)

3. press releasewith description of film’s story line, locations, director’s decisions and any details that the audience would be interested in including who is in the film, publicity photos of each actor, director and camera operator. Write a short BIO for each actor, director and camera operator – this may be fictional but has to be consistent with film and it’s objectives. Perhaps there is a story about an incident that happened on set during one day of filming. (Press Release Rubric)

Official Looper press release HERE

4. Post your movie trailer and poster here on this site. You will receive an invite to join this blog. Categorize your movie trailer as movie trailer and embed it from our VIMEO group. Categorize  your poster as movie poster with resolution at 72dpi. You can also post them together in one post. If you want to be ambitious, you may create your own blog dedicated to your movie.

Official Looper press release HERE

ASM3M Course Outline and Rubric

WESTDALE SECONDARY SCHOOL

COURSE OUTLINE

Department: English Email: Wendy.Melnick@hwdsb.on.ca
Teacher Name: Wendy Melnick
Westdale Web Site:  http://www.hwdsb.on.ca/westdaleClassroom Site: http://digitizeme.ca
Course Description: This course focuses on the development of media arts skills through the production of art works involving traditional and emerging technologies, tools, and techniques such as new media, computer animation, and web environments. Students will explore the evolution of media arts as an extension of traditional art forms, use the creative process to produce effective media art works, and critically analyse the unique characteristics of this art form. Students will examine the role of media artists in shaping audience perceptions of identity, culture, and values.
Course Title: Media Arts
Grade: 11
Course Type: University/College Preparation
Ministry Code: ASM3M
Credit Value: 1
Prerequisite: Media Arts  Grade 10 Open
Textbook(s): none

Curriculum Expectations

Strands

A    Creating & Presenting

B    Reflecting, Responding and Analysing

C    Foundations

Unit Titles:The following units make up the course. A variety of activities and learning opportunities will be designed to facilitate an understanding of Media Arts in the following units:
Unit 1 Foundations 20 hours
Unit 2 Short Film: Your Story 45 hours
Unit 3 Producing Digital Books 45 hours
Assessment and Evaluation = 70%(Based on Hamilton-Wentworth District School Board guidelines)
Knowledge & Understanding Thinking & Inquiry Communication Application

10%

10%

10%

70%

Final Evaluation = 30% Culminating Activity Formal Evaluation

Achievement Policy

A final grade is recorded for every course, and a credit is granted and recorded for every course in which the student’s grade is 50% or higher. The final grade for each course in Grades 9-12 will be determined as follows.

Ministry Policy

“Seventy percent of the grade will be based on evaluations conducted throughout the course. The portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

Thirty percent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course. ”(Ontario Secondary Schools Grade 9 to 12 – Program Planning and Assessment p. 15)

 

Considerations relating to achievement of the curriculum expectations:

  1. The evaluations of the expectations should reflect the student’s most consistent levels of achievement for the particular sections. Although, special consideration should be given to more recent evidence of the achievement at the end of the semester.
  2. Thirty percent of the grade will be based on final evaluations over the last four to six weeks of the course, which may consist of a combination of performance, essay, and/or other methods of evaluation suitable to the expectations.
  3. “Individual Education Plan (IEP) for exceptional students identifies the student’s learning expectations: outlines how the school will help the student achieve the expectations through appropriate special education programs and services; and identifies the methods by which the student’s progress will be reviewed.” (The Ontario Curriculum Grades 9 to 12 Program Planning and Assessment p. 8)
  4. Evaluations indicating how the student is moving towards achieving expectations should occur periodically throughout the semester.
  5. A student who is ill on the day of an evaluation, must immediately upon his/her return, arrange with the teacher for a make-up evaluation. A doctor’s note is required for a make-up evaluation for a final exam or final culminating activity.
  6. To ensure that further instruction time is not missed, make-up evaluations may take place outside of class time, either before school or on a negotiated make-up test day.

 

Plagiarism

  • Students are reminded to become familiar with the HWDSB’s policy concerning plagiarism. (www.hwdsb.on.ca)
  • Any work submitted for one course may not be submitted for another course without the permission of the teachers of both courses.
  • The creation of original work is a celebration of your intellectual curiosity.

This is the rubric that will be used to mark the short film:
download the 2012 Short Film Rubric