PJ ART SHOW 2017 Poster Design

Your task: Create a poster for the PJ Art Show 2017 that advertises this year's show.  See previous posters (of Arts Break, not the PJ Art show) in the display cases downstairs outside of the Geography hallway.  Create an eye-catching design that highlights the most important information first and largest. 

Specifics

Make the poster in Adobe Photoshop with these dimensions:

Width: 11"

Height:  17"

Resolution: 300 DPI (pixels per inch) 

Background: Transparent

Rubric: 

Success Criteria	Level 1	Level 2	Level 3	Level 4
Images are in focus, font is large enough to be readable. The most important information is where the viewer looks first.	5  5.5	6  6.5	7  7.5	8  9  10
The following information is included: -PJ Art Show 2017 -DATE? -PJ Arts Department -TIME? -LOCATION? -DESCRIPTION?	5  5.5	6  6.5	7  7.5	8  9  10
Poster is a great examples of Pauline Johnson C.V.S. and the arts (Images and/or logos included)	5  5.5	6  6.5	7  7.5	8  9  10
Poster is highly creative and has a original design.	5  5.5	6  6.5	7  7.5	8  9  10
Well balanced design and optimum use of space (negative and positive space are both used)	5  5.5	6  6.5	7  7.5	8  9  10
Total				/50

Consider what makes a successful advertising poster for these events (balanced compositions, use of negative and positive space, choices of font, colours and imagery to communicate to the viewer, eye-catching techniques, etc.)

CHOICE PROJECT - TIMELINE

DUE JUNE 2 at the end of class


For the next week and a half, you will be working on one of two projects.


You may choose to do...


1. LIVE ACTION FILM PSA
or
2. MEDIA CRITIQUES


Here is a good timeline for getting your work completed on time:


Day ONE (Tues 23) - 1. Planning/Storyboard  2. Start still Image Ad #1
Day TWO (Thur 25) - 1. Filming   2. Finish Still Image Ad #1 and Start Still Image Ad #2
Day THREE (Fri 26) - 1. Filming  2. Finish Still Image Ad #2
Day FOUR (Mon 29) - 1. Filming  2. Start Commercial Critique.
Day FIVE (Tues 30) - 1. Filming   2. Commercial Critique
Day SIX (Wed 31) - 1. Editing   2. Media Critique Questions
Day SEVEN (Thurs 1) - 1. Editing 2. Media Critique Questions

Media Literacy Questions

MEDIA + MEDIA LITERACY QUESTIONS

MEDIA QUESTIONS Resources Lines, pp. 185-187

If the question has a “K” after it, the answer will come directly from the reading. If the question has a “T” after it, you must provide your opinion or thoughts.

Knowledge & Understanding    /17

Thinking       /19 

TOTAL     /36

1. What is the difference between hearing and listening? [K 2] 

2. What is the difference between seeing and viewing? [K 2] 

3. Define “thinking critically”. [T 1] 

4. What does mass media include? [T 2] 

5. Define popular culture (pop culture). [K 1] 

6. What does popular culture include? [K 2] 

7. Think about what would be considered popular culture right now. Make a list of five (5) things (new fashions, hair styles, new slang expressions, new toys, new film, new TV shows, TV and film stars…) that you consider part of pop culture right now. [T 5]

MEDIA LITERACY QUESTIONS Resources Lines, pp. 192-195

Answer the following questions in complete sentences using a separate piece of paper. If the question has a “K” after it, the answer will come directly from the reading. If the question has a “T” after it, you must provide your opinion or thoughts.

1. What is media literacy? [K 1] 

2. What does deconstruct mean? [K 1] 

3. The texts states that all media texts are constructions. What does this mean, to be constructed? [K 2] 

4. What is the difference between technical codes and symbolic codes? Provide examples of each. [K 2] 

5. Define connotation. [K 1] 

6. What connotations do you associate with the word house, versus the word home? [T 2] 

7. The text states that media texts usually have a commercial agenda. What does this mean? [K 1] 

8. As a viewer, what message do you get when looking at the Buick LeSabre advertisement on page 193? [T 2]

9. Define target audience. [K 1]

10. How can you identify the target audience after viewing a commercial? Provide one example. [T 2] 

11. The text states that media texts express values. Explain what this means. [T 2] 

12. The text states that media texts contain representations. What is meant by the word “representation”? [T 1] 

13. Define stereotype. [K 1]

14. Describe a stereotypical teenager. [T 2]

Live Action Video Project

Live Action Video Project

Your task: Using the skills you have now acquired editing in Premiere Pro and using a video camera, create a 60 second public service announcement for teenagers.  Make the topic of the video an issue that is relevant to people your own age.  Make this a video that you would find entertaining to watch but at the same time make it informative and educational.

Vocabulary
Public Service Announcement (PSA) = an advertisement or broadcast intended to modify public attitudes by raising awareness about specific issues. A typical PSA is part of a public awareness campaign to inform or educate the public about an issue such as smoking or compulsive gambling. 
See some examples below:
No Kid Hungry
Cyberbullying BC

Student Examples: Body Image
Body Image 2
Anti-Smoking

As a class let's brainstorm some other issues that are relevant to teens today:
-anti-smoking
-cyberbullying
-healthy body image
-hunger
-eco issues! because PJ is an Eco-School! water bottles replaced by re-usable drinking vessels, Get Real Project - taking apart VCR tapes, Black Friday consumerism, turning off lights and computers, Earth Hour, Eco-Footprint, paperless classrooms, etc. 
-anti-drugs
-drinking and driving
-party safe

Specifics:
You will need to be in partners or groups of three. Consider working with people you haven't worked with before. You, your partner/group members will all trade places directing and performing.  Try to keep the roles fair as you will be critiquing each other again for this project.

Part 1: Planning
Create a production plan that will guide your project. It should contain:
-a film summary, which describes the main topic/story and a basic outline of the film
-a location and equipment list which highlights the probably filming locations and types of props needed to film.
-a storyboard which includes scripted lines

Part 2: Filming
-Show your teacher your completed production plan to obtain approval for the project.
-Use the video camera to film the PSA. Ensure you take care with all of the equipment you use, especially the cameras, get permission to use any school equipment, rooms or props.
-Ensure that all subjects that appear on camera have given you written permission to film them.
-consider how you can use different camera shots to emphasize feelings and messages

Part 3: Editing and Final Product
-Upload the captured footage to the computer and store your footage in the appropriate location on your student drive. Remember when editing in Premiere Pro, you cannot move the source files after importing them because the program uses pathways.
-Edit your video using Premiere Pro
-Content must include appropriate titles, opening credits, music, sound effects, and final credits. Credits need to include that the video was produced by you and your partner/group and "Pauline Johnson C.V.S Media Arts"
-Ensure that you have smooth transitions from shot to shot
-Ensure that your sound does not "clip"
-Titles should be sized appropriately
-The teacher must see your final production before handing in
-Render and Export your video. This project is not complete until it is in .AVI format and on the class USB!

Evaluation

Criteria	Level 1	Level 2	Level 3	Level 4
Knowledge and Understanding -proper use of equipment, film is in focus, steady and audio is clear. -Proper filming credits	Limited understanding of proper equipment use. 5    5.5	Sometimes good equipment use. 6   6.5	Good equipment use, proper procedures and credits. 7   7.5	Excellent equipment use, proper procedures and credits. 8   9   10
Thinking and Inquiry Part 1: Planning - Production Plan -film summary -location list -equipment list -storyboard with scripted lines	Limited planning, information missing, lists are incomplete, little to no storyboard. 5    5.5	Somewhat good planning, some information missing 6   6.5	Good planning, all information is accounted for. 7   7.5	Excellent and thorough planning with lots of details, full lists, well-described film summary. 8   9   10
Communication -Use of different camera shots to communicate mood and messages.	Limited use of camera shots and angles to communicate the mood and message. 5    5.5	Sometimes good use of camera shots and angles to communicate the mood and message. 6   6.5	Good use of camera shots and angles to communicate the mood and message. 7   7.5	Excellent use of camera shots and angles to communicate the mood and message. 8   9   10
Application -creative and original PSA -message is relevant and interesting to teenage audience -creative use of titles, camera shots, audio, music and editing effects.	Limited creativity for PSA. Message is not relevant to teenagers. Limited use of video editing. 10   11	Somewhat creative PSA. Message is somewhat relevant to teenagers. Somewhat good video editing. 12   13	Creative and original PSA. Message is relevant to teenagers. Good video editing. 14   15	Highly creative and original PSA. Message is relevant and interesting to teenagers Creative video editing. 16   18   20
Total                                                                                                             \50

GROUP MEMBER CRITIQUE
Please answer the following questions on paper OR you can send by email to pjasm20@gmail.com
a. My partner's name is ______________________
b. My partner gave good ideas during the planning and helped bring in/prepare props 0  1  2
c. My partner gave their fullest efforts during this project.   0   1    2
d. My partner and I helped each other an even amount.     0   1    2
e. My partner was positive towards me and our project the whole time      0    1    2
f. Our PSA Video is a good representation of how well we work together because I am happy with our video.    0    1    2
TOTAL                       /10 

Media Critique - Commercial

 MEDIA CRITIQUE Commercial / Advertisement 

For this media critique, you must choose a commercial advertisement and answer the following questions. Discussion questions retrieved from How to Analyze an Advertisement, Issue# 37, by Arthur Asa Berger. Out of 20

***Provide a link to the Youtube commercial in your post with your answers.***

1. What is the general ambience of the advertisement? What mood does it create? How does it do this? (2) 
 2. What is the relationship between the visual elements and written material and what does this tell us? (2) 
 3. What signs and symbols do we find? What role do they play in the ad's impact? (2) 
 4. If there are figures (men, women, children, animals) what are they like? What can be said about their facial expressions, poses, hairstyle, age, sex, hair colour, ethnicity, education, occupation, relationships (of one to the other)? (2) 
 5. What does the background tell us? Where is the advertisement taking place and what significance does this background have? (2) 
 6. What action is taking place in the advertisement and what significance does it have? (This might be described as the ad's "plot.") (2) 
 7. What theme or themes do we find in the advertisement? What is it about? (The plot of an advertisement may involve a man and a woman drinking but the theme might be jealousy, faithlessness, ambition, passion, etc.) (2) 
 8. What is the item being advertised and what role does it play in culture and society? (2) 
 9. What about aesthetic decisions? What kind of camera shots are used? What significance do long shots, medium shots, close-up shots have? What about the lighting, use of colour, angle of the shot? (2) 
 10. What sociological, political, economic or cultural attitudes are indirectly reflected in the advertisement? An advertisement may be about a pair of blue jeans but it might, indirectly, reflect such matters as sexism, alienation, stereotyped thinking, conformism, generational conflict, loneliness, elitism, and so on. (2) 

Nike Greatness

Ikea Start the Car

How to Analyze an Advertisement from http://www.medialit.org/reading-room/how-analyze-advertisement

Media Critique - Still Image/Print Ad

 MEDIA CRITIQUE Still Image/ Print Advertisement 

For this media critique, you must choose *TWO* printed advertisements and answer the following questions. The advertisements you select must have both image and text. If the question is worth 3 marks, give 3 points. Out of 20 marks each.

Terms to review:
-Subject
-Focal Point
-Elements of Graphic Design
-Contrast
-Unity
-Purposes of Photography
-Target Audience

1. What is the subject? [1] 
2. What is focal point? (Where do you look first?) [2] 
3. What is being said about the subject/ focal point? What is the message? [2] 
4. Describe one element of design that stands out in your advertisement. [2] 
5. Describe your eye movement. Where does your eye start? Where does it go next? [2] 
6. Describe how contrast is used in your advertisement. (Look at things such as text size, colour, font, straight lines vs. curved lines, big shapes vs. small shapes, light vs. dark, geometric shapes vs. organic shapes). [2] 
7. Describe how your visual and textual elements are aligned in your advertisement. (Ex., right, left, centered, top, bottom, diagonal, close, far apart…) [2] 
8. Describe how repetition is used to create unity in your advertisement. [1] 
9. What is its apparent purpose? (ex., to inform, persuade, entertain, sell) [1] 
10.Who is its target audience? (the people the ad was made for) and how can you tell? [2] 
11.What feelings and responses did the text evoke for you? (Why did you pick it?) [3]

As a class, let's discuss these questions using the following print advertisement:

From: http://www.medialit.org/reading-room/how-analyze-advertisement

Assignment - Camera Shots

Camera Shots Assignment

Camera Usage: Your teacher will demo how to use the video cameras. You will need your own USB to use in the cameras as they are being used by all classes. You will need to take your own notes for this demo.
The following areas will be covered in the demo:
1. Sign out
2. Charging and power cords
3. Powering on, camera and play mode
4. Recording
5. Zooming
6. Playback

YOUR TASK: You will work in a group to perform the test shots, however, all members of the group must individually take their 15 shots.  When you are not shooting, you will be the performers for the person who is taking the shots.  You will film the following shots in this specific sequence. You will begin recording each shot and verbally announce the shot type at the beginning of each take.  Each shot should last approximately 3-5 seconds.

Test shot list:
1. Introduction shot: announce who the director is.
2. Long Shot
3. Medium LS
4. Medium Shot
5. Close-Up
6. Extreme CU
7. MLS then Zoom to ECU
8. Medium Shot with Dolly motion
9. Close-Up with Pan motion
10. Medium Shot plus Low angle
11. Medium LS with Truck motion
And...
12. Conversation between 2 sitting people - Medium Shot
13. Subject is show to have small and weak qualities
14. Opening shot of a moving conversation
15. Reaction shot to a violent action

*Remember to be a directable performer, help your group members get the shots they need, listen and take direction from them. As the director: speak up! Direct your actors, tell them what you need from them.*

EVALUATION
a) All 15 shots are completed in order and properly framed.    1   2   3   4    5
b) Voices are clear and understandable    1    2   3   4    5
c) Camera motion is steady, smooth or stable    1    2    3   4    5
d) Shots are held for the required length of time    1    2    3    4    5
e) Editing skills: smooth video with transitions, cut unnecessary footage  1   2   3   4   5 
                                                                                   TOTAL   /25

*Note that no marks are given in this project to creativity. You are welcome to create some sort of story, become characters, re-enact scenes from movies, etc. but you will not be marked differently for doing so.

Camera Shot Terminology

Camera Shot Terminology

https://youtu.be/ICcE72RwEyc

SHOTS

There are 5 types of shots:

1. LS = Long Shot

    -shows the total setting of the scene

    -best used as the first shot of a scene to let the viewer know where the action is taking place

    -used at the end of the scene to indicate that the action is going to take place somewhere else

2. MLS = Medium Long Shot

    -whole person is shown 

    -must show feet 

    -used when running or action is taking place

3. MS = Medium Shot

    -shows people from the waist up

    -great for 2 people talking like on a newscast

4. CU = Close Up

    -head shot with shoulders with little space above the head

    -the classic portrait shot to show talking or basic reactions during conversations

5. ECU = Extreme Close Up

    -to show extreme facial reactions

    -cut off the top of hair to just below the chin

ANGLES

There are 2 types of angles:

6. LOW = Low Angle

    -camera shoots from a low angle 

    -makes the subject look larger

    -scan up a building, view from a victim

7. HIGH = High Angle

    -camera shoots from a high angle

    -makes the subject look smaller

    -view from "killer's" eyes

https://www.youtube.com/watch?v=ELqdLvz60zA

Find the above 7 types of Camera Shots in the Wolf Scene from Stop-Motion Animation Film Fantastic Mr. Fox 

MOTIONS

There are 5 types of motion:

8. PAN (left or right) 

    -camera pivots horizontally

    -scan of a room

    -scan of a tennis match

    -conversation back and forth

9. TILT (up or down)

    -camera pivots vertically on the tripod

    -looks up a building

    -scan up an imposing figure

    -somebody drops something

10. DOLLY (in or out)

     -camera rolls on a dolly or director walks the camera towards or away from the subject

     -gives the feeling of movement to the viewer

     -follow conversation, chase, etc.

11. TRUCK (left or right)

      -camera rolls past the subject

      -gives the feeling of movement different from a pan

12. ZOOM (in or out)

      -camera uses lens to bring subject closer or further

http://www.bing.com/videos/search?q=fantastic+mr+fox+trailer&qpvt=fantastic+mr+fox+trailer&view=detail&mid=E3CE247BDAB56D10E69FE3CE247BDAB56D10E69F&FORM=VRDGAR

Look for the above 5 types of motion shots using the Fantastic Mr. Fox Trailer