stop animation design folio (1)

IB Design Technology Design Folio

Essential Question:How can we tell a story without using

words?Name: Class:

Ms. Tomlin and Mr. Wang Thurgood Marshall Academy

Table of Contents

PROJECT BASICS............................................................................................................................................................. 3

THE TASK................................................................................................................................................................................3AREAS OF INTERACTION (AOI).....................................................................................................................................................3AIMS:................................................................................................................................................................................... 3DESIGN TECHNOLOGY OBJECTIVES...............................................................................................................................................4AREAS OF INTERACTION......................................................................................................................................................4ASSESSMENT........................................................................................................................................................................5VOCABULARY...........................................................................................................................................................................5FINAL ASSIGNMENT REQUIREMENTS...................................................................................................................................5

TASK............................................................................................................................................................................... 6

REQUIRED BLOGS/ASSIGNMENTS................................................................................................................................... 7

PROCESS JOURNAL....................................................................................................................................................... 12

DESIGN JUSTIFICATION................................................................................................................................................. 12

VIDEO PRODUCTION STORYBOARD............................................................................................................................... 13

WINDOWS MOVIE MAKER 2......................................................................................................................................... 16

INTRODUCTION.......................................................................................................................................................................16OVERVIEW............................................................................................................................................................................ 16INTERFACE.............................................................................................................................................................................17

Menus............................................................................................................................................................................17Timeline/Storyboard......................................................................................................................................................17Movie Tasks, Collections, and Monitor..........................................................................................................................18Movie Tasks Collections Monitor...................................................................................................................................18

SET-UP.................................................................................................................................................................................19IMPORT................................................................................................................................................................................20

To Import Video, Photographs, Audio or Music.............................................................................................................20EDIT.....................................................................................................................................................................................21

Split................................................................................................................................................................................21Trim...............................................................................................................................................................................22Undo/Redo and Delete..................................................................................................................................................23Audio Adjustment..........................................................................................................................................................23Effects............................................................................................................................................................................25Transitions.....................................................................................................................................................................26Titles & Credits...............................................................................................................................................................27Narration.......................................................................................................................................................................28

SAVE....................................................................................................................................................................................29

IB LEARNER PROFILE..................................................................................................................................................... 31

RUBRICS......................................................................................................................................................................... 32

Scoring Overview...............................................................................................................................................................38

Stop Motion Animation. IB Design Technology Year 4. Ms. Tomlin & Mr. Wang

Project Basics

Title: Stop Animation

Grade 10 Design Technology (MYP Year 4) Project 2

Context: Working with a digital camera and photo editing software, you and a partner will create a stop animation film that tells a story.

Duration: At least 2 minutes length

Essential Question: How can we tell a story without using words?

The Task

Working with a digital camera and photo editing software, you and a partner will create a stop animation film that tells a story.

Areas of Interaction (AoI)

Human Ingenuity Design, Make and Evaluate a product

ATL

Organization – binding folio

Working effectively (independently or as a team)

Communication – design process

AIMS:

The aim of this unit is to allow students to:

Demonstrate the design cycle from their own design brief (investigate, plan, create, evaluate) Gain an understanding of the various media suitable to their task Work effectively with a group Develop skills working with a still images Create, incorporate and manipulate digital images Manage time & resources Critically evaluate own work Create a story and communicate it using a story board

The making of the stop motion film will involve all the stages of the Design Cycle namely: - Investigate, design, plan, creation and evaluation.


Design Technology Objectives

At the end of this unit you will be able to Undertake various research tasks Gain an understanding of the various media suitable for the task To modify your designs as per the availability/non-availability of tools and materials. Evaluate your designs according to the design specifications. Find out how your work can be improved? Assess and appraise your own work and others work Observe the safety rules while working with tools. Clearly document the sources of information used. Be able to convey your ideas effectively to others. Be able to work with different materials and tools To develop the skill of estimating the material and time required for the completion

of the project. To create a stop motion film Show self motivation in setting and meeting deadlines

AREAS OF INTERACTION

Approaches to learning Organization Skills Safe working practices in the class Safe handling techniques of tools and materials Human Ingenuity How can we create a stop motion animation? What impact does my animation have on the viewers?


ASSESSMENT

Criteria Addressed Assessment Strategies:

INVESTIGATE ~ Written or graphic task assessed against a specific rubric

PLAN ~ Written and graphic task contained within a design folio assessed against a rubric based on MYP grade level criteria

CREATE ~ Observation/analysis; of end product compared to planning stages ~ Observation; of use of technology

EVALUATE ~ A written evaluation detailing: students experience with processes, success of product (based on user evaluation)

PERSONAL ENGAGEMENT ~ Observation by teacher and summatively recorded twice a semester; Student self assessment against a specific rubric at end of semester

Formative Assessment - Your involvement and enthusiasm in the process of designing and creating a stop motion animation movie. Formative assessment will be carried out in the form of informal observation of the teacher when the students are working during the scheduled class time.

Summative Assessment The final Product – Successful completion of the project and submission of individual design folder (all assignments will be submitted as Blogs).

Vocabulary• stop motion (or frame-by-frame) animation is a general term for an animation technique

which makes a physically manipulated object appear to move. The object is moved by extremely small amounts between individually photographed frames, creating the illusion of movement when the series of frames are played as a continuous sequence. Clay figures are often used in stop motion animations, known as claymation, for their ease of repositioning.

• frame : one of a series of still transparent photographs on a strip of film used in making movies

• animation: Animation is the rapid display of a sequence of images of 2-D artwork or model positions in order to create an illusion of movement.

• persistence of vision : A visual phenomenon where an image is retained in the eye for a short period of time, creating an illusion of continuous motion in film and video.

FINAL ASSIGNMENT REQUIREMENTS

Stop animation film minimum of 2 minutes Music added to film Clearly communicated idea/story Use of at least two objects in story Inclusion of credits and title slide


Task

Using the technique of stop animation, a digital camera and photo editing software you will create an animation of a minimum of 2 minutes that tells a story.

INVESTIGATE:

Do an analysis of other stop animation films *BEFORE writing your design brief Brainstorm ideas for your story Research stop animation Complete an ongoing process journal of your steps in production

DESIGN:

Generate possible story ideas Complete an ongoing process journal of your steps in production

PLAN:

Write a design brief (a short statement of intent) which indicates: end user, purpose/function, theme and possibly material

Write a design specification – 6 or so justified points that will guide your design (your mood board, end user statement, shop report and brief will help with this)

Create a detailed timeline for the completion of the task Choose a final story idea and design a story board Complete an ongoing process journal of your steps in production

CREATE:

Take images for the film Add images to photo editing software (Windows Movie Maker) Add music and edit images Complete an ongoing process journal of your steps in production

EVALUATE:

Evaluate four things:1. How you coped with the design and production process2. How effective your finished product is – critically analyze it – list any faults and suggest

ways of improving it3. How well you and your partner worked together4. Link to the essential question and Areas of Interaction

Have Fun!


Required Blogs/AssignmentsBlog Number and Title/Assignment

TypeDescription Due Date

Crite

rion

Page

Re

fere

nce

2.1 - Evaluation Download the question sheet from tmatech2.blogspot.com, watch the posted stop animation films and answer the questions

A 11

2.2 – Design Task A short statement of intent which indicates the end user, purpose/function, theme and possibly material

A 13

2.3 – Design Brief Design Brief: This is generally a brief statement of intent which might include some or all of the following points:

the theme you are following or what you intend making (brief can be ‘open’ or ‘closed’)

who it is for – the end user or target audience what is the function or purpose of what is being made where it is to be used manufacturing technique

eg:

I am going to make a soft toy on an Australian theme. This could be for tourists to buy when leaving Australia as a souvenir of their holiday. It will be made from fur/felt or similar and be suitable for indoor use/ornamentation.

0 The student does not reach a standard described by any of the descriptors given.

1-2 The student states the problem

3-4 The student describes the problem, mentioning its relevance

5-6 The student explains the problem, discussing its relevance

A

2.4 – Design Specification

Design Specification:

A list of points/statements that are required in/of the product. Design Specifications guide the design process; manufacturing specifications guide the manufacturing process.

Eg:

shelf to be made from pine must be able to support 4 kilograms to have a varnished finish must have a width of 220mm

B 13


At the completion of the unit you will be assessed on your ability to evaluate your chosen design against your Design Specification.

2.5 – Process Journal #1

Who are you working with for this project? What initial ideas do you have the execution of this project?

2.6 – Brainstorm Work with your partner to begin to develop your storyline. What ideas do you have for the movie? Each partner should develop at least one possible story idea.

In Class B


Evaluate your work in class based on Criteria F – Attitudes in Technology (see rubrics). What score would you give yourself? Would you give the same score to your partner? Why or why not? What can you do to improve your score (be specific)?

E 14


Which story idea have you decided to go with? Are there any elements from the “losing” story idea that you have incorporated into the final story? Why did you decide to go with this story idea and not the other?

B 14

Story Board Design the storyboard for your film. You do not have to recreate every frame but you do need to communicate the overall story idea through the use of a storyboard.

In Class C


What props will you need in order to complete your project? What music will enhance your animation? Why have you chosen this music?

B


Discuss the process of working with your partner. What challenges are you having? What IB Learner qualities is your partner exhibiting in a positive manner? What IB Learner qualities is your team still working on developing? What is your greatest strength as a team member? What areas do you need to improve on to make you a better team member?

E 14

Shooting Day You and your partner will have today to shoot all our pictures! It is imperative that all your pictures are shot at the same time! Use today wisely. . .


What developments have you and your team made towards your film?

E 14

Evaluation Design a form that will be given to another team to evaluate the effectiveness of your movie.

In ClassA


Editing Day Use today to edit your animated film. Ensure the film meets the specifications outlined in the task.

E 14

Completed Movie Due


Compare your final movie to the original design. Identify at least one change that was made and explain why.

E14


Look back at your original timeline/plan for the completion of this project. Were you able to stick to your plan? What changes did you have to make to the timeline? Why were those changes necessary?

E14

2.15 – Area of Interaction

Discuss your film in relation to the Area of Interaction. How does your film reflect the ideas of the designated Area of Interaction?

E14


Stop Animation Investigation

Copy and Paste the following questions into your blog. Use the given links to answer the questions.

http://en.wikipedia.org/wiki/Stop_motion

http://www.wikihow.com/Create-a-Stop-Motion-Animation

http://library.thinkquest.org/22316/home.html

1. What is stop motion?

2. How is motion created using stop motion animation?

3. What material is needed to create stop motion animation?

4. How is stop motion animation different from other forms of movies?

5. Describe the steps you need to follow in order to create a stop animation film.

Watch both of the Stop Motion Animation films posted below and answer the following questions:

6. What objects are used in the films?

7. How is music used to tell the story in both animations?

8. What is the overall story in both of the films?

This will be assessed using Criterion A – Investigation 0 1-2 3-4 5-6

Research

The student does not reach a standard

described by any of the descriptors given.

The student investigates the problem, collecting

information from sources.

The student investigates the problem, selecting

and analyzing information some

sources.

The student critically investigates the

problem, evaluating information from a

broad range of appropriate sources.


http://library.thinkquest.org/22316/home.html

http://www.wikihow.com/Create-a-Stop-Motion-Animation

http://en.wikipedia.org/wiki/Stop_motion

Writing a design brief and specification:

Design Brief: This is generally a brief statement of intent which might include some or all of the following points:

the theme you are following or what you intend making (brief can be ‘open’ or ‘closed’) who it is for – the end user or target audience what is the function or purpose of what is being made where it is to be used manufacturing technique

eg: I am going to make a soft toy on an Australian theme. This could be for tourists to buy when leaving Australia as a souvenir of their holiday. It will be made from fur/felt or similar and be suitable for indoor use/ornamentation.

This will be assessed against Criteria A – Investigate.

0 1-2 3-4 5-6

Problem



The student states the problem

The student describes the problem,

mentioning its relevance

The student explains the problem, discussing its

relevance

Design Specification: A list of points/statements that are required in/of the product. Design Specifications guide the design process; manufacturing specifications guide the manufacturing process.

Eg:

shelf to be made from pine must be able to support 4 kilograms to have a varnished finish must have a width of 220mm

At the completion of the unit you will be assessed on your ability to evaluate your chosen design against your Design Specification. This will be assessed using Criterion B – Design.

0 1-2 3-4 5-6

Design Justification



The student makes some attempt to justify the

design against the design specification.

The student justifies the choice of one design and

fully evaluates this against the design

specification.

Each design is evaluated against the design specification. The

student justifies the chosen design and

evaluates it fully and critically against the design specification.


Process Journal

You will be asked to maintain a record of your process towards the completion of this project in a Process Journal. Each process journal entry will be recorded as a Blog; the specific topic for each entry is listed in the overall timeline.

Your process journal entries will be assessed using Criteria E – Evaluate.

0 1-2 3-4 5-6

Self-Evaluation



The student evaluates the product/solution or

his/her own performance.

The student evaluates the product/solution

and his/her own performance and

suggests ways in which these could be

improved.

The student provides an evaluation of his/her own performance at

each stage of the design cycle and suggests

improvements.


Which design did you and your team decide to use for the game? Why did you choose that particular design?

Your response for this blog will be assessed using Criteria B – Design.

0 1-2 3-4 5-6

Designs



The student generates one design

The student generates a few designs

The student generates a range of feasible

designs. Each evaluated against the design

specification


The student makes some attempt to justify the

design against the design specification.

The student justifies the choice of one design and

fully evaluates this against the design

specification.

Each design is evaluated against the design specification. The

student justifies the chosen design and

evaluates it fully and critically against the design specification.


Video Production StoryboardObjects: Shot Description:

Overall Story:

Video Production Storyboard


Objects: Shot Description:

Overall Story:

Video Production Storyboard

Objects: Shot Description:


Overall Story:


Introduction to

Windows Movie Maker 2

Introduction

This paper tutorial is designed as a basic introduction to Microsoft’s digital video editing program, Windows Movie Maker 2 (MM2). Whether you are working with MM2 in the lab or at home the process is the same.

To begin, this tutorial will provide a general overview of MM2 functions, settings, and tools. Next, with the aid of graphics from MM2 interface, a brief explanation of how to capture or import video, pictures, audio or music into the program will be defined. In addition, you will also learn how to edit your movie, add effects and transitions, title and credits, or how to add narration. Last, you will learn how and in what formats to save your movie and will be provided with some options for selecting DVD burning software.

Overview

The process of creating a movie or a slide-show in MM2 consists of importing media such as video, pictures, audio, or music into the program and then manipulating these same elements to create a specific product. The interface is designed to provide visual access and management of imported elements in the collections pane. Items from this area can be dragged into either a storyboard or timeline window and then edited. From the monitor window, changes or additions made to the project can be sampled through playback. Once the desired effect has been achieved the combined project can be saved to the computer, to a CD, or sent to e-mail, to the web, or a DV (digital video) camera.

Below is an image of the Windows Movie Maker interface—components of this interface are detailed in the following sections.


Interface

Menus

The menus in MM2 give access to important program functions. Below is a graphic of the six dropdown menus for file, edit, view, tools, clip, and play. In MM2, access to most program functions can be reached through more than one location.

Timeline/Storyboard

In MM2, the storyboard and timeline windows are utilized for controlling placement of media. From the timeline window, all of a project’s elements can be viewed in its respective tracks along a linear (from left to right) layout. By selecting the plus (+) or minus (-) magnifying glass at the upper left of the timeline window, a project can be viewed from its extended length in minute increments or narrowly focused down to tenths of a second. The project can be played by clicking on play/stop buttons. To narrate a timeline, click on the microphone icon and to adjust volume, click on the volume control. To toggle between views, click “Show Storyboard” or “Show Timeline.”


Movie Tasks, Collections, and Monitor

Below is a graphic of MM2’s interface including the Movie Tasks pane, the Collection pane, and Monitor window. First, the Movie Tasks pane provides an access point to capture video, edit your movie, and save your movie, as well as providing movie making tips. The links in the pane are fairly intuitive and follow, from top to bottom, the basic outline of the movie making process from start to finish. Next, the Collections pane provides a thumbnail view of videos, pictures, and even music that have been imported into MM2 for use on your movie project. From the Collections pane you select and drag clips into the storyboard or timeline to create a movie. As will be discussed later, clips can be manipulated to create a desired effect. Last, in the Monitor window you can test or preview your movie. From the function buttons at the bottom of the window (also along the top of the timeline/storyboard) you can play, stop, forward, or rewind your movie (or manually use the seek slider), split a clip or capture a still image from video (Figure 1).

Movie Tasks Collections Monitor


Figure 1


Set-up

Before beginning any project, it is important to establish and set a number of program options, as well as save your project.

Step 1: Select the Tools menu from the menu bar at the top of the interface.

Step 2: Select Options at the bottom of the menu.

Step 3: From the Options window, select the General tab (Figure 2) and modify options accordingly. In the Default author box you may enter your name. You may also wish to designate the location where the computer stores a backup of your project. In the Save AutoRecover box you are given the option of having your project backed-up anywhere between one and sixty minutes. The program defaults to ten minutes; you may change this according to preference. Note: As a video editing program can consume a lot of computer processing power and is susceptible to “crashing,” it is always important to manually save your project often.

Step 4: From the Options window, select the Advanced tab (Figure 3) and modify options accordingly. The picture duration and transition duration settings specify how long (in seconds) a picture or transition will last. This setting will be applied to the entire project. The editing section of this tutorial will show how to manipulate these settings on an individual frame-by-frame basis.

Step 5: From the same advanced tab, the video properties settings default to NTSC format and a 4:3 aspect ratio.

Step 6: Now, before beginning, select file in the upper left-hand corner of the MM2 interface and select save project. In the save in box select a folder, give your project a file name, and then select save. If you are at home, the default location for saved movies is to My Videos folder. Simply give your project a file name, and then select save.

Note: If you are unsure about what settings to select, simply use the MM2 default settings.


Figure 2 Figure 3 Import

To begin building your movie or slideshow project you must first import your video, picture, audio or music files into MM2. To do so, follow the steps below:

To Import Video, Photographs, Audio or Music

Step 1: From the Movie Tasks pane, under Capture Video, select the appropriate link to import video, photographs, audio or music into MM2 (Figure 4).

Step 2: From the Import File window (Figure 5), choose the desired directory and files, click Import, and the files will be inserted into your MM2 Collections pane.

Note: MM2 will allow you to import the following file formats:

Audio files: .aif, .aifc, .aiff .asf, .au, .mp2, .mp3, .mpa, .snd, .wav and .wma Picture files: .bmp, .dib, .emf, .gif, .jfif, .jpe, .jpeg, .jpg, .png, .tif, .tiff, and .wmf Video files: .asf, .avi, .m1v, .mp2, .mp2v, .mpe, .mpeg, .mpg, .mpv2, .wm, and .wmv

Step 3: You are now ready to begin the creation of your project.


Figure 4

Figure 5

Edit

Once you have imported video, music, or photographs into your collections, these items can be dragged from the Collections pane into either the storyboard or timeline to begin the creation of your project. Items can be adjusted or moved anywhere in the timeline or storyboard accordingly. After you have positioned these elements where you want them you can use MM2’s edit functions to manipulate your project.

Split

One of the most useful functions in MM2 is the option of splitting a clip, either to adjust for effects or to remove undesirable elements. To split a clip, follow these steps:

Step 1: First, in the timeline window, move the blue vertical time marker over the desired location to split (Figure 6).

Step 2: From the Clip menu at the top of the interface, select Split and the clip will become two separate pieces (Figure 7). You can also split a clip in the Monitor by selecting the Split icon at the lower right of the window.

Step 3: If you desire to delete one of the new portions, click on that portion (highlighted in white) and either right click and select delete or press delete on the keyboard.

Figure 6 Figure 7


Trim

The Trim function serves as a manual length editing tool. In the timeline window, you can manipulate the length (duration) of images, videos, audio or music. Trim works to primarily reduce the length of videos, audio or music, but for images, trim can also be used to extend or increase duration.

Step 1: Toggle to the Timeline window.

Step 2: Select the image, video, audio or music clip that you desire to manipulate.

Step 3: Place the arrowhead over the right end of the clip and a double red arrowhead will appear (Figure 8). Click and drag to trim the clip (Figure 9).

Figure 8

Figure 9


Undo/Redo and Delete

MM2 gives you the option of undoing and deleting actions. By clicking on the Undo or Redo icons at the top of the interface you may remove or redo an action (Figure 10). By selecting the arrow at the right of the icon you may undo or redo a desired amount of actions. By right clicking on a transition or clip you can Cut, Copy, or Delete specific items (Figure 11). In the timeline window, you can also select a set of clips or other elements to delete by placing the arrowhead at a specific point and, while holding down the left mouse key, draw a selection around your clips and then press delete.

Figure 10 Figure 11

Audio Adjustment

After inserting audio, MM2 provides a number of options for adjusting transitions between music clips, adjusting the volume of a clip, and adjusting the audio strength between video and music.

Step 1: Between the junction of two music clips, select the right clip, drag clip left over preceding clip and release (Figure 12). This will create a transition between the two clips, and as one clip ends the following clip will fade in.

Step 2: To adjust audio levels, select the desired clip.

Step 3: Select Clip menu, then Audio, and last, Volume (Figure 13).

Step 4: In the Audio Clip Volume window, move the slider left or right to decrease or increase volume, then select OK (Figure 14).

Step 5: At the top left of the timeline or storyboard windows, select the volume icon and the Audio Levels window will appear.

Step 6: In the Audio Levels window, move the slider left or right to decrease or increase volume between video and music, then select OK (Figure 15).

Note: By splitting a clip you can adjust audio or music volume within a desired range. If you desire, you may also mute the audio from a video clip and allow only music to play.


Figure 12

Figure 13

Figure 14

Figure 15


Effects

In MM2 you can add various effects to a project to enhance the outcome of your movie. Some of MM2’s effects include; blurring, increasing or decreasing brightness, speeding up or slowing down frames, rotating images or video clips, fading in or fading out, and more (Figure 16).

Effects can be added to a project both in the storyboard and timeline windows. In the timeline, effects can either be dragged into a specific track or by right clicking on a desired image, selecting video effects (Figure 17), and then adding or removing desired effects (Figure 18).

To add basic transitions follow these steps:

Step 1: From the Movie Tasks pane, under Edit Movie, select View video effects.

Step 2: Choose the desired effect, select and drag into the storyboard or timeline over the desired clips. On individual clips in the timeline you can also right click on a specific clip and add or remove effects. MM2 will allow you to add up to six different (or the same) effects on each clip.

Step 3: After inserting an effect, sample the change in the preview screen to determine if the effect works in the way you desire.

Figure 17 Figure 18


Figure 16

Transitions

MM2 offers sixty different video transitions (Figure 19). When applied, transitions provide a unique way to smooth the exchange between clips in your project. To insert a transition follow these steps:

Step 1: From the Movie Tasks pane, under Edit Movie, select View video transitions.

Step 2: Choose the desired transition, select and drag into storyboard between desired clips (Figure 20).

Step 3: After inserting transition, sample the change in the Monitor to determine if it works in the way you desire.

Step 4: To change a transition you can either Undo the action, right click on the transition in the Storyboard and select delete, or simply drag a new transition over the old transition.

Figure 19 Figure 20

When using the Fade transition, you are also overlaying small segments of the beginning and end of adjoining clips. This transition makes the video and audio overlap (Figure 21).


Figure 21Titles & Credits

To add titles or credits to your movie or slide show MM2 provides a number of font and animation options. To add text, perform the following steps:

Step 1: From the Movie Tasks pane, under Edit Movie, select Make titles or credits.

Step 2: Determine where you want to add a title and select that option (Figure 22).

Step 3: In the text box which appears, enter your desired text.

Step 4: At the bottom of the text box, MM2 provides options for changing text font style, size, and color (Figure 23). Text animation can also be manipulated through clicking on Change the title animation and selecting the desired options (Figure 24).

Step 5: As text additions are made, a sample of the changes can be seen in the Monitor. When completed, select Done, add title to movie and the text will be added to the timeline.

Figure 22 Figure 23


Figure 24Narration

To add an additional element to your movie or slide show, MM2 provides for recording and inserting audio into the timeline. This process of narration can be accomplished by:

Step 1: Ensure that the microphone plug has been properly inserted into the microphone outlet on the CPU or laptop.

Step 2: To narrate, either select the icon at the top Tools menu and then Narrate Timeline or select the microphone left of the timeline (Figure 25).

Step 3: From the Narrate Timeline window, select Start Narration and the program will begin recording. To stop the process simply select Stop Narration (Figure 26).

Step 4: Once stopped, you will be directed to save your narration. Give your narration a name and select save.

Step 5: On the Narrate Timeline window, select Done and the audio will be inserted into the Audio/Music track on the timeline. As with video, title, and photograph elements, your created narration can also be moved or edited within the timeline.

Step 6: Click Play on the Monitor (or top left of the timeline/storyboard) and sample your narration.

Figure 25

Figure 26


Save

Once you have completed your project, depending on what type of finished movie you select (save to my computer, save to CD, etc), there are a number of options to choose from. From this point some consideration must be given to the file size of your project, as well as your intended media application. CDs typically hold up to 700 megabytes of data, while standard DVDs can hold 4.7 gigabytes (double layer DVDs up to 8.5 gigabytes). On average, one hour worth of imported video can consume 12 gigabytes (uncompressed) of storage space. Windows Movie Maker has a list of twenty different settings for saving your movie. Each setting has some combination of different bit rates, display sizes, and frames per second. If you are planning on sending your project in email or to the web, consider first the size of the project and the limitations of transmitting and opening large files.

As a sample, follow the steps below to save your project to the computer:

Step 1: From the Movie Tasks pane, under Finish Movie, select Save to my computer (Figure 27).

Step 2: In the Save Movie File window, under 1., enter a name for your completed movie, and under 2., select the destination that the file will be saved.

Step 3: At the bottom right of the window select Next.

Step 4: In the Movie Settings window, select Show more options and then Other settings (Figure 28).

Step 5: From the drop down menu you are given the option of selecting one of the settings. For this project, choose Video for Broadband (512 kbps).

Note: Some DVD burning software will not support the WMV file format. In such a case, you must save your project as an AVI file.

Step 6: Once you have made your selection, select Next and the file will be saved (Figures 34 & 35).

Step 7: Once you have saved your project as a finished movie, you will not be able to make changes. You can, however, reopen your Windows Movie Maker project file, makes additions or changes and then save the project again as a finished movie.

Figure 27


Figure 28 Figure 29

Figure 30 Figure 31


IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of point of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.


RUBRICS

Criterion A – Investigate

Maximum: 6

Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.

Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors given below.

1–2The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.

3–4The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.

5–6

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.


Scoring

Criteria A: out of 6

RUBRICS Criterion B – Design

Maximum: 6

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.



1–2 The student generates one design, and makes some attempt to justify this against the design specification.

3–4 The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.

5–6

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.


Scoring

Criteria B: out of 6

RUBRICS Criterion C – Plan

Maximum: 6

Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.



1–2 The student produces a plan that contains some details of the steps and/or the resources required.

3–4 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.

5–6

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.


Scoring

Criteria C: out of 6

RUBRICS Criterion D – Create

Maximum: 6

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.



1–2 The student considers the plan and creates at least part of a product/solution.

3–4 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.

5–6

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.


Scoring

Criteria D: out of 6

RUBRICS Criterion E – Evaluate

Maximum: 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.



1–2The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.

3–4 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.

5–6

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.


Scoring

Criteria E: out of 6

RUBRICS Criterion F – Attitudes in Technology

Maximum: 6

This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:

personal engagement (motivation, independence, general 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.



1–2 The student occasionally displays a satisfactory standard in one of the aspects listed above.

3–4 The student frequently displays a satisfactory standard in both of the aspects listed above.

5–6 The student consistently displays a satisfactory standard in both of the aspects listed above.


Scoring

Criteria F: out of 6

Scoring Overview

Criterion A Investigate out of 6

Criterion B Design out of 6

Criterion C Plan out of 6

Criterion D Create out of 6

Criterion E Evaluate out of 6

Criterion F Attitudes in Technology out of 6

Point Total (out of 36)

Overall Grade Points

1 0-5

2 6-9

3 10-15

4 16-21

5 22-26

6 27-31

7 32-36


stop animation design folio (1)

Documents

design justification

design technology objectives

windows movie maker

areas of interaction

audio adjustment

ib learner profile

video production storyboard

final assignment requirements