CB92 MYP Year 3 Syllabus
Instructor's Name: Mrs. Procopio
Course Name: IB Animation Studio
Course #: CB92
Grade Level: 6, 7 and 8
Course Description: Students explore the developmental history of animation, practice animation techniques, and create movies with animation software. Students apply the IB Design Cycle as they build Animation ePortfolios and present their techniques, creations and research topics for peer- and self-assessment. In this project-based course, emphasis is placed upon time management, project management, and personal responsibility. Students' projects are assessed with IB Criteria.
Supplies: USB drives are not permitted at the Mesa Academy! Students are required to bring the following supplies to class each day:
- Inexpensive pair of earbuds (purchase at the dollar store)
- Helpful classroom donations - Kleenex and hand sanitizer
I. Course Outline
CB92 IB Animation Studio is an introduction to animation development course as outlined in the International Baccalaureate Middle Years Programme (MYP) Year 3 for Digital Design, Arizona CTE Career Preparation Standards for Animation, and the Arizona College and Career Ready Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects.
Throughout this course, IB students will be asked to reflect on their progress along the Learner Profile continuum, which includes becoming motivated and principled learners. Students will expand their global outlook through research, problem-solving, and communication.
The key concepts for this course are creativity and systems, with related concepts of form, function and innovation. Content instruction is based upon the 12 Principles of Animation, which students will explore and apply to their own creations. Related concepts will include pre-production, production, post-production, quality assurance, and presentation phases of animation. Students will create and present an ePortfolio that showcases their research, animation techniques and animation creations.
II. IB Aims and Objectives
The aims of MYP Year 3 – CB92 are to encourage and enable students to:
- enjoy the design process, develop an appreciation of its elegance and power, develop knowledge, understand and skills from different disciplines to design and create solutions to problems using the design cycle.
- use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems.
- develop an appreciation of the impact of design innovations for life, global society and environments.
- appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts,
- develop respect for others’ viewpoints and appreciate alternative solutions to problems,
- act with integrity and honesty, and take responsibility for their own actions by developing effective working practices.
The objectives of MYP Design courses are to encourage and enable students to:
- Investigate a problem
- Plan a solution
- Create a solution
- Evaluate a solution
While students will employ ICT (Information and Communication technology) skills throughout the semester, the focus of this class is DESIGN, not rote skill-building. Students should be able to:
- design authentic creations that are not the result of template application or secondary source compilations.
- explore, select and use ICT tools to solve real problems by creating a digital solution.
- demonstrate the acquisition of digital design skills by MYP Year 5.
- develop a
series of practical skills such as:
- generating original digital material
- programming software
- manipulating and combining images, text, video and audio, and
- converting solutions to different formats
Additionally, ATL (Approaches to Learning) is always present and helps students “learn to learn” with tools to enable them to become life-long, independent learners. ATL skills include thinking, social, communication, and research skills.
Major topics for this course are threefold: research (including the historical development of animation, famous animators and famous animations), production (animating with Adobe Animate CC), and presentation (developing an ePortfolio to showcase their work).
Units of study, including assignments, assessments and projects, are as follows (and subject to change, as needed):
|CB92 - IB Animation Studio Units of Study|
IV. Global Contexts
Global Contexts provide a framework on which to build each unit of study. The six Global Contexts will be integrated within the various units of study to reinforce the connections between concepts and problem-solving as it relates both to content and universal concepts. The six Contexts are Identities and Relationships, Scientific and Technical Innovation, Fairness and Development, Orientation in Space and Time, Globalization and Sustainability, and Personal and Cultural Expression; however, of particular emphasis in this subject content will be Personal and Cultural Expression Expression (histories of ideas, fields and disciplines, artistry, craft, creation, and beauty).
Internationalism for this content will include research about the animation techniques, animation histories and favorite animations from various cultures, including those created in Asian cultures (Chinese, Indian, Iranian and Japanese), European (French, Italian, British), and the Americas (Cuba, Argentinian, United States and Canadian).
VI. Teaching Methods
Teaching methods for this class incorporate study skills with demonstrations, explanations, modeling, Think-Pair-Share, direct-instruction and questioning, problem-based learning, inquiry-based research, hands-on cooperative learning experiences, note-booking, and formative checks and summative assessments, using a variety of modalities (visual, auditory, kinesthetic, and tactile).
Students will incorporate the use of the IB Design Cycle (investigate, plan, create and evaluate) to build their summative ePortfolio projects. The student will:
- develops the requirements of an ePortfolio to be used to present a research topics to the class.
- present the main points of an inquiry into the need and analysis of an ePortfolio that is similar to his or her initial thoughts.
- develop the requirements of the final animation video.
- present the main points of an inquiry into the need and analysis of an animated video that is similar to his or her initial thoughts.
- list the requirements of a suitable ePortfolio.
- develop ideas for its purpose and look, and identifies digital components that he or she will use to create the ePortfolio, including text, images and color.
- determine whether the design meets the stated needs, adapts and finalizes the design.
- outline a step-by-step plan to make the ePortfolio and alters it where necessary. Makes excellent use of a simple text-editor application to generate the basic structure of his or her design.
- list the requirements of a suitable final animation video.
- develop ideas for its purpose and look, and identifies digital components that he or she will use to create the animated video, including script, storyline map, storyboard.
- determine whether the design meets the stated needs; adapts and finalizes the design.
- outline a step-by-step plan to make the animated video and alters it where necessary.
- create the ePortfolio, lists any changes that were needed to be made.
- create .FLA and .SWF examples of techniques and creations with animation software. Makes excellent use of Adobe Animate CC.
- upload SWF files to ePortfolio using simple text-editor application.
- create the final animation video.
- test the ePortfolio to ensure that pages link appropriately and asks peers to use it. After testing the ePortfolio to ensure that pages link appropriately, asks peers to use the ePortfolio, gathers feedback, and uses this information to outline the success of the ePortfolio, how it could be improved, and how the ePortfolio acts as a tool to present his/her research, techniques and creations.
- test the functionality of the uploaded SWF files.
- test the functionality of the animated video files in Adobe Animate CC.
- test the functionality of the uploaded final animated video files.
Mesa Academy Grading Practices
All teachers at Mesa Academy have committed to the following grading practices in alignment with the MPS strategic goal. Mesa Academy teachers have agreed that implementing school-wide, consistent grading practices will allow for greater clarity, communication and transparency for students and parents. You may want to download the Synergy Parent Vue app to your phone for convenient access to the MPS Portal/ParentVue. Please communicate any questions or concerns regarding grades or grading practices to your student’s teacher.
Zeros may be marked as “missing” (or “incomplete” or “absent”) to act as a placeholder until the end-of- quarter deadline. During Remote Learning teachers will connect with students to provide extra support with getting work submitted. During In Person learning, students may be referred to the counselor to attend the Success Center or lunch tutoring to provide support with getting work submitted. Zeros will remain as a zero (assuming all reasonable effort has been made to get completed work in from student) with a “missing” label after the quarter deadline.
Students are expected to complete all assignments by the posted deadlines. Late work will be accepted for no more than one week after the assigned deadline unless previous arrangements have been made with the teacher. Late assignments will not be accepted for any assignments after the late work deadlines.
In the Grade Portal
- Assignments will be marked as "missing" with zero credit given until the assignment is submitted.
- Once submitted, assignments will be marked as "late".
- Late work will be graded by the teacher after all on-time work is graded and recorded.
Students who seek to redo or retake an assignment or assessment will contact their teacher to request a retake. The teacher and student will determine which preparation activities (ie. using a different study technique or fixing their mistakes) would benefit the student to promote success on the redo/retake. The student will then complete the preparation activities and contact the teacher for approval before the redo/retake is permitted. After the redo/retake has occurred, the student will see their new score in the Portal (unless the new score is lower). The highest score earned will be entered in the Portal.
IB Design Four-Criteria/Eight-Point Grading Rubrics Explained
Each design objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands with unique descriptors that teachers use to make judgments about students’ work (IBO Design Brief).
Selected assignments will be assessed using the four IB Design Assessment Criteria:
Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyse the need for a solution and conduct an inquiry into the nature of the problem.
Students write a detailed specification, which drives the development of a solution. They present the solution.
Students plan the creation of the chosen solution, then follow the plan to create a prototype sufficient for testing and evaluation.
Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience.
Students are given opportunities to demonstrate mastery of knowledge and the Criterion A-B-C-D skills using a variety of assessments:
- Diagnostic (pre-assessments) given at the beginning of the semester to determine a baseline of students' understanding of course content.
- Formative (observations, teacher-directed questioning, quizzes, and informal presentations) given throughout the learning process. They are used to check students' understanding and assist the teacher in planning subsequent instruction. Additional learning activities may be planned to ensure student success.
- Summative (mid-term/final exams and final projects) given at the quarter and end of the semester to assess students’ mastery of a course content. Performance-based assessments are first evaluated first by the student against the assessment criteria outlined in the assessment guide sheet or on a rubric. This way, students are given an opportunity to self-reflect and refine their product prior to teacher evaluation. Students present their summative projects to their classmates for peer-evaluation, and submit their projects to their teacher for final grading.
CB92 coursework is divided into the following categories: assignments (15%), formative/summative assessments (25%), IB Design Folder (20%) and IB Design Project (40%). Daily assignments consist of animation techniques and creations; formative checks to determine the progress of students' ePortfolios, the IB Design Folder contains notes, sketches, storyboards, and scripts, and the IB Design Project (ePortfolio) contains three research topics, animation techniques and creations, and a final animation. Students must redo incomplete or incorrect assignments PRIOR to the late dates.
CB92 is a project-based class with emphasis on a capstone ePortfolio. Students work on the components of their final project for four months and present it during the fifth month. The project must be completed by the due date.
Student grades will be based on the following scale:
90-100% . . . . . . A
80-89% . . . . .. . B
70-79% . . . . . . . C
60-69% . . . . . . . D
less than 60% . . F
Due to the cumulative, project-based nature of IB Design, students MAY NOT resubmit a semester-long, summative project.
Homework is not required in these classes; however, should students want to work ahead on their final projects, they are are encouraged to do so, as these activities promote time management and personal responsibility.
Regarding CB92 IB Animation Studio, students are encouraged to complete their animation topic research at home, but again, this activity is encouraged, not required. Students are provided with in-class time in which to do their research.
VIII. Texts and/or Resources
Arizona CTE Career Preparation Standards & Measurement Criteria – Animation
Google Sites (ePortfolio)
Arizona College and Career Ready Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
Arizona College and Career Ready Standards for English Language Arts and Literacy - Literacy in Science Explanations and Examples
IX. Class Policies
Classroom Rules and Procedures, and Three-Strikes Classroom Discipline
Strike 1 - Warning
Strike 2 - Parent or guardian contacted
Strike 3 - Referral to principal