Art History – Trading Cards

In this assignment, you will choose one of the eras covered in class.

You will then research and create 5 trading cards that has one major artistic achievement from your era on each of the
cards.

Requirements
All Cards

1) Will be in colour (front and back)

• It may be hand-coloured, or colour-printed
2) Will have a backing (like a regular playing card) that is relevant to your era.
• If it is Surrealism that you choose, then perhaps a cubist backing.
• If it is Ancient Egyptian that you choose, then perhaps some hieroglyphs, etc.

Each Card

i. Will have the picture of ONE famous artistic achievement (for a total of FIVE achievements)
ii. Typed information about the famous achievement
1. Include the artist
2. The year it was created
3. A very brief analysis of what the artistic achievement represents
4. A very brief analysis of its significance to art

Checklist

All Cards Each Card

All Cards in Colour Each card has a famous achievement
Has a Backing like a Regular Playing Card Included the Artist
Included the year it was created
Analyzed of what the Artistic Achievement Represents
Analyzed of its significance to art

Rubric

CATEGORY 4 3 2 1
Attention to The student gives a reasonable The student gives a reasonable The student gives a fairly The student's explanations are weak
Theme explanation of how every item in explanation of how most items in reasonable explanation of how and illustrate difficulty understanding
the card is related to the assigned the card are related to the assigned most items in the card are related how to relate items to the assigned
theme theme. to the assigned theme. theme.
Time and Class time was used wisely. It is Class time was used wisely. Class time was not always used Class time was not used wisely and the
Effort clear the student worked at home Student could have put in more wisely, but student did do some student put in no additional effort.
as well as at school. time and effort at home. additional work at home.
Quality of The cards show considerable The cards show attention to The cards show some attention to The cards were put together sloppily.
Construction attention to construction. The construction. The items are neatly construction. Most items are Items appear to be just "slapped on".
items are neatly trimmed. All trimmed. All items are carefully neatly trimmed. All items are Pieces may be loose or hanging over
items are carefully and securely and securely attached to the securely attached to the backing. the edges.
attached to the backing. Nothing backing. Nothing is hanging over Nothing is hanging over the
is hanging over the edges. the edges. edges.
Analysis Accurately describes several Accurately describes a couple of Describes some dominant Has trouble picking out the dominant
dominant elements or principles dominant elements and principles elements and principles of the elements.
of the era. of the era. era, but has difficulty describing
how these are important.
Era of Choice Era of Choice Era of Choice

#1 __________________ #1 __________________ #1 __________________

#2 __________________ #2 __________________ #2 __________________

#3__________________ #3__________________ #3__________________

Era of Choice Era of Choice Era of Choice

#1 __________________ #1 __________________ #1 __________________

#2 __________________ #2 __________________ #2 __________________

#3__________________ #3__________________ #3__________________

Era of Choice Era of Choice Era of Choice

#1 __________________ #1 __________________ #1 __________________

#2 __________________ #2 __________________ #2 __________________

#3__________________ #3__________________ #3__________________

Era of Choice Era of Choice Era of Choice

#1 __________________ #1 __________________ #1 __________________

#2 __________________ #2 __________________ #2 __________________

#3__________________ #3__________________ #3__________________

Era of Choice Era of Choice Era of Choice

#1 __________________ #1 __________________ #1 __________________

#2 __________________ #2 __________________ #2 __________________

#3__________________ #3__________________ #3__________________

 Art in Advertisements

Part I

In this part, you will choose 5 advertisements (from the internet or from magazines), and critically analyze them. You
will then put them into booklet form with a cover page.

The ads you choose should be selling a product or service. They may be in colour, or in B&W

Include a copy of each ad with your assignment.

For each ad, answer the following

1) What ads appealed to you and why?

2) Who do you think is the audience for these ads? Give specific examples from the ads to support your answer.
• Consider the types of people you see, what they look like are what they doing
3) What is the background? Is it appropriate? What message is it sending?
4) What words are used?
5) What colours and shapes are used?

Part II

In this part, you will create ONE advertisement that sells a product or service. It must be a new product that you
create.

ROUGH DRAFTS ARE DUE NEXT WEEK!

You will present your advertisements to the class on the day they are due!

Your advertisements should be:

1) Clear about what the product/service is

2) Be advertised to a specific type of audience (be clear)
3) In colour
4) Use shapes and colour effectively

Checklists

Part I Part II
Explained the ads appeal Described what the product/service is
Identified the audience Clearly has a specific audience
Identified the importance of the background of the ad In colour
Identified the words in the ads Uses shapes and colour effectively.
Identified the colours and shapes in the ads
Rubric

Part I

CATEGORY 4 3 2 1
Sequencing Arguments and support Arguments and support A few of the support Many of the support
are provided in a are provided in a fairly details or arguments are details or arguments are
logical order that logical order that makes not in an expected or not in an expected or
makes it easy and it reasonably easy to logical order, distracting logical order, distracting
interesting to follow follow the author's train the reader and making the the reader and making the
the author's train of of thought. essay seem a little essay seem very
thought. confusing. confusing.
Support for Includes 3 or more Includes 3 or more Includes 2 pieces of Includes 1 or fewer pieces
Position pieces of evidence for pieces of evidence for evidence for each ad that of evidence for each ad.
each ad that support the each ad that support the support the position
position statement and position statement. statement.
has provided at least 1
counter-argument.
Grammar & Author makes no errors Author makes 1-2 errors Author makes 3-4 errors in Author makes more than
Spelling in grammar or spelling in grammar or spelling grammar or spelling that 4 errors in grammar or
that distract the reader that distract the reader distract the reader from the spelling that distract the
from the content. from the content. content. reader from the content.

Part II

CATEGORY 4 3 2 1
Rough Draft Rough draft brought on Rough draft brought on Provides feedback and/or Rough draft not ready for
due date. Student due date. Student shares edits for peer, but own editing and did not
shares with peer and with peer and peer makes rough draft was not ready participate in reviewing
extensively edits based edits. for editing. draft of peer.
on peer feedback.
Originality Product shows a large Product shows some Uses other people's ideas Uses other people's ideas,
amount of original original thought. Work (giving them credit), but but does not give them
thought. Ideas are shows new ideas and there is little evidence of credit.
creative and inventive. insights. original thinking.
Attractiveness Makes excellent use of Makes good use of font, Makes use of font, color, Use of font, color,
font, color, graphics, color, graphics, effects, graphics, effects, etc. but graphics, effects etc. but
effects, etc. to enhance etc. to enhance to occasionally these detract these often distract from
the presentation. presentation. from the presentation the presentation content.
content.
Mechanics No misspellings or Three or fewer Four misspellings and/or More than 4 errors in
grammatical errors. misspellings and/or grammatical errors. spelling or grammar.
mechanical errors.
Presentation Well-rehearsed with Rehearsed with fairly Delivery not smooth, but Delivery not smooth and
smooth delivery that smooth delivery that able to maintain interest of audience attention often
holds audience holds audience attention the audience most of the lost.
attention. most of the time. time.
 Hammock Popcorn Brick

Sponge Tiles Cobblestones

Mountains Stippling Scumbling

Crosshatching Blending with a Tortillon Burnishing

 How to Make Your Own Tortillon

A tortillon is a tightly rolled sheet of paper, the inside of which is pushed out into a pencil shape and used
by pencil, pastel and charcoal artists to blend and push colour around on the drawing paper, softening
edges and graduating tones.

You may want to try experimenting with various types of paper. Very little practice is required to produce
your own homemade tortillon.

Take a sheet of A4 paper and mark 1" down on one side and
1" up on the other. Rule a pencil line between the two points
and then cut along with scissors. You can now make 2
tortillons.

Starting at the narrow end, try to roll the paper evenly and
fairly tightly, towards the wider edge. This can be a bit of an
art and does take a little practice but they do last a long time
once they are made. They do occasionally come to a point
as you are rolling... this is fine.

Once the paper is tightly rolled, hold it firmly and push out
the centre with a very thin knitting needle / thick wire or
something similar, to form a pencil shape.

You now need to secure the paper with a small strip of

adhesive tape and trim any excess paper from the top.

Finish by roughing up the point with a piece of medium sandpaper, this gives a softer, velvet texture,
especially if using ordinary printer paper as I do. The sandpaper is also used to clean the end of the
tortillon.

Try to use a clean one for lighter areas of blending and darker, dirtier ones for dark areas such as hair and
deep shadows.

Use the tortillon at a slight angle to prevent pushing the point into the body.
 Colour Wheel

Using paint, fill in the colour wheel! The outermost circle is darkest, the middle circle is medium tone, and the inner
circle is lighter tone. Refer to the powerpoint if you need more details.
 Abstract Art and Music

In this assignment you will listen to specific genres of music and then paint what you feel the music represents.

What you paint does not have to be something specific, such as a scene or people; your paintings can be abstract and
fluid; with just shapes, lines and colours.

Be open, and feel and think about what emotions the music is trying to represent. You will have 20 minutes per genre
to paint.

Genres of music will be:

 Big Band Orchestras

 Ambient
 Flamenco
 Middle Eastern
 Heavy Metal

Rubric

CATEGORY 4 3 2 1
Color Choice and application Choice and application of Choice and application of Student needs to work
Choices of color shows an color shows knowledge of color shows knowledge of on learning color
advanced knowledge of color relationships. Colors color relationships. Colors relationships and using
color relationships. are appropriate for the idea are, however, NOT that knowledge in
Color choice enhances being expressed. appropriate for the idea his/her work.
the idea being being expressed.
expressed.
Use of Student typically keeps Student typically Student adequately cleans Student deliberately
materials painting materials and adequately cleans materials and takes care of materials misuses materials
area clean and protected and work area at the end of if reminded. Occasional AND/OR does not
without reminders. The the session without spills and messy work area adequately clean
student shows great reminder, but the area may may be seen. Shows some materials or area when
respect for the materials be messy during the work respect for materials and reminded. Shows little
and his fellow students. session. Student shows fellow students. respect for materials or
respect for materials and fellow students.
fellow students.
Drawing Drawing is expressive Drawing is expressive and Drawing has few details. It The drawing lacks
and detailed. Shapes, somewhat detailed. Little is primarily almost all detail OR it is
patterns, shading and/or use has been made of representational with very unclear what the
texture are used to add pattern, shading, or texture. little use of pattern, drawing is intended to
interest to the painting. Student has basics, but had shading or texture. Student be. Student needs to
Student has great control not "branched" out. needs to improve control. work on control.
and is able to
experiment a little.
Big Band Ambient Flamenco

CATEGORY 4 3 2 1 CATEGORY 4 3 2 1 CATEGORY 4 3 2 1

Color Color Color
Choices Choices Choices
Use of Use of Use of
materials materials materials
Drawing Drawing Drawing

Middle Eastern Heavy Metal

CATEGORY 4 3 2 1 CATEGORY 4 3 2 1
Color Color
Choices Choices
Use of Use of
materials materials
Drawing Drawing

Big Band Ambient Flamenco

CATEGORY 4 3 2 1 CATEGORY 4 3 2 1 CATEGORY 4 3 2 1

Color Color Color
Choices Choices Choices
Use of Use of Use of
materials materials materials
Drawing Drawing Drawing

Middle Eastern Heavy Metal

CATEGORY 4 3 2 1 CATEGORY 4 3 2 1
Color Color
Choices Choices
Use of Use of
materials materials
Drawing Drawing
 Part I: Culture and Influences in Design
Part A

In pairs, brainstorm, with as specific examples as possible, of how different cultures have influenced design.
Consider influences in architecture, music, fashion, food, etc

Take into account of things such as:

 National animals and flowers

 Mythology
 Shapes and Lines
 How has the environment that culture is found influential
 Types of foods in those cultures
 Religious influences, etc

Part B

With your partner, organize your brainstorms into categories. The categories could be based on culture, or the types
of media, etc.

Part C

Choose your favorite cultural influence. From newspapers, magazines, or from the internet, find and cut out
examples of that culture influencing different media, and create a small collage. Each collage should have at least 20
images and examples.

Refer to the checklist for more details.

Part II: Papier Maché Masks

Part D

Your goal in this assignment is to decorate a papier mache copy of your face into a mask.

The decorations will be based upon your favorite cultural influence. Use anything that you can think of that will help
make your mask a representation of your culture.

You are welcome to do research, as many cultures have masks as part of their identities.

While all resources will be supplied to you to decorate your masks, you are encouraged to explore your
neighbourhood markets to see what treasures you can find.

Refer to the checklist for more details.

Requirements
Part C Part D
Based upon one culture Based upon one culture
Has a clear title Includes at least three easily identifiable
characteristics/influences of that culture
Has at least 20 images that show that culture’s influence on Uses at least three papier mache layers, but not more than 5
design
Is no bigger than A4 paper Uses at least 4 different materials (including paint) to add depth
Rubrics
Collage
CATEGORY 4
Attention to The student gives a reasonable
Theme explanation of how every item
in the collage is related to the
assigned theme.
Number of The collage includes 20 or
Items more items, each different.
Quality of The collage shows
Construction considerable attention to
construction. The items are
neatly trimmed, are carefully
and securely attached to the
backing. Nothing is hanging
over the edges.
Design Graphics are interesting shape
and are arranged well, some in
front and some behind. Care
has been taken to balance the
pictures across the canvas.
Titles and Titles and text were written
Text clearly and were easy to read
from a distance.
Time and Class time was used wisely. It Class time was used wisely.
Effort is clear the student worked at Student could have put in more
home as well as at school. time and effort at home.
Mask
CATEGORY 4
Knowledge The student can answer 3
about questions correctly about how
Culture/Story the mask relates to the culture
or story being studied.
Attractiveness The mask show that the creator
& was took great pride in his/her
Craftsmanship work and looks carefully
planned. The item is neat (free
of unwanted bumps, drips,
marks, and tears).
Creativity Totally original design, no
element is an exact copy of
designs seen in source
material.
Time and Class time was used wisely.. It Class time was used wisely. Class time was not always
Effort is clear the student worked at Student could have put in
home as well as at school.
Sources The student has used other
(Bonus) sources of inspiration AND
correctly cited them.
3 2 1
The student gives a reasonable The student gives a fairly reasonable The student's explanations are
explanation of how most items in explanation of how most items in the weak and illustrate difficulty
the collage are related to the collage are related to the assigned understanding how to relate
assigned theme. theme. items to the assigned theme.
The collage includes 15-19 The collage includes 14 different The collage contains fewer
different items. items. than 14 different items.
The collage shows attention to The collage shows some attention to The collage was put together
construction. The items are construction. Most items are neatly sloppily. Items appear to be
neatly trimmed, are carefully and trimmed, and securely attached to the just "slapped on". Pieces may
securely attached to the backing.. backing. Nothing is hanging over the be loose or hanging over the
Nothing is hanging over the edges. edges.
edges.
Graphics are interesting shape Graphics are an appropriate size and Graphics are of inappropriate
and are arranged with some shape, but the arrangement of items is size and/or shape. It appears
items in front and others behind. not very attractive. It appears there little attention was given to
The canvas however does not was not a lot of planning of the item designing the collage.
appear balanced. placement.
Titles and text were written Titles and text were written clearly Titles and/or text are hard to
clearly and were easy to read and were easy to read close-up. read.
close-up.
Class time was not always used Class time was not used
wisely, but student did do some wisely and the student put in
additional work at home. no additional effort.
3 2 1
The student can answer 2 The student can answer 1 The student does not understand how
questions correctly about how question correctly about how the mask relates to the culture or story
the mask relates to the culture the mask relates to the culture being studied.
or story being studied. or story being studied.
The mask shows that the The design and construction The mask looks thrown together at the
creator took pride in his/her were planned. The item has last minute. It appears that little design
work and looks planned. The several flaws (unwanted or planning was done. Craftsmanship is
item has a few flaws bumps, drips, marks, tears), poor.
(unwanted bumps, drips, that detract from the overall
marks, tears), but these do not look.
detract from the overall look.
Most of the mask elements are Some aspects of the mask are The mask is a copy of a mask seen in
unique, but 1 element may be unique, but several elements source material or one made by another
copied from source material. are copied from source student (80% or more of elements are
materials or other students. copied).
Class time was not used wisely and the
used wisely, but student did student put in no additional effort.
more time and effort at home. do some additional work at
home.
Part A

Part B
 Sizes Assignment
In this assignment, you will work in pairs using your cameras to take pictures and show relative size and show
skewing of relative size. You will have to include yourselves in the photos, either as part of showing the sizes, or as
proof that the photos are original.

But most of all, have fun!

You will need to take a photo that:

 Accurately shows the relative size of two objects that are approximately the same size.

 Accurately shows the relative sizes of three or more objects that are decreasing (or increasing) in size.

 Skews the relative size so that something small appears to be as large as, or larger than, something very large.

 Skews the relative size so that something large appears to be as small as, or smaller than, something very
small.

These photos will need to be developed and pasted onto bristol-board in a creative way as to best show off your
photos!

Note: You may NOT use Photoshop or any photo-editing software to achieve the
above requirements. The goal is to use perspective using your camera ONLY.
Checklist

Accurately showed the relative size of two objects that are approximately the same size.
Accurately showed the relative sizes of three or more objects that are decreasing (or increasing) in size.
Skewed the relative size so that something small appears to be as large as, or larger than, something very large.
Skewed the relative size so that something large appears to be as small as, or smaller than, something very small.
Did not use any photo-editing software.

Rubric

CATEGORY 4 3 2 1
Time/Effort Class time was used wisely. Much Class time was used wisely. Class time was not always used Class time was not used wisely
time and effort went into the Student could have put in more wisely, but student did do some and the student put in no
planning and design of the project. It time and effort at home. additional work at home. additional effort.
is clear the student worked at home
as well as at school.
Presentation The poster shows a great deal of The poster shows a good amount The poster shows satisfactory The poster shows a lack of
neatness and organization. Titles of neatness and organization. amount of neatness and effort. Titles and headings are
and headings are clear and Titles and headings are clear and organization. Titles and missing or unclear.
organized. organized. headings are clear and
organized.
Creativity Student has taken the technique Student has taken the technique Student has copied some project Student has not made much
being studied and applied it in a way being studied and has used from the source material. There attempt to meet the requirements
that is totally his/her own. The source material as a starting is little evidence of creativity, of the assignment.
student's personality/voice comes place. The student's personality but the student has done the
through. comes through in parts of the assignment.
project.
 Perspectives Assignment
In this assignment, you will create a cityscape using the methods instructed in class.

Your cityscape should include:

1) A variety of different buildings and styles (refer to the powerpoint, or to the buildings around you)
2) Details including:
• Windows
• Street signs
• Bricks/wood/stone etc.
• Furniture peeking through windows, etc.
3) People on the street or in the windows
4) The sky (or background) should have some form to it (clouds, sun, birds, planes, etc)
5) Include 8 of the 12 pencil textures

You do not have to colour it, but adding a bit of colour wash will enhance the mood of your cityscape.

Checklist

Utilized a variety of different building styles

Included a variety details such as windows, signs, etc
Included people
Sky or background has form
Included 8 of 12 pencil textures

Rubric

CATEGORY 4 3 2 1
Balance and Objects are placed for The cityscape has The cityscape is too The cityscape seems
Use of Space best effect. Overall, it objects that are crowded or too unfinished (too much
just feels right. relatively balanced, but jumbled. Balance empty space).
have a more cohesive has not been
feel. achieved.
Drawings Drawings are Drawings are Drawings are Drawn objects are
recognizable and recognizable. Overall, recognizable and difficult to recognize
detailed. Overall, the the drawings are original reasonably AND/OR not accurate
drawings are original and done with some accurate. They are
and skillful. skill. copied, rather than
original.
Craftsmanship The lines are sharp Most lines are sharp, The cityscape is The cityscape looks
and textures are clear. and textures clear. completed, but it hastily thrown together
No smudges or tears Unintentional Smudges appears a little and seems quite messy.
are seen. are few and do not messy. Smudges
detract. and erasures detract
from the overall
appearance.
Time and Class time was used Class time was used Class time was not Class time was not used
Effort wisely. It is clear the wisely, but it did not always used wisely, wisely and no additional
student worked at appear there was much but additional work effort was put in at
home as well as at work done outside of was done at home other times or places.
school. class. or other times
during the day.
 Implied Action Activity
In this assignment, you will create a flipbook with each page shows an activity that is implied. It should be a kind of
“freeze-frame” of an object in motion or an activity that is going on. Examples could be a bouncing ball suspended in
mid-air or a runner about to take the next step.

To help you with this, pay attention to the people around you. If you only had half a second to see a person, based on
what you see, how could you tell what they were doing?

Requirements

1) The flipbook should have five frozen moments on ¼ of A4 paper

2) Each freeze-frame should have a person doing an action.
3) The environment that the person is in should be clear and detailed.
4) No colour, just B&W
5) Use the pencil techniques covered to provide depth, volume and mood

Checklist

Included 5 frozen moments

Each frame has a person in action
Environment is clear and detailed
B&W
Used the pencil techniques wisely to show depth, volume and mood
Each page of the flipbook is one-quarter the size of A4 paper

Rubric

CATEGORY 4 3 2 1
Originality Product shows a large Product shows some Uses other people's ideas Uses other people's
amount of original original thought. Work (giving them credit), but ideas, but does not give
thought. Ideas are shows new ideas and there is little evidence of them credit.
creative and inventive. insights. original thinking.

Attractiveness Makes excellent use of Makes good use of font, Makes use of font, color, Use of font, color,
font, color, graphics, color, graphics, effects, graphics, effects, etc. but graphics, effects etc. but
effects, etc. to enhance etc. to enhance to occasionally these these often distract from
the presentation. presentation. detract from the the presentation content.
presentation content.
Time and Class time was used Class time was used Class time was not Class time was not used
Effort wisely. It is clear the wisely, but it did not always used wisely, but wisely and no additional
student worked at home appear there was much additional work was effort was put in at
as well as at school. work done outside of done at home or other other times or places.
class. times during the day.
 Photo-journalism
In this assignment, you will tell an event through photos taken with your camera. This is like writing a news report,
but instead, described solely in pictures.

A good photo-journal has three characteristics:

• Timeliness — the images have meaning in the context of a recently published record of events.
• Objectivity —the images are a fair and accurate representation of the events they depict in both content
and tone.
• Narrative — the images combine with other news elements to make facts relatable to the viewer or
reader

This assignment is due June 1, and it can be of any significant event of your choosing. It can be as personal (or non-
personal) as you wish it to be. Your photo-journal can document a major celebration or occasion, or a random event.

In order for you to be successful, you will have to carry a camera with you,
so that you may be able to take pictures of special events that you may not
have anticipated.
Things to consider:

 Respect people’s privacy.

 The photos should be abundant enough that the events should be clear to follow the progress of that event
 Any places or people that are not readily recognizable by the general public usually have it written in very
small font underneath the photos to give the photos some context. This does not mean that this writing
describes the events. That is for the pictures themselves to tell.

Rubric

CATEGORY 4 3 2 1
Attention to Theme The student gives a reasonable The student gives a reasonable The student gives a fairly The student's explanations are
explanation of how every item in explanation of how most items in reasonable explanation of how weak and illustrate difficulty
the collage is related to the the collage are related to the most items in the collage are understanding how to relate
assigned theme. For most items, assigned theme. For many of the related to the assigned theme. items to the assigned theme.
the relationship is clear without items, the relationship is clear
explanation. without explanation.
Quality of The photo-journal shows The photo-journal shows attention The photo-journal shows some The photo-journal was put
Construction considerable attention to to construction. attention to construction. together sloppily.
construction.
Number of Items The photo-journal includes The photo-journal includes just The photo-journal includes the The photo-journal does not have
enough photos so that the events enough photos so that the events bare minimum number of enough photos to clearly tell the
are clear, but they are also are clear. photos so the events are clear. event.
thoughtful photos that add depth.
Titles and Text Titles and text were written Titles and text were written clearly Titles and text were written Titles and/or text are hard to
clearly and were easy to read and were easy to read close-up. clearly. read, even when the reader is
from a distance. close.
Time and Effort Class time was used wisely. Class time was used wisely. Class time was not always used Class time was not used wisely
Much time and effort went into Student could have put in more wisely, but student did do some and the student put in no
the planning and design of the time and effort at home. additional work at home. additional effort.
photo-journal. It is clear the
student worked at home as well
as at school.
 Stop Motion Animation Assignment
In this assignment, with a partner, you will tell a simple story through stop motion animation. This assignment will take a
SIGNIFICANT amount of time, so begin right away. This assignment is due June 1.

In order to tell the story, you will need to create the set and the characters. This can be based in:

 Playdough
 Lego pieces
 Paper cutouts
 Any other inanimate objects

To make the video, you will need to take pictures (with your digital cameras) and then merge them together using video-editing
software.

NOTE: It will take 24 pictures to equal ONE SECOND OF VIDEO. For ONE MINUTE, it will take 1440 photos.

You do not have time to waste.

Requirements:

1) Show drafts of story line – Due in Week #1

2) Show brief storyboard – Due in Week #2
3) Time of Video: Fair: 45 seconds Good: 1.5 minutes Excellent: 2 minutes or more.
4) A final frame of the film should be the filmmakers (i.e. students) holding the materials used.

Checklist

Completed drafts of story line in Week #1

Completed brief storyboard in Week #2
A final frame of the film included the filmmakers holding the materials used.

Rubric

CATEGORY 4 3 2 1
Sequence Story has a very clear and Story has a clear beginning, Story has a clear beginning and Story is uncomprehensible.
interesting beginning, middle and middle and end. middle, but somewhat unclear end.
end.
Setting Lots of vivid, detailed backgrounds Some vivid, detailed backgrounds The audience can figure out when The audience has trouble telling
are used to tell the audience when are used to tell the audience when and where the story took place, but when and where the story takes
and where the story takes place. and where the story takes place. there isn't much detail place.
Characters The main characters are named and The main characters are named The main characters are named. The It is hard to tell who the main
clearly detailed with clear and clearly detailed with audience knows very little about the characters are.
personalities. somewhat clear personalities. main characters.
Pacing The story unfolds slowly to create The story is usually paced well, The story is sometimes paced well, The story unfolds all at one pace.
suspense and told quickly when but one or two parts seem to drag but the story seems to drag or be Does not change the pace to
there is a lot of action. or to be rushed. rushed in several places. match the story.
Connections/T Connections between events, ideas, Connections between events, Connections between events, ideas, The story seems very
ransitions and feelings in the story are ideas, and feelings in the story are and feelings in the story are disconnected and it is very
creative, clearly expressed and clearly expressed and appropriate. sometimes hard to figure out. More difficult to figure out the story.
appropriate. detail or better transitions are
needed.
Duration The storytelling lasts more than 2 The storytelling lasts 1.5 - 2 The storytelling lasts 45 seconds – The storytelling lasts less than 45
minutes. minutes. 1.5 minutes. seconds
Written Copy The student turns in an attractive The student turns in a complete The student turns in an complete The student turns in an
and complete copy of the story in copy of the story in the correct copy of the story, but the format incomplete copy of the story.
the correct format. format. was not correct.
 Juxtaposition Flipbook Assignment

In this assignment, you will use colour pictures (from a magazine or from the internet) that have NO WORDS on it.
Add a caption to the pictures that is contrary to what the picture is showing or that makes a statement that is not
supported by the content of the image.

Requirements

1) Mount five colour images in flipbook form, one image per page.
2) On the bottom of each of the image, put a caption opposite to what the picture is showing or makes a
statement that is not supported by the content of the image
3) On the back of each page, explain how adding a caption changed the meaning of the image
4) The pictures should be smaller than half an A4 paper

Checklist

Mounted five colour images in flipbook form, one image per page.
Each image has a juxtaposed caption.
Explained how adding a caption changed the meaning of the image on the back of each image
Pictures smaller than half an A4 paper

Rubric

CATEGORY 4 3 2 1

Support Includes 3 or more pieces Includes 3 pieces of Includes 2 pieces of evidence Includes 1 or fewer
for of evidence that support the evidence that support the that support the position pieces of evidence
Position position statement. position statement. statement.
Evidence All of the evidence and Most of the evidence and At least one of the pieces of Evidence and
and examples are specific, examples are specific, evidence and examples is examples are NOT
Examples relevant and explanations relevant and relevant and has an relevant AND/OR are
are given that show how explanations are given explanation that shows how not explained.
each piece of evidence that show how each that piece of evidence
supports the author's piece of evidence supports the author's
position. supports the author's position.
position.
Sentence All sentences are well- Most sentences are well- Most sentences are well Most sentences are not
Structure constructed with varied constructed and there is constructed, but there is no well-constructed or
structure. some varied sentence variation is structure. varied.
structure.
 Music in Video Assignment

Using existing videos, add music using video editing software to change the tone of the video content.
You may choose video and music that creates a suspenseful mood, or a feeling of speed, or incredible happiness, etc.

Requirements

1) The video content you use must be appropriate for your grade level (please see me if you are even remotely
unsure)
2) The music content you use must be appropriate for your grade level (see above)
3) The video length must be between 3 to 5 minutes.
4) The music you choose should be juxtaposed to the video content.

Checklist

Video content is appropriate for your grade level

Music content is appropriate for your grade level
Video length must be between 3 to 5 minutes.
Music was juxtaposed to the video content.

Rubric

CATEGORY 4 3 2 1
Video Use Video is high quality. The Video is good quality. The video is of marginal No video used OR of
main subject of the video The main subject is quality. The subject is not poor quality.
is clear. sometimes not quite in clear.
clear.
Originality Presentation shows Presentation shows Presentation shows an Presentation is a
considerable originality some originality and attempt at originality and rehash of other
and inventiveness. The inventiveness. The inventiveness. people's and shows
content and ideas are content and ideas are very little attempt at
presented in a unique and presented in an original thought.
interesting way. interesting way.
Sounds Careful planning has gone Some planning has gone Some planning has gone Music does not meet
into music. The music into music. The music into music. The music the criteria of this
choice alters the content choice alters the content choice alters the content or assignment.
or "feel" of the video that or "feel" of the video "feel" of the video but is not
is entertaining and that interesting. interesting or not original..
interesting.
Sources Sources are documented Sources are not
in the presentation for all documented correctly.
images.
 Video Mood Project
In this assignment you will create two music videos that each show ONE of the types of mood or movements:

 Suspense
 Feeling of speed/ slowing down
 Feeling of floating
 Passage of time
 Feeling of compression/expansion, etc.

Requirements

1) The two videos must use a different mood/movement.

2) The video must be recorded by you (using a digital camera or digital camcorder), and must be abstract
(shapes, textures, movements, etc)
3) There can be no people
4) But you may use nature to help you, but it should be abstract as possible.
5) Add music to your video to help enhance and support the mood of the video.
6) The length of the video should be less than two minutes.

Checklist

Two videos, two different moods/movements

Video is student recorded
Video is abstract (you may use nature)
No people included
Added music to support the mood
The length of the video should be less than two
minutes.

Rubric

CATEGORY 4 3 2 1
Video Video create a distinct Video creates an atmosphere An attempt was made to use video Little or no attempt to use
atmosphere or tone and the or tone that may to create an atmosphere/tone but it video to create an appropriate
video may communicate communicate symbolism needed more work. Video choice is atmosphere/tone.
symbolism and/or and/or metaphors. logical.
metaphors.
Mood Establishes a mood early on Establishes a mood early on There are a few lapses in focus, but It is difficult to figure out the
and maintains a clear focus and maintains focus for most the mood is fairly clear. mood of the presentation.
throughout. of the presentation.
Economy The mood is told with The mood composition is The mood seems to need more The mood needs extensive
exactly the right amount of typically good, though it editing. It is noticeably too long or editing. It is too long or too
detail throughout. It does not seems to drag. too short. short to be interesting.
seem too short nor does it
seem too long.
Duration of Length of presentation was 3 Length of presentation was Length of presentation was 2 Presentation was less than 2
Presentation minutes. 2.5 minutes. minutes. minutes long OR more than 4
minutes.
Soundtrack - Music stirs a rich emotional Music stirs a rich emotional Music is ok, and not distracting, Music is distracting,
Emotion response that matches the response that somewhat but it does not add much to the inappropriate, OR was not
video well. matches the video. video. used.
 Book Covers

Books are a multi-billion dollar global industry. In this assignment you will utilize the ‘elements of design’ to
examine existing books as well as designing a book cover.

PART I
Choose three book covers and analyze how you know the intended audience for the book. Visit www.amazon.com ,
www.barnesandnoble.com , or www.chapters.indigo.ca to choose covers.

The books you choose do not solely have to be fiction novels (although those are the easiest). You may use non-
fiction books, but be very careful with what you choose: it should have a SPECIFIC AUDIENCE.

Requirements

1) Rough drafts due one week before due date.

2) Each response should be no longer than ½ page
3) Each book cover should have an image on it.
4) Be concise in your responses
5) Be specific
• Use specific examples from the covers of the books to support your claims
6) Include a printout of each book cover with your responses.

PART II
For each of your chosen book covers, redesign the cover so that the intended audience changes.

Requirements

1) Rough drafts due one week before due date.

2) Each new book cover should be no larger than ½ page
3) Each new cover should have an image on it
4) Each new cover should include the title and the author of the book
5) Each new cover should be in colour
6) Each new cover is neat and legible

Checklist

Part I
Handed in rough draft on time
Each response is no longer than ½ page
Each book cover has an image on it.
Was concise
Was specific
Included a printout of each book cover
Part II
Handed in rough draft on time
Each new book cover should be no larger than ½
page
Each new cover should have an image on it
Each new cover should include the title and the
author of the book
Each new cover should be in colour
Each new cover is neat and legible
Rubric

Part I

CATEGORY 4 3 2 1
Support for Includes 3 or more Includes 3 pieces of Includes 2 pieces of Includes 1 or fewer pieces
Position pieces of evidence that evidence that support the evidence that support the of evidence.
support the position position statement. position statement.
statement.
Evidence and All of the evidence and Most of the evidence and At least one of the pieces Evidence and examples
Examples examples are specific, examples are specific, of evidence and examples are NOT relevant
relevant and relevant and explanations is relevant and has an AND/OR are not
explanations are given are given that show how explanation that shows explained.
that show how each each piece of evidence how that piece of evidence
piece of evidence supports the author's supports the author's
supports the author's position. position.
position.
Sentence All sentences are well- Most sentences are well- Most sentences are well Most sentences are not
Structure constructed with varied constructed and there is constructed, but there is no well-constructed or varied.
structure. some varied sentence variation is structure.
structure in the essay.

Part II

CATEGORY 4 3 2 1
Rough Draft Rough draft brought on Rough draft brought on Provides feedback and/or Rough draft not ready for
due date. Student due date. Student shares edits for peer, but own editing and did not
shares with peer and with peer and peer makes rough draft was not ready participate in reviewing
extensively edits based edits. for editing. draft of peer.
on peer feedback.
Originality Product shows a large Product shows some Uses other people's ideas Uses other people's ideas,
amount of original original thought. Work (giving them credit), but but does not give them
thought. Ideas are shows new ideas and there is little evidence of credit.
creative and inventive. insights. original thinking.
Attractiveness Makes excellent use of Makes good use of font, Makes use of font, color, Use of font, color,
font, color, graphics, color, graphics, effects, graphics, effects, etc. but graphics, effects etc. but
effects, etc. to enhance etc. to enhance to occasionally these detract these often distract from
the presentation. presentation. from the presentation the presentation content.
content.
Mechanics No misspellings or Three or fewer Four misspellings and/or More than 4 errors in
grammatical errors. misspellings and/or grammatical errors. spelling or grammar.
mechanical errors.
Presentation Well-rehearsed with Rehearsed with fairly Delivery not smooth, but Delivery not smooth and
smooth delivery that smooth delivery that able to maintain interest of audience attention often
holds audience holds audience attention the audience most of the lost.
attention. most of the time. time.