Course Profile Media Arts (ASM40), Grade 12, Open,
Catholic and Public
Unit 3: Internet Interactivity – Rollovers and Framesets
Time: 20 hours
Activity
3.1 | Activity 3.2 | Activity 3.3
Unit Description
The
Internet is an inexpensive and remarkably vibrant forum for the creation of
media arts. Although much of the art related production on the Internet falls
under the category of design, there is a burgeoning number of sites that exist
in and of themselves as artistic creations.
This unit is designed to provide students with
experience in using the Internet as a forum for interactive media arts work.
Students look at and respond to existing Internet sites that are considered to
be examples of media arts analysis. Students then learn the pertinent HTML
editing techniques that are employed in the final activity, specifically the
use of rollover buttons and framesets. Finally, students create their own
interactive media art piece designed for the Internet.
The aim of this unit is threefold. Firstly, to
give students an appreciation of the Internet as a growing venue for the
creation of media art. Secondly to acquaint students with enough of the basic
principles of HTML editing to allow them to participate as internet savvy media
artists, and finally to allow them the experience of creating a media artwork
designed for the Internet.
Artists are becoming increasingly aware of the
power and availability of the Internet as a tool for creating media artwork
outside of the strictly commercial aspects of webpage design. Many
postsecondary institutions have incorporated the study of computer based
imaging as a part of the traditional BFA program. This unit prepares students
to partake in what is emerging as an exciting new direction in contemporary
art.
One of the unique advantages of the Internet is
the ability to access a wide range of information instantly. An obvious concern
is that individuals have the opportunity to “post” information that they may
not even fully understand. One unique selling point of the Internet is that it
can serve as a springboard for individuals who otherwise would have an
extremely small audience for their work. In addition, the Internet may also be
seen by some individuals as an amoral “alternative” to other more mainstream
sources of information. Therefore, students should not assume that the absence
of religious art on the Internet implies that religion-based art is outmoded or
no longer produced.
The accessibility to the Internet as a forum to
exhibit artwork has lifted the barriers to the public viewing of art that once
affected all artists. Restrictions that were once imposed by the established
authority are under transition. Students should be encouraged to examine the
positive and negative effects associated with this freedom to exhibit work in
the public domain. Students should be able to give examples of how the Internet
can be used as a liberating tool and how it limits freedom. It may be helpful
at this point for the teacher to link examples of human rights violations to
the destructive use of the Internet.
Examples of this destructive use of the
Internet are the use of the Internet to promote pornography, anti-Semitism and
hate crimes, and advertising to enlist followers. Note: Teachers should
review safe practices for Internet use to avoid the potential for destructive
results.
Students should
reach an understanding of the appropriate use of the Internet that will serve
and promote the dignity and value of all individuals. Students have the
opportunity to gain the knowledge that will help them to identify the negative
characteristics of the Internet that do not promote the community or common
good of society.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
3.5 hours |
ANV.01, ANV.03, AN1.01, AN1.02, AN2.02, AN3.04 |
Thinking/ Inquiry Communication |
Analyse art-based websites |
|
3.2 |
6 hours |
THV.01, THV.02,
THV.04, TH1.01, TH2.02, TH2.04 |
Application |
Learn to use
rollovers and framesets |
|
3.3 |
10.5 hours |
CRV.01, CRV.02,
CRV.03, CR1.01, CR2.02, CR2.06, CR3.01, CR3.02 |
Knowledge/
Understanding |
Create final
product |
Artwork created or
proposed in this unit is evaluated for evidence of experimentation, creativity,
and the students’ ability to convey a particular idea or message. Students are
also assessed on their ability to work and communicate with others, on their
participation in the creative and critical process, and on their ability to use
the various tools. The Media Arts Journal is also an important assessment tool
for this unit and for the course. It should be introduced at the beginning of
the course and should take the form of a sketchbook, notebook, file folder,
etc. The journal is used throughout the course as a place for reflection and
preparatory work for the media artworks created.
Time: 3.5 hours
Although most
students have had experience navigating on the Internet, they may not have
taken the time to consciously conduct a critical analysis of Internet content
as it pertains to visual art. This lesson gives students the aesthetic
background that they need to participate in the other activities in this unit.
Students are asked to question the relationship between art, commercial design,
and the Internet. By using examples and class discussion the teacher sets broad
categories that webpages may fall into in terms of their artistic content.
Students then participate in an activity that allows them to make critical
decisions in order to discern the difference between webpages that are created
as works of art and those that are more commercial or design oriented. Students
also become aware of the importance of the Internet as a form for visual arts
via class discussions and reflections in their media arts journal.
Ontario Catholic
School Graduate Expectations
CGE1d - develops
attitudes and values founded on Catholic social teaching and acts to promote
social responsibility, human solidarity, and the common good;
CGE2a - listens
actively and critically to understand and learn in light of gospel values;
CGE2e - uses and integrates the Catholic faith tradition, in the
critical analysis of the arts, media, technology, and information systems to
enhance the quality of life;
CGE3d - makes decisions in light of gospel values with an informed moral
conscience;
CGE7a - acts morally
and legally as a person formed in Catholic traditions.
Strand(s): Theory and Analysis
Overall
Expectations
ANV.01 - evaluate an
interactive work of art, demonstrating an understanding of the process of
critical analysis;
ANV.03 - analyse the
function of media art works in society.
Specific
Expectations
AN1.01 - evaluate
interactive art works, following standard procedures in critical analysis
(e.g., consider their initial reaction; describe the works using appropriate
terminology; analyse and interpret the works; evaluate the effectiveness of the
works);
AN1.02 - analyse and
evaluate the use of aesthetic and compositional components in media art works;
AN2.02 - analyse and
compare ways in which works of media art influence various audiences and ways
in which dynamic interaction with those audiences can affect the meaning of a
work;
AN3.04 - demonstrate
an understanding of the function and significance of exhibiting and/or
performing for commercial or artistic purposes.
·
Basic knowledge
of elements and principles of media arts and digital imaging would be
beneficial.
·
Students should
have some experience searching and navigating on the Internet.
1. The teacher uses a data projector to display
a webpage that has been created as a work of art. The Superbad site from
Resources is an example. The teacher asks the students to consider how this
page is similar to and different from webpages they may have seen before. The
teacher follows some of the links, giving the students time to make short lists
in their media arts journals.
2. The teacher leads a discussion aimed at
identifying the traits of webpages that are works of art, and make a list on
the board. In order to facilitate discussion, the teacher may also display a
webpage that has been designed for a specific purpose other than as a work of
art.
3. Students divide into small groups. The
teacher asks each group to divide websites into three or four broad categories,
such as Art, Commercial, Informative, or Personal. Once the groups have decided
on categories, they should list four or five characteristics of websites that
fall into each of these categories.
4. The teacher then has the groups report and
make a chart on the board that reflects the group answers. The information on
the chart is discussed, clarified, and negotiated in order to arrive at a
working list of headings and characteristics that broadly describe the nature
of webpages on the Internet.
5. Students record the chart in their media arts
journal.
6. Students search the Internet individually to
find examples of websites that represent “best” examples of media art websites
(those that exactly meet the criteria outlined in the introductory activity).
“good” examples of media art websites (those that closely meet the criteria, but
may have characteristics that pertain to one of the other headings) will also
be considered. Each student should attempt to find three unique websites.
Students should record the URLs and brief explanations of why they chose the
sites they did in their media arts journal.
7. The teacher leads a discussion based on the
students’ findings. The class looks at and discusses them with an emphasis on
the suitability of each site as an example of media art.
·
Media arts
journal entries - anecdotal comments
·
Contribution and
participation in group work and class-discussion checklist and observation
·
Use of peer tutor
as required
·
Additional time
as required
·
Hard copy of
discussion topics and definitions
·
Access to
hardware/software accommodations, e.g., Bliss Board, screen reader, speech
synthesizer software
·
Use of
interpreter where required
·
Ideally this
lesson will be offered in a computer lab where each student has an Internet
capable workstation.
·
A black or white
board, is required.
·
A data projector
would be helpful, but is not essential, for the introductory activity.
Books
Murray, Ian. Media
Arts: selected listings from the Media Arts Database/ researched and edited by
Ian Murray. Toronto: Media Arts Database with Assistance from Ontario Arts
Council, 1989.
(Call # 700.25713 M489)
Websites
Resources on
human rights issues and areas of human justice:
Amnesty
International – www.amnesty.org
National
Action Committee on the Status of Women – www.nac-cca.ca
Assembly of
First Nations – www.afn.ca/assembly_of_first_nations.html
American Civil
Liberties Union – www.aclu.org
Media Art Resources
http://www.mediachannel.org/originals/whatmedia.shtml
(has a list of media artists and video makers)
http://online.anu.edu.au/ITA/ACAT/catalogue.html
(a celebration of fractal geometry, feedback and chaos: visual art, science and
music event)
http://filament.illumin.co.uk/svank
(visual and tactile art - Jan Svankmajer)
www.probotproductions.com
(quality toy cinema - non-profit entertainment group producing experimental
animated short films featuring toys)
www.artengine.ca
A superior Canadian resource
www.ccca.ca
Yet another valuable Canadian resource. 15000 images and over 300 links to 250
contemporary Canadian artists
www.stevekahn.com/photocollages2.html
www.khstudios.com/photocollage.htm.
http://downs-mclaughlin.hupermart.net/collage.htm.
http://www.stormviz.com
http://www.jhathaway.com/Pages/phot.html.
http://www.superbad.com
(this is an excellent example of current interactive media art on the Internet)
Time: 6 hours
This lesson
is designed to give students experience with the software needed to complete
the culminating activity for the unit as outlined in Activity 3.3. Emphasis is
placed on the use of framesets and rollover buttons. Students also learn about
design considerations and the mechanical characteristics of webpages.
A rollover
is an image that changes when the pointer moves across it. A rollover actually
consists of two images: the primary image (the image displayed when the page
first loads) and the rollover image (the image that appears when the pointer
moves over the primary image).
Frames are
made up of two major components – a frameset and individual frames. A frameset
is an HTML page that defines the structure of a set of frames within a
document. The frameset definition includes information about the number of
frames displayed on a page, the size of the frames, the source of the page loaded
into a frame, and other definable properties. A frameset HTML page isn’t
displayed in a browser; it simply stores information about how the frames on a
page will display.
Webpage design and
rudimentary HTML coding are taught in many classes in both elementary and
secondary school. The aim of this lesson is to give students an understanding
of two of the more dynamic tools available in HTML editing software that allows
them to make interactive webpages, specifically rollover buttons and framesets.
Limiting the lesson to the understanding of the use of these two tools gives
the student a manageable amount of technical information, which in turn allows
them to explore a wide range of creative possibilities.
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written materials effectively;
CGE3c - thinks
reflectively and creatively to evaluate situations and solve problems;
Strand(s): Theory
Overall
Expectations
THV.01 - use
appropriate vocabulary to discuss media art in a variety of contexts;
THV.02 - demonstrate
an understanding of the basic concepts and procedures used in media arts, as
well as selected emerging technologies;
THV.04 - demonstrate
an understanding of conventions used in the practice of media arts.
Specific
Expectations
TH1.01 - describe
how various concepts, procedures, and techniques of media arts are used in
their art works and in those of others, using appropriate vocabulary; describe
the use of various new technologies, particularly those used in interactive
media art forms;
TH2.02 - describe
the contribution of new technologies to media arts;
TH2.04 - identify
theories and trends related to media arts.
·
Basic knowledge
of elements and principles of media arts, photography, and digital imaging
would be beneficial.
·
Students should
understand the nature of bitmaps and have some experience with bitmap editing
software (Adobe Photoshop, Corel Photopaint). Experience with the use of
a scanner and digital camera is also an asset.
1. The teacher asks the students to make a list
of their favourite food, animal, and place. Students should be given a short
amount of time (~3 minutes) to accomplish this.
2. The teacher projects a sample prepared
webpage titled Things I Like. This webpage has rollover buttons that describe
the things (animal, food, place). These buttons link to framesets that display
bitmap graphics that represent the things (dog, spaghetti, etc.) If a data
projector is not available, the students may view the webpage individually or
in small groups at their workstations. The URL of the page will then be the
school’s server. If a server is not available, the teacher may have to copy the
necessary files to individual workstations prior to the lesson. The teacher
discusses the different features of the page using appropriate terminology.
3. Students learn that in order to successfully
complete this unit, they must make a page that is similar to the one that they
have just seen, based on the list that they made regarding their likes. They
will follow a step-by-step process in order to do this.
4. The first step is to make the requisite
pieces of the webpage using bitmap-editing software. The teacher should display
the bitmaps that they used to construct their webpage.
5. Students are given a standard size for their
rollover buttons (3 cm × 5 cm) and reminded of the appropriate resolution for
images that appear on the Internet (72 dpi). Using a computer that is connected
to a data projector, the students follow along with the teacher as they make
the bitmaps that will be used to construct a simple rollover button. If a data
projector is not available, the teacher may describe the steps and locations of
the software tools and menus as the students work through the activity.
6. Students create the remaining rollover button
bitmaps for their webpage and save them.
7. Students gather images that represent their
favourite things from the assigned categories. This may be done in the school
library/resource centre or assigned as homework. Students should be reminded of
the copyright issues discussed in Unit 1.
8. The teacher demonstrates the use of the
scanner. This may be done with a data projector or by providing the students
with a handout and discussing each step if a data projector is not available.
The use of a peer tutor or mentor may be helpful for this activity depending on
the level of experience the class has with the use of the scanner. Emphasis
should be placed on the fact that these images are being created for the
Internet, so the resolution and file extensions are especially important
factors for the students to consider when scanning (only .jpeg or .gif are
useable).
9. The students scan the remaining bitmaps for
use in their webpage and save them.
10. Now that the bitmaps have been created, the
teacher demonstrates the techniques used to create frames for a webpage. These
techniques vary depending on the software available. The teacher may use a data
projector or describe the process as the students work through it.
11. The teacher asks the students questions
regarding the basic design principles for webpages. For example, if the
background colour of a webpage is black, what colours could the text be to make
it legible? Other questions may include: what are the biggest considerations in
webpage design (Load time and legibility) and: How can these problems be
surmounted? Answers to the questions should be recorded in the media arts
journal.
12. The students set page preferences (background
colour, etc.) based on the previous discussion. The teacher may use a data
projector or describe the process as the students work through it.
13. The teacher discusses the technique for
creating rollover buttons depending on available software.
14. Students complete the assembly of their
webpage based on the class demonstrations and discussions, and test them in a
browser.
15. Students display their webpages. This may be
done as a class if a data projector is available or individually in the browser
window at their workstations. The teacher creates a checklist in order to track
student progress (Appendix J).
·
Additional time
as required
·
Use of template
exemplars
·
Access to peer
tutor
·
Access to
hardware/software accommodations, e.g., Bliss Board, screen reader, speech
synthesizer software
Enrichment
Activities
·
Students may
include audio files that correspond to the rollover buttons;
·
Students may
expand on the headings that apply to the rollover buttons;
·
The students may
use the techniques learned in this activity to generate webpages based on other
topics, for example: Modern or Contemporary Art, Social Issues, etc.
·
Media arts
journal entries
·
Contribution and
participation in group work and/or class discussion, assessed as a learning
skill
·
Demonstration of
a working webpage that employs the techniques covered in the lesson and
conforms to the guidelines as set by the teacher
·
Action plan for
improvement-student specific
·
Observation and verbal
feedback
·
Checklist
(Appendix J)
·
This lesson
should be taught in a computer lab where each student has access to the
Internet. The computers in this lab should have either Adobe Photoshop
or Corel PhotoPaint or any other industrial standard bitmap editing
software. The computers should also have Macromedia Dreamweaver, Microsoft
Front Page, or another WYSIWYG (What You See Is What You Get, in other
words a software package that automates the creation of HTML code) HTML editing
software.
·
Access to a
scanner is also required.
·
Access to a data
projector would be helpful, but is not essential.
www.webdiner.com – tutorials for all aspects of
webpage construction
www.tutorialhound.com
– excellent resource for media arts software tutorials
www.safesurf.com –
contains links to approved content tutorials and visual arts websites.
Time: 10.5
hours
Students
create a piece of interactive media art for the Internet. This is the
culminating activity of the unit and requires the students to have an
understanding of all of the concepts and techniques detailed in the previous
two lessons.
The title of
the lesson refers to the fact that the pieces made by the students are based on
photographic examples of sculpture. The webpages created in this assignment
would work well as a stand alone website or attached to the school’s webpage.
The students
have the opportunity to experiment with the concepts and techniques that they
have learned so far, and in so doing create an original piece of interactive
Internet art.
The point of
departure for this assignment is the use of existing sculpture as source
material. There are two reasons for this. Firstly, it narrows the focus of the
students sufficiently that they can get started fairly rapidly on the
assignment without impinging too much on their individual creativity. Secondly,
it creates a common thread for the final projects so that they can be displayed
as a group.
Ontario Catholic
School Graduate Expectations
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others;
CGE3b - creates,
adapts, and evaluates new ideas in light of the common good;
CGE5b - thinks
critically about the meaning and purpose of work;
CGE5c - develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d - finds
meaning, dignity, fulfillment, and vocation in work which contributes to the
common good;
CGE5e - respects the
rights, responsibilities, and contributions of self and others;
CGE5g - achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE7a - acts morally
and legally as a person formed in Catholic traditions;
CGE7h - exercises
the rights and responsibilities of Canadian citizenship;
CGE7j - contributes
to the common good.
Strand(s): Creation
Overall
Expectations
CRV.01 - use media
arts concepts in the production of media art works;
CRV.02 - use both
traditional and emerging technologies, procedures, and techniques to create
media art works;
CRV.03 - use and
adapt the stages of the creative process in individual and collective
productions.
Specific
Expectations
CR1.01 - use media
arts elements, principles, technologies, and procedures to create interactive
art works;
CR2.02 - communicate
a message using emerging technologies; select an interface and use it to create
an interactive work;
CR2.06 - demonstrate
effective leadership, interpersonal, and problem-solving skills related to the
production and creation of media art works;
CR3.01 - develop and
combine a variety of approaches to communicate ideas or to solve problems in
the creation of media art works;
CR3.02 - document
the stages of the creative process used for an individual or group project in
media arts.
·
Basic knowledge
of elements and principles of media arts: photography, video, sound production,
and digital imaging, would be beneficial.
·
Students must
have completed Activity 3.2.
1. The teacher gives the students a handout that
outlines the final project for the unit (Appendix K) and discusses the project.
Emphasis should be placed on the mandatory and optional components.
2. If available, the teacher may show examples
of completed assignments.
3. The teacher and students negotiate a rubric
for evaluation of the final product. Categories for technical ability and
creativity should be included.
4. Students spend time in the library/resource
centre to plan and gather source material for the project.
5. Students follow the steps as outlined in the
project under teacher supervision.
6. Students save their projects to a common
location on the school’s server so that they may be evaluated and displayed by
the teacher.
7. Students take part in a class critique of
their final projects.
·
Media Arts
Journal entries. Assessment by the teacher at the end of the unit. A rating
scale could be used.
·
Contribution to
and participation in class critique.
·
Submission of a
working webpage that employs the techniques covered in the previous lessons and
conforms to the guidelines as set by the teacher. See Rubric (Appendix L).
·
additional time
as required
·
use of template
exemplars
·
access to peer
tutor
·
access to
hardware/software accommodations, e.g., Bliss Board, screen reader, speech
synthesizer software
Enrichment
Activities
·
Instead of using
images of pre-existing sculpture, the teacher may have students use
photographic images of famous people or celebrities that connect with the
modern world. The students may research the individual’s historical importance
in order to arrive at a suitable conceptual basis.
·
Other ideas that
could be could be explored here:
· The monitor as an ongoing mirror;
· Representations of the body in media arts;
· Including audio files that correspond to the rollover buttons.
Exemplars
Exemplars
for this assignment are available on the Internet –
http://www.ucdsb.on.ca/links/educators.htm
Follow the link for
Grade 12 Media Arts Exemplars.
·
This lesson
should be taught in a computer lab where each student has access to the
Internet. The computers should have Adobe Photoshop or Corel
PhotoPaint or any other industrial standard bitmap editing software. They
should also have Macromedia Dreamweaver, Microsoft Front Page, or
another WYSIWYG HTML editing software.
·
Access to a
scanner is also required.
· Access to a data projector would be helpful, but is not essential.
Student Name: _____________________________
|
Webpage contains
three functional rollover buttons |
YES |
NO |
|
Webpage contains
three functional framesets |
YES |
NO |
|
Webpage is legible |
YES |
NO |
|
Webpage loads
quickly |
YES |
NO |
Student Name: ______________________________
|
Webpage contains
three functional rollover buttons |
YES |
NO |
|
Webpage contains
three functional framesets |
YES |
NO |
|
Webpage is legible |
YES |
NO |
|
Webpage loads
quickly |
YES |
NO |
Student Name: ______________________________
|
Webpage contains
three functional rollover buttons |
YES |
NO |
|
Webpage contains
three functional framesets |
YES |
NO |
|
Webpage is legible |
YES |
NO |
|
Webpage loads
quickly |
YES |
NO |
Student Name: ______________________________
|
Webpage contains
three functional rollover buttons |
YES |
NO |
|
Webpage contains
three functional framesets |
YES |
NO |
|
Webpage is legible |
YES |
NO |
|
Webpage loads
quickly |
YES |
NO |
The Project
The Internet is one
of the best vehicles available for creating interactive works of art. Part of
the reason for this is what Internet gurus refer to as the “push-pull.” In
other words, the nature of the Internet makes it easy for the viewer to make
choices that result in actions. This means a static image can become altered by
the viewer’s interaction with it. Another consideration is the potential
audience of the Internet; you will be able to show your work to more people
than ever before. For this project you will design a one-page interactive visual
using Corel PhotoPaint and Macromedia Dreamweaver software.
Technical
Considerations
You should use a
minimum of three roll-over links in order to create interactive transformations
for your piece. You may also use framesets to add visual possibilities.
Additional features, such as sound and Javascript, are possible, but
check with your instructor first. The final size in memory of your file should
be no greater than 150K including the rollover images. You must scan all of the
images yourself. All images should be of appropriate resolution for viewing on
the Internet. The images should be seamless. You should use colour and
greyscale images. You should use at least one effects filter.
Creativity
The ancient Greeks
and Romans are known for their sculptures of the human figure. Use these
sculptures as a common departure point. Find a sculpture that appeals to you
and research its purpose. Is it a scene from a myth or is it a portrait of
someone famous? Record your research in your Media Arts Journal. Now the
challenging part – you have to make this static image interactive. Given what
you know about the sculpture already, you may decide to change the myth, reveal
the subject’s true character, make the sculpture surreal, or use it to point
out a contemporary issue. That part is up to you, but it should have a clear,
creative message. Use at least three completely different sources in order to
generate images for your final piece. Record three thumbnail roughs (a very
small rough drawing) and a point-form outline of your message in your Media
Arts Journal. The next step is to make the work on the computer and save it to
your personal drive space.
Mandatory
Requirements
Your
final project must have these things in order to be evaluated:
·
A minimum of
three interactive transitions - either rollover or framesets or both.
·
A maximum size of
150K.
·
A combination of
images based in part on Greek or Roman sculpture, that you scan yourself. These
images should also be of appropriate resolution for viewing on the Internet.
·
Entries in your
Media Arts Journal for planning and research.
Additional
Components
In
order to achieve your best level of success you should also include the
following:
·
The images should
be a combination of greyscale and colour.
·
You should use
the effects filters and/or rendering tools in PhotoPaint somewhere in
your project.
·
The images should
be seamless and scaled for a 17" monitor.
·
The final piece
should communicate a clear creative message that is based on your chosen
sculpture.
Due Date:
__________________________
Teacher Note: This assignment is allocated seven class
periods. Students hand in their Media Arts Journal for assessment. They save
the final projects to a specified directory on the school server for
evaluation. These images may be displayed.
|
Task/Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Production Skills |
|
|
|
|
|
- demonstrates
effective problem-solving skills |
- demonstrates
limited problem-solving skills related to the production and creation of
media works |
- demonstrates
some problem-solving skills related to the production and creation of media
works |
- demonstrates
considerable problem-solving skills related to the production and creation of
media works |
- demonstrates
thorough problem-solving skills related to the production and creation of
media works |
|
Creative Process |
|
|
|
|
|
- develops and
combines variety of approaches to communicate ideas or solve problems in the
creation of final product |
- develops and
combines creative ideas and approaches when creating final product with
limited effectiveness |
- develops and
combines creative ideas and approaches when creating final product with some
effectiveness |
- develops and
combines creative ideas and approaches when creating final product with
considerable effectiveness |
- develops and
combines creative ideas and approaches when creating final product with high
degree of effectiveness |
|
Concepts and
Procedures |
|
|
|
|
|
- uses media arts
elements, principles and technologies, i.e., rollovers and framesets to
create alternating interactions |
- uses rollovers,
framesets and alternating interactions with limited effectiveness |
- uses rollovers,
framesets and alternating interactions with some effectiveness |
- uses rollovers,
framesets and alternating interactions with considerable effectiveness |
- uses rollovers,
framesets and alternating interactions with high degree of effectiveness |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Overview | Unit
1 | Course
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