Interactive Character/Fashion Design

Transcription

1 Interactive Design Name: You will design an interactive Fashion/Character Design based on a Superhero theme of your choice. STEP ONE: RESEARCH the history of the depiction of the human body through Superheroes Fashion and Fantasy by answering the following Graphic Design: Super Heroes - Research Questions: K://Mr.Arnett/ASM 4M/UNIT / Interactive Character Fashion Design/Super Heroes/index.html STEP TWO: SELECT one of the following Superhero Body Types for your Fashion/Character Design: Graphic, Patriot, Virile, Paradoxical, Armored, Aerodynamic, Mutant or Postmodern. STEP THREE: DRAW a series of 3 different conceptual design (front view) of various Superhero designs that reflect your chose Superhero Body Type. (Each body type has specific critiera.) Your Super Hero design should also have a social conscience aspect. The finished Fashion/Character Design, special effects, facial features and expressions should be original! REMEMBER: You are encouraged to create your hero in a non stereotypical way. STEP FOUR: ANSWER the following Superhero Profile Question sheet. Think VARIETY in designing your Superhero. STEP FIVE: GET approval from the teacher of one of your Fashion/Character Designs and begin drawing the final images of the costume designs on paper (then scan in) or in Adobe Photoshop and/or Macromedia Flash. STEP SIX: OPEN Macromedia Flash and decide which template you will import your Fashion/Character designs into: male_template.fla or female_template. fla STEP SEVEN: OPEN the Library in the file by selecting Window->Library. Note: All the graphics are already named, Head etc..begin IMPORTING your Fashion/Character designs into the individual files in the Library. Character Templates STEP EIGHT: REFLECT by answering and submitting the following questions: ) What aspect of your finished work do find most successful and why? ) What aspect of your finished work do find least successful and why? 3) If you had to do this project again, what would you do differently and why?

2 K/U: Super Heroes - Research Questions /8 Name: K://Mr.Arnett/ASM 4M/UNIT /Interactive Character Fashion Design/Super Heroes/index.html. Through the years, the superhero has been used to embody what kind of metaphors? (). The superhero has also been used to reflect what concepts related to the human body? () 3. What ability does Fashion celebrate through Superheroes? () 4. What does the "S" emblem inscribed on Superman's chest and cape function as? (graphic body section) () 5. What does Warhol's superhero imagery emphasize? (graphic body section) () 6. Superheroes embody what kind of ideals and values? (patriot body section) () 7. What colours were both Captain America and Wonder Woman costumes and were composite of which country's flag? (patriot body section) () 8. What does the Hulk represented an escalation of? (virile body section) () 9. What is the Hulk the embodiment of? (virile body section) (). How are female superheroes represented? (paradoxical body section) (). What is the eternal paradox of the super heroine? (paradoxical body section) () /

3 . If Superman is the epitome of the super powered superhero, who is the epitome of the non-super powered superhero and why? (armored body section) () 3. How is Iron man's costume linked to his origin? (armored body section) () 4. How is the concept of the Flash superhero tied closely with our twentieth-century preoccupation with speed? (aerodynamic body section) () 5. As with The Flash's costume, Chalayan's poetic representations of the aerodynamic body serve as metaphors for what? (aerodynamic body section) () 6. What do the X-men embody and what kind of metaphor do they represent? (mutant body section) () 7. What do Postmodern strategies do to the superhero? (postmodern body section) () 8. What kind of imagery is used to depict the postmodern superhero and how do they reflect our contemporary world? () /7

4 Superhero Profile Questions / Name:. Superhero Body Type: (Graphic, Patriot, Virile, Paradoxical, Armored, Aerodynamic, Mutant, Postmodern). Name: Real Name (Alter Ego): 3. Physical description: 4. Height: Weight: Sex: Costume: Strength level: 5. Personality description: 6. Superpower(s)/Accessories: 7. Hero s weaknesses or faults: 8. What is the origin story of the superhero? (i.e. how did he/she become a superhero) 9. What is the mission statement of the superhero?. What social issue will he/she tackle? (e.g., save homeless people, etc.):.describe the obstacles this hero will encounter on his/her first journey.

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6 Interactive Design Name: Achievement Criteria Thinking/Inquiry Concept & Meaning: Conceptual Design Level Level Level Level 3 Level 4 Concept is unclear and/or weak. Meaning or ideas conveyed are not on par with student s grade.5 Concept is slightly unclear and/or weak. Meaning or below expectations.5.5 valid. Meaning or on par with student s grade strong. Meaning or above expectations / Conceptual Design Concept is unclear and/or weak. Meaning or ideas conveyed are not on par with student s grade.5 Concept is slightly unclear and/or weak. Meaning or below expectations.5.5 valid. Meaning or on par with student s grade strong. Meaning or above expectations / Conceptual Design 3 Knowledge/ Understanding Investigative Research Questions: Super Heroes - Research Questions Concept is unclear and/or weak. Meaning or ideas conveyed are not on par with student s grade.5 Poor/limited research & analysis; Concept is slightly unclear and/or weak. Meaning or below expectations.5.5 Some research & analysis; valid. Meaning or on par with student s grade Good research & analysis; 3-4 strong. Meaning or above expectations Superior research & analysis; 5 / /5 Design Process: Develop and apply a variety of approaches to communicate ideas and solve problems Elements & Principles of Design Limited Limited elements & principles of design while composing works. Some Some elements & principles of design while composing works. Considerable 3-4 Considerable elements & principles of design while composing works. Superior 5 Superior elements & principles of design while composing works. /5 / Project Questions: Reflective Application/ Creation Demonstration of Design and Creation Processes and following procedures: 3 Conceptual Designs, Design(s) Communication Clarity: Interactive Design(s) Work does not meet assignment expectation s for this category of assessmen t. Work does not meet assignment expectation s for this category of assessmen t. Poor, yes/no answers/limited incomplete Limited the following procedures; skills, and procedures to designs(s) with limited 5 Work demonstrates a limited degree of clarity in concept..5 Somewhat coherent and somewhat complete..5- Some the following procedures; skills, and procedures to designs(s) with moderate Work demonstrates some degree of clarity in concept..5.5 Clear and substantial answers Considerable the following procedures; skills, and procedures to designs(s) with considerable Work demonstrates considerable degree of clarity in concept Superior and insightful answers. Superior the following procedures; skills, and procedures to designs(s) with a high degree of 8- Work demonstrates a high degree of clarity in concept. /8 A. The Creative Process: apply the creative process to create media art works, individually and/or collaboratively; A. use a variety of strategies (e.g., brainstorming, concept webs, mind maps, advisory/production team discussions, research using a variety of sources) to investigate increasingly complex creative challenges and to generate and organize innovative ideas, individually and/or collaboratively, for addressing these challenges A. develop detailed plans, individually and/or collaboratively, that address a variety of creative challenges, including increasingly complex challenges (e.g., reflect on and filter their ideas to select a feasible one as the basis for their plan; use storyboards, thumbnail sketches to help develop their plans; and assess and refine their plans on the basis of feedback and reflection / / /

7 A.3 produce and refine media art works, including increasingly complex art works, using research, exploration, input, and reflection A.4 exhibit or perform media art works, including increasingly complex works, independently and/or collaboratively, using the most appropriate methods for the work A.5 create a detailed record of their use of the creative process in the production and presentation of a media art work, using a tracking tool compatible with the medium/media used in that work (e.g., a sketchbook showing modifications to the design), and use this record to determine, through reflection, how effectively they applied the creative process A. The Principles of Media Arts: design and produce media art works, applying the principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts); A. investigate and analyse how media artists use the principle of hybridization, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts A3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes. A3. explore a wide range of increasingly complex traditional and emerging technologies, tools, and techniques, and use them to produce highly effective media art works A3. create and present media art works that are highly appropriate for a variety of specific audiences and venues B. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by using it to monitor the creative process, and by examining, interpreting, assessing, and reflecting on media art works; B. use the critical analysis process, including the process of deconstruction, to analyse and evaluate different types of media art works B.3 analyse how their interpretation and evaluation of a media art work evolved through each stage of the critical analysis process, and communicate their findings in a creative way B.4 use the appropriate components of the critical analysis process throughout the creative process to assess the effectiveness of their decisions, to determine their next steps, and to analyse audience responses to their mediaart work B. Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values; B. analyse, on the basis of investigation, the ability of media art works to express and promote cultural identities C. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts; C. explain the stages of the creative and critical analysis process with reference to media art works, and explain and use correctly and appropriately a broad range of terms related to the conventions, concepts, principles, and elements of media arts when creating or analysing media art works C. Contexts and Influences: demonstrate an understanding of the sociocultural and historical contexts of media arts; C. analyse in detail the connections between a contemporary media art work and related historical art works C. investigate and explain in detail the history and development of a range of media arts technologies C3. Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works. C3.4 identify a broad range of positive character traits associated with media arts production, and exhibit these traits consistently in both their independent work and their interactions with others (e.g., show initiative at the outset of creative production processes; demonstrate cooperation and responsible leadership in a team environment; show respect for their tools and work environment and for the opinions of others)