Student Assessment of Project

Review and others

	Below Expectations (1)	Progressing	Proficient	Exemplary (4)	Score
Story Rewrite	The rewrite was not completed.	The rewrite was completed, but there were minimal changes. Student may have included three acts and a logline.	The rewrite was finished and posted. The 3 acts were well organized. The logline explained the story.	The rewrite was an improved edited version of the previous 3 acts and a logline. The outline clearly stated flowed.
Character Illustration	Student does not consider specific choices within the piece and their effect on the piece as a whole.	Student attempts to consider the specific artistic choices seen in the piece and attempts to use these elements to provide meaning but does not follow through.	Student considers the specific artistic choices seen in the piece and attempts to use these elements to provide meaning within the piece as a whole.	Student uses specific artistic choices to create the character’s meaning. These choices are intentional and meaningful.
Title	Student does not consider specific choices within the piece and their effect on the piece as a whole.	Student attempts to consider the specific artistic choices; these elements to provide meaning.	Student considers the specific artistic choices seen in the piece and attempts to use these elements to provide meaning within the piece as a whole.	Student chooses a title with specific artistic choices to give the entire piece meaning. These choices are intentional and meaningful.
Credits	Student does not consider specific choices within the piece and their effect on the piece as a whole.	Student attempts to consider the specific artistic choices seen in the piece and attempts to use these elements to provide.	Student considers the specific artistic choices seen in the piece and attempts to use these elements to provide meaning within the piece as a whole.	Student uses specific artistic choices to give the entire piece meaning. These choices are intentional and meaningful.
Text	Student does not consider specific choices within the piece and their effect on the piece as a whole.	Student attempts to consider the specific artistic choices seen in the piece and attempts to use these elements to provide meaning within the piece as a whole.	Student considers the specific artistic choices seen in the piece and attempts to use these elements to provide meaning within the piece as a whole.	Student uses specific artistic choices to give the entire piece meaning. These choices are intentional and meaningful.
Color	Student does not consider specific choices within the piece and their effect on the piece as a whole.	Student attempts to consider the specific artistic choices seen in the piece and attempts to use these elements to provide meaning within the piece as a whole.	Student considers the specific artistic choice to provide meaning within the piece as a whole.	Student uses specific artistic and culturally relevant choices to give the entire piece meaning. These choices are intentional and meaningful.
Characters	Student does not address the specific choices within the piece and their effect on the piece as a whole	Student attempts to consider the specific artistic choices seen in the piece and attempts to use these elements to provide meaning within the piece as a whole.	Student considers the specific artistic choices seen in the piece and attempts to use these elements to provide meaning within the piece as a whole.	Student uses specific artistic choices to give the entire piece meaning. These choices are intentional and meaningful.
Story	The story is unclear. The audience and purpose are not stated or not clear.	The story is stated. The intended audience and purpose may or may not be clear.	The flows smoothly from one idea to another. The intended audience and purpose are clear.	The story is artfully stated flows smoothly from one idea to another. The intended audience and purpose are clear.

Title

Credits

Sound

Text

Color

Characters

Story (standards)

Notes for me CTE Standars (see page 44 and beyond)

Literacy Standards elsewhere

It Started with a Mouse - Notes #3

When was Pinocchio released?

Disney stories were not scripted. Instead, Disney stories were shown using what hand written/drawn device? Provide a short example.

Disney relied on his animators as actors as well as visual artists. Provide an example from today's section.

What terrified Pinocchio? How did the animator show Pinocchio's terror?

When "poor Pinocchio" was in a swinging cage, how did the animators draw the cage? 

How much was the original budget for Pinocchio? How much did it originally cost?

Why did Walt stopped production on the movie? How did the studio solve the problem?

In today's segment, there is a scene where the camera pans down into the city showing a detailed village. Why is this scene important?

In 1928, what animated movie was released? What is it's significance?

In 1932, what animated movie was released? What is it's significance?

In 1937, what animated movie was released? What is it's significance?

In the 1950's Walt Disney began producing what type of programs?


You will work in groups of 3 or 4, include the names of your fellow group members. A student must be here for him or her to be in your group.

During the video, each group may have one computer turned on. You choose.

Submit your paper at the end of class today

Welcome to 2D Animation

"Music is the space between the notes" - Claude Debussy ?

I teach two periods of 2D Animation at Mission San Jose High School in Fremont, California. For some assignments, students will use a blog to showcase their work.

Please create a Google Blogger blog.

You might want to refer to the Blogger Getting Started help notes.

Please list whether you are in our 5th or 6th period. Please include your blog link, your blog title, your name, and your favorite Disney character. In the section next to the orange word "Post," write My First Post

Include the quote, "Nature abhors a vacuum."