interactive media by y0aAcTq


									                                   Indiana Department of Education
                            Indiana Academic Standards Course Framework
                                         INTERACTIVE MEDIA
Interactive Media is a career and technical education course that will prepare students for careers in
business and industry working with interactive media products and services; which includes the
entertainment industries. This program of study emphasizes the development of digitally generated or
computer-enhanced products using multimedia technologies. Students will develop an understanding of
professional business practices including the importance of ethics, communication skills, and knowledge
of the “virtual workplace”. Individual and project based learning is emphasized. Essential skill areas
include, but are not limited to: Animation/Programming/Gaming; Interactive Multimedia/Video/Audio
Production; 3-D Design; Graphic Design Fundamentals; Photography/Digital Imaging; Project
Management; Media Business Practices.
Dual Credit This course provides the opportunity for dual credit for students who meet postsecondary
requirements for earning dual credit and successfully complete the dual credit requirements of this
     DOE Code: 5232
     Recommended Grade Level: Grade 12
     Recommended Prerequisites: XXXXXXX
     Credits: A two-credit course over two semesters
     Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors
        and Core 40 with Technical Honors diplomas
     One of the courses specified in the sequence of courses for the Arts, A/V and Communications
        Career Clusters and the Interactive Media Pathway of Indiana’s College and Career Pathway

Content Standards
Domain – Media Business Practices
Core Standard 1 List core standard
      ABC-1.1 Demonstrate basic knowledge of information technology history
      ABC-1.2 Demonstrate knowledge of the impact of information technology on society
      ABC-1.3 Evaluate career opportunities in information technology
      ABC-1.4 Create documents using word processing software
      ABC-1.5 Create spreadsheets
      ABC-1.6 Perform desktop publishing functions
      ABC-1.7 Create presentations using presentation graphics software
      ABC-1.8 Integrate data from various software applications
      ABC-1.9 Access information using electronic sources
      ABC-1.10 Demonstrate proficiency with electronic mail
      ABC-1.11 Demonstrate basic knowledge of the Internet
      ABC-1.12 Conduct requirements analysis

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      ABC-1.13 Examine the history and components of information assurance
      ABC-1.14 Apply practices that respect intellectual laws
      ABC-1.15 Describe the components of contracts
      ABC-1.16 Explain current regulatory laws and regulation
      ABC-1.17 Compare/contrast legal and ethical behavior
      ABC-1.18 Explain professional responsibilities
      ABC-1.19 Outline the role of the IT professional in maintaining customer satisfaction
      ABC-1.20 Outline the importance of teams in achieving IT project goals
      ABC-1.21 Explain the importance of teams in an IT environment
      ABC-1.22 Explain the importance of health and safety standards and concepts in the IT workplace
      ABC-1.23 Evaluate types of business ownership
      ABC-1.24 Analyze basic business organization and structure
      ABC-1.25 Analyze the role of IT in meeting business strategic objectives
Domain – Visual Arts and Graphic Design Fundamentals
Core Standard 2 List core standard
      ABC-2.1 Demonstrate knowledge of and an appreciation for the visual arts
      ABC-2.2 Basic technical art skills (traditional and electronic)
      ABC-2.3 Demonstrate knowledge of design principles
      ABC-2.4 Demonstrate design skills
      ABC-2.5 Create computer graphics
      ABC-2.6 Apply knowledge of typography
      ABC-2.7 Create visual design guidelines
      ABC-2.8 Demonstrate proficiency in the use of digital imaging techniques and equipment
Domain – Interactive Multimedia/Video/Audio Production
Core Standard 3 List core standard
      ABC-3.1 Demonstrate knowledge of interactive media
      ABC-3.2 Produce interactive media as a member of a development team
      ABC-3.3 Develop project concept proposal
      ABC-3.4 Develop navigational structures
      ABC-3.5 Develop scripts, storyboards, and flowcharts used Interactive Media
      ABC-3.6 Combine media elements to produce an interactive multimedia
      ABC-3.7 Explain the types and uses of interactive media applications
      ABC-3.8 Maintain interactive media equipment
      ABC-3.9 Assess interactive media career opportunities
      ABC-3.10 Utilize the basic principles of 2-D animation
      ABC-3.11 Utilize the basic principles of 3-D animation
      ABC-3.12 Demonstrate knowledge of the history of film and video production
      ABC-3.13 Create a plan for video production

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      ABC-3.14 Perform camera-related tasks for a video production
      ABC-3.15 Perform lighting activities for a video production
      ABC-3.16 Design backgrounds/scenery for a video production
      ABC-3.17 Operate video cameras/camcorders
      ABC-3.18 Perform technical support tasks for a video production
      ABC-3.19 Identify video formats
      ABC-3.20 Capture digital video or digitize analog video
      ABC-3.21 Edit video (nonlinear)
      ABC-3.22 Select filters, transitions, and effects
      ABC-3.23 Output appropriate video
      ABC-3.24 Demonstrate knowledge of audio recording and sound reinforcement
      ABC-3.25 Demonstrate knowledge of audio production
      ABC-3.26 Create a sound track
      ABC-3.27 Manage a recording session
Domain – Photography/Digital Imaging
Core Standard 4 List core standard
      ABC-4.1 Develop competency in the use of photographic equipment
      ABC-4.2 Demonstrate knowledge of photographic terminology
Domain – Programming/Animation/Gaming
Core Standard 5 List core standard
      ABC-5.1 Demonstrate knowledge of programming language concepts
      ABC-5.2 Analyze technical documentation associated with software development
      ABC-5.3 Demonstrate knowledge of computational and string operations
      ABC-5.4 Debug programs
      ABC-5.5 Create database query
Domain – Project Management
Core Standard 6 List core standard
      ABC-6.1 Develop an acceptable plan
      ABC-6.2 Develop test procedures and performance assessment requirements
      ABC-6.3 Develop and perform usability and testing integration
      ABC-6.4 Create performance tests process
      ABC-6.5 Recommend and implement performance improvement
      ABC-6.6 Provide quality customer service
      ABC-6.7 Evaluate product planning methodology
      ABC-6.8 Evaluate technical writing requirements
      ABC-6.9 Write technical reports
      ABC-6.10 Conduct technical research

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      ABC-6.11 Design technical documentation
      ABC-6.12 Develop technical documentation
Domain – Website Development, Design and Management
Core Standard 7 List core standard
      ABC-7.1 Demonstrate knowledge of XHTML fundamentals
      ABC-7.2 Develop a Web site
      ABC-7.3 Demonstrate knowledge of content management
      ABC-7.4 Support web application management
      ABC-7.5 Integrate scripting into XHTML document
      ABC-7.6 Create a basic XHTML document
      ABC-7.7 Create a basic template
      ABC-7.8 Demonstrate knowledge of graphics and multimedia
      ABC-7.9 Link web documents
      ABC-7.10 Utilize forms in an XHTML document
      ABC-7.11 Create and format a table on an XHTML document
      ABC-7.12 Gather data and identify client requirements and scope of work
      ABC-7.13 Review technical information and restraints
      ABC-7.14 Demonstrate knowledge of usability and interface design
      ABC-7.15 Prepare preliminary design
      ABC-7.16 Prepare functional, content, testing, and technical specifications
      ABC-7.17 Develop project plan
      ABC-7.18 Develop web site architecture, prototypes, and user interface specifications
      ABC-7.19 Develop design and interface specifications
Domain – 3-D Design
Core Standard 8 List core standard
      ABC-8.1 demonstrate knowledge of the basic principles of
                3-D modeling
      ABC-8.2 Create 3-D models
      ABC-8.3 Perform advanced 3-D image generation techniques
      ABC-8.4 Utilize the basic principles of 3-D animation
      ABC-8.5 Develop animated characters
      ABC-8.6 Create 3-D environments
      ABC-8.7 Demonstrate knowledge of virtual environment

Process Standards
Reading Standards for Literacy in Technical Subjects 11-12
The standards below begin at grade 11 and define what students should understand and be able to do by
the end of grade 12. The CCR anchor standards and high school standards in literacy work in tandem to
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define college and career readiness expectations – the former providing broad standards, the latter
providing additional specificity.

Key Ideas and Details
      11-12.RT.1      Cite specific textual evidence to support analysis of technical texts, attending to
                      important distinctions the author makes and to any gaps or inconsistencies in the
      11-12.RT.2      Determine the central ideas or conclusions of a text; summarize complex concepts,
                      processes, or information presented in a text by paraphrasing them in simpler but
                      still accurate terms.
      11-12.RT.3      Follow precisely a complex multistep procedure when performing technical tasks;
                      analyze the specific results based on explanations in the text.
Craft and Structure
      11-12.RT.4   Determine the meaning of symbols, key terms, and other domain-specific words and
                   phrases as they are used in a specific scientific context relevant to grades 11-12 texts
                   and topics.
      11-12.RT.5 Analyze how the text structures information or ideas into categories or hierarchies,
                   demonstrating understanding of the information or ideas.
      11-12.RT.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or
                   discussing an experiment in a text, identifying important issues that remain
Integration of Knowledge and Idea
      11-12.RT.7   Integrate and evaluate multiple sources of information presented in diverse formats
                   and media (e.g., quantitative data, video, multimedia) in order to address a question
                   or solve a problem.
     11-12.RT.8 Evaluate the hypotheses, data, analysis, and conclusions in a technical subject,
                   verifying the data when possible and corroborating or challenging conclusions with
                   other sources of information.
     11-12.RT.9 Synthesize information from a range of sources (e.g., texts, experiments,
                   simulations) into a coherent understanding of a process, phenomenon, or concept,
                   resolving conflicting information when possible.
Range of Reading and Level of Text Complexity
      11-12.RT.10 By the end of grade 12, read and comprehend technical texts texts in the grades 11-
                     CCR text complexity band independently and proficiently.
Writing Standards for Literacy in Technical Subjects 11-12
The standards below begin at grade 11 and define what students should understand and be able to do by
the end of grade 12. The CCR anchor standards and high school standards in literacy work in tandem to
define college and career readiness expectations – the former providing broad standards, the latter
providing additional specificity.
Text Types and Purposes
      11-12.WT.1      Write arguments focused on discipline-specific content.
      11-12.WT.2      Write informative/explanatory texts, including technical processes.
      11-12.WT.3      Students will not write narratives in technical subjects. Note: Students’ narrative
                      skills continue to grow in these grades. The Standards require that students be able
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                   to incorporate narrative elements effectively into arguments and
                   informative/explanatory texts. In technical, students must be able to write precise
                   enough descriptions of the step-by-step procedures they use in their technical work
                   that others can replicate them and (possibly) reach the same results.
Production and Distribution of Writing
      11-12.WT.4    Produce clear and coherent writing in which the development, organization, and
                    style are appropriate to task, purpose, and audience.
     11-12.WT.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting,
                    or trying a new approach, focusing on addressing what is most significant for a
                    specific purpose and audience.
     11-12.WT.6 Use technology, including the Internet, to produce, publish, and update individual or
                    shared writing products in response to ongoing feedback, including new arguments
                    or information.
Research to Build and Present Knowledge
      11-12.WT.7    Conduct short as well as more sustained research projects to answer a question
                    (including a self-generated question) or solve a problem; narrow or broaden the
                    inquiry when appropriate; synthesize multiple sources on the subject,
                    demonstrating understanding of the subject under investigation.
      11-12.WT.8    Gather relevant information from multiple authoritative print and digital sources,
                    using advanced searches effectively; assess the usefulness of each source in
                    answering the research question; integrate information into the text selectivity to
                    maintain the flow of ideas, avoiding plagiarism and following a standard format for
     11-12.WT.9     Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
      11-12.WT.10 Write routinely over extended time frames (time for reflection and revision) and
                  shorter time frames (a single sitting or a day or two) for a range of discipline-specific
                  tasks, purposes, and audiences.

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