OVERVIEW
TITLE: Rotoscoping the World
Grade Level: High School Proficient (Beginning Rotoscoping)
Author: Robin Brewer
Artistic Processes: Creating, Producing, Responding
Task Description: Students will complete a rotoscoped film clip that integrates drawings layered over video along with sound to produce a film that illustrates a real world problem, theme or issue of importance to the student.
Evidence of Student Learning Collected: Proposal, peer review and reflection, original film clips
MCA Document
MCAs model effective assessment practice and demonstrate that standards-based teaching in the arts is specific and, rigorous, by sharing a glimpse into one teacher's classroom. The MCAs on this website come packaged with a suggested strategy for assessing student learning, types of evidence to collect, model rubrics, and samples of student work demonstrating their process and learning. The samples of student work illustrate the unit in action by providing a snapshot of a moment in time showing student response to instruction.
Click on "View the full MCA" as a guide for re-creating this unit and assessment customized for your classroom.
Theatre Connections:
TH:Cr1.1.II.b Understand and apply technology to design solutions for a drama/theatre work.
TH:Cr3.1.I.c. Refine technical design choices to support the story and emotional impact of a devised or scripted drama/theatre work.
TH:Pr5.1.I.b. Use researched technical elements to increase the impact of design for a drama/theatre production.
TH:Re8.1.I.c. Justify personal aesthetics, preferences and beliefs through participation in and observation of a drama/theatre work.
TH:Re9.1.I.b. Consider the aesthetics of the production elements in a drama/theatre work.
TH:Cn11.1.II.a. Integrate conventions and knowledge from different artforms and other disciplines to develop a cross-cultural drama/theatre work.
This model cornerstone assessment was created and piloted during the 2020-2021 school year, funded in part by a grant from the National Endowment for the Arts.
Task #1- Generating Ideas
Task #1- Generating Ideas
In the first task, students researched the work of other artists by viewing examples of rotoscoping. They also researched possible themes to generate ideas, then created a proposal for their teacher’s approval, illustrating their rotoscoping idea and message.
Standard: MA:Cr1.1.1.HSI a. Identify generative methods to formulate multiple ideas, develop artistic goals, and problem solve in media arts creation processes.
Student Work Sample: Student 1 Rotoscoping Proposal
In this student work sample, Student 1 proposes an idea for a short animation that shows a sleepy lamp desperately needing to be turned off as a metaphor for the need to conserve energy.
Task #3 Presenting, Sharing and Responding to Feedback
Task #3 - Presentation - Sharing & responding to feedback
In this portion of the MCA, students were asked to save their work to a shared platform for peer review. They then watched each others’ films and offered feedback. The film’s creator next reflected on the feedback, comparing their intended message to the message perceived by their audience and planning for improvements.
Standard: MA:Pr6.1. HS.I.b. Evaluate and implement improvements in presenting media artworks considering personal and local impacts, such as the benefits for self and others.
Student Work Sample: Student 3
This student work sample for a student project on global warming, illustrates peer feedback received by Student 3 on their Global Warming themed film clip.
Student Work Sample: Student 1- reflecting and planning refinements
This student work sample returns to Student 1's energy conservation project to illustrate an example of student reflection and planning for improvements.
