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WS03 - Machinima: Rowan of Rin

Digital Technologies, The Arts: Media Arts, Years 3 and 4

By the end of Year 4 students describe how people design products, services and environments to meet the needs of people, including sustainability. They process and represent data for different purposes, follow and describe simple algorithms involving branching and iteration, and implement them as visual programs. For each of the 2 prescribed technologies contexts they describe the features and uses of technologies and create designed solutions. Students select design ideas against design criteria. Students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data. They communicate design ideas using models and drawings including annotations and symbols. Students plan and sequence steps and use technologies and techniques to safely produce designed solutions. They use the core features of common digital tools to plan, create, locate and share content, and to collaborate, following agreed behaviours. Students identify their personal data stored online and its risks.

By the end of Year 4 students create simple digital solutions and use provided design criteria to check if solutions meet user needs. Students process and represent data for different purposes. They follow and describe simple algorithms involving branching and iteration and implement them as visual programs. Students securely access and use digital systems and their peripherals for a range of purposes, including transmitting data. They use the core features of common digital tools to plan, create, locate and share content, and to collaborate, following agreed behaviours. Students identify their personal data stored online and recognise the risks.

Knowledge and understanding | Digital systems

AC9TDI4K01

explore and describe a range of digital systems and their peripherals for a variety of purposes

Processes and production skills | Generating and designing

AC9TDI4P03

generate, communicate and compare designs

Processes and production skills | Collaborating and managing

AC9TDI4P06

use the core features of common digital tools to create, locate and communicate content, following agreed conventions

Processes and production skills | Collaborating and managing

AC9TDI4P07

use the core features of common digital tools to share content, plan tasks, and collaborate, following agreed behaviours, supported by trusted adults

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Formats a title page for their video.

 5 9 5 40
2

Records action while navigating through an online platform, using avatar point of view (POV).

 11 16 5 40
3

Records narration of character, using a microphone.

 18 22 5 40
4

Inserts technical sound effects.

 23 25 5 40
5

Uses a controlled fade to transition between video clips.

 41 43 5 40
6

Collaboratively records character voiceover and avatar movement to reflect narration.

 57 64 5 80
7

Edits and controls avatar movement to reflect character interaction.

 66 68 5 80
8

Uses digital tools to design and build a story world, using game program functionality, and uses it to record footage with controlled editing.

 69 72 5 80
9

Adds transitions between screen recordings to reflect change of scene, using editing software.

 73 75 5 40
10

Controls character movement through the platform, using keyboard shortcut conventions.

 95 100 5 40
11

Collaboratively interacts with others (represented by additional avatars) in the online platform.

 117 121 5 40
12

Creates end credits, using editing techniques and software.

 123 133 5 40
Transcript

[Rowan] Oh no. The stream, it's dry. Strong Jonn, Strong Jonn! The water has dried up. Strong Jonn. The stream, it's dried up.

 

[Val] We must consult Sheba.

 

[Strong Jonn] Good idea.

 

[Rowan] Uh, I'm terrified of Sheba.

 

[Strong Jonn] Go fetch some cheeses. Maybe they will lighten her mood.

 

[Rowan] Oh no. What if I pick badly? Strong Jonn, but ...

 

[Strong Jonn] Don't question me, just get the cheese.

 

[Rowan] I can't do this, I'm hopeless. I'll never be the man my father was.

 

[Val] Boy. Put those cheeses in my lap.

 

[Rowan] What if I chose badly?

 

[Marlie] It's a map only Rowan can see.

 

[Rowan] We must use the ropes to climb the cliff face. Stop. Stop.

 

[Marlie] He's blubbering.

 

[Rowan] Oh. I'm getting braver. I haven't dropped out yet, and I'm having a feeling that they care.

 

[Aulln] I can't swim. You must go on. I will await your return, hopefully.

 

[Marlie] I hate cramped spaces. Good luck, Strong Jonn and Rowan of the Bukshah.

 

[Strong Jonn] Into the water.

 

[Rowan] Do it quickly, edge in. Get the bone out. Quickly. Come out. Go out.

 

[ Strong John ] Rowan of Rin! Rowan of the Bukshah!

Annotations

 

1. Uses digital tools to create a cartoon style storyboard to plan their animated video. For example, adds custom sized shapes and positions them on a page to form a storyboard template.

 

2. Takes and inserts screenshots from an online game platform to represent scenes in the animated video.

 

3. Selects and formats appropriate speech and thought bubble shapes and text to indicate the characters’ narration and thinking. Orders shapes to bring speech and thought bubbles in front of images.

 

4. Formats images, changing size and position.

By the end of Year 4, students describe use of elements, concepts and/or conventions in arts works they create and/or experience. They describe where, why and/or how arts works are created and presented across cultures, times and/or places, and/or other contexts. 

 

Students use arts knowledge and skills to create arts works in a range of forms that communicate ideas, perspectives and/or meaning. They present and/or perform their work in informal settings. 

By the end of Year 4, students describe the use of media languages and media technologies to construct representations in media arts works they experience and/or produce. They describe where, why and/or how media arts works are created and/or distributed across cultures, times, places, and/or other contexts. 

 

Students use media languages, and media technologies and production processes to construct representations in media arts works. They share their work in informal settings using responsible media practice. 

Creating and making

AC9AMA4C01

use media languages, media technologies and production processes to construct representations that communicate ideas, perspectives and/or meaning

Annotations

 These annotations are interactive and link to a specific timestamp in the video. x
1

Uses a title page to introduce the narrative.

 6 8 10 60
2

Demonstrates understanding of the machinima genre by using an invisible avatar as a “camera” to record action.

 10 15 10 90
3

Narrates clearly to identify a key moment in the narrative. Reinforces narration with character action and controlled editing.

 16 23 15 90
4

Uses technical sound effects appropriate to the action and narrative.

 24 25 10 70
5

Uses a controlled fade to connect scenes and indicate the passage of time.

 40 42 15 40
6

Uses a mid-shot to appropriately represent a key moment in the narrative.

 56 63 10 90
7

Uses character positioning and movement to represent character interaction.

 63 69 20 40
8

Designs and builds a story world using game program functionality and uses it to record footage with controlled editing.

 70 73 30 80
9

Uses a low angle long shot from a character’s point of view to reinforce the narrative.

 75 81 20 40
10

Creates emotive dialogue to indicate narrative conflict and establish character motivation.

 94 99 15 40
11

Chooses appropriate lighting to convey location in the narrative.

 102 108 30 40
12

Closes the narrative with a moment of celebration, completing the narrative arc.

 116 120 15 40
13

Uses film conventions to create end credits.

 120 135 15 40
Transcript

[Rowan] Oh no. The stream, it's dry. Strong Jonn, Strong Jonn! The water has dried up. Strong Jonn. The stream, it's dried up.

 

[Val] We must consult Sheba.

 

[Strong Jonn] Good idea.

 

[Rowan] Uh, I'm terrified of Sheba.

 

[Strong Jonn] Go fetch some cheeses. Maybe they will lighten her mood.

 

[Rowan] Oh no. What if I pick badly? Strong Jonn, but ...

 

[Strong Jonn] Don't question me, just get the cheese.

 

[Rowan] I can't do this, I'm hopeless. I'll never be the man my father was.

 

[Val] Boy. Put those cheeses in my lap.

 

[Rowan] What if I chose badly?

 

[Marlie] It's a map only Rowan can see.

 

[Rowan] We must use the ropes to climb the cliff face. Stop. Stop.

 

[Marlie] He's blubbering.

 

[Rowan] Oh. I'm getting braver. I haven't dropped out yet, and I'm having a feeling that they care.

 

[Aulln] I can't swim. You must go on. I will await your return, hopefully.

 

[Marlie] I hate cramped spaces. Good luck, Strong Jonn and Rowan of the Bukshah.

 

[Strong Jonn] Into the water.

 

[Rowan] Do it quickly, edge in. Get the bone out. Quickly. Come out. Go out.

 

[ Strong John ] Rowan of Rin! Rowan of the Bukshah!

Annotations

 

1. Uses a cartoon style storyboard to demonstrate production processes – pre-production and narrative arc.

 

2. Uses storyboard conventions: indicates narrative using speech bubbles and shot type using screen shots, begins the narrative with an establishing shot to indicate location.

 

3. Builds locations for the narrative within the gaming software and uses them to communicate the narrative via screen captures in storyboard form.

 

4. Begins the narrative with an establishing shot to indicate location.

 

5. Establishes the beginning of the narrative arc by identifying the problem and challenge through speech bubbles.

 

6. Shows the setting for a key scene for narrative development.

 

7. Provides insight into character development via a dialogue summary.

 

8. Indicates action to be included in the shot to reinforce conflict.

 

9. Uses the wall to visually symbolise the challenge faced by the main characters and reinforce the narrative.

 

10. Indicates scene transition via dialogue.

 

11. Uses dialogue to communicate character.

 

12. Uses a range of different shots to communicate the rising action.

 

13. Indicates the key climactic scene.

 

14. Indicates the resolution of the narrative.