CLO: Students will be able to present their body of work from second semester in a visual and oral presentation in small groups. 

Final Requirements: 

1. Organize at least 3 Maya projects with at least 3 rendered views per project (9 total) into a powerpoint presentation. 
2. List the tools/shortcuts needed to accomplish the finished project.
3. Write a brief reflection using the following prompts for each project:
   1. Why did you choose this project?
   2. What new skills did you learn while completing this project?
   3. What problems did you run into and how did you solve them?
   4. What ability level would you rank this tutorial? How long did it take to work through
   5. Include a link to the tutorial.
4. Rotate through presentations. 
   1. Use the critique sheet required to grade at least 2 presentations in your group.
   2. Using the rubric, recommend a grade for the presenters final exam.

CLO: Students will understand what skills they need in order to land a creative career. Students will be able to create a resume with key skills and experiences to make them a desirable candidate to companies such as Google.

Before watching the video, gather writing materials and make a list of 3 things YOU think Google looks for in it's employees.

While you are watching the clips, jot down additional skills including programs you may hear, brainstorming techniques and other creative assets they want in employees.

After the videos, share your list with a neighbor. What words are the same? What skills or traits were you missing?

Once you've compiled a solid list, we will share out skills/assets as a class to create a large bank.

Activity: 100 pts.

CLO: Students will be able to reflect on past experiences to create a resume relevant to the creative industry. 

• Use the list generated by the class to guide your resume building.

Create an account at www.visualcv.com (It will ask you if you want to upgrade, say no).

1. Fill out the Name, Headline and Title 
   1. For the headline, use your personal background experience to create a unique/attention grabbing catchphrase
2. Fill out relevant work history and education
   1. Edit the headings to be appropriate to your situation! (Educational experiences, education history, etc)
   2. ​List all digital media classes individually along with description and key skills (collaborate where necessary)
3. Add section at the bottom for Skills
   1. Be specific. 
   2. Use proficiencies: Advanced in Adobe Photoshop, Proficient in Adobe Illustrator, Intermediate in Maya by Autodesk (modeling, key framing, etc)

When your resume is built, we will trade seats and you can critique your neighbor's resume using the following prompts: 

1. Is the resume interesting? What makes it so?
2. Is the resume thorough/complete? Why?
3. What could they add to make it more effective and memorable?
4. Would you interview this person? Why or why not?

CLO: Students will be able to offer written constructive feedback to their peers in order to help them revise their work before final due date. 

1. Render a view of your current project

• In the main Maya window, click the Render Current Frame button, or select Render > Render Current Frame.
• Maya renders the current scene and displays the image as it renders in Render View.

2. Please use the provided critique paper and thoughtfully fill out the target feedback portion. Try to identify at least 1 area you want targeted feedback on, for instance: "I'd like feedback on how I can creatively texture my surface". 

3. Then LEAVE YOUR PAPER at your desk and circulate around the room. Please comment on 4 different artworks answering the prompts on the front and back of the paper. Make sure to leave your initials for credit.

When you return to your seat, please read the feedback and fill out the reflection below.

Please take the remainder of the period to implement your feedback and prepare your work for final turn-in.

CLO: Students will be able to implement a new skill and talk about how they used it in their work through a written reflection.

CLO: Students will share their knowledge of academic language with each other in order to expand their knowledge of the possibilities within Maya. Students will focus on Shortcuts, Actions, Tools and Extras. Each student will have 12 terms by different students with no repeats to add to their database.

Activity instructions: 

1. Write your name on your paper
2. Walk around the room and find 12 different people to help you fill in 12 different terms
   1. Define a tool/shortcut/action in your own words
   2. Your partner will write it on their paper as you explain (make sure to note their name!)
   3. Switch and share a term for your partner's paper
   4. If you get stuck, you may share something that you've collected from someone else, but in YOUR own words. 
3. No repeats on terms or people!
4. Turn in completed sheet for points!

CLO: Students will identify a tutorial that they will use to create their first individual project. Students will analyze the difficulty level, submit learning goals and discuss their attraction to the project. 

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CLO: Students will continue to build a list of Vocab words and Shortcuts for Maya while working through their beginner tutorials. 

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As you begin to complete the tutorials, please fill out the survey below on your experiences. When you feel you are finished, you may begin looking up tutorials YOU are interested in individually. I would advise you to look up 2015 tutorials simply for the ease of using the same program.

CLO: Students will be able to design their own flash project based on found tutorials and begin on the project. Students will discuss their project goals and resources and submit this conversation online.

Project Goals:

1. You will research tutorials in Flash
2. Pay special attention to length of tutorial and difficulty
3. Based on tutorial, submit your project goals and copy the tutorial you will use.
4. Discuss Key academic language you anticipate based on tutorial research.

CLO: Students will be able to use shortcuts, shape tools and tweens to create a basic animation while following along with an introductory Flash Tutorial. Students will keep a running list of academic language and shortcuts to share with the class as a whole.

Go to your applications folder and select Adobe Flash. Follow along with the tutorial, watching 1-2 steps at a time and keeping a running list of vocab, shortcuts, etc. 

By the end of class you should have a basic 10 second animation with secondary actions.