Jordan Mitchell’s Guide to the CS

JORDAN’S CS

CREATE AN OUTLINE

  • Put notes into an outline and/or a basic Venn diagram
    • One side is film number one and the other side film number two
    • Add what’s similar and what’s different
  • This will help you shape what parts you want to talk about in your task components

WATCH FILMS AND TAKE NOTES

Pick a film you know and/or love

  • The first time you watch it, just watch it passively, enjoy it, and don’t overthink it

Keep a journal and jot down notes

  1. Track of the big themes related to your Genre or Film Theory
  2. Keep in mind how you are feeling as a viewer
    • Don’t just focus on the film technique
    • Focus on how it makes you feel
      • It’s easy because you don’t know what’s coming if you haven’t seen it before if you have try to remember your first impressions of these scenes
    • If there are points where you feel anxious, laugh out loud, are excited about the character, jot that down
      • These are important things to know
  3. If there are any interesting things that catch your eye, even if you don’t know why jot them down
  4. Later go back and analyze why you feel that way

Watch a second film and analyze it to see if it fits your film focus

  • Watch it a second time and be more detailed in your note-taking
  • Pause and re-watch some key scenes for key film techniques and things that relate to your film focus and things that interest you or catch your eye.

CRITERION A – TASK COMPONENTS (12/32)

“The student provides a credible and persuasive justification for the choice of task components.”

  • Write a paragraph stating justification for why these two films are worthy of study
  • Have a sentence about how each film relates to that topic

“The student demonstrates an effective and highly appropriate knowledge and understanding of the identified task components and cultural context of the two selected films. The student analyzes the cultural context of the selected films and provides a credible and persuasive justification for the choice of task components.”

  1. You have researched your cultural context
  2. You know how they apply to your focus
  3. Show that you know what your area of focus means
    • shots used in your genre, common themes among your film theory, etc.

“The student references an effective range of sources that are highly appropriate adding to the critical perspectives explored in the work.”

Use a range of sources

  1. Some that talk about your film genre, film focus, and actual film techniques
  2. Some that talk about the society and the cultural context
  3. Some about the actual film that you’re studying (articles about people’s reaction to the film and film reviews)

CRITERION B – COMPARING AND CONTRASTING (12/32)

“The student effectively analyzes how the two films connected to each other and to the chosen topic providing insightful accurate and relevant observations regarding similarities and differences.”

  • Talk about specific characteristics of your film focus and compare and contrast them to the two films
    • Example: Jordan focused compare and contrast the topics of McGuffins and discomfort

For any key point you make, you want to…

  1. WHAT: Relate it to your film topic
  2. WHY: Relate it to film technique with specific film language
  3. HOW: Compare / contrast both films
  4. SO WHAT: Justify it with the cultural context

“The comparative study is consistently and effectively supported with accurate film vocabulary.”

  1. Throw in film language “buzz words”
    • Narration Example: “The use of close-ups and extreme close-ups are used to portray the character’s emotions and make the audience feel uncomfortable.”
  2. Show visual evidence of film language “buzz words”
    • Visual Evidence Example: Show those shots to prove that you actually know what a close-up is.

CRITERION C – ASSEMBLING THE CS (8/32)

“To what extent does the student assemble the comparative study in a clear, logical, audible and visually appropriate manner?”

“To what extent does the student provide an equal treatment of the two films selected for study?”

RECORDING NARRATION

  • Record audio in a quiet room, a closet, or under a blanket
    • Your phone is fine
  • Reduce background noise
  • Have consistent volume levels should be throughout
  • Cut out blank spaces or pauses
  • Make sure your recording should be between nine and ten minutes

BUILDING THE VIDEO ESSAY

Training

  • Know how to cut, splice, rearrange clips, add text, and change the volume of audio
  • Look on YouTube for the basics of your film software
  • No points for making it look flashy
  • No transitions

Workflow

  • Give equal consideration to the two films throughout the comparative study
    • As close to 50% screen time for each
  • Start with the easy stuff
    • For example: if you’re talking about a specific scene or specific shot then obviously you want to show that shot
  • Have some of the movie volume in the background (Recommended)
    • It sounds better, super low like room tone
    • If you want, search on YouTube how to do underwater audio effects to muffles the words
  • Place random scenes that you think look cool from the movie To fill extra spaces
  • If it fits, add little bits of movie dialogue between your thoughts
  • If you have quotes from an interview try to find the video of that interview
    • Don’t just read it aloud. It makes it a little bit more engaging
    • If you have a key point that you want to make try to just put text on the screen as a quote
  • Use lower thirds as onscreen citations
    • Google ‘lower third template’ for your editing software
    • You can just drag and drop and change the text easily
  • The slate at the beginning has to look like this like the examples
    • Don’t modify or stylize the slate
    • The beginning slate needs to be exactly 10 seconds

Production Project TEMPLATE

SUMMARY

Role:

Intention (SMART Goal)

PRE-PRODUCTION – INQUIRY

Leader(s) in the Field / Exemplary Work(s)

Training Source(s)

Project Timeline

Proposed Budget

PRODUCTION – ACTION

The (FILM, SOUND, or GAME Creation)

Skills Commentary

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Ways of Working (Communication & Collaboration)

Tools for Working (Info & Media Literacy)

Ways of Living in the World (Life & Career)

Reactions to the Final Version

Self-Evaluation of Final Version

What I Learned and Problems I Solved

Grammar and Spelling

Editor

Game Design – Week 14 – Intro to Analysis

COPY AND PASTE ALL THE CONTENT BELOW

“Judy Garland, Hedy Lamarr and Lana Turner” by classic film scans is licensed under CC BY 2.0

“Analysis gave me great freedom of emotions and fantastic confidence. I felt I had served my time as a puppet.”

Hedy Lamarr

SUMMARY

  • Write your weekly summary here, last, at the end of the week…
    • Only one to two sentences of WHAT YOU DID
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

CLASSROOM (THEORY & ANALYSIS)

  • Set a timer
  • Spend 2 hours in this ‘room’
  • Play games of your own choice

After Playing The Game for an Hour-ish…

  • Set a timer
  • Spend 30 minutes creating the post detailed below…
  1. Create a blog post titled, Game Analysis: NAME OF GAME
  2. Copy and paste the template from mrleduc.edublogs.org/2020/12/07/game-analysis-worksheet-template/
  3. Embed an interesting Creative Commons image at the top of your post, if you want
  4. Fill in the blog post
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

OUTSIDE (CREATIVITY, PRODUCTIVITY & THE BRAIN)

  • Set a timer
  • Spend 15 minutes in this ‘room’
Image from bananatreelog.com

  • Go for a 10-minute walk, if it is safe to do so 
    • Reflect on how ‘This guide can give you some tips to remain calm and practice self-care to maintain your mental health.
  • Writing a small paragraph reflection for 10 minutes
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

ARCADE

  • Play game(s) of your choice for the analysis part of this week

WHAT I LEARNED and PROBLEMS I SOLVED

  • Write only a few sentences of WHAT YOU LEARNED
  • In one or two sentences, describe a PROBLEM YOU SOLVED
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

WEEKLY ACTIVITY EVALUATION

  • Give feedback on this week’s class Content and Process
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

Film – Week 14 – Intro to Analysis

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“Judy Garland, Hedy Lamarr and Lana Turner” by classic film scans is licensed under CC BY 2.0

“Analysis gave me great freedom of emotions and fantastic confidence. I felt I had served my time as a puppet.”

Hedy Lamarr – Read about 1930s actress Hedy Lamarr-inventor of cellphones, Wi-Fi and GPS

SUMMARY

  • Write your weekly summary here, last, at the end of the week…
    • Only one to two sentences of WHAT YOU DID
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

CLASSROOM (THEORY & ANALYSIS)

  • Set a timer
  • Spend 2 hours in this ‘room’
  • Watch a film of your own choice

After Watching The Film…

  • Set a timer
  • Spend 30 minutes in this ‘room’
  1. Create a blog post titled, Film Analysis: NAME OF FILM
  2. Copy and paste the template from mrleduc.edublogs.org/2020/12/06/film-analysis-template/
  3. Embed an interesting Creative Commons image at the top of your post, if you want
  4. Fill in the blog post
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

OUTSIDE (CREATIVITY, PRODUCTIVITY & THE BRAIN)

  • Set a timer
  • Spend 15 minutes in this ‘room’
Image from bananatreelog.com

  • Go for a 10-minute walk, if it is safe to do so 
    • Reflect on how ‘This guide can give you some tips to remain calm and practice self-care to maintain your mental health.
  • Writing a small paragraph reflection for 10 minutes
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

THEATER

  • Watch a film, of your choice, for the analysis part of this blog post

WHAT I LEARNED and PROBLEMS I SOLVED

  • Write only a few sentences of WHAT YOU LEARNED
  • In one or two sentences, describe a PROBLEM YOU SOLVED
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

WEEKLY ACTIVITY EVALUATION

  • Give feedback on this week’s class Content and Process
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

School of Rock – Week 11 – Updating Workflow – Mind Like Water

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“‘Be shapeless and formless.. like water’ (Bruce Lee)” by Akinini.com is licensed under CC BY-NC-ND 2.0

“Have a mind like water.”

― David Allen,  GTD

SUMMARY

  • Write your weekly summary here, last, at the end of the week…
    • Only one to two sentences of WHAT YOU DID
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

PRACTICE ROOM (GUITAR LESSONS)

  • Set a timer
  • Spend up to 30 minutes in the ‘room’
  • Write a reflection of the key topics that got your attention.
  • Write how far did you got in lessons this week
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
Screenshot from Mary Spender’s YouTube Channel

Watch Mary Spender: Powerful advice from 10 Professional Musicians you need to hear (14:15)

Screenshot from JustinGuitar.com
Screenshot from JustinGuitar.com
  • Screenshot from JustinGuitar.comBe curious about Justin.
  • Mr. Le Duc considers him the best beginning guitar teacher online. He’s not the only one that thinks this.  Check out some of the celebrity endorsements at justinguitar.com.

How interested in learning more about playing the guitar?

    • 1 (YUCK!)
    • 2 (not really)
    • 3 (sorta interested)
    • 4 (interested)
    • 5 (YES!)

Your score: ?

CLASSROOM (THEORY & ANALYSIS)

  • Set a timer
  • Spend up to 15 minutes in the ‘room’
  • Pick a video essay from Holistic Songwriting’s Artist Series and watch it.
  • Write a reflection of the key topics that got your attention.
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

Holistic Songwriting by Friedemann Findeisen

Screenshot from Holistic Songwriting’s Channel at YouTube

An Example: The Swift Formula – One Note Melodies

From Holistic Songwriting’s How Taylor Swift Writes Melodies at YouTube
From Holistic Songwriting’s How Taylor Swift Writes Melodies at YouTube
From Holistic Songwriting’s How Taylor Swift Writes Melodies at YouTube

How interested in learning more about music theory and song analysis?

    • 1 (YUCK!)
    • 2 (not really)
    • 3 (sorta interested)
    • 4 (interested)
    • 5 (YES!)

Your score: ?

LAB (THEORY PRACTICED)

  • Set a timer
  • Spend 15 minutes in this ‘room’
  • Write a reflection of the key topics that got your attention.
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
Screenshot of Lyrics Melody and Chord Progressions from HookTab at YouTube

Explore the tutorials (but you do not need to watch all of them – just pick what looks interesting to you) from the:

How interested in learning more about HookLab and HookTab?

    • 1 (YUCK!)
    • 2 (not really)
    • 3 (sorta interested)
    • 4 (interested)
    • 5 (YES!)

Your score: ?

OUTSIDE (PRODUCTIVITY & THE BRAIN)

  • Set a timer
  • Spend 15 minutes in this ‘room’
Image from bananatreelog.com

  • Go for a 10-minute walk, if it is safe to do so 
    • Reflect on how you structure your day to maximize your production of the  D.O.S.E. happiness brain chemicals
  • Writing a small paragraph reflection for 10 minutes
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

How interested in learning more about music theory and song analysis?

    • 1 (YUCK!)
    • 2 (not really)
    • 3 (sorta interested)
    • 4 (interested)
    • 5 (YES!)

Your score: ?

STUDIO (SONGWRITING)

  • Set a timer
  • Spend up to 15 minutes
  • Write a reflection of the key topics that got your attention.
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
Screenshot from Holistic Songwriting at YouTube
Screenshot from Holistic Songwriting at YouTube

Watch Holistic Songwriting: Do THIS with every song you write | Hit Song Architect S1E3

How interested in songwriting, song structure, and music production?

    • 1 (YUCK!)
    • 2 (not really)
    • 3 (sorta interested)
    • 4 (interested)
    • 5 (YES!)

Your score: ?

CONTROL ROOM (RECORDING & MIXING)

  • Set a timer
  • Spend 15 minutes in this ‘room’
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
Soundtrap mixing and publishing at Clark Eagling’s YouTube Channel

Watch Clark Eagling: Soundtrap tutorial 5 – Arranging the song, Mixing and adding effects

Watch all five videos in the playlist, if you are interested.

How interested in recording, engineering (sound effects, EQ), and mixing?

    • 1 (YUCK!)
    • 2 (not really)
    • 3 (sorta interested)
    • 4 (interested)
    • 5 (YES!)

Your score: ?

WHAT I LEARNED and PROBLEMS I SOLVED

  • Write only a few sentences of WHAT YOU LEARNED
  • In one or two sentences, describe a PROBLEM YOU SOLVED
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

WEEKLY ACTIVITY EVALUATION

  • Give feedback on this week’s class Content and Process
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

Film – Week 11 – Updating Workflow – Mind Like Water

COPY AND PASTE ALL THE CONTENT BELOW

“‘Be shapeless and formless.. like water’ (Bruce Lee)” by Akinini.com is licensed under CC BY-NC-ND 2.0

“Have a mind like water.”

― David Allen,  GTD

SUMMARY

  • Write your weekly summary here, last, at the end of the week…
    • Only one to two sentences of WHAT YOU DID
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

PRACTICE ROOM (TUTORIALS)

Screenshot from sneakonthelot.com
Screenshot from sneakonthelot.com
  • Set a timer for 60 minutes in this ‘room’

CLASSROOM (THEORY & ANALYSIS)

Screenshot from The Story of Film Trailer on NetworkReleasing YouTube channel
  • Set a timer
  • Spend 75 minutes in this ‘room’
  • Watch the first episode of The Story of Film and take notes in a separate blog post

Steps

  1. Create a blog post titled, Story of Film – Episode 1 – Birth of the Cinema
  2. Embed an interesting Creative Commons image from Flickr.com at the top of your post
  3. Create a heading 2 titled Notes 
  4. Watch Mr. Le Duc’s Story of Film Notetaking Video Tutorial (2:00)
  5. Copy and paste the episode’s referenced films as text with links from The Story of Film: An Odyssey at Wikipedia
  6. Cite your source as Wikipedia and link back to The Story of Film: An Odyssey page
    • Example: “The following material is from Wikipedia.”
  7. Take notes as you watch the episode
    • Indent under the film Mark Cousins is referencing
      • Place your notes there
      • These notes will help you on future research projects in high school and possibly in college
  8. Access Episode 1 and begin watching

Examples

  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

OUTSIDE (PRODUCTIVITY & THE BRAIN)

  • Set a timer
  • Spend 15 minutes in this ‘room’
Image from bananatreelog.com

  • Go for a 10-minute walk, if it is safe to do so 
    • Reflect on how you structure your day to maximize your production of the  D.O.S.E. happiness brain chemicals
  • Writing a small paragraph reflection for 10 minutes
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

WHAT I LEARNED and PROBLEMS I SOLVED

  • Write only a few sentences of WHAT YOU LEARNED
  • In one or two sentences, describe a PROBLEM YOU SOLVED
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

WEEKLY ACTIVITY EVALUATION

  • Give feedback on this week’s class Content and Process
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

School of Rock – Week 10 – GTD – Getting Things Done – Part 2

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Image from BiggerPlate.com

Teens are overwhelmed, partly because they don’t yet have the skills to manage the unprecedented amount of stuff that enters their brains each day.  – from LifeHacker.com

“Your mind is for having ideas, not holding them.”

“You can do anything, but not everything.”

― David Allen, (GTD) Getting Things Done for Teens: Take Control of Your Life in a Distracting World

SUMMARY

  • Write your weekly summary here, last, at the end of the week…
    • Only one to two sentences of WHAT YOU DID
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

PRACTICE ROOM (TUTORIALS)

CLASSROOM (THEORY & ANALYSIS)

Screenshot from Animated Book Summary And Review at YouTube

You are going to learn to develop your own version of David Allen’s Getting Things Done (GTD) process in this ‘room.’

LAB (THEORY PRACTICED)

Screenshot of David Allen TED Talk
Screenshot of David Allen TED Talk
Screenshot from Animated Book Summary And Review at YouTube

Examine Two GTD Maps: Basic and Detailed

  1. Detailed map by guccio@文房具社 icensed under CC BY-NC 2.0
  2. Basic map from BiggerPlate.com embedded below

GTD-based Trusted System

Image from Trello.com
  • Examine and pick a trusted system from the 4 options listed below to ‘capture’ your work
    • trusted system is your method for managing your tasks in a way that you consistently get things done
    1. Trello.com with a – GTD Template
      • We use Trello in this class to manage group projects
        • You will create a Trello account a few weeks from now regardless
        • You might want to start now
      • We start using Trello in the second semester
      • Watch Mr. Le Duc Creating a Trello Account and Add GTD Template Tutorial (3:45)
      • You can get the free Trello app at the Apple Store or Google Play
    2. Your phone
    3. Paper and pen or pencil
    4. Examine LifeHacker.com’s GTD Resources

OUTSIDE (PRODUCTIVITY & THE BRAIN)

  • Go for a 15-minute walk, if it is safe to do so  and follow the advice from David Allen
    • Bring a notepad
    • Walk and relax and allow your mind to wander
    • If you land on something that needs your attention, write it down
    • Continue throughout your walk
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

OPTIONAL EXERCISE

Image from GoodReads.com
Image from GoodReads.com

STUDIO (CREATING MAPS)

Image from zenkit.com
  • Set a timer
  • Spend up to 15 minutes
  • Then watch David Allen summarize the steps
    • “Very simple folks! …
      1. Just WRITE STUFF DOWN
      2. Decide the ACTIONS and OUTCOMES embedded in them
      3. Get yourself a MAP OF ALL THAT so you can step back and take a look at it.
      4. And then, basically, you USE THE MAP TO DECIDE, “OK, here’s the course that we’re going to go on.”
      5. You then LAUNCH the ‘ship’ on a trusted course in the short term, as well as on the long horizon that you’re moving on.
      6. And then, on a regular basis, you need to REASSESS, “OK, we need to take in NEW DATA, CLEANUP, RECALIBRATE, and REFOCUS for the next leg of the journey.”
    • It’s that simple…”
  • ‘Capture’ all the ACTION ITEMS you can in your GTD Trusted System

CONTROL ROOM (PRODUCTION)

  • Set a timer
  • Spend 10 minutes in this ‘room’
  • Share your system with the class in the Schoology Week 10 Discussion Board
    • Take a picture or screenshot and post on our Schoology page
  • Prepare to briefly share how your system helps you…
    1. Capture Action Items
    2. Process them
    3. and Organize them
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

WHAT I LEARNED and PROBLEMS I SOLVED

  • Write only a few sentences of WHAT YOU LEARNED
  • In one or two sentences, describe a PROBLEM YOU SOLVED
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

WEEKLY ACTIVITY EVALUATION

  • Give feedback on this week’s class Content and Process
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

Film – Week 10 – GTD – Getting Things Done – Part 2

COPY AND PASTE ALL THE CONTENT BELOW

Image from BiggerPlate.com

Teens are overwhelmed, partly because they don’t yet have the skills to manage the unprecedented amount of stuff that enters their brains each day.  – from LifeHacker.com

“Your mind is for having ideas, not holding them.”

“You can do anything, but not everything.”

― David Allen, (GTD) Getting Things Done for Teens: Take Control of Your Life in a Distracting World

SUMMARY

  • Write your weekly summary here, last, at the end of the week…
    • Only one to two sentences of WHAT YOU DID
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

PRACTICE ROOM (TUTORIALS)

Screenshot from Sneakonthelot.com
Screenshot from Sneakonthelot.com

CLASSROOM (THEORY & ANALYSIS)

Screenshot from Animated Book Summary And Review at YouTube

You are going to learn to develop your own version of David Allen’s Getting Things Done (GTD) process in this ‘room.’

LAB (THEORY PRACTICED)

Screenshot of David Allen TED Talk
Screenshot of David Allen TED Talk
Screenshot from Animated Book Summary And Review at YouTube

Examine Two GTD Maps: Basic and Detailed

  1. Detailed map by guccio@文房具社 icensed under CC BY-NC 2.0
  2. Basic map from BiggerPlate.com embedded below

GTD-based Trusted System

Image from Trello.com
  • Examine and pick a trusted system from the 4 options listed below to ‘capture’ your work
    • trusted system is your method for managing your tasks in a way that you consistently get things done
    1. Trello.com with a – GTD Template
      • We use Trello in this class to manage group projects
        • You will create a Trello account a few weeks from now regardless
        • You might want to start now
      • We start using Trello in the second semester
      • Watch Mr. Le Duc Creating a Trello Account and Add GTD Template Tutorial (3:45)
      • You can get the free Trello app at the Apple Store or Google Play
    2. Your phone
    3. Paper and pen or pencil
    4. Examine LifeHacker.com’s GTD Resources

OUTSIDE (PRODUCTIVITY & THE BRAIN)

  • Go for a 15-minute walk, if it is safe to do so  and follow the advice from David Allen
    • Bring a notepad
    • Walk and relax and allow your mind to wander
    • If you land on something that needs your attention, write it down
    • Continue throughout your walk
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

OPTIONAL EXERCISE

Image from GoodReads.com
Image from GoodReads.com

STUDIO (CREATING MAPS)

Image from zenkit.com
  • Set a timer
  • Spend up to 15 minutes
  • Then watch David Allen summarize the steps
    • “Very simple folks! …
      1. Just WRITE STUFF DOWN
      2. Decide the ACTIONS and OUTCOMES embedded in them
      3. Get yourself a MAP OF ALL THAT so you can step back and take a look at it.
      4. And then, basically, you USE THE MAP TO DECIDE, “OK, here’s the course that we’re going to go on.”
      5. You then LAUNCH the ‘ship’ on a trusted course in the short term, as well as on the long horizon that you’re moving on.
      6. And then, on a regular basis, you need to REASSESS, “OK, we need to take in NEW DATA, CLEANUP, RECALIBRATE, and REFOCUS for the next leg of the journey.”
    • It’s that simple…”
  • ‘Capture’ all the ACTION ITEMS you can in your GTD Trusted System

CONTROL ROOM (PRODUCTION)

  • Set a timer
  • Spend 10 minutes in this ‘room’
  • Share your system with the class in the Schoology Week 10 Discussion Board
    • Take a picture or screenshot and post on our Schoology page
  • Prepare to briefly share how your system helps you…
    1. Capture Action Items
    2. Process them
    3. and Organize them
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

WHAT I LEARNED and PROBLEMS I SOLVED

  • Write only a few sentences of WHAT YOU LEARNED
  • In one or two sentences, describe a PROBLEM YOU SOLVED
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

WEEKLY ACTIVITY EVALUATION

  • Give feedback on this week’s class Content and Process
  • DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE

Game Design – Week 8 – Logic, Flowcharts, and Coding

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“Binary code” by Christiaan Colen is licensed under CC BY-SA 2.0

When asked the most important thing I should teach my students, the MIT student I was interviewing simply stated , ‘ teach them logic.’ – Mr. Le Duc

SUMMARY

  • Write your weekly summary here, last, at the end of the week…
    • Only one to two sentences
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

PRACTICE ROOM (TUTORIALS)

  • Set a timer
  • Spend up to 15 minutes in this ‘room’ on either ONE of the scripting languages below, Javascript or C#  (NOT BOTH)

PlayCanvas

Screenshot from Sololearn.com

Unity

Screenshot from Sololearn.com

CLASSROOM (THEORY & ANALYSIS)

Image from https://monkeyblogmonkeydo.com/2010/07/19/so-duh-pop-quiz-classic-video-game-flowchart-edition/

Mr. Le Duc’s Flowchart Shape Guide

More Flowchart Creation Resources

LAB (THEORY PRACTICED)

  • Set a timer
  • Spend up to 15 minutes in this ‘room’
  • Watch Mr. Le Duc’s How to Save Your Draw.io File to Your Google Drive Tutorial
  • Try to create your own game flow for one of your game ideas
  • Use Draw.io and save in your Google Drive
    • We will share these in class, soon
  • Link your Draw.io file from your Google Drive
  • Write a few sentences reflection about what you learned
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

OUTSIDE (CREATIVITY & THE BRAIN)

  • Set a timer
  • Spend up to 35 minutes,
    • 20 minutes watching Elizabeth Gilbert
    • 15 minutes walking

  • Watch Elizabeth Gilbert discuss creativity and genius
  • Go for a walk outside and think about what she said, if you can safely
  • Write anything you found interesting and useful in your reflection
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

STUDIO (GAME DESIGN)

  • Set a timer
  • Spend up to 60 minutes in this ‘room’ on either ONE of the game engines below, (NOT BOTH)

PlayCanvas

Screenshot from Daniel Wood’s YouTube Channel Playlist

Unity

Screenshot from Unity.com

WHAT I LEARNED and PROBLEMS I SOLVED

  • Tell your daily story here!  Highlight what you learned and enjoyed most and at least one problem you solved. Problem-solving is one of the most important skills you need in life. Employers want to know HOW you get stuff done as much as WHAT you got done.
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

WEEKLY ACTIVITY EVALUATION

    • Spend 3 minutes on this activity
    • Give feedback on this week’s class Content and Process
    • The data you submit helps you demonstrate 21st Century Employability Skills
    • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

Film – Week 8 – Screenwriting

COPY AND PASTE ALL THE CONTENT BELOW

“Ali film script” by Zadi Diaz is licensed under CC BY-NC-SA 2.0

“You can’t fix a bad script after you start shooting. The problems on the page only get bigger as they move to the big screen.” – Howard Hawks

SUMMARY

  • Write your weekly summary here, last, at the end of the week…
    • Only one to two sentences
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

PRACTICE ROOM (TUTORIALS)

CLASSROOM (THEORY & ANALYSIS)

Image from sneakonthelot.com/my-courses/

LAB (THEORY PRACTICED)

  • Set a timer
  • Spend up to 15 minutes in this ‘room’
  • Brain write as many things that you can think of that create tension for you with  the 15-minutes
    • Write as many little things, big things as you are comfortable sharing in your public blog
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

OUTSIDE (CREATIVITY & THE BRAIN)

  • Set a timer
  • Spend up to 30 minutes (TOTAL)
  • Go for a 15-minute walk, if it is safe to do so
    • One of the essential elements of a story is tension
    • Think of all the things that create tension in your life
  • When you return set the timer for 15 more minutes
  • Write as many one-sentence scenarios for a 3-5 minute short film as you can before the 15-minute timer goes off
  • Each scenario should have:
    • A protagonist
    • An antagonist
    • And the desired outcome, (essentially a thing or state of being the protagonist is working toward)
    • Example: Someone fighting someone or something for some thing.
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

STUDIO (FILMING)

WHAT I LEARNED and PROBLEMS I SOLVED

  • Tell your daily story here!  Highlight what you learned and enjoyed most and at least one problem you solved. Problem-solving is one of the most important skills you need in life. Employers want to know HOW you get stuff done as much as WHAT you got done.
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE

WEEKLY ACTIVITY EVALUATION

    • Spend 3 minutes on this activity
    • Give feedback on this week’s class Content and Process
    • The data you submit helps you demonstrate 21st Century Employability Skills
    • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE