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Freestyle Academy of Communication Arts & Technology

1299 Bryant Ave, Mt. View, CA 94040 T 650-940-4680   F 650-961-1346
2 Required Classes: English and Digital Media 3rd/Elective Class:  + Animation or Design or Film

English

Instructor: Jason Greco

Email: Jason.Greco@freestyleacademy.rocks or Jason.Greco@mvla.net Voicemail: 650-940-7480

 

Junior Projects

Class

Conceptual
1st Quarter

Visual Narrative
2nd Quarter

Documentary
3rd Quarter

Explorations
4th Quarter

English
(1st required class)

Poetry

Short Story or Play
and 1984 Today

Expository Essay, Magazine Article or Book

Cover Letter for Junior Portfolio

Digital Media
(2nd required class)

Photography, Premiere Pro, Photoshop, After Effects, Websites

Pro Tools, Audition, SFXs,
Illustrator, Augmented Reality Animation

Reason, InDesign, Intermediate After Effects,
Photoshop, Illustrator, & more AR

Industrial Art: Laser Engraving, Embroidery, & 3D Printing, Junior Portfolio

Design
(3rd elective class)

Conceptual Art &
Surreal Art

Character Development Illustrations

Documentary Hardbound Book

Explore a Topic of Your Choice

Animation
(3rd elective class)

Exquisite Corpse Animated Poem

Short Story:
Visual Narratives no dialogue

Animated Documentary

Explore a Topic of Your Choice

Film
(3rd elective class)

Experimental Film

Storyboards,
Narrative Short Film

Documentary Film

Explore a Topic of Your Choice

Senior Projects

Class

Reflections
1st Quarter

Narrative Perspectives
2nd Quarter

Zenith
3rd Quarter

Showcase
4th Quarter

English
(1st required class)

Personal Essay & Lyrical Essay

Research Paper

Humor & Podcasting

Presentation Skills
Senior Showcase Presentation

Digital Media
(2nd required class)

Premiere Pro, Pro Tools, Audition,&
Web Coding: HTML/CSS/JavaScript

Foley, Intermediate After Effects, Augmented Reality Animation

Laser Engraving, Embroidery, & Advanced Audio/Music Production, Advanced After Effects

Senior Porfolio & Showcase

Design
(3rd elective class)

Diptych, BW HDR Photography
Typography

Marketing/Branding Packet

Zenith Design

Showcase

Animation
(3rd elective class)

3D Geometry
Augmented Reality

3D Animation:
Action-Reaction Scene

Zenith Animation

Showcase

Film
(3rd elective class)

Video Essay

Narrative 2 Film

Narrative 2 Film and Zenith Film

Showcase

 

Expected School-wide Learning Results:

21st CENTURY SKILLS

To prepare students to live, learn, and work successfully in today's knowledge-based digital society, our emphasis at Freestyle will be on developing:

  • Visual Literacy - the ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision making, communication, and learning.
  • Technological Literacy - knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals.
  • Creativity - the act of bringing something into existence that is genuinely new, original, and of value either personally (of significance only to the individual or organization) or culturally (adds significantly to a domain of culture as recognized by experts).
  • Self Direction - the ability to set goals related to learning, plan for the achievement of those goals, independently manage time and effort, and independently assess the quality of learning and any products that result from the learning experience.
  • High Productivity - the ability to produce intellectual, informational, or material products that serve authentic purposes and occur as a result of students using real-world tools to solve or communicate about real-world problems. These products include persuasive communications in any media (print, video, the Web, verbal presentation), synthesis of resources into more useable forms (databases, graphics, simulations), or refinement of questions that build upon what is known to advance one's own and others' understanding.
  • Teaming and Collaboration - cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content.
  • Social and Civic Responsibility - the ability to manage technology and govern its use in a way that promotes public good and protects society, the environment, and democratic ideals.
  • Risk Taking - the willingness to make mistakes, advocate unconventional or unpopular positions, or tackle extremely challenging problems without obvious solutions, such that one's personal growth, integrity, or accomplishments are enhanced.

What Is Expected From The Student

Assessment and Grading:

Quarter grades will be determined on the basis of performance on projects and classwork. Each area of evaluation will be weighted as follows:

  • Minor Prep Work = 30%
  • Major Productions = 70%

*Please note: Only semester grades appear on transcripts.

Grades will be assigned on the basis of the following percentages:

  • A 90 to 100%
  • B 80 to 89%
  • C 70 to 79%
  • D 60 to 69%
  • F below 60%

English Classes: Breakdown of Grading and Late Policies for Project and Prep Work:

Grade Book Update Policy:

Grades may be viewed 24/7 through individual online accounts on https://jupitergrades.com/login/?10334 and will be updated every two weeks or so. Students/Parents will receive grade-viewing info by email.

Daily Assignments:

Daily assignments are determined by tasks needed to achieve project goals. Students are responsible to check assigned tasks on the online daily agenda and end goals and work toward achieving those tasks and goals.

Continuation Policy:

Graduating HS is a very important goal. This requires you to get enough credits for graduation. Passing classes at Freestyle for enough credits is part of that process - especially passing English.

To remain a student at Freestyle:

  1. Each student must achieve a C- or higher each Semester in English and at least one of your other 2 Freestyle classes.
  2. Each student must also achieve a unweighted TGPA of 2.0 or higher each Semester in all your classes at all schools.

Failure to meet these standards will result in being disenrolled at Freestyle because we want you to enroll in classes that you can pass and get enough credits to graduate from high school. Ultimately, Freestyle cannot be the reason why you don't graduate from high school.

Attendance:

Attendance at Freestyle is required of students from 9:30 AM-12:00 PM or 1:00-3:30 PM on Mondays, Tuesdays, Wednesdays and Fridays and also 10:05-11:35 or 1:00-2:30 on Thursdays. Note: Students may receive a failing grade "F" in a class where they accumulate 15 or more unexcused absences.

Make Up Work

Absent students are allotted the same number of absent class days to complete assignments. If a student is absent for extended periods of time, it is the student's responsibility to consult with instructor for make-up work.

Classroom Rules:

Because of the various expensive equipment provided for each student, no eating, drinking and chewing gum will be strictly enforced. Students not in their seats when class begins will receive a tardy. Cheating on any assignment or evaluation will not be tolerated. Any student caught cheating will be given a zero for the item and will be subject to further disciplinary action.

Help:

Office hours: by appointment

Email me at jason.greco@freestyleacademy.rocks.

Open Lab hours throughout the year will be posted online and announced in class. Lots of information is on the other tabs at the top of the page.

 

Junior English 3 (Honors)

Textbooks:

Prerequisites: None

Length: 1 year

Credits: 10 Units

UC/CSU: Yes "b"

Class Calendar

 

Course Description:

In this college preparatory, UC approved English course, students will examine a variety of personal and social issues to inform their multimedia projects. In addition to developing research and writing skills through persuasive essays, research papers, creative stories, and poetry, students will also learn to become strong presenters, project managers, collaborative workers, and creative problem solvers.

 

English Junior Projects

Project 1 - Conceptual

Click for
Project Map

For the Conceptual Project, Juniors develop their abstract thinking and communication skills to answer the question,

"How can I use unconventional forms to express myself?"

This project emphasizes creative risk-taking through poetry, music, art, animations, experimental film and web production, challenging students to express their opinions through a distinct personal aesthetic. Students begin developing their technical communication skills by learning a variety of modern professional equipment and applications such as DSLR cameras, Digital Audio Workstations (DAW), Wacom Cintiqs, Adobe Photoshop, Adobe Animate, Adobe Premiere Pro, Adobe Audition, Avid Pro Tools, WordPress websites, and Google Apps.

 

Red by John Logan

In English, you will learn multiple approaches to writing poetry through unconventional prompts, individual and group exercises, and revision workshops. Throughout this process you will also develop a command of poetic terminology by using it appropriately in spoken and written analyses of assigned poems, and by applying literary techniques to poetry of your own creation. A fundamental challenge of this project will be experimenting with different ways of representing an assigned concept or inventing an original concept through figurative thinking. You will read a variety of poems and the play Red (John Logan).

Using the thought process of a poet, you will:

  • Experiment with a series of written and visual responses exploring a concept, with the intention of discovering the freshest and most original ways to express it in written and spoken poetry, sound, and visual art (such as photography, film, and animation).
  • Produce a Photo Haiku and a Free Verse Poem (including an “Intention Statement” explaining in the language of the medium how your stylistic choices work to convey your intended purpose).
  • In addition to the above, Honors students will study an assigned contemporary poet, focusing on a single volume of their work (provided), and gain additional practice writing about poetry accurately, persuasively, and with a deeper understanding of poetic style and purpose. Throughout this project, Honors students are required to complete rigorous reading and response homework in preparation for focused literature circle discussions in class; these structured discussions function as a collaborative approach to support comprehension and growth in the areas of higher-order thinking assessed in the Poet Study Paper and Presentation. One of the following reading options is required: Bright Dead Things (Ada Limón), The Trouble with Poetry and Other Poems (Billy Collins), The Kingdom of Ordinary Time: Poems (Marie Howe), Rose (Li-Young Lee), My Alexandria (Mark Doty), American Primitive (Mary Oliver).

What's new? Everything!

 

Poem Examples - 2018 Haikus, 2017 Free Verse, 2017 Animated Poems, 2017 Photo Haikus, 2016, 2016 Photo Haikus, 2015 Photo Haikus, 2014 Photo Haikus, 2013 Photo Haikus

Project 2 - Visual Narrative

Click for
Project Map

The Visual Narrative Project asks Juniors,

How well can you visually tell a structured story?"

Beginning with an exploration of prose fiction and the graphic novel, students practice communicating character and story arc through descriptive storytelling, narrative digital art, storyboards, films, and animations. Students deepen their technical communication skills by learning a variety of modern professional equipment and applications such as Wacom Digital Drawing Pads, lighting equipment, downshooters, Adobe Photoshop, Adobe Illustrator, Adobe Animate, Adobe Premiere Pro, Adobe After Effects, Avid Pro Tools, Propellerhead Reason, HTML/CSS, DragonFrame, and Google Apps.

1984

Project 2A: In English, you will learn essential fiction writing techniques, with an emphasis on what carries a narrative visually and when and why a writer should “show, not tell.” The poetic thinking of the previous project will continue to serve as a tool for developing description, imagery, and figurative meaning. You will find inspiration and space to experiment with character and scene, plot structure, dialogue, point of view, and subtext through unconventional writing prompts and collaborative activities like “the writer’s room,” table reading, and revision workshop. You will read a variety of short stories.

Using the thought process of a storyteller, you will:

  • Experiment with both individual and collaborative brainstorming, planning, drafting, and revision techniques in order to invent intriguing content, strengthen characterization, narrative arc, style, and voice, and develop an awareness of your own best practices as a story writer.
  • Produce a short story or short play and an “Intention Statement” explaining in the language of the medium how your narrative and stylistic choices work to convey the intended purpose/meaning of your story.
  • In addition to the above, Honors students will study a short story author or a modern/contemporary playwright. If you select a short story author you may focus on a single volume of their work or a cross-section of their collected works (at least 10 short stories, or apx. 200 pages). If you are interested in studying a modern/contemporary playwright, you will be required to read 1-3 plays, depending on length, to match the short story reading requirement. This particular honors project is designed to give students the choice of forming reading groups or working alone. The outcomes of this assignment will be a literary analysis essay and a short story imitating the author (with an extended intention statement explaining in detail your stylistic choices and the author’s influence). Representative short story volumes: The Things They Carried (Tim O’Brien), Interpreter of Maladies (Jhumpa Lahiri), Cathedral (Raymond Carver), Drown (Junot Díaz), Gorilla, My Love (Toni Cade Bambara), Welcome to the Monkey House (Kurt Vonnegut), The Toughest Indian in the World (Sherman Alexie), Dubliners (James Joyce)… Representative plays: Who’s Afraid of Virginia Woolf (Edward Albee), Cat on a Hot Tin Roof (Tennessee Williams), Fences (August Wilson), Mr. Burns (Anne Washburn), Equus (Peter Shaffer), Art (Yazmina Reza), The Pillowman (Martin McDonagh), Waiting for Godot (Samuel Beckett), Rosencrantz and Guildenstern Are Dead (Tom Stoppard), A Raisin in the Sun (Lorraine Hansberry), The Crucible (Arthur Miller)...

Persepolic

What's new? Learn how to write a story economically in a limited amount of space, to rely on imagery and action to tell a story, to use description to show rather than tell, to develop character and draw plot from character conflict to create a compelling yet believable narrative arc, to create original graphic novel panels using appropriate realism, abstraction, iconography, and closure. 

 

 

Project 2B - 1984 Today
In English, you will learn how narrative and the manipulation of language function in political contexts. Whereas the fundamentals of poetry and storytelling were the focus of the two previous units, this unit pushes you to think about how communication and art relate to your own social and civic responsibility (one of the eight 21st Century Skills Freestyle emphasizes) and how you can make your projects purposeful in this way.

You will read the novel 1984 (George Orwell) as well as various essays and current news articles.

Using 1984 and opposing viewpoints on an “Orwellian” or authoritarian topic, you will:

  • Create a short story or short play with a clear social/political message by rewriting your original short story, writing a new short story, or trading with a peer and revising/rewriting each other’s original short story.
  • Create a concise presentation outline and practice effective delivery (steady pacing, regular eye contact, clear voice, confident body language, and a command of relevant media aides).
  • Produce a presentation which asserts your argument in a current debate about an “Orwellian” or authoritarian topic, using 1984, current news articles, your own narrative revision process, and effective visual/sound media as support.
  • Honors students: You will incorporate your Author Study into your presentation. You will therefore have a longer and more complex presentation requirement.

Project 3 - Documentary

Click for
Project Map

For the Documentary Project, Juniors develop their documentary and communication skills to answer the question,

"How do you creatively and truthfully portray a significant person, group, place, idea, or issue in the community?"

For the Junior Documentary Project, students will portray an intriguing person, group, place, idea, or issue, gathering primary and secondary research sources to develop a distinct perspective about their subject’s significance in the community and/or world. Student will produce documentary books, documentary animations, documentary films, documentary websites, and photogalleries. This unit emphasizes narrative-style journalism.

The New Kings
Freakonomics

In English, you will learn how the writing and research processes function as the cornerstones of effective documentary media. During this unit, you will hone your expository essay skills, prepare for and conduct personal interviews, and write ethical documentary journalism which balances exposition, narrative, and research. Using poetic techniques and a creative nonfiction approach, your writing will entertain as well as inform your audience. Required reading includes Freakonomics (Steven D. Levitt and Stephen J. Dubner) and various pieces of profile journalism, expository essays, and creative nonfiction. You will also use They Say / I Say: The Moves That Matter in Academic Writing, 3rd. Ed. as a handbook for using effective rhetorical thinking in your essay-based writing.

Using the techniques of documentary journalism, you will:

  • Write an expository essay giving insight into your subject’s present-day significance for a defined audience.
  • Create effective interview questions based on research and observations of your subject, and integrate primary and secondary research into a documentary magazine or book structure.
  • Produce polished, publication-caliber copy for an online or printed documentary magazine article or book.
  • Honors students: You will read and analyze a book-length work of contemporary nonfiction relating to your research topic (at least 250 pages, teacher-approved). Throughout the Documentary project, you will be required to select and analyze passages from your reading, engage in honor-specific class discussions, and lead whole-class discussions on ethical topics from selected essays published in Telling True Stories, A Nonfiction Writers' Guide from the Nieman Foundation at Harvard University.

What's new?

  • You will learn to synthesize narrative and research material, to conduct successful interviews, to improve your research skills, and to analyze documentary media.
  • Organization of primary and secondary research within a conventional documentary structure (profile structure or multiple-chapter research paper structure)
  • Finding/using visual metaphors to express writer’s angle on documentary subject.
  • Study ethics in the context of journalism, documentary filmmaking, and creative nonfiction writing.

Project 4 - Explorations

For the Explorations Project, all Junior Freestyle students will explore his/her own passion and improve upon a particular skill set that addresses 21st Century Skills. Ultimately, each student will share his/her exploration with classmates as their Semester 2 Final. Students will have production time in all classes to complete this project.

Details:

  • All productions must ultimately become digital so that we can have a digital archive of your work to share with the world on our website.
  • Topics are self-chosen but must address one of our 21st Century Skills - see below.
  • Topics are self-chosen but must be related to your production class (Animation / Design / Film) and approved by your production class teacher.
  • In English, you will research your topic for facts.In Digital Media, you are required to create a visual representation of your research with Illustrator and present to the class digital documentation of your process developing your chosen skill.

    Archives infographics from 2019 | 2018 | 2017 | 2016

    Archives Websites from 2019 | 2018 | 2017 | 2016
  • During Finals, we will all share and celebrate your newly learned skill and learn more about you and your passion(s). Each student will, at the very least, share his/her infographic and final production(s) to an audience of teachers and classmates. All students will create a presentation to use for the presentation and to also document the Explorations Project.

    Archived presentations from 2019 Presentations | 2019 PDFs | 2018 PDFs | 2017 PDFs | 2016 PDFs

 

 

Junior Daily Agenda

 

Senior English 4 (Honors)

Textbooks:

Prerequisites: None

Length: 1 year

Credits: 10 Units

UC/CSU: Yes "b"

Class Calendar

 

Course Description:

English 4 is a college-preparatory senior English class. In this course, students develop expository, creative and reflective writing, critical reading and thinking and public speaking skills as well as learning the fundamentals of English mechanics and grammar. In class discussions developing skills in Shared Inquiry will be an essential component of the class.

 

English Senior Projects

Project 5 - Reflection

Click for
Project Map

The Reflections Project challenges Seniors to explore a question that is at once simple and deeply complex:

"Who am I?"

Experimenting with personal as well as lyrical essay forms, students develop insights about their experiences and identities before translating those ideas visually in an HDR photography diptychs, video essays, websites, and short animations. Students deepen their technical communication skills by learning a variety of modern professional equipment and applications such as Adobe Photoshop, Illustrator, After Effects, Premiere Pro, Avid Pro Tools, Autodesk Maya, Propellerhead Reason, HTML/CSS/jQuery, and Google Apps.


Citizen

In English, you will learn how to write a college personal essay and a lyrical essay, using the writing process to develop rich material. There are two core texts for this unit: College Essay Essentials (Ethan Sawyer) and Citizen: An American Lyric (Claudia Rankine). In addition, you will read various personal essays, excerpts from memoirs, lyrical essays, prose poems, and poetry.

Using narrative, expository, and poetic techniques, you will:

  • Experiment with various creative writing prompts and collaborative exercises which elicit personal reflection and insightful thinking about human experience and identity.
  • Prepare for and participate in a series of Socratic seminars about Citizen
  • Produce a personal essay (which will fit the parameters of the “650-word personal statement” for the Common App) and a lyrical essay (a piece of creative nonfiction representing an identity distinctly different from your own).
  • Honors students: You will have two additional reading and writing projects which complement the core Reflections project work. During the personal essay unit, you will read a memoir independently and compose a reflective essay in response to one of several prompts provided (or get my approval on a prompt of your own design). During the lyrical essay unit, you will read a book of lyrical essays by an author of your choice and compose a second lyrical essay emulating the author’s style (also known as an “imitation” assignment) as well as a comparative close reading of several of the author’s most influential pieces in relation to your own.

What’s new?

  • As with Freakonomics last year, explore how storytelling can enhance research-based nonfiction writing; with Blink, learn how Gladwell delivers insights about psychology and neuroscience by balancing narrative and data.
  • Lyrical essay / prose poetry as literary genre
  • Learn what makes personal writing lively and authentic rather than cliche and dull.
  • As a bonus for those of you applying to college: Gain insight into your audience(s) of college admissions readers and learn how to appeal to them!

 

 

Project 6 - Narrative Perspectives

Click for
Project Map

The Narrative Perspectives Project asks Seniors,

"How well can you tell a dialogue-driven story?"

By exploring various narrative points of view and experimenting with dialogue in their story writing, students develop more advanced storytelling techniques and ideas they apply in the creation of book jacket designs, screenplays, films, animations, trailers, and websites. During this project, Seniors also experiment using photography to explore dreamlike narratives in a unit on Surrealism. Students deepen their technical communication skills by learning a variety of modern professional equipment and applications such as studio strobe photography, Adobe Photoshop, Adobe Illustrator, Adobe InDesign, Adobe Dreamweaver, Adobe Premiere Pro, Adobe After Effects, Avid Pro Tools, Propellerhead Reason, Dragonframe, Autodesk Maya, HTML/CSS/jQuery, and Google Apps.

In English, you will learn how to write a research paper which answers a question or proposes a solution to a problem related to “Social and Civic Responsibility,” one of the 21st Century Skills Freestyle emphasizes. Your required reading for this unit includes Blink (Malcolm Gladwell) and the required research sources you gather.

Using the research process, you will:

  • Gather primary source material (found and/or generated) and secondary source material that helps you effectively establish and enter into a current conversation about your topic.
  • Produce a research paper of 5-7 pages (for those enrolled in English 4) and a reflection on possible Zenith project ideas that have strong social and civic value (all students).
  • Honors students will be required to do more extensive and rigorous research, incorporating articles from academic journal databases such as JSTOR, and writing a 10-page research paper.

What's new? You will learn about dialogue-based story-telling, experiment with different narrative perspectives/techniques, use Imagine Easy Scholar to gather, annotate, and organize online research sources (including databases), use the revolving research process to focus and deepen a research topic and thinking about your Zenith project, and use the writing process to plan, organize, revise, and edit a longer research paper.

Project 7 - Zenith

The purpose of the Senior Zenith Project is to ignite your passion and elevate your skills and experiences to create your ultimate and most successful Freestyle project.

For all classes, you will complete the following between mid-November and end-of-April:

  • Choose your own project topic and form based on your passion, skills, and experiences.
  • Use the research process and writing to explore, plan, and reflect on your project in a 5-7 page research paper and reflective post-project addendum.
  • Write a proposal for approval by your Production Teacher, including:
    • Your own timeline of achievement goals (including scheduling and incremental deadlines)
    • How you will use at least all eight Freestyle 21st Century Skills to develop your project
    • A plan for assessment
  • Follow your timeline and produce the media for your project in Animation, Design and Film class. You will still attend English and Digital Media classes as usual.
  • Present your Zenith Project informally to your similar Production Classmates including Juniors in early May. So all Film students will watch Film Zeniths. All Animation students will watch Animation Zeniths. All Design students will watch Design Zeniths. Everyone in each Production Class will vote on the top three presentations. Then on the last day of presentations, the top 9 presentations will be repeated FOR ALL STUDENTS.

Archives (this project started in 2016): Best of 2019 Zenith Celebrations, 2019 Wesites, 2018, 2017, 2016

 

Project 7a - Humor

In English, you will learn how verbal, written, and visual comedic techniques work to entertain, to sell products, and to deliver a critical point about a topical issue. You will study humor across multiple mediums, including literary classics, sketch comedy, standup, print advertisements, television commercials, political cartoons, speeches, and songs. Through collaborative comedic processes such as improv and the writer’s room, you will develop ideas for your own humor project. The core reading selections for this unit include Slaughterhouse-Five (Kurt Vonnegut) and at least one of the following plays: The Importance of Being Earnest (Oscar Wilde), Rhinoceros (Eugene Ionesco).

Using comedic and persuasive techniques, you will:

  • Create an original product concept, define/invent and research the problems/needs of your target consumer group, and write an effective print advertisement or TV commercial using comedic techniques to engage (create empathy with) your audience of potential buyers.
  • Produce an original comedic work of your choice and deliver it to the class via recorded or live performance.
  • Honors students: You will write an essay in response to one of our core literary works, incorporating critical viewpoints into your discussion of its enduring value as a work of satire and placing it in dialogue with current society/politics.


Project 7b - Podcasting

In English, you will learn the various podcast formats that are popular today (including solo, interview, multi-host show, and audio magazine), the process of making a podcast, and how and why podcasting is changing as a communication medium and industry. Reading selections for this unit include current informational texts about podcast development and consumption patterns, current news articles, and podcast transcripts. Representative listening selections: Radiolab, Welcome to Nightvale, S-Town, Revisionist History, Freakonomics Radio...

Using your knowledge of podcasting formats and techniques, you will:

  • Curate a collection of podcasts of personal interest and analyze models for your own podcast.
  • Produce a short podcast which will be played in class.
  • Honors students: You will be required to incorporate extended research into your podcast project, depending on format and content, and present to the class how that research informed your choices. Throughout this project, you will also be assigned more rigorous podcast analysis assignments that will encourage you to develop more intellectually challenging material for your own podcast (in particular, topics of social, political, philosophical, or scientific interest).

Project 8 - Portfolio Showcase

The purpose of this final Showcase Project is for Senior students to celebrate and demonstrate their growth at Freestyle by presenting information, findings, and supporting evidence to convey a clear and distinct perspective as a digital artist and receive feedback from professionals in a related field to their presentation content. An additional goal is for community professionals to provide feedback about the Freestyle Academy program based on Senior Showcase presentations.

Using the professional vocabulary of the mediums, students will communicate a line of reasoning by presenting projects to a professional audience to elicit feedback with

  • Strategic use of digital media - two Freestyle works (optional 1 non-Freestyle work) to feature the development of the artistic process from conception to completion
  • Justify effective choices for meaning or style or design
  • Demonstrate growth/discovery/development of passion, skills, talent, potential

Assignment:

  • Produce a 5-minute presentation through a website, developing a distinct perspective of yourself as a digital artist through evidence of your growth across at least two Freestyle projects (optional 1 non-Freestyle work). More info about putting together the website. Your deadline to have your website completed is May 18th, 2020 so that we can send those links to the professionals who will review your work prior to your presentation with the goal of providing you more detailed feedback after your presentation.
  • You will ultimately make your 5-minute presentation to a panel consisting of two community professionals related to your presentation content, a Freestyle teacher, and a panelist member that you choose to invite. All presentations are at Freestyle and are open to the public and you may invite family and friends to be part of the audience for your presentation.
  • Here is the presentation schedule and panelist info.
  • At the end of your presentation, the panelists will take 10 minutes to ask questions and provide you feedback about your presentation. The entire process time is maximum 15 minutes.
  • In your 5-minute presentation, you will display your chosen projects and briefly discuss for each one:
    • Demonstrate the development of the artistic process from conception to completion
    • Justify effective choices for meaning or style or design
    • Demonstrate growth/discovery/development of passion, skills, talent, potential
  • Here is the Showcase Presentation Rubric

English/Digital Media Class - You will develop your outline and you will rehearse your presentation to develop effective pacing, regular eye contact, and clear speaking, and you will use group feedback to revise your outline for content, organization, and professional vocabulary.

In English, you will learn how to integrate reflective thinking into a concise presentation of your growth and best work from your time at Freestyle. You will strengthen the presentation skills you’ve learned in previous units, preparing materials and refining your performance for a panel of professionals in a field of your choice. A critical part of your Showcase preparation will be researching the professionals on your panel and writing a portfolio cover letter to introduce yourself formally and give them a framework for the kind of feedback you think they are in a unique position to provide, given their experience and interests.

Using reflective thinking and presentation skills, you will:

  • Compose a reflection of your Zenith project in the context of a larger reflection about your overall growth and best work throughout your Freestyle career.
  • Create a concise presentation outline and practice effective delivery (steady pacing, regular eye contact, clear voice, confident body language, and a command of relevant media aides).
  • Produce a cover letter tailored to your professional audience.
  • Honors students: You do not have a supplemental unit for this project, as it is very short, but you will be required to incorporate reflective thinking about your Honors English experiences into your presentation by making insightful connections to relevant written and/or media project processes and products.

Presentation logistics

  • Presentations will occur simultaneously in each of the 5 classrooms at Freestyle grouped according to content (Film content in Film room, Design content in the Design room, etc.)
  • Each student will be assigned presentation time based on content so that we can provide the appropriate professional panelists for your topic.
  • Each student must invite 1 person to be part of the panel and each student can invite any family and friends to be part of the audience for the presentation.
  • Tuesday May 26, 2020 - 1st presentation starts at 6 PM
  • Wednesday May 27, 2020 - 1st presentation starts at 6 PM
  • Monday May 28, 2020 - 1st presentation starts at 6 PM

 

Senior Daily Agenda

 

Jason Greco
English Teacher

Jason Greco

Jason Greco

Email: Jason.Greco@freestyleacademy.rocks or Jason.Greco@mvla.net Voicemail: 650-940-7480

Jason Greco is a graduate of Los Altos High School, UC Santa Cruz (B.A., Literature), and Cal Poly (M.A., English). His professional path includes tutoring in university writing labs, instructing freshman composition classes, co-producing film festivals with students, scoring Lit. & Comp. essays as an AP Reader, and teaching nearly every level of high school English. A fan of literature and film since his late teens, Mr. Greco finds himself at home among his fellow creatives at Freestyle. When he’s not writing his next short story or reading his lit mags, you can find Mr. G. at Bay Area sporting events, camping on the Central Coast, exploring New England, or fishing in southeastern Alaska.