Project - Copyright and Creative Commons

This project may be completed by the following students:

1st Year Media Arts Majors.

2nd Year Media Arts Majors.

3rd Year Media Arts Majors.

Technology Concepts Students.

---

Directions

1. Pre-Production

   1. Locate at least THREE (3) distinctly different sources that explain copyright and/or Creative Commons.
      1. These sources can be websites or videos, but remember to fact check them.
      2. Make sure to create citations for these lists, you WILL need them in your credits.
   2. Answer the following questions, using those sources to support your answers.
      1. How does copyright law protect YOU, the artist?
      2. Why is it disrespectful to use another artist's work without permission, even if you provide proper citation?
      3. How does Creative Commons licensing help the artist who uses Creative Commons licensed works in their own projects?
      4. How does Creative Commons licensing help the artist who puts their work under Creative Commons licensing?
      5. Explain what each of the different Creative Commons licenses mean.
         1. BY
         2. SA
         3. NC
         4. ND
         5. CC-0
      6. Find a Creative Commons licensed work and explain how its specific license allows it to be reused.
   3. Turn your answers into a script.
      
      1. The difference between a list and a script in this case is that the script should be a CONVERSATION with your audience.
         1. Introduce yourself.
         2. Talk to the audience the way you would talk to an incoming 5th grade Media Arts student.
      2. Time yourself as you read your script out loud.
         1. If it takes less than 2:30 to read it, you should add more content. (RELEVANT CONTENT, not filler, digressions, or a plan to just read more slowly with 2 minutes of credits.)
         2. If it takes you more than 5 minutes to read it, you should cut parts of it out.
            1. Remember to not cut out anything required by the rubric, but you might have to shorten something.
   4. Get your script approved by the Media Arts teacher. They may have advice to make the recording/editing process easier.

2. Production

   1. Recruit some classmates (if needed) and record your script.

3. Post-Production

   1. Open your recording in a video editor. Look for anything that should be removed to improve the quality of the video.
      1. Long pauses
      2. Misspoken words
      3. "um," "er," "well," etc.
   2. Add thematically appropriate background music.
   3. Add b-roll where appropriate.
      1. This could be to break up a long clip to add some visual variety or to hide a cut where something was removed, but it should ALWAYS relate to the dialogue.
      2. Screen captures of the online statements would make ideal b-roll for this project.
   4. Be sure to use credits at the end of your video to give thanks to anyone who helps you create it.
      1. This includes YOU! YOUR NAME should be in the credits!
      2. This includes ALL CITATIONS for work not created by you!
         1. If your teacher cannot quickly and easily find the media you added using your citation as a guide, you will not get credit for your citations.
         2. This is easy to do, but being too lazy to do it WILL cost you 25% of your grade.
   5. Export your completed video and upload it with a copy of your approved script.

---

---

Rubric

• 25% Evidence of planning (script and/or storyboard) is included with the project.
• 25% Video is 2-5 minutes total run time (TRT).
• 25% Video answers the 6 questions listed in the directions.
• 25% Citations for all content not owned by the student are included in the credits, including the media name, creator's name (if known), and where the media is from. (Remember, Pintrest and TikTok don't give permission for reuse elsewhere. Google is a search engine, not a citable source.)

Standards

• Anchor Standard 1: Generate and conceptualize artistic ideas and work.
  • I:6-8:1: Formulate variations of ideas, goals, and solutions for media artworks by practicing focused creative processes.
  • E:6-8:1: Work independently to create a visual representation of formulated ideas.
  • E:6-8:2: Act on creative ideas to generate artistic goals.
  • E:6-8:3: Predict potential obstacles and generate possible solutions.
• Anchor Standard 2: Organize and develop artistic ideas and work
  • I:6-8:1: Organize, design, propose, and evaluate artistic ideas, models, prototypes, and production processes for media arts productions.
  • E:6-8:1: Refine brainstormed ideas into a production plan.
• Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
  • I:6-8:1: Evaluate and use personal, cultural, and/or external resources to create media artworks.
  • E:6-8:1: Make judgments and decisions on which resources (personal, cultural, and/or external) will be used to create media products.
  • E:6-8:2: Communicate clearly how decisions change elements of media (meanings, situations, and cultural context).
• Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
  • I:6-8:2: Analyze and interact appropriately with media arts tools and environments.
  • E:6-8:2: Apply technology safely and effectively considering media literacy.

Resources

• https://www.imdb.com/ - A good resource when looking up a list of possible careers in the video production industry.
• OpenClipArt.org (Vector graphics!)
• Pics4Learning (Mostly photos, free for education projects only.)
• PublicDomainVectors.org (Vector graphics!)
• Unsplash (Stock photos of varying quality. Free to use and remix, but not distribute as-is.)
• Wikimedia Commons (All kinds of media: Images, audio, and even video!)
• AudionautiX (Creative Commons Attribution licensed music.)
• MP3 Downloads from FouloisTech.info, including citations.

---