Hong Kong History 2016
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This document outlines the instructions for a group project to create a 5-7 minute video telling a significant story about Hong Kong's past. Students will visit the Hong Kong History Museum to conduct research and film footage. They must form groups of 4-5 students, with defined roles, to research a topic and create a storyboard, timeline, and filming plan. Topics can include early British rule, the Opium Wars, Japanese occupation, handover to China in 1997. Students will be assessed on background research, timeline, storyboard, and quality of the final video.
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This document provides information on switching from automatic to manual modes on a camera. It describes the characteristics and uses of different exposure modes including Program, Shutter Priority, Aperture Priority, and Manual. It also covers different scene modes like Portrait, Landscape, Macro, Sports, and Night Portrait. The exposure triangle of aperture, shutter speed, and ISO is explained. Concepts of over and underexposure, depth of field, freezing versus blurring motion, and the relationship between ISO and image quality are discussed. Activities are suggested to understand these photographic concepts hands-on.
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Photographic Genres
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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The document provides instructions for a photography composition assignment at Hong Kong Park. Students are told to plan their shoot by reviewing the park website to identify key attractions to photograph. They will have one hour to practice different compositional techniques like rule of thirds, simplicity, lines and symmetry. The assignment requires students to blog about their shoot by selecting their best 20 photos, explaining the technical and compositional aspects, and showing how they developed and refined some photos in post-processing software.
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Keith Haring was an American pop artist known for his abstract and colorful pop art style featuring small characters engaged in strange activities. His work was published in booklets and displayed on streets and in subway stations to engage the public. For an assignment on pop art, the student conducted research on pop artists like Haring from books, websites and as part of a group. They developed poster ideas incorporating Haring's signature style and characters before creating a digital poster holding up the title, adding physical elements with markers. Feedback improved the final product and group work supported learning Photoshop skills.
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Keith Haring was an American pop artist known for his abstract and colorful pop art style featuring small characters engaged in strange activities. His work was published in booklets and displayed on streets and in subway stations to engage the public. For an assignment on pop art, the student researched Keith Haring and pop art movements. They split research tasks, developed planning materials as a group, and created individual posters incorporating Haring's signature style and characters to convey information about the artist and pop art. The student received feedback to add more color and outlines to improve their poster design.
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This document is a project submission from a group of nine students for their Culture and Civilization class. It includes an introduction to their group project on the history of Portugal from 1357-1524. The project required researching the historical timeline, social structures, myths and plots of the time period. They chose to perform a short play retelling a crucial scene from the timeline. They included sections on costumes, props, the crucial scene and their references. To inspire their project, they watched several short educational videos about Portuguese explorers and the history of Portugal which helped them understand the time period and culture they were portraying.
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This document is a project submission from a group of nine students for their Culture and Civilization class. It includes an introduction to their group project on the history of Portugal from 1357-1524. The project required researching the historical timeline, social structures, myths and plots of the time period. They chose to perform a short play retelling a crucial scene from the timeline. They included sections on costumes, props, the crucial scene and their references. To inspire their project, they watched several short educational videos about Portuguese explorers and the history of Portugal which helped them understand the time period and culture they were portraying.
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The document outlines a group project for a culture and civilization class, where the group must research and perform a historical play about Portugal between 1357-1524. It includes an introduction, objectives, tasks, schedule, and submission requirements for both the group performance and individual journal assignments. Research was done on the historical timeline, characters, costumes, props, and a key scene was chosen to enact.
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The document outlines a group project for a culture and civilization class, where the group must research and perform a historical play about Portugal between 1357-1524. It includes an introduction, objectives, tasks, schedule, and submission requirements for both the group performance and individual journal assignments. Research was done on the historical timeline, characters, costumes, props, and key scenes to include in the short play.
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The document outlines the curriculum for the 4th year of a Degree in Film Direction. It includes 6 sections that cover various film direction, screenwriting, and production topics like directing actors, location scouting, art direction, and completing a final film project. Students will produce several short films using 35mm and Red Epic cameras with support from film crews. The goal is for students to develop their directorial style and gain experience working on professional film sets.
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Hong Kong History 2016
- 1. The Hong Kong Story – What is the Group Task? Learning Objective: To understand the objective of the group task and the criteria needed to get a high level
- 2. Planning the Group Task • Your task for the Hong Kong Story unit is to produce a 5-7 minute video which tells a significant story about Hong Kong’s past. • On Wednesday 14th September you will be going to Hong Kong History Museum which will provide you with the chance to collect detailed information. • You will also be able to shoot video scenes and exhibits that you can later use in your production.
- 3. Possible Research Areas • Hong Kong before the British • The Opium Wars • The Early British Period • The Battle for Hong Kong • The Japanese Occupation • Post-war Reconstruction of Hong Kong • Social and Political Unrest in the 1960s • Globalisation and development of Hong Kong in the 1970s-1990s • The Hong Kong Film Industry 1940s+ • Immigration and Hong Kong • History of Hong Kong’s transportation System • The Hand-Over of Hong Kong in 1997
- 4. Which events interest you the most? Write your top two interests along with you name on a post it note and then stick this on the board.
- 5. Planning the Project • You must be in groups of 4-5 people. Each person will have a role and you will be assessed on your group work. • Try and join a group that is doing something you are interested in, not just with your friends. • Each group must appoint a leader and agree roles: video production; director; scenes; researcher (written & image); cameraman, script, props • After the museum visit, you will have two more lessons to complete the project before it is played in class.
- 6. Planning the Project – Task 1 • In your groups, start researching possible areas of Hong Kong history that you could base your project on. • Check out the HK History Museum Website at: http:// hk.history.museum/en_US/web/mh/index.htm
- 7. Planning Document • Must be shared with me • Outline of Roles • Background research on chosen topic • Film plan (Museum & general) • MUST represent work for 4 or 5 people
- 8. Assessment Rubric • Review the assessment Rubric in your group. • What descriptors appear at every level? Therefore, these are the crucial must do things! • Highlight the key things that you must do to achieve a level 6 & 7.
- 9. • Background Research - Primary & Secondary Sources – Written & images/video • Timeline • Storyboard • Location / interview plan Planning the Project – Task 2
- 10. Mr. B’s top film making tips • Storyboard • Location, location, location • Organize your filming – does not have to be in the same order as the audience sees • Film more than you need • Appropriate music and sound effects
- 11. Field Trip Logistics • Wednesday September 14th • Period 2 and 3 • Meet block 5 playground 9:15 for a 9:30 departure • Must be outside the museum in your class group by 11:30 at the latest • Buses depart Museum at 11:40 • NEED: Packed lunch, water bottle, 2 recording devices (fully charged) • Wear uniform