Indigenous Interactive Multimedia Program
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Download the application form here.
Download the FAQ sheet here.
Background
Many Aboriginal/Inuit professionals and high-school students are not able to attend college or university. These potentially successful Interactive Multimedia artists face obstacles such as incomplete formal academic credentials and or difficulty in attending full-time 2 or 4-year programs. ICMI offers an innovative process that enhances entry-level skills required for acceptance to college or university interactive multimedia design programs. The ICMI program will open pathways for student access to post-secondary education and employment opportunities, as well as offer previously untapped recruitment potential for colleges, universities and employers.
Objective
The main objectives of this proposal is to: • Open opportunities for Aboriginal and Inuit people to strengthen entry level competencies required for enrollment in Carleton University Interactive Multi Media Design program (IMD). • Provide a certified interactive multimedia program that serves as professional development for people who are unable to attend full time university; or provide the foundation required for students to continue in a full time IMD college or university program.
About
This program facilitated by ICMI will start on July 4 2011, and will include 4 months hands on skills development followed by a 4-month apprenticeship. The program will be completed on March 9, 2012.
The program will consist of a series of courses such as basic graphics, web design, and Flash. It will also include Aboriginal/Inuit specific programming such as Words from the Elders, Cultural Arts and Prior Learning Assessment and Recognition. The Program will be offered in an Aboriginal/Inuit adult learning friendly environment, employing Aboriginal/Inuit facilitators, artists, Elders, learning styles and culturally relevant content.
Instructors will also plan and oversee collaborative tasks such as on site visits and workshops at post secondary institutions including Carleton University. They will assist students to access appropriate internship options. Apprenticeships will be completed at Carleton University (or CSIT) and private or public multi media organizations. Student learning outcomes will be evaluated utilizing the Prior Learning Assessment and Recognition (PLAR) process.
Upon program completion participants will be able to provide portfolios that document their formal and informal learning and provide evidence of competencies gained through the program. Due to the evidence-based portfolios the participants will be better prepared to apply to multimedia design programs at post secondary institutes such as the Interactive Multimedia & Design (IMD) program at Carleton University.
Program Overview
Introduction to Computer Graphics
Introduces the student to computer systems developed for graphics. The student will learn the hardware and software components for multimedia production. Each student will explore basic computer operations, ergonomics, file management, scanning techniques, archiving capabilities, and utilization of the multimedia department server and Internet connection.
Introduction to Multimedia
Introduces the types of equipment and technical considerations used in multimedia productions and the multimedia professions. It focuses on current types of equipment such as scanners, printers, digital cameras and computers. Participants gain hands-on experience in how the technology is utilized for input and output in production and design projects. Overview of software and basic design principles will be explored.
Digital Video Production
Introduces the use of digital video camera operations and techniques. Participants examine the tools and principals of recording images digitally. Classes focus on the creation of images and stories using shot composition, camera angles, and lighting.
Sound Design
Explores the use of sound in multimedia production and audio storytelling. Participants examine the principles of recording. Classes focus on how sound can enhance interactive productions and improve computer presentations. Participants learn how to use the computer as a full audio editing studio.
Digital Video Editing
Introduces participants to digital non-linear video editing. Participants will capture, compress, edit, and manipulate video images using a personal computer. Assembly techniques including media management, editing tools, titles, and motion control; transitions and filters, and special effects are explored.
Adobe Photoshop
Concentrates on the high-end capabilities of a raster photo-editing software as an illustration, design and photo-retouching tool. Participants explore a wide range of selection and manipulation techniques that can be applied to photos, graphics and videos.
Adobe Illustrator
Acquaints participants with the processes of a vector drawing program on the computer. Participants learn how to use the tools to create digital artwork that can be used in web design, print media and digital screen design.
Web Design
Introduces Web site planning, design and creation using industry-standards-based Web site development tools. Screen-based color theory, web aesthetics, use of graphics editors and intuitive interface design are explored.
Motion Graphic Design: Flash
Stresses creation of animation and dynamic interactive media for web and multimedia applications. Participants will learn how to animate objects, create symbols, and assemble motion tweens.
Games
Introduces the steps followed by professional animators and game designers for producing media in a digital environment. Participants learn the foundational skills of planning, organizing, storyboarding and pre-visualization techniques necessary to create animated stories. Participants will also study the history of animation and game design.
3D Animation
Encompasses all major aspects of creating 3D characters using animation software. Using developed characters, the student will learn how to animate for personality.
Multimedia Installations
Taught by Archer Pechawis, a world-renowned artist and filmmaker specializing in digital technology and new media. He often merges traditional tools with computers, which can be seen in his latest performance piece "Horse". He will teach the participants about the tools and technology that are needed to create large-scale interactive projects while also bringing their culture and personality to the foreground. For more information about Archer Pechawis, you can visit his website at www.apxo.net.
Word From the Elders
Elders play a significant role in Aboriginal societies. The experiences and wisdom of Elders will be shared through guest appearances, pertinent videos, and field visits. The participants will gain an appreciation of the role of Elders in Aboriginal society and the man contributions they have to offer to the future.
Cultural Arts
This course will also look at the role First Nations, Métis, and Inuit artists play in interpreting and understanding our contemporary world. Through guest visits, pertinent videos and field trips, the participants will discuss and the importance of community, in the building, shaping, and the fulfillment of artistic ideas. The program will look at the interconnectedness of worldviews through critical analysis taking into account spiritual, physical, intellectual, and emotional being.
Apprenticeships
Apprenticeships will last from one week to 4 months. The participants will develop their own apprenticeships in partnership with program coordinator and facilitators. A comprehensive list of internship providers will be developed prior to program start. The apprenticeships provide participants with the opportunity to supplement coursework with practical work experience related to their educational program. Participants work under the immediate supervision of experienced personnel at the business location and with the direct guidance of the Instructor.
Student Evaluation - Prior Learning Assessment & Recognition (PLAR)
PLAR portfolio development process will be incorporated into the program as a means to assess the participant’s knowledge and skills in relation to interactive multi media. A variety of methods will be used to assess prior learning as well as learning acquired in the program.
Prior Learning Assessment & Recognition (PLAR) and Portfolio Documentation
A portfolio is a record in a binder or electronic file that includes identification, documentation and verification of skills, knowledge and learning gained by persons through formal and informal learning. The program will use multi media tools to create a digital portfolio, which can be submitted electronically for credits and advanced standing at post secondary and training institutes. The portfolio will also contain resume and support materials for application to employment opportunities.
PLAR documentation is a critical element in the assessment and recognition of participant learning in this program. Its main purpose is to help provide evidence that the learning being sought for credit took place and can be verified. Evidence of learning in this program will include a triangulation of direct and indirect evidence including a portfolio containing:
Direct Evidence: demonstrations, structured interviews, products, performances, plans and/or documentation that validate learning outcomes acquired by participants in each area of learning.
Indirect Evidence: letters written by internship/apprenticeship hosts, awards/certificates, commendations, performance appraisals, official records or records of professional development acquired through formal or informal learning.
Documentation criteria will include four basic elements including:
- Directness - a copy of something produced, designed or created, etc
- Authenticity - proof of product created, designed etc. alone or with others
- Breadth - demonstrated extent or level of knowledge/skill depth
- Quality - level(s) of mastery that the learning demonstrates
Key considerations with regard to evidence (documentation) will include:
- Validity – Does the documentation relate to the standards/learning outcomes for which credit is being sought? Does it match all or part of the standards for the trade, program or profession?
- Sufficiency –Can the documentation serve as conclusive proof for one or more of the modules being assessed?
- Currency – Is the documentation relatively recent and up-to-date in relation to the standards for the occupation/program?
- Authenticity – Is the direct evidence the work of the candidate? Does the indirect evidence give an accurate picture to support his/her claims of competence?
Program Schedule
The first class will begin July 4, 2011 They will begin their apprenticeships during the first week in November, and be completed on March 9, 2012.
July 2011
August 2011
September 2011
October
Internships
- November 2011
- December 2011
- January 2012
- February 2012
- March 2012
Students will come back the first week of March to finish their PLAR Portfolios and recap with all the facilitators.
Note: The schedule may change without notice