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Teacher Candidate: Kevin Dontas

Subject: Language Arts


Grade/Class: 7/8
Date: October 29, 2015
Duration: 50 mins
Lesson Topic: Music/Action Video Project Timing Audio and Video

CURRICULUM EXPECTATIONS:
1. Explain why they have chosen the topic for a media text they plan to create
(e.g., a class newspaper or pamphlet to inform parents about the
achievements and activities of students in the class), and identify challenges
they may face in engaging and/or influencing their audience
2. Identify an appropriate form to suit the specific purpose and audience for a
media text they plan to create (e.g., a website or multimedia presentation
about a unit of study to present research findings to the class), and explain
why it is an appropriate choice
3. Identify conventions and techniques appropriate to the form chosen for a
media text they plan to create, and explain how they will use the conventions
and techniques to help communicate their message (e.g., movie poster
conventions: title, images of the actors in role, positive quotations from
reviewers; movie poster techniques: distinctive lettering, arresting or unusual
layout or treatment of images)
4. Produce a variety of media texts of some technical complexity for specific
purposes and audiences, using appropriate forms, conventions, and
techniques

SPECIFIC OBJECTIVES OR EXPECTATIONS:


-

Skill: Students will begin to utilize several styling techniques to make their
video engaging
Attitude: students will understand the importance of adding style to a
video in order to make their video great

TOOLS:
- YouTube: Star Wars video on the George Lucas wipes
- Instagram: any number of pictures: filtered, bordered and non-bordered
- Vimeo: Dontas MV Remix
- Picture: one depicting widescreens black bars in filmmaking
- Instagram: Profile of the photorealist artist who uses mixed media to make
-

her masterpieces
Chart paper and markers

BUZZWORDS:

Transitions; wipes; borders and framing; filters; overlays; text over; timing:
slow motion, speed, reversed; frustrations; outside software, experimenting,
diversity

LESSON SEQUENCE:
Hook/Introductory (20-25 Minutes):
- YouTube: Star Wars video on the George Lucas wipes
o Different methods for transitions
o Use humour here: use wipes precisely, not machine gun

Vimeo: Dontas MV Remix


o Different uses of timing: reversed, slow-motion, speed, fast-forward,
etc.
Instagram: any number of pictures: filtered, bordered and non-bordered
o Bordered: adds focus, tight, intense
o Non-bordered: open, breathable, eye free to travel around image
o Filters and Overlays: adds uniqueness, looks cooler, enhances
desired elements
Picture: one depicting widescreens black bars in filmmaking
o History of the black bars and square TVs
o Utilizing black bars as borders for engaging audience and mood setting

Instagram: Profile of the photorealist artist who uses mixed media to make
her masterpieces
o Idea of mixed media painting, not just paint but marker, pencil and
watercolour as well
o Frustrations with Interface
o Cant always get/do what you want; software may not be capable
o Ability to utilize editing software cross-platform
Group Work (30-35 Minutes):
- Class will begin editing their videos/continue using a variety of techniques
discussed in the intro
- Focus on: experimenting, creativity, and diversity
Concluding Activity (5 Minutes or less):
- Get each group to express to the classline a member from each group at
the front of the classone cool way in which they stylized their film, also
briefly describe how using the smartboard and showing where to click

DIFFERENTIATED LEARNING STRATEGIES:


-

Verbalize: speaking to the class during the presentation


Demonstrate: using image and video ques to connect content
Participate: getting the students to edit footage using the learned material
and techniques

SPECIAL NOTES/VARIABILITY:
-

Write out the learned terminology on chart paper under Editing Techniques:
timing, transitions, filters, borders and outside sources
Groups may have experienced every feature of the interface, encourage
them to refine or get technical, or utilize outside software as well.
Can get students to write out the buzzwords or how to stylize followed by
the various techniques if necessary

ON-GOING ASSESSMENT:
-

During classwork ask each group: What is one way/technique you are using
the interface to stylize your video?
Ask: What clip do you think would be good with a border? and Why not
have a border on this clip?

ENDING EVALUATIONS:
-

Marking the final product. Consult project rubric in regards to the use of
stylizing techniques.

REFLECTION & SELF-EVALUATION:

NEXT STEPS: