Lesson Plan Title: Individual Production Project Length: Three Class Periods

Note: Before you plan and write art experiences; pre-assess your students based on the proposed concepts, enduring understandings, and objectives
of the unit/lesson(s). You may also gather this information from (previous) teachers, by reviewing already completed art work, consulting curriculum
materials, etc., to get a better understanding of what content students already know and what they will need to know to be successful.

Pre-Assessment:
This will need to be done prior to teaching your lesson. Outline the method you will use to determine the skill/knowledge level of your students based on the concepts/enduring understandings/objectives of the lesson.
(Hint: turn these into questions.) Be specific in describing what you would recognize as proficient skill/knowledge.

The students have completed preparatory work for a videography project in small groups. They have also edited video footage as individuals using
Adobe Premiere Pro Photo Editing Software. The students have engaged in at least two in depth discussions in which they have analyzed finished
videography projects according to videography and standard art evaluation criteria. All students should fall within a novice level of proficiency in
the planning and production of videography art.

Performance:
What will students accomplish as a result of this lesson? This can be presented to students in the form of a story. In this narrative the students take on a role and create a learning product about a specific topic for a
certain audience. (RAFT Role / Audience / Format / Topic)

You are an amateur videography. There is an issue that is on your mind, or information that you wish to share with the world. You will write a
script and create a storyboard to help you share your message and to organize how your videography project. You may partner with up to two other
videographers in the shooting of your video, though you must credit them in your video and be sure that you are credited for your contribution in
their video.

Concepts:
List the big ideas students will be introduced to in the lesson. These ideas are universal, timeless and transferrable. Examples of concepts used in art might include: Composition, Patterns, Technique, Rhythm, Paradox,
Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, and Observation Look for concepts in the standards, content
specific curriculum, etc.

Planning
Composition
Problem solving
Improvisation
Observation
Cooperation
Presentation
Communication

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Enduring Understanding (s):
Enduring Understandings show a relationship between two or more concepts; connected with an active verb. The best enduring understandings not only link two or more concepts; but demonstrate why this relationship
is important. Like concepts, they are timeless, transferrable and universal.

Students will understand how to synthesize observations through careful planning and problem solving in order to communicate through a videography compostion.

Standards: (All lessons should address all standards.)

1. Observe and Learn to Comprehend
2. Envision and Critique to Reflect
3. Invent and Discover to Create
4. Relate and Connect to Transfer

Objectives/Outcomes/Learning Targets:
Objectives describe a learning experience with a condition behavior (measurable) criterion. Aligned to: Blooms Standards GLEs - Art learning and, when appropriate, Numeracy, Literacy and Technology.
Should be written as: Objective. (Blooms: _____ - Standard: _____ - GLE: _____ -Art learning: _____ -Numeracy, Literacy, and/or Technology)

1. Given instruction for pre-production, production, and post-production video filming and editing, students will be able plan and to
shoot usable video and edit it to create a cohesive video sequence. Create (Blooms: Creating - Standard: Create - GLE:
1.Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas.
2Assess and produce art with various materials and methods-Art learning: Materials(s)/technique(s )Technology in Art -Numeracy, Literacy,
and/or Technology)
2. Upon completion of the shooting and editing process, students will be able to reflect on and discuss their successes, difficulties, and
failures in this videography exercise. Reflect (Blooms: Evaluation - Standard: 2. Envision and Critique to Reflect - GLE: 1.Reflective
strategies are used to understand the creative process-Art learning: Discussion -Numeracy, Literacy, and/or Technology)
3. Upon completion of the videography project, students will consider and discuss how what they have learned is applicable to future
art projects and communications. Transfer. (Blooms: Analyze - Standard: Relate and Connect to Transfer - GLE: 2.Communication
through advanced visual methods is a necessary skill in everyday life -Art learning: Critical reflection/aesthetics/transfer -Numeracy,
Literacy, and/or Technology)
4. Given direction in the use of video equipment and editing software, students will understand and utilize these resources to develop a
completed videography project. Comprehend (Blooms: Understanding- Standard: 1. Observe and Learn to Comprehend - GLE: 1.
Visual art has inherent characteristics and expressive features-Art learning: Conceptual/ideation/personal grounding

Differentiation:
Explain specifically how you have addressed the needs of exceptional students at both end of the skill and cognitive scale. Describe the strategies you will use for students who are already proficient and need growth
beyond what you have planned for the rest of the class, as well as modifications for students with physical and/or cognitive challenges. Students must still meet the objectives.
Differentiation: Access (Resources and/or Process) Expression (Products and/or Performance)

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(Multiple means for students to access content and
multiple modes for student to express understanding.)
Extensions for depth and complexity:
The complexity of student work for this project
may reflect prior knowledge with the media.
Student work will vary based on individual
access to personal resources
Access (Resources and/or Process)
No additional resources are required for
participation by the students in this group.
This project will be highly individualized. All
projects, which meet the criteria outlined by the
assignment, will be considered complete and
successful. This is an introductory assignment.
Students will not be penalized for failed efforts,
particularly if the failure is the result of an
ambitious attempt.
Expression (Products and/or Performance)
This project is an introduction to the planning
process and technical aspect of videography. Work
will be primarily evaluated on the basis of
completion and adherence to the instruction.
Artful or highly refined work will be evaluated as
above average in this instance.

Literacy:
List terms (vocabulary) specific to the topic that students will be introduced to in the lesson and describe how literacy is integrated into the lesson.

Ambient sound, sound effects, background music, lead room (space in front of horizontal action), head room, director, three point lighting, key
light, back light, fill light (light behind camera), story board, script, wide or long shot (LS), close up (cu) extreme close up (ECU), full shot
(FS)pan, follow shot, pre-production, production, post production, frames per second (FPS), sequence, establishing shot (sets new location or
actor), eye level shot (camera at talent eye level), low angle shot, point of view shot (POV), Tilt (panning up and down), Cutaway shot (usually a
close up that shows a personal reaction)

Students will write a script for their videography project and synchronize it with a storyboard for organization and problem solving.

Student will write a personal critique of his or her work following a verbal group critique in the classroom.

Materials:
Must be grade level appropriate. List everything you will need for this lesson, including art supplies and tools. (These are the materials students will use.) List all materials in a bulleted format.

Student materials for storyboarding (Drawing boards, paper, media of each groups choice, and camera to document and share)
Access to computer lab equipment and Premiere Pro Video Editing Software
Video cameras and equipment

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Resources:
List all visual aids and reference material (books, slides, posters, etc. Be specific; include title, artist, etc. Make reference to where the material can be found. (These are the resources used by the teacher to
support/develop the lesson.) List all resources in a bulleted format.

The students will have access to all electronic and printed materials from the two previous lesson for use as reference. No additional resources are
needed. Examples and information may be accessed via the internet.

Preparation:
What do you need to prepare for this experience? List steps of preparation in a bulleted format.

Videography equipment will be made ready and will be checked out to individual students

Computer software will be available for video editing

Detailed instructions and performance rubric will be made available electronically on the class website

Safety:
Be specific about the safety procedures that need to be addressed with students. List all safety issue in a bulleted format.

Students will discuss safety issues with the instructor during the review process at the beginning of the lesson. Students will be advised to avoid
situations, locations, and actions that would result in bodily or property damage.

Action to motivate/Inquiry Questions:

Describe how you will begin the lesson to stimulate students interest. How will you pique their curiosity and make them interested and excited about the lesson? What inquiry questions will you pose? Be specific
about what you will say and do to motivate students and get them thinking and ready to participate. Be aware of the varying range of learning styles/intelligences of your students. Some ideas might include: telling a story,
posing a series of questions, role-playing, etc.

How has video affected your life?

What has it taught you?

What has it made you feel?

Do you always agree with the ideas and information you see? Why or why not?

How will you use video to express your ideas?

How will you use videography knowledge to create art? In school? In a job?

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How will people make and edit video information five years from now? Will it be more or less important?

Ideation/Inquiry:
Ideation is the creative process of generating, developing, and communicating new ideas, where an idea is understood as a basic element of thought that can be visual, concrete or abstract. List and describe inquiry
questions and processes you will engage students in to help them develop ideas and plans for their artwork.

What will you communicate in your video?

Show the world a skill?

Express an idea?

Tell the world about your art?

Create a video study guide?

Recreate or adapt a favorite video sequence?

Tell a sad, inspiring, funny story?

Autobiography?

Share an important event with friends or the whole world?

Share your experiences?

What will make your video stand out among millions of other videos?

What makes your favorite videos memorable to you?

Instruction:
Give a detailed account (in bulleted form) of what you will teach. Be sure to include approximate time for each activity and instructional methodology: skills, lecture, inquiry, etc. Include motivation and
ideation/inquiry where appropriate; including what student will understand as a result of the art experience
Day Instruction - The teacher will... (Be specific about what concepts, Learning - Students will... i.e.: explore ideation by making connections, Time
1 information, understandings, etc. will be taught.) Identify comparing, contrasting; synthesize possibilities for each painting
instructional methodology. KNOW (Content) and DO (Skill) technique; etc. (Be specific about what will be the intended result of the
instruction as it relates to learning.) UNDERSTAND
Students will review what they have learned from the previous two,
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 videography introductory lessons.
Review 5 Minutes
Students will be given the instructions for their individual
videography project:

2-6 minute film or combination of film sequences

Regardless of length, each film must contain no less than 6 cuts
Sound is optional, but silent film must be appropriate for the subject
matter

Students will utilize their ideation strategies in order to generate at

least three potential topics or ideas for their videography project. Ideation and planning 15-20 Minutes

Each student will meet with the instructor in order to evaluate and
discuss each of the script ideas on the basis of artful intent, logistics,
and feasibility

The student will decide on a single videography idea to explore

based on his or her conference with the instructor and on his or her
personal preference

The student will create an annotated storyboard that is synchronized

with the script and which indicates desired shots, locations, and Synthesizing ideas and knowledge in order to plan and to problem solve 25 Minutes
appropriate planning considerations. Students will submit still proactively.
images of finished storyboards to the teacher electronically. Each
student will also add an image of his or her storyboard to his or her
e-portfolio in the Videography folder.

Students will be issued cameras and camera equipment at the end of

class so that they may generate the required footage over the
weekend as a homework assignment

Day
2 The students will spend the day loading and editing their film The use of electronic media and resources in the production of a finished
footage into a sequence(s) of 2-6 minute films. videography art project. 55 Minutes

Day
3
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 As a class, we will have a showing and critique of completed student 55 Minutes
videography projects. Drinks and popcorn will be made available. Comparing and contrasting

Each artist will make a brief statement about his or her inspiration
for the project. Analyzing

Each film will be viewed twice before the class comments

At the completion of the second showing, students will comment on

the film according to the standards of art and videography

The artist will take notes about the comments during this time and
may respond to questions orally
Literacy and review
At the completion of the critique, each student artist will write a one As homework
page critique of their own work

This writing will include notes about what went well, about what did
not go well, how they would change their work if they had the
opportunity, and responses to at least two class critique comments.

Each student will submit his or her written critique to the instructor
electronically and to his or her e-portfolio in the Videography folder

Student reflective/inquiry activity:

Sample questions and activities (i.e. games, gallery walk, artist statement, interview) intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectations. How will
students reflect on their learning? A participatory activity that includes students in finding meaning, inquiring about materials and techniques and reflecting about their experience as it relates to objectives, standards and
grade level expectations of the lesson.)

At the completion of the critique, each student artist will write a one page critique of their own work

This writing will include notes about what went well, about what did not go well, how they would change their work if they had the opportunity,
and responses to at least two class critique comments.

Each student will submit his or her written critique to the instructor electronically and to his or her e-portfolio in the Videography folder

Post-Assessment (teacher-centered/objectives as questions): Post-Assessment Instrument:

Have students achieved the objectives and grade level expectations specified in your lesson plan? How well have students achieved the objectives and grade level expectations specified in your lesson plan?
Include your rubric, checklist, rating scale, etc.

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 Students will be evaluated formatively throughout this lesson.
Students will be evaluated based on their adherence to the lesson
parameters.
Students will be evaluated based on the quality of their work and
engagement.
Students will complete a post critique written assignment to
reflect on the process and their own work.
Students will be evaluated on their participation in classroom
discussions and critiques as defined by classroom expectations
and procedures
Students will be evaluated based on observation during the
videography project
Students will be evaluated according to an objectives based
rubric

Students will be evaluated on their completed projects

Self-Reflection:
After the lesson is concluded write a brief reflection of what went well, what surprised you, and what you would do differently. Specifically address: (1) To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement.) (2) What changes, omissions, or additions to the lesson would you make if you were to teach again? (3)What do you envision for the next lesson? (Continued practice,
reteach content, etc.)

Appendix:

8/9/15 Fahey