Goals: Introduce the program; create program roster
Outcomes: Have organized ourselves and introduced key concepts and projects
Materials: Project handout; behavior expectations handout
Knowledge: Knowledge of the program and key concepts is introduced
Skills: Listening
Attitudes: Respect, fun, excitement
Notes:
Key for the first day is to provide an overview of the program in two senses: (1) to give students an overview of what they will learn and what they will do, and (2) to give students of expectations (intellectual and behavioral). We will do this by going through the handouts with them and going through example projects to show them what is possible.
Sequence: 3:30-4:30pm
10 minutes: Introduce ourselves and our roles; have students stand and introduce themselves
2 minutes: Go over projects handout--what will be done in this project
15 minutes: Show examples of what is possible
10 minutes: Go over behavior expectations handout
5 minutes: Develop roster of participants
10 minutes: rhythmic game
rest of time: talk and meet students in smaller groups
Day 2 (Tuesday) (Feb 09):
Snow Day
Day 3 (Wednesday) (Feb 10):
Snow Day
Day 4 (Thursday) (Feb 11):
Goals: Rhythmic movement, Assign students to laptops; have students start their journals and create their portfolio folders, day 1 of Audacity
Outcomes: each student has a laptop number tied to their name
Materials: electronic journals, voices, bodies, computers
Knowledge: established roles between students and instructors, idea of what resources will be available this semester
Skills: start moving with rhythm, day one with computers
Attitudes: excited to start making music next week
Notes:
Sequence:
3 minutes: Attendance
2 minutes: Introduce goals and expectations for the day
20 minutes: Rhythmic movement activity
10 minutes: introduction to your computer ...
10 minutes: write in their journals: what they liked/what was fun what they learned what they want to learn more about
3 minutes: create folders (portfolios) on desktop
15 minutes: introduce Audacity and record journal entry (very open)
5 minutes: Prepare students for the next week, clean up for the weekend
Week 2
Day 1 (Feb 15):
No Class
Day 2 (Feb 16):
Assign cameras to individuals (partners if significantly too few cameras?)
Start with portraits
Goals: Introduce Flipcams as Still Cameras, introduce FlipShare software
Outcomes: Association of student and specific cameras, general familiarity with procedures when using FlipCams
Materials: flipcams, laptops, eachother
Knowledge: technical knowledge of flipcams, first try at visual pattern recognition
Skills:
Attitudes:
Notes:
Sequence:
3 minutes: Attendance
2 minutes: Introduce goals and expectations for the day
7 minutes: Very short Rhythmic movement activity
5 minutes: Assign cameras to each person
5 minutes: introduction to your FlipCameras - Power Button, record button, zoom buttons, trash buttons, etc
Stress that you shouldn't delete anything off the cameras unless you're out of room and you're sure nobody wants a particular video
5 minutes: hand out laptops, start them logging on while we introduce the picture taking part
10 minutes: quick exercise with taking pictures:
use cameras to take very short videos (1 second or so, less if possible) of themselves (no faces! keep it clean)
press play button to look at the 'picture' they just took
10 minutes: connect FlipCams to laptops, open up flipshare
demonstrate how to capture an image from their first short clip and save it into a new folder titled "pictures" in their folder in the My Documents folder
5 minutes: Open up Microsoft word, put that picture they just took into a new Word Document, and write under the picture a caption - something that has something to do with this picture (about themselves, close/far, cool/strange?)
15 minutes: do the same thing again, but start with the caption and then take the picture, still of themselves (pose, angle, close/far?)
20 minutes: look around the room for a pattern (spend time on this one!)
put this in the same word file, after everything else on a new page
write captions for their pictures: why they took the pictures that they took, what was special about their choices, and their pattern
last 5 minutes: Hand everything back in!
Day 3 (Feb 17):
Goals: Day 1 of FLStudio
Outcomes: first shot at transcribing a beat from physical to software
Materials: Laptops, selves
Knowledge: basic knowledge of FLStudio
Skills: Make new percussive instruments in FLStudio, create different rhythms using them in the Step Sequencer view
Attitudes:
Notes:
Sequence:
3 minutes: Attendance
2 minutes: Introduce goals and expectations for the day
10 minutes: Very short Rhythmic movement activity do simple beat
10 minutes: draw out the beat you just did on blank sheets of paper (drawing rows of rectangles and filling the in? maybe we can print out many of these as worksheets to fill in with rhythms) talk about it as a set of instructions… this, then that, then this, then that… nothing for a couple spaces, then this
10 minutes: draw a different beat, then try to execute it with bodies
5 minutes: hand out laptops and Headphones (same number for each)
5 minutes: open up FLStudio, start with BLANK (File – New Template – Minimal – Blank)
5 minutes: find two cool sounds (one low and one high, bass drum and snare?) and drag them into your step sequencer view
maybe show them how to add more sounds (leave room for silence!)
adjust tempo
Save as “first beat” or something in new folder called “Songs” in their folder with their name in the My Documents folder
(they should have three folders in their folder with their name on it: Journal, Pictures, Songs)
10 minutes: Audio Journal in Audacity with their new beat playing in the background (maybe not a good idea, and they'd have to take their headphones out to do this, so that their computer can hear their beat and their talking at the same time through the microphone).
last 5 minutes: Hand everything back in!
Day 4 (Feb 18)
Goals: Introduction of melody in FLStudio
Outcomes: learn a little about scales/chords, translate some vocal singing to Piano Roll in FLStudio
Materials: Handout of pictures of scales/chords in documents for student/instructor reference, Laptop
Knowledge: basics of pitched notes (high/low, short/long)
Skills: Open Piano Roll view in FLStudio, create basic melodies, combine with beats (from yesterday?)
Attitudes:
Notes:
Week 3 -- Variations
Day 1 (Feb 22):
Goals: Introduce the idea of variation
Outcomes:
Materials:
Knowledge:
Skills:
Attitudes:
Notes:
Attendance: 2 mins
While we take attendance students write "I am..." phrase.
Live demonstration: 10 mins
Skit done by members of team where we demonstrate the power of variation using the phrase "Where have you been"
Premade demonstration: 30 mins
Have little clips of video, music, still photos already made and put on student computers. Clips will include several variations. Examples include close up shots vs. long distance shots, variation is phrasing/tone, music variations "happy" vs. "sad" music, variations in phrasing/tone music.
Show premade example to class.
Student create: 20 mins
Students create 2 min. video including elements of music, still photos, and music to create a final product using pre-installed media.
Student share: 10 mins
Day 2 (Feb 23):
Goals: Exploration of rhythm, pitch (pentatonic scale), and variations
Outcomes:
Materials: clapping and stomping, singing, clapping and stomping, counting out loud
Knowledge: beat, rhthms that are variations of single beats and single beats divided into two in four beat frameworks
Skills: clapping four beat patterns, call and response, counting and nonsense syllable improvisations - leading and following
Attitudes:
Notes: sequence, pattern, layer, variation - "How to make a bass line" "How to build a four part song"
Original goals:
Attendance: 2 mins
While we take attendance students take 1 still photo related to the previous days "I am..." phrase.
Explanation of week: 10 mins
Throughout this week students will work independently creating several different types of variations including dramatic variations, video shot variations, variations in verbal and musical inferences and intonations, etc. Students will have the class period on Tuesday and Wednesday to create their variations no matter the media.
Devising a plan: 10 mins
Students must devise a plan for what they are going to create that day before receiving the tools to do their work.
Student work: 45 mins
Students will work independently/with mentors to create their variations. They should have something prepared to share by the end of class.
Student share: 10 mins
Modified Goals:
Attendance: 2 mins
Explanation of week: 2 Min
we are going to work on creating tunes, and creating parts that can go together to
create patterns and variations
fifteen minutes - imitate patterns passed around large circle -start with just beats and variations using 1 to 4 beats
then introduce rests - after a few times and patterns, introduce cutting some beats in half (eighth notes) - break
into small groups and have each student lead and follow, after the mentor leads and demonstrates some patterns
- just rhythms, counting and using syllabes
fifteen minutes - using pitches and rhythms - same as above (probably short pentatonic patterns)
fifteen minutes - create a bass line, and add three other parts, one at a time, switch a few times
Day 3 (Feb 24):
Goals: Exploration of variation
Outcomes:
Materials:
Knowledge:
Skills:
Attitudes:
Notes:
Attendance: 2 mins
While we take attendance students make 30 seconds of music related to Mondays "I am..." phrase.
Recap of week: 10 mins
Explain what we are defining as variation with examples. Throughout this week students will work independently creating several different types of variations including dramatic variations, video shot variations, variations in verbal and musical inferences and intonations, etc. Students will have the class period on Tuesday and Wednesday to create their variations no matter the media.
Devising a plan: 10 mins
Students must devise a plan for what they are going to create that day before receiving the tools to do their work.
Student work: 45 mins
Students will work independently/with mentors to create their variations. They should have something prepared to share by the end of class.
Student share: 10 mins
Day 4 (Feb 25):
Goals: Creating a cohesive unit from several variations
Outcomes:
Materials:
Knowledge:
Skills:
Attitudes:
Notes:
Attendance: 2 mins
While we take attendance students make 1 min of video related to Mondays "I am..." phrase.
Explanation: 10 mins
Using all of the variations students have made throughout the week, students will make a 2-3 min piece involving any/all kind/s of media in any format that they choose.
Student work: 45 mins
Students have to edit and bring together their work from the past week. They should have something to share with everyone and something to say about their "piece".
Student share: 30 mins
Week 5
Day 1 (Mar 08):
Day 2 (Mar 09):
Day 3 (Mar 10):
Day 4 (Mar 11):
Week 6- Telephone Project
Day 1 (Mar 01):
Goals:
Have students make groups of 4
Each student plans a short piece of footage (1-2 minutes tops)
Have each student get said piece of footage
Students write one sentence in their journals describing what the final product would look like if they were to complete all steps for this piece of footage.
*Time permitting* upload and convert
Outcomes:
Groups for this project are finalized, order of rotation
Materials:
Cameras, computers if we get to uploading/converting
Knowledge:
how to plan and execute a scene
Skills:
using the flipcams, camera angles, planning
Attitudes:
Notes:
Day 2 (Mar 02):
Goals:
Create an edited piece of footage, ready to be scored
Outcomes:
If necessary, students will upload and convert footage
Students edit the footage they receive from their group member
Materials:
Computers (Windows Movie Maker)
Knowledge:
Uploading and converting
Skills:
Cutting, moving, transitions, effects
Attitudes:
Work with what you got
Notes:
Day 3 (Mar 03):
Goals: to have students create a score for their group member's footage
Outcomes: beginnings of musical scores for telephone project videos
Materials: laptops (Frooty Loops, Audacity?)
Knowledge: a musical score reflects and adds to video, creating digital media art requires collaboration
Skills: creating beats/melody, creating a score that reflects and meshes with the video work of another
Attitudes: willingness to work with another's footage; collaboration
Notes:
Tuesday, March 16
Day One of Telephone Project
Attendance (2 min.) Rhythmic exercise (8 min.) *if we have time* Explanation of Project (5 min.) get students into groups of 3, explain that they need plan a film of about one minute, it can be about anything, write down in their journals what their plan is. Once they have their plan, they'll go out and film, upload and convert, and edit. Then their edited footage will be passed to someone else in their group for music on Wednesday.
Work Time (65 min.) Pass out laptops (5 min.) Plan footage (10 min.) Have everybody figure out what shots they’ll need to make a video of about a minute. Write one sentence describing what the end video will look like. Pass out cameras (5 min.) Shoot footage (20 min.) Edit (25 min.) Kids upload and convert footage, then edit. Because time is short, and we're filming and editing in one day, it will probably be easier to have the students edit their own footage rather than switching. People will probably be finishing filming at different times, so it might be difficult to rotate projects mid-class.
Clean Up (10 min.)
Wednesday, March 17
Day Two of Telephone Project
Attendance (2 mins) Explanation of Agenda (2 mins) We will be working in the same groups we were in yesterday to create a musical score for one of our group member's videos. We will be finishing our background music and learning how to put music that we've made in Audacity and Frooty Loops into our partner's video.
Do the kids know how to make music that will last the entire time as the clip? Do they know how to put music into Windows Movie Maker and add it to a video? If not, this is the time to learn, in which case we will need handouts I am thinking...
Preparation (5 mins) Pass out laptops, cameras, headphones Work Time (60 minutes)
(5 mins) Rotate cameras among group members. Upload footage and watch.
(10 mins) In journals, jot down a few ideas about the type of music that would fit this clip, and why. Include concrete ideas (low, high, fast, slow, bass, hat, snare, piano roll, voice, etc.).
(15 mins) Work on creating background music for clip.
(15 mins) Learn how to fit this background music to our partner's video and import music.
(15) Import music into Windows Movie Maker and add to film clip. Have each group look at the movies as they are so far. Clean Up/Explanation of Next Week's Agenda (10 mins) Next week we will be adding narrative/narration to our videos and then showing them to the class on Thursday!
Day 4 (Mar 04):
Goals: finish musical scores for telephone project videos
Outcomes: films featuring video and music, ready for narrative
Materials: laptops (Frooty Loops, Audacity?)
Knowledge: a musical score reflects and adds to video, creating digital media art requires collaboration
Skills: creating beats/melody, creating a score that fits the video work of another
Attitudes: willingnes to work with another's footage; collaborative
Notes:
Week 6
narrative element of Telephone Project
Day 1 (Mar 015):
Goals: To compose narrative composition to existing edited video footage
Outcomes: learning and experiencing sequence in script composition, point of view/perspective (1st, 2nd, 3rd person)
Materials: laptop, Movie Maker software, MS Word, scrap paper?
Knowledge: composition happens as a recursive process
Skills: composition: narration, description, exposition, contrast, perspective, drafting, and revision, MS Word - cutting, pasting, highlighting text, saving documents,
Attitudes: fun, imaginative, experimental, Work With What You Got
Notes:
Attendance (2 mins)
Explanation of agenda (2 mins): working in the groups we've been in for last two weeks, we will be scripting and making recorded stories/voiceovers to go along with the video/score that's been produced. Distribute laptops to appropriate groups/individuals.
Work time: Watch the video as it is. DO NOT REVISE what's there. Open a blank document in MS Word (to be saved to the desktop). What do you want the voice over to be? Make a story that could be read "over" the video as it is? Do you want to explain more about what's happening in the movie? Do you want different characters? What are they saying? Tell the story you see on the screen, in words. Type it out on the screen. (15 mins.)
Watch the video again, and try reading the story you've written while you watch it. Is it long enough/too long? Do the parts of the story you've written "go with" what you see on the screen? Do you want to move anything around in the order of the story? Use cut and paste to rearrange the order of the script. (15 mins)
Watch the video while you read the script you've written as many times as you need to get enough script, and doing what you want it to do. Make sure you save the Word document in a place you can find it again.
Plan for recording - Make a list for what you'll need when you record (tomorrow?) - do you need different voices? What kind? Make notes on the script for who speaks, and when - use the video to note scenes in the script for when different voices or parts of the script should go. What emotions do you want the different parts in the script to convey? (This can be connected to the variation work we did a couple weeks ago)
Day 2 (Mar 16):
Goals: To add narrative composition to existing edited video footage
Outcomes:learning and experiencing recording voice over/narration, editing and synchronization of recorded audio material to video footage
Materials: laptop with Audacity or Movie Maker (for recording voice over)
Knowledge:
Skills: Recording in Audacity, saving files, converting/uploading files to Movie Maker, aligning recordings with video, splicing and cutting audio files, synchronization,
Attitudes: same as above
Notes:
Attendance (2 mins.)
Explanation: Reminder of what we did yesterday. Today we'll record, edit, and sync up the voiceover to the movie. Distribute laptops.
Work time: Read the script you wrote yesterday. Watch the movie.
Open Audacity software. Practice reading the script out loud. Practice at least three times. Make notes on the script for things you want to remember - to be loud or quiet, what emotions you want to convey, if you want to pause, or other effects.
Record the script. (I don't remember the details for how to record, but I can fill this in later). Don't worry about having the video going as you read.
Save file. Listen to recording. re-record if it's necessary. Convert to usable file type for Movie Maker.
Open Movie Maker. Upload audio file. Drag and drop audio file into timeline and edit. Watch and listen for areas you need to cut, splice, stretch, pause. Watch and listen for areas you want to edit with effects - (do we need to do this in Audacity? or can we do it in Movie Maker). Complete all edits.
Save Movie.
Day 3 (Mar 17): showing and wrapping up Telephone Project
Goals: To complete the project, and share/discuss with peers
Outcomes:Project closure, articulation/reflection on process
Materials:laptops, dvd?, projector
Knowledge:how to save, produce, re-produce, and distribute finished product
Skills: dvd burner?
Attitudes:respect, cooperation, excitement, pride!
Notes:
Save movie as sharable file. While movie is saving, think about how you did the project. How will you explain to someone how to do what you learned?
Day 4 (Mar 18):
Goals:to articulate desires, difficulties, and negotiations during the collaborative process
Outcomes:continued from Day 3
Materials:laptops, dvds, projector
Knowledge:communication, articulation of process - group work and individual elements
Skills:public presentation, answering questions, listening, reflecting
Attitudes:respect, fun, cooperation
Notes:
Week 7
Week 8
Day 1 (
start plotting out final projects
work on narrative structure, make scripts/pitches in microsoft Word
Day 2 (
more plotting
describe things to think about when you start filming
shoot with a plan - don't just leave the camera rolling and see what you find
don't import the footage you won't use
in FlipShare, you can clip the beginning and end of your video, so that you import and spend the time converting only the video you will use
(careful not to cut too short, like people's approaches)
Sound is very important when there are people speaking in your shot
if it is windy or noisy in your environment, it will be noisy in your video
be careful of wind
be mindful of other people in the room talking (kindly ask them to be quiet while you are recording video)
if your camera is far away from the person talking, or the object you want to hear, you won't be able to hear it as well
when you can, do closer shots when there are people talking, or make sure they SPEAK UP!
if you zoom in with your camera (the + and - buttons on your camera), it won't help the sound at all, so generally don't zoom in
Video will look better if the camera isn't shaking around as much
when the camera isn't supposed to move, set it on a tripod on top of something, and it will be perfectly stable
if you do have to run or move with the camera, hold something heavier in the same hand with the camera, and it will stay more stable
Try to do the same thing you do with one shot and one angle from a couple different angles, then edit them together!
Day 3 (
more general work, start filming for many students, fleshing out plans for others
Day 4 (
day of examples. We showed a film from BANFF, this 10 year-old that made a number of short stop-motion films about "Joe" using legos
a couple students played videos of things they were interested, and one video of local Highschool students making a "jerkin" video outside the Capitol building
Week 1
Day 1 (Monday) (Feb 08):
Goals: Introduce the program; create program rosterOutcomes: Have organized ourselves and introduced key concepts and projects
Materials: Project handout; behavior expectations handout
Knowledge: Knowledge of the program and key concepts is introduced
Skills: Listening
Attitudes: Respect, fun, excitement
Notes:
Key for the first day is to provide an overview of the program in two senses: (1) to give students an overview of what they will learn and what they will do, and (2) to give students of expectations (intellectual and behavioral). We will do this by going through the handouts with them and going through example projects to show them what is possible.
Sequence: 3:30-4:30pm
10 minutes: Introduce ourselves and our roles; have students stand and introduce themselves
2 minutes: Go over projects handout--what will be done in this project
15 minutes: Show examples of what is possible
10 minutes: Go over behavior expectations handout
5 minutes: Develop roster of participants
10 minutes: rhythmic game
rest of time: talk and meet students in smaller groups
Day 2 (Tuesday) (Feb 09):
Snow DayDay 3 (Wednesday) (Feb 10):
Snow DayDay 4 (Thursday) (Feb 11):
Goals: Rhythmic movement, Assign students to laptops; have students start their journals and create their portfolio folders, day 1 of AudacityOutcomes: each student has a laptop number tied to their name
Materials: electronic journals, voices, bodies, computers
Knowledge: established roles between students and instructors, idea of what resources will be available this semester
Skills: start moving with rhythm, day one with computers
Attitudes: excited to start making music next week
Notes:
Sequence:
3 minutes: Attendance
2 minutes: Introduce goals and expectations for the day
20 minutes: Rhythmic movement activity
10 minutes: introduction to your computer ...
10 minutes: write in their journals: what they liked/what was fun what they learned what they want to learn more about
3 minutes: create folders (portfolios) on desktop
15 minutes: introduce Audacity and record journal entry (very open)
5 minutes: Prepare students for the next week, clean up for the weekend
Week 2
Day 1 (Feb 15):
No ClassDay 2 (Feb 16):
Assign cameras to individuals (partners if significantly too few cameras?)Start with portraits
Goals: Introduce Flipcams as Still Cameras, introduce FlipShare software
Outcomes: Association of student and specific cameras, general familiarity with procedures when using FlipCams
Materials: flipcams, laptops, eachother
Knowledge: technical knowledge of flipcams, first try at visual pattern recognition
Skills:
Attitudes:
Notes:
Sequence:
3 minutes: Attendance
2 minutes: Introduce goals and expectations for the day
7 minutes: Very short Rhythmic movement activity
5 minutes: Assign cameras to each person
5 minutes: introduction to your FlipCameras - Power Button, record button, zoom buttons, trash buttons, etc
Stress that you shouldn't delete anything off the cameras unless you're out of room and you're sure nobody wants a particular video
5 minutes: hand out laptops, start them logging on while we introduce the picture taking part
10 minutes: quick exercise with taking pictures:
use cameras to take very short videos (1 second or so, less if possible) of themselves (no faces! keep it clean)
press play button to look at the 'picture' they just took
10 minutes: connect FlipCams to laptops, open up flipshare
demonstrate how to capture an image from their first short clip and save it into a new folder titled "pictures" in their folder in the My Documents folder
5 minutes: Open up Microsoft word, put that picture they just took into a new Word Document, and write under the picture a caption - something that has something to do with this picture (about themselves, close/far, cool/strange?)
15 minutes: do the same thing again, but start with the caption and then take the picture, still of themselves (pose, angle, close/far?)
20 minutes: look around the room for a pattern (spend time on this one!)
put this in the same word file, after everything else on a new page
write captions for their pictures: why they took the pictures that they took, what was special about their choices, and their pattern
last 5 minutes: Hand everything back in!
Day 3 (Feb 17):
Goals: Day 1 of FLStudioOutcomes: first shot at transcribing a beat from physical to software
Materials: Laptops, selves
Knowledge: basic knowledge of FLStudio
Skills: Make new percussive instruments in FLStudio, create different rhythms using them in the Step Sequencer view
Attitudes:
Notes:
Sequence:
3 minutes: Attendance
2 minutes: Introduce goals and expectations for the day
10 minutes: Very short Rhythmic movement activity do simple beat
10 minutes: draw out the beat you just did on blank sheets of paper (drawing rows of rectangles and filling the in? maybe we can print out many of these as worksheets to fill in with rhythms) talk about it as a set of instructions… this, then that, then this, then that… nothing for a couple spaces, then this
10 minutes: draw a different beat, then try to execute it with bodies
5 minutes: hand out laptops and Headphones (same number for each)
5 minutes: open up FLStudio, start with BLANK (File – New Template – Minimal – Blank)
5 minutes: find two cool sounds (one low and one high, bass drum and snare?) and drag them into your step sequencer view
maybe show them how to add more sounds (leave room for silence!)
adjust tempo
Save as “first beat” or something in new folder called “Songs” in their folder with their name in the My Documents folder
(they should have three folders in their folder with their name on it: Journal, Pictures, Songs)
10 minutes: Audio Journal in Audacity with their new beat playing in the background (maybe not a good idea, and they'd have to take their headphones out to do this, so that their computer can hear their beat and their talking at the same time through the microphone).
last 5 minutes: Hand everything back in!
Day 4 (Feb 18)
Goals: Introduction of melody in FLStudio
Outcomes: learn a little about scales/chords, translate some vocal singing to Piano Roll in FLStudio
Materials: Handout of pictures of scales/chords in documents for student/instructor reference, Laptop
Knowledge: basics of pitched notes (high/low, short/long)
Skills: Open Piano Roll view in FLStudio, create basic melodies, combine with beats (from yesterday?)
Attitudes:
Notes:
Week 3 -- Variations
Day 1 (Feb 22):
Goals: Introduce the idea of variationOutcomes:
Materials:
Knowledge:
Skills:
Attitudes:
Notes:
Attendance: 2 mins
While we take attendance students write "I am..." phrase.
Live demonstration: 10 mins
Skit done by members of team where we demonstrate the power of variation using the phrase "Where have you been"
Premade demonstration: 30 mins
Have little clips of video, music, still photos already made and put on student computers. Clips will include several variations. Examples include close up shots vs. long distance shots, variation is phrasing/tone, music variations "happy" vs. "sad" music, variations in phrasing/tone music.
Show premade example to class.
Student create: 20 mins
Students create 2 min. video including elements of music, still photos, and music to create a final product using pre-installed media.
Student share: 10 mins
Day 2 (Feb 23):
Goals: Exploration of rhythm, pitch (pentatonic scale), and variationsOutcomes:
Materials: clapping and stomping, singing, clapping and stomping, counting out loud
Knowledge: beat, rhthms that are variations of single beats and single beats divided into two in four beat frameworks
Skills: clapping four beat patterns, call and response, counting and nonsense syllable improvisations - leading and following
Attitudes:
Notes: sequence, pattern, layer, variation - "How to make a bass line" "How to build a four part song"
Original goals:
Attendance: 2 mins
While we take attendance students take 1 still photo related to the previous days "I am..." phrase.
Explanation of week: 10 mins
Throughout this week students will work independently creating several different types of variations including dramatic variations, video shot variations, variations in verbal and musical inferences and intonations, etc. Students will have the class period on Tuesday and Wednesday to create their variations no matter the media.
Devising a plan: 10 mins
Students must devise a plan for what they are going to create that day before receiving the tools to do their work.
Student work: 45 mins
Students will work independently/with mentors to create their variations. They should have something prepared to share by the end of class.
Student share: 10 mins
Modified Goals:
Attendance: 2 mins
Explanation of week: 2 Min
we are going to work on creating tunes, and creating parts that can go together to
create patterns and variations
fifteen minutes - imitate patterns passed around large circle -start with just beats and variations using 1 to 4 beats
then introduce rests - after a few times and patterns, introduce cutting some beats in half (eighth notes) - break
into small groups and have each student lead and follow, after the mentor leads and demonstrates some patterns
- just rhythms, counting and using syllabes
fifteen minutes - using pitches and rhythms - same as above (probably short pentatonic patterns)
fifteen minutes - create a bass line, and add three other parts, one at a time, switch a few times
Day 3 (Feb 24):
Goals: Exploration of variationOutcomes:
Materials:
Knowledge:
Skills:
Attitudes:
Notes:
Attendance: 2 mins
While we take attendance students make 30 seconds of music related to Mondays "I am..." phrase.
Recap of week: 10 mins
Explain what we are defining as variation with examples. Throughout this week students will work independently creating several different types of variations including dramatic variations, video shot variations, variations in verbal and musical inferences and intonations, etc. Students will have the class period on Tuesday and Wednesday to create their variations no matter the media.
Devising a plan: 10 mins
Students must devise a plan for what they are going to create that day before receiving the tools to do their work.
Student work: 45 mins
Students will work independently/with mentors to create their variations. They should have something prepared to share by the end of class.
Student share: 10 mins
Day 4 (Feb 25):
Goals: Creating a cohesive unit from several variationsOutcomes:
Materials:
Knowledge:
Skills:
Attitudes:
Notes:
Attendance: 2 mins
While we take attendance students make 1 min of video related to Mondays "I am..." phrase.
Explanation: 10 mins
Using all of the variations students have made throughout the week, students will make a 2-3 min piece involving any/all kind/s of media in any format that they choose.
Student work: 45 mins
Students have to edit and bring together their work from the past week. They should have something to share with everyone and something to say about their "piece".
Student share: 30 mins
Week 5
Day 1 (Mar 08):
Day 2 (Mar 09):
Day 3 (Mar 10):
Day 4 (Mar 11):
Week 6- Telephone Project
Day 1 (Mar 01):
Goals:Have students make groups of 4
Each student plans a short piece of footage (1-2 minutes tops)
Have each student get said piece of footage
Students write one sentence in their journals describing what the final product would look like if they were to complete all steps for this piece of footage.
*Time permitting* upload and convert
Outcomes:
Groups for this project are finalized, order of rotation
Materials:
Cameras, computers if we get to uploading/converting
Knowledge:
how to plan and execute a scene
Skills:
using the flipcams, camera angles, planning
Attitudes:
Notes:
Day 2 (Mar 02):
Goals:Create an edited piece of footage, ready to be scored
Outcomes:
If necessary, students will upload and convert footage
Students edit the footage they receive from their group member
Materials:
Computers (Windows Movie Maker)
Knowledge:
Uploading and converting
Skills:
Cutting, moving, transitions, effects
Attitudes:
Work with what you got
Notes:
Day 3 (Mar 03):
Goals: to have students create a score for their group member's footageOutcomes: beginnings of musical scores for telephone project videos
Materials: laptops (Frooty Loops, Audacity?)
Knowledge: a musical score reflects and adds to video, creating digital media art requires collaboration
Skills: creating beats/melody, creating a score that reflects and meshes with the video work of another
Attitudes: willingness to work with another's footage; collaboration
Notes:
Tuesday, March 16
Day One of Telephone ProjectAttendance (2 min.)
Rhythmic exercise (8 min.) *if we have time*
Explanation of Project (5 min.) get students into groups of 3, explain that they need plan a film of about one minute, it can be about anything, write down in their journals what their plan is. Once they have their plan, they'll go out and film, upload and convert, and edit. Then their edited footage will be passed to someone else in their group for music on Wednesday.
Work Time (65 min.)
Pass out laptops (5 min.)
Plan footage (10 min.) Have everybody figure out what shots they’ll need to make a video of about a minute. Write one sentence describing what the end video will look like.
Pass out cameras (5 min.)
Shoot footage (20 min.)
Edit (25 min.) Kids upload and convert footage, then edit. Because time is short, and we're filming and editing in one day, it will probably be easier to have the students edit their own footage rather than switching. People will probably be finishing filming at different times, so it might be difficult to rotate projects mid-class.
Clean Up (10 min.)
Wednesday, March 17
Day Two of Telephone ProjectAttendance (2 mins)
Explanation of Agenda (2 mins) We will be working in the same groups we were in yesterday to create a musical score for one of our group member's videos. We will be finishing our background music and learning how to put music that we've made in Audacity and Frooty Loops into our partner's video.
- Do the kids know how to make music that will last the entire time as the clip? Do they know how to put music into Windows Movie Maker and add it to a video? If not, this is the time to learn, in which case we will need handouts I am thinking...
Preparation (5 mins) Pass out laptops, cameras, headphonesWork Time (60 minutes)
(5 mins) Rotate cameras among group members. Upload footage and watch.
(10 mins) In journals, jot down a few ideas about the type of music that would fit this clip, and why. Include concrete ideas (low, high, fast, slow, bass, hat, snare, piano roll, voice, etc.).
(15 mins) Work on creating background music for clip.
(15 mins) Learn how to fit this background music to our partner's video and import music.
(15) Import music into Windows Movie Maker and add to film clip. Have each group look at the movies as they are so far.
Clean Up/Explanation of Next Week's Agenda (10 mins) Next week we will be adding narrative/narration to our videos and then showing them to the class on Thursday!
Day 4 (Mar 04):
Goals: finish musical scores for telephone project videosOutcomes: films featuring video and music, ready for narrative
Materials: laptops (Frooty Loops, Audacity?)
Knowledge: a musical score reflects and adds to video, creating digital media art requires collaboration
Skills: creating beats/melody, creating a score that fits the video work of another
Attitudes: willingnes to work with another's footage; collaborative
Notes:
Week 6
narrative element of Telephone ProjectDay 1 (Mar 015):
Goals: To compose narrative composition to existing edited video footageOutcomes: learning and experiencing sequence in script composition, point of view/perspective (1st, 2nd, 3rd person)
Materials: laptop, Movie Maker software, MS Word, scrap paper?
Knowledge: composition happens as a recursive process
Skills: composition: narration, description, exposition, contrast, perspective, drafting, and revision, MS Word - cutting, pasting, highlighting text, saving documents,
Attitudes: fun, imaginative, experimental, Work With What You Got
Notes:
Attendance (2 mins)
Explanation of agenda (2 mins): working in the groups we've been in for last two weeks, we will be scripting and making recorded stories/voiceovers to go along with the video/score that's been produced. Distribute laptops to appropriate groups/individuals.
Work time: Watch the video as it is. DO NOT REVISE what's there. Open a blank document in MS Word (to be saved to the desktop). What do you want the voice over to be? Make a story that could be read "over" the video as it is? Do you want to explain more about what's happening in the movie? Do you want different characters? What are they saying? Tell the story you see on the screen, in words. Type it out on the screen. (15 mins.)
Watch the video again, and try reading the story you've written while you watch it. Is it long enough/too long? Do the parts of the story you've written "go with" what you see on the screen? Do you want to move anything around in the order of the story? Use cut and paste to rearrange the order of the script. (15 mins)
Watch the video while you read the script you've written as many times as you need to get enough script, and doing what you want it to do. Make sure you save the Word document in a place you can find it again.
Plan for recording - Make a list for what you'll need when you record (tomorrow?) - do you need different voices? What kind? Make notes on the script for who speaks, and when - use the video to note scenes in the script for when different voices or parts of the script should go. What emotions do you want the different parts in the script to convey? (This can be connected to the variation work we did a couple weeks ago)
Day 2 (Mar 16):
Goals: To add narrative composition to existing edited video footageOutcomes:learning and experiencing recording voice over/narration, editing and synchronization of recorded audio material to video footage
Materials: laptop with Audacity or Movie Maker (for recording voice over)
Knowledge:
Skills: Recording in Audacity, saving files, converting/uploading files to Movie Maker, aligning recordings with video, splicing and cutting audio files, synchronization,
Attitudes: same as above
Notes:
Attendance (2 mins.)
Explanation: Reminder of what we did yesterday. Today we'll record, edit, and sync up the voiceover to the movie. Distribute laptops.
Work time: Read the script you wrote yesterday. Watch the movie.
Open Audacity software. Practice reading the script out loud. Practice at least three times. Make notes on the script for things you want to remember - to be loud or quiet, what emotions you want to convey, if you want to pause, or other effects.
Record the script. (I don't remember the details for how to record, but I can fill this in later). Don't worry about having the video going as you read.
Save file. Listen to recording. re-record if it's necessary. Convert to usable file type for Movie Maker.
Open Movie Maker. Upload audio file. Drag and drop audio file into timeline and edit. Watch and listen for areas you need to cut, splice, stretch, pause. Watch and listen for areas you want to edit with effects - (do we need to do this in Audacity? or can we do it in Movie Maker). Complete all edits.
Save Movie.
Day 3 (Mar 17): showing and wrapping up Telephone Project
Goals: To complete the project, and share/discuss with peersOutcomes:Project closure, articulation/reflection on process
Materials:laptops, dvd?, projector
Knowledge:how to save, produce, re-produce, and distribute finished product
Skills: dvd burner?
Attitudes:respect, cooperation, excitement, pride!
Notes:
Save movie as sharable file. While movie is saving, think about how you did the project. How will you explain to someone how to do what you learned?
Day 4 (Mar 18):
Goals:to articulate desires, difficulties, and negotiations during the collaborative processOutcomes:continued from Day 3
Materials:laptops, dvds, projector
Knowledge:communication, articulation of process - group work and individual elements
Skills:public presentation, answering questions, listening, reflecting
Attitudes:respect, fun, cooperation
Notes:
Week 7
Week 8
Day 1 (
start plotting out final projectswork on narrative structure, make scripts/pitches in microsoft Word
Day 2 (
more plottingdescribe things to think about when you start filming
- when the camera isn't supposed to move, set it on a tripod on top of something, and it will be perfectly stable
- if you do have to run or move with the camera, hold something heavier in the same hand with the camera, and it will stay more stable
Try to do the same thing you do with one shot and one angle from a couple different angles, then edit them together!Day 3 (
more general work, start filming for many students, fleshing out plans for othersDay 4 (
day of examples. We showed a film from BANFF, this 10 year-old that made a number of short stop-motion films about "Joe" using legosa couple students played videos of things they were interested, and one video of local Highschool students making a "jerkin" video outside the Capitol building
Week 9
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