7 & 8 Media Learning Sequence Overview

Learning Objectives

This learning sequence helps students in creating their own music videos. Across the four lessons, students work through the analysis of music videos, followed with the media production process. Students will create visuals to attach to existing music pieces. Students will develop their understanding of how to communicate meaning through media artworks. Students will pass across the strands of Explore & Represent Ideas, Develop Practices, and Create & Present.

This learning sequence explicitly addresses the following Victorian Curriculum v2 Media Arts descriptors:

• VC2AMA8E01 – Explore the ways media artworks communicate ideas, perspectives and meaning across cultures
• VC2AMA8E02 – Investigate media practices and representations from different contexts, including Aboriginal and Torres Strait Islander perspectives
• VC2AMA8D01 – Analyse how media languages and techniques are used to create meaning
• VC2AMA8D02 – Evaluate how audiences engage with media artworks
• VC2AMA8C01 – Develop and apply media production skills and processes
• VC2AMA8C02 – Use media technologies to create media artworks
• VC2AMA8P01 – Present media artworks to an audience and reflect on the process

Success Criteria: Students will be assessed in their creation of music videos that communicate meaning and display their knowledge of this media form, as aligned with the Victorian curriculum. 

Students

Students will explore their own minds. What arises within their imaginations from the stimulus of music? Perhaps it is just a feeling at this point. From here, these emotions and imaginings will be translated into the digital realm. Students will then explore how visual elements, symbolism, colour, narrative and editing styles create mood and tone. Students will gain knowledge of camera and editing techniques as well as a unique ‘collage animation’ style so that they can utilise these skills for themselves. They will learn to collaborate in groups in the production process. 

Students will also learn to interpret media artworks in depth. They will be encouraged to consider the cultural and contextual layers that exist beyond their surface presentations. Music videos created by Aboriginal and Torres Strait Islander artists will be presented to the class. These works draw upon storytelling traditions that are among the oldest continuous in the world, reflecting rich systems of knowledge, connection to Country, and cultural identity.

Teacher

The teacher will guide students to generate and develop ideas by responding to music as a stimulus. Students will be supported to translate emotional and sensory responses into visual concepts through structured brainstorming and planning processes, with explicit teaching around how mood, tone, and symbolism can be expressed through image and movement.

During production, the teacher will explicitly teach and model practical skills in camera operation, framing, and shot construction, while providing opportunities for students to experiment with collage and animation techniques. Working collaboratively in small groups, students will be supported to explore how different visual forms can be combined to communicate meaning and engage an audience.

In the post-production phase, the teacher will scaffold students’ use of digital editing software to assemble and refine their media artworks. Students will be guided to make informed decisions about sequencing, timing, and visual coherence, with ongoing feedback to support their understanding of how these choices shape audience interpretation and strengthen meaning.

By the end of the sequence, the teacher will support students to analyse and create media artworks that demonstrate an understanding of representation, audience, and media techniques. Students will apply both creative and technical skills to produce a cohesive music video, while also developing collaborative, critical, and reflective practices that underpin their engagement with Media Arts as both creators and audiences.

Materials & Resources

A classroom with a projector and speakers for screening music videos. A worked example unpacked by the teacher. Cameras for production of music videos. Computers with basic video editing software: Adobe Premiere Pro, Apple iMovie. Poster paper for brainstorming & storyboarding activities. Pre-prepared links to online music and music videos to share with the students. Magazine collage materials, scissors and scanner.

Learning Environment 

For initial lessons, students will sit front facing towards the teacher and screen. 

One set of tables can be a station full of magazines and art supplies. Here students will be working with a range of physical forms cutting them out and isolating them. They will do so sitting around a large table. Students will be made aware of what imagery other students are looking for so that they can help each other locate what they may be looking for - kind of like digging through a pile of lego. 

With appropriate supervision, students will be allowed to hire school cameras for the creation of their music videos. Productions that include video shoots can occur throughout the school and students can participate as actors if they wish. 

Post-production will occur in a computer room. With each student taking their turn to edit their segment of the music videos.

Prior Learning & Knowledge

The joy of the genre of music video is that they allow for a rather expansive catalog of visualisations. Students may have in previous years experimented with forms such as stop-motion, photography, filmmaking & animation and more. Students are welcomed to bring these skills to this unit, while being encouraged to explore forms they may have yet to approach. Within their groups, individuals may wish to bring their own styles - in the hope that completed music videos will present as a collage of many ideas orbiting a single theme; the sentiment shared in the music. 

Focus of the Learning Sequence

At its heart, this learning sequence hopes to allow student expression through digital media in response to music, in all its emotional depth. Such an exercise will enable students to understand the ploys of visual representations in their surrounding digital realms.  

Differentiation 

The unit allows students across varying levels to be included. Students required additional support will be assisted directly by the teacher or an aide. The collaborative nature of the project will also be helpful to such students. Those looking to extend their learning will have the appropriate room to interact and expand upon ideas. There is much scope as to what is possible and room to be creative with this task. 

Assessment 

Throughout the learning sequence, the teacher will monitor student understanding. In the first lesson, formative assessment will occur through class discussion. The teacher will be able to assess the students ability to interpret music and connect it to visuals. Students will be given great room to display their creative potential and display links to their previously acquired knowledge in media arts.

Formative assessment will continue through teacher observation of students' brainstorming and production processes. Feedback will be verbal and informal here, giving the students room to reflect on their work as they move forwards.

The summative assessment will be the form of the submitted music video.