7 & 8 Media Learning Sequence Overview

Learning Objectives

At its heart, this learning sequence encourages student expression through digital media in response to music. 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. 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 (see Rationale).

Students

Students will explore their own minds. What arises within their imaginations from the stimulus of music? These emotions and imaginings will be translated into the visual and digital realm. Students will explore how the elements of 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. They will learn to collaborate in groups.

Students will learn to interpret media artworks. 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.

Teacher

The teacher will mediate class wide conversation on the meaning behind artworks. The teacher will explicitly teach and model practical skills in camera operation and collage animation. The teacher will scaffold technical training in digital editing software for students to assemble their media artworks. Students will be guided to make creative decisions with ongoing feedback.

Materials & Resources

A classroom with a projector and speakers for screening music videos. A worked example resource. Cameras. 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 for music video viewings. One centralised set of tables will be a station of magazines and art supplies. Here students will be working with a range of physical forms cutting them out. Students help each other locate images of their music videos theme - kind of like digging through a pile of lego. With appropriate supervision, students will be allowed to hire school cameras. A designated area for video recording will be established in the room. Post-production will occur at computers bordering the perimeter of the media room.

Prior Learning & Knowledge

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. The collage approach is a unique feature of this lesson sequence.

Differentiation 

Students required additional support will be assisted directly by the teacher or an aide. Visual step-by-step resources presented by the teacher will help make the process for these students clear and accessible, and will reduce their cognitive load. Within groups, other peers will be able to assist them through collaboration.

Those looking to extend their learning will have the appropriate room to interact and expand upon ideas. There is much room to be creative with this task. These students will be encouraged to engage with more complex video editing and a more refined use of symbolism in their storytelling. 

Assessment 

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. Formative assessment will continue through teacher observation of students' brainstorming and production processes. Feedback will be verbal and informal, 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 that will be played in front of the class. In their groups, students will then present an oral presentation where they will justify their creative choices for the project. Each member will also comment upon their role within the group, and unpack how they achieved their visual look.

Risk Management & Classroom Management

This learning sequence follows a risk management protocol and enacts classroom structures to support a safe and productive environment. The classroom will be set up into defined zones (collage, filming, editing) to reduce disruption between students. Collage work takes place in a centralised designated space with clear instructions on safe use of materials like scissors. The teacher will actively monitor the separate groups during production. Expectations will be set for each individual group around noise level and appropriate behaviour.

Students will be shown how to safely handle cameras and will only film in pre-approved areas under teacher supervision. There will be direct conversation about respectful behaviour and the importance of gaining consent before filming others. Students will follow digital safety practices. The music for each assignment will be selected from a set list or otherwise approved by the teacher.