Teacher Candidate: Kevin Dontas

Subject: Language Arts

Grade/Class: 7/8
Date: October 27, 2015
Duration: 40 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:

Knowledge:
- Students will understand different editing techniques that will help their
videos become diverse and engaging, specifically: matching and
complimenting
Skills:
- Students will be able to edit their videos and demonstrate the look, listen, cut
technique to match their audio and video
- Students will utilize their song choice so that it compliments their footage
(i.e. a calm song for calm footage or loud song for loud footage)
Attitudes:
- Students will understand the importance of matching and complimenting
audio and video
- Students will understand how these techniques are utilized in filmmaking to
engage an audience

BUZZWORDS:
Matching, complementing, audio, video, audio waves, cutting and splicing,
watching and listening

TEACHING LEARNING RESOURCES:

WeVideo: online video editing software set up with an audio clip and several
pictures
Video: Dontas skimboarding video on Vimeo
YouTube song: You Make My Dreams Come True by Hall and Oats
Handout titled Music/Action Video Project which the students have
Chromebooks
Chart paper and markers

LESSON SEQUENCE:
Introductory Activity:
- Skimboarding Video
o Will demonstrate the varying complimentary elements used in
filmmaking, such as calm footage and calm songs, loud footage and
loud songs, etc.
o Show that the A/V are complimentary not just based on the entire
video but sections of the video as well (i.e. intro and transitions)
o Use the different text overlays to demonstrate timing video cuts with
audio and changing the scenes based on the changing audio
- YouTube song: You Make My Dreams Come True by Hall and Oats
o Get the students to snap out the beat of the song
o Show that each beat could be a transitioning image in the video
section of editing
- Prepared Chart Paper
o Premake: Audio Waves
o Use to show the different techniques; get the students to indicate
where a possible transition could be based on looking at the drawn
image
o Introduce: look, listen, and cut
Connections:
- Text-text: discuss the use of matching and complimenting used in the
examples provided and compare them to other examples of photography/film
(i.e. a memorable scene, made memorable by the music in the backgroundTitanic)
- Text-self: discuss how matching and complimenting draws each student into
the film; discuss how they feel when watching an emotional film in regards to
the audio accompaniment
- Text-world: what makes a good soundtrack? Which ones get the awards and
why?
Developmental Strategies:
- Each student will be given the handout titled Music/Action Video Project.
The process behind filmmaking will be explained and students will be
expected to fill out the paper in their project groups. They will complete such
prompts as: choose a name for their film, explain why they chose the song
they did, and explain what their 1st shot will be and how they will make the
filming engage the audience.
- Stress the importance of the malleability of the creative process: if something
needs to be changed, it is not carved in stone

Encourage each student to prepare/complete at least two shots

The words will be placed on a chart paper and left on the board for students
to use for their filming activity.
Differentiated Instructional 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
Culminating Activity:
- After the students have watched the videos and tested their handout, they
will be given time to choose a song which will best compliment their footage
- The students will begin to edit their footage with their audio, focusing on: the
learned editing techniques, malleability, and experimenting and practice
- The students will complete this in groups using WeVideo on the Chromebooks
- The students will edit their footage making sure not clip is left untouched

ON-GOING ASSESSMENT/EVALUATION:
Knowledge
- Did the students demonstrate an understanding of the content in the work
they have completed?
Inquiry
- Did the students use any additional matching techniques than the ones
discussed?
- Did they use any techniques in combination?
- Did the students look up any examples on their devices?
Communication
- Is it clear that the students are using the different matching techniques
through looking at their footage?
Application
- How did the students utilize the matching and complimenting techniques?

REFLECTION & SELF-EVALUATION:

NEXT STEPS: