FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1 week 4, YEAR LEVEL: 5 LEARNING AREA/TOPIC: Media arts

Lesson 1

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

 The teacher will need to use a computer and a projector to show the documentary clip to the whole class.
 Laptops – this device will be used by the students for all the activities: Bubbl.us, Google Docs and Britannica School and Image Quest.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 1. Watch and recall visual Formative Please Read: For the next three lessons, the students Bubbl.us – will be
RESPONDING codes and conventions assessment: will be using Bubbl.us, Britannica School Edition, used for
4– Responses that expressed through Using a series of Britannica Image Quest, Google Docs., Garage Band and brainstorming ideas.
Lesso involve questions, imovie. They have been taught how to use these tools. Here’s an example
technical elements of a
identifying and generate So the only focus will be a discussion and exchange of for students:
n1 describing how documentary segment discussions ideas and creating their project. https://bubbl.us/8860
the codes and (image, composition and which result in 541
conventions are sequencing). lively dialogue Britannica School
Introduction: 10:00a.m. – 10:05a.m.
used to 2. Research and collect and engagement Edition – will be used
 Greet the students.
communicate information about a between peers. for the research
meaning and Use tools: Morning everyone. Let’s kick things off by getting into component of the
famous Australian the groups that I assigned you all yesterday.
create point of Bubbl.us to lesson:
historical/ cultural figure
view brainstorm ideas  Quickly group up students. https://school-eb-
(Politician, singer, chef,
(ACAMAR065) about filmic  Next, access their prior knowledge of documentaries. com-
scientist, activist etc). conventions in au.ipacez.nd.edu.au/l
Generate a discussion between the students before
MAKING 3. Collaborate and documentary evels/primary/studen
beginning the activities.
Ideas brainstorm ideas for films. ts
Exploration of Google docs Can anyone remember what we learned about Britannica Image
codes and conventions
how narrative record and documentaries last time? Quest – student’s
they will want to use to
structures are expand of Ask questions pertaining to the specifics of the codes will need to use
tell their story. gathered when searching for
used to and conventions expressed through technical
communicate information of elements in the film-making. Have the students images:
ideas to an their subject. discuss the use of image, composition and https://quest-eb-
audience for a com.ipacez.nd.edu.a
sequencing.
purpose Summative: u/search/bob-hawke
(ACAMAM062) Use Bubbl.us to Now how might you use some of these techniques to Google Docs. – will
see if they have tell a story? be used for group.
enough solid They need to be familiar with these concepts, so they members to access
Skills ideas to begin can begin creating their documentaries the following notes and
creating the film lesson. information
Exploration and the following regarding their
experimentation lesson. project. The teacher
Listen to what will also need access
Body of Lesson 1 - 10:05 a.m. – 10:20 a.m.
with the codes the students say to these to make
during the  Now that the students have had a short amount of sure they have
and conventions discussion time to discuss some of the techniques, the teacher adequate plans and
of media: periods; before is now going to show a quick segment of the relevant information.
they can make documentary: Jane (2017). Here is an example
 the video, they After the viewing, in their groups of three ask the link, students will
 technical need to students to use their laptops and open the program: need to make their
articulate their Bubbl.us. own for their group:
(sequencing ideas to each https://docs.google.c
Ask them to brainstorm specific use of techniques
and editing of other. om/document/d/1keq
they noticed in the clip. EVLDWBb6fn8Ko4kZ
images to What sort of angles were used to capture a scene? VkOKPYhW2ZUhIKg
G9ZpHocnc/edit
support There was a close-up of the male chimpanzee using
particular his stick to put inside a hole (00:30), why do you Documentary clip -
think the film-makers chose this shot? What did it Jane (2017):
purposes; https://www.youtube.
show?
com/watch?v=rcL4jn
camera shots GTL1U
Talk about the use of sequencing (01:20 – 01:43) Jane, is a
(close-up, mid-
What images did you see? How did the pacing documentary using
shot, long shot); change the experience and atmosphere from earlier never-before-seen
in the clip? What emotions did it evoke? footage to tell the story
camera angles of Jane Goodall’s work
(low angle, high researching
The teacher must walk around the room to make
chimpanzees.
angle, eye- sure students are on track, as well as check to see
who needs assistance.
level))  Once the teacher has given them a length of at least
 symbolic (using 5 - 10 minutes, call upon students to share their
ideas with the class.
costumes and
 Keep iterating these questions/ points.
props to
Body of Lesson 2: 10:20 a.m. – 10:35 a.m.
represent
 Next step, is to assign the group their historical/
people as cultural figure that they will be researching and
making a short documentary film on.
fictional and/or
 The Australian people that they are researching are:
non-fictional Bob Hawke, Cathy Freeman, Ned Kelly, Don
characters; Bradman and Cate Blanchett.
27 students in total:
manipulating Group 1 and 2: Bob Hawke
familiar places Group 3 and 4: Cathy Freeman
Group 5 and 6: Ned Kelly
to create
Group 7 and 8: Don Bradman
fictional Group 9: Cate Blanchett
settings;
  Once the teacher has assigned the students their
consideration of
subject, get them to start researching as much
natural light to information as possible using the sites: Britannica
School and Britannica Image Quest. Ask students to
enhance a shot)
also have a Google Doc. open so they can record
 audio (loudness their findings on there. The teacher will also need a
and softness; link to these documents to keep track of their
findings.
music to convey  The teacher must continue walking about the class,
a mood; sound making sure they’re on task and check if anyone
needs assistance.
effects)
 Check that they’re looking for a range of sources like
 written articles, images and videos; the latter two resources
will be integral to use on screen for their film.
(selecting text to
 Whatever the students find, make sure it’s recorded
strengthen through their Google Docs., so they can always refer
meaning or to it.

create point of Body of Lesson: 10:35 a.m. – 10:45 a.m.

view)  Now that they have collected enough information.
Have the students go back to Bubbl.us and create a
second brainstorm, so now they can take note of the
when producing techniques they will be using to convey ideas and
media work filmic conventions they want to use.

(ACAMAM063) Think about how you will use image, composition

and sequencing to tell the story?

How you will use these elements to create tone.

How will chronology influence your choices? Are you

giving us a quick summation of their life? Do you
maybe want to only focus on a short period of their
life?

Conclusion: 10:45 a.m. – 10:55 a.m.

 Ask students to stop what they’re doing, save all their
work and store it. Ask them to send links to the
 teacher’s Dropbox.
Use this opportunity for students to share their ideas
for their film with the class.
Allow them to prompt each other.
Cover the questions which were prodded in the last
15 minutes of the body.
 By using these techniques, can we see how there
could be multiple ways of creating a story, or getting
a message across to the audience?
Make this the last question for them to ponder on this
lesson.
 Next lesson we will be going over the use of voice-
over narration and music. The we will begin creating
your short documentary films.
By the third lesson the students will produce a short
film that needs to be at least 90 seconds long, no
more than that.
 Teachers, make sure to include this at the end of the
lesson.
Ask the students, if they can access from home, to
use their Google Docs. to add information and
resources. This will help with time management in
the classroom, as it will allow for more focus on the
creation of the video they will be starting the next
lesson.
This will also ensure that the students feel more
prepared by next lesson.
 Advise the students to be mindful, that the film
they’re making is only 90 seconds, so they don’t
need excess content.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1 week 4, YEAR LEVEL: 5 LEARNING AREA/TOPIC: Media Arts

Lesson 2

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

 Projector and computer – for the teacher to show the next documentary clip and to access students work in Dropbox.
 Laptop – for students to access the tools they need to complete their tasks for the lesson: Bubbl.us, Britannica School Edition, Britannica Image Quest, Google Image
Garage Band and imovie.
WEEK/ West Australian SPECIFIC LESSON
LESSON
Curriculum
LINKS
Week RESPONDING 1. Watch and
4– Responses that involve
Lesso identifying and
describing how the
n2 codes and conventions
are used to
communicate meaning
and create point of view
(ACAMAR065)
MAKING
Ideas
2. Demonstrate
Exploration of how
narrative structures are
used to communicate
ideas to an audience for
a purpose
(ACAMAM062)
Skills
Exploration and 3. Create the
experimentation with the
codes and conventions
of media:
 technical (sequencing
and editing of images to
support particular
purposes; camera shots
ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
other
OBJECTIVE (what & how) EXPERIENCES
(Introduction, Body and Conclusion)
Formative Introduction: 10:00 a.m. – 10:05 a.m. Bubbl.us – students
discuss the assessment:  will use this program
use of Using a similar
Greet the students and immediately set them out into
again to brainstorm
their groups of three with their laptops.
technical
series of
 Delve into questions about the previous lesson:
their ideas:
questions from https://bubbl.us/8860
elements the previous By using these techniques (image, composition and 541
(voice-over lesson, generate sequencing), can we see how there could be multiple Britannica School
narration and discussions ways of creating a story, or getting a message Edition – to continue
music) that which result in across to the audience? research if students
express filmic lively dialogue What was the take-away message? Or purpose of are in need of more
codes and and engagement information today:
that clip? Yes, the documentary was showcasing
between peers. https://school-eb-
conventions. Jane Goodall’s work through much of her never
Use tools: com-
Bubbl.us to before seen footage from several decades ago. au.ipacez.nd.edu.au/l
knowledge of brainstorm ideas Foster a brief discussion to warm up the students for evels/primary/search/
codes and about filmic today’s following activity. articles?query=don+
conventions conventions and  Previous lesson’s focus was on the use of: image, bradman&includeLev
with codes (voice- elThree=true
composition and sequence. Today’s lesson will be
appropriate over and music) Britannica Image:
in documentary looking at the use of voice-over narration and music, https://quest-eb-
use of and how they can be used to enhance the sequence
films. com.ipacez.nd.edu.a
technical Google docs of images. u/search/bob-hawke
elements. record and Google Image Search
expand of Body of Lesson 1: 10:05 a.m. – 10:20 a.m. (Labelled for reuse) –
beginnings of gathered students need to
information of  The clip the teacher will be presenting to the look for images that
their
their subject. students is another taken from the Jane (2017) come under fair use:
documentary.
https://www.google.c
documentary. However, this clip is much more
Summative: om.au/search?q=don
Use Bubbl.us to subdued and focuses on a voice-over of Jane +bradman&rlz=1C1G
see if they have describing the similarities of relationships between CEA_enAU787&tbm=
enough solid parents and children in humans and in chimpanzees, isch&source=lnt&tbs
ideas to begin as well as a slow progression of music playing softly =sur:fc&sa=X&ved=0
creating the film ahUKEwihg5LapebZ
in the background.
the following AhXL31QKHT15BZY
 Once the students have finished the viewing, in their
lesson. QpwUIHw&biw=1920
Listen to what groups, use the Bubbl.us program and get them to &bih=925&dpr=1
the students say discuss and write down how voice-over narration and
 during the music are used in conjunction with the images. Imovie – this is to be
(close-up, mid-shot, discussion used so the students
Okay everyone, in your groups I want you all to write
long shot); camera periods; before down what you noticed about Jane’s voice-over can start uploading
they can make and editing together
narration.
angles (low angle, high the video, they their images and
need to sounds.
angle, eye-level)) articulate their What was she talking about? How did that relate to Garageband – this
 symbolic (using ideas to each the images on the screen? program allows
other. students to access
costumes and props to Students need to What role did the music play? Did it overpower? Or an archive of royalty-
have started enhance the atmosphere? free music loops.
represent people as making their Documentary clip -
fictional and/or non- films and the Jane (2017):
teacher will need The teacher will need to pace around the classroom https://www.youtube.
fictional characters; to watch these and make sure the students are actively engaging in com/watch?v=nYv8El
before the next discussions with each other. 1zsF8
manipulating familiar lesson. Dropbox – for
places to create fictional  Allow for a time of about 5 minutes before bringing students to upload
their work:
their attention back to the teacher.
settings; consideration https://www.dropbox.
Start a class discussion: Group 1, what was the com/
of natural light to mother chimpanzee doing with her child throughout
enhance a shot) the clip?

 audio (loudness and Group 3, what can you gather from what Jane was
softness; music to telling us about herself in the voice-over?

convey a mood; sound Group 6, did you notice how the music represented
effects) the relationship presented on screen?

 written (selecting text to

Ask questions that encourage them to inform each
strengthen meaning or other of their opinions.
create point of view)
Body of Lesson 2: 10:20 a.m. – 10:30 a.m.

 Now that the students have a sense for the voice-

over and music used in that clip, start to relate it back
to their own projects.

 I want you all to start thinking about how you might

use voice-over narration in your films. Don’t forget,
some of you have historical figures with limited or no
 footage to use visually, so how might you use voice
to convey something about their stories?

Consider your tone. Do you want to sound upbeat?

Or sombre? Think about the aura Jane expresses,
by listening to the sound of her voice.

Will music and voice complement each other?

Should the music be subtle – barely noticeable? Or

should it be more overt to convey something?

How fast or slow should you be speaking?

What details would you like to verbalise about your

appointed person?

Is there too little or too much voice-over?

Think about the use of silence for pause? When

would be a good opportunity to not use voice-over –
or music? Sometimes the emphasis should be on the
visuals (and music) only.

Give the students time to consider these questions,

urge them to continue adding to their Bubbl.us
brainstorms. Walk through out the class as they’re all
talking amongst each other. See how they’re starting
to formulate ideas of how they’re going to present
their story.
 Once they’ve had a quick discussion, bring the
attention back to the teacher.
Ask the students to nominate a member of their
group to do the voice-over. Make sure only one
person is chosen, unless they want multiple voices to
contribute for stylistic purpose.
Body of Lesson 3: 10:30 a.m. – 10:40 a.m.
 Use this opportunity here for students to continue
their research, see what other components they
need to add for them to feel comfortable to begin.
 Offer a quick recap for some resources: Remember
everyone, don’t forget for your research, use your
resources: Britannica school, Britannica image,
Google Image search – do we all remember how to
use that one? Yes, that’s right. You go to ‘tools’, then
‘usage rights’ and then ‘labelled for reuse’.
Student’s need to use this tool if using Google Image
search and they wanted sources that aren’t
copyrighted.
Reiterate if necessary, there are a number resources
that they can use. (Remember that the students have
prior knowledge and experience with these tools).
 For anyone who feels they are prepared enough that
they would like to start creating their film, then let
them begin. Tell them to open up the necessary
programs to put all of their work together: imovie and
Garage Band.
 Teachers, use this opportunity to walk around to
each group and check off a few points: Make sure
they have enough images, footage, ideas for music
and a brief script for the voice-over.
Stress the fact that the students need to pin their
ideas in Bubbl.us and Google Docs. All their content
must be documented.

Body of Lesson 4: 10:40 a.m. – 10: 50 a.m.

 At this point of the lesson, the students should be
working on the creation of their films.
 Keep walking around the class, check if they’re in
need of assistance. Make sure they’re using all of the
appropriate resources: imovie (for recording voice-
over and editing their images and sound together),
Garage band, for accessing the archive of musical
 loops. Make sure that they’re using the techniques in
a fitting way of telling their story.

Conclusion: 10:50 a.m. – 10:55am

 Stop the students and ask them to upload the drafts
of their work so far to the Dropbox, so the teacher
can check their results later. The teacher needs to
watch the videos before the next lesson.
 The students will now have a better grasp of the final
story they’re going to produce.
 Use this time to let students discuss amongst their
groups what plans they’re going to execute for the
next lesson.
 Reminder: next lesson you will have ample time to
work on your films and then we will be presenting
them to the class towards the end.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, week 4, YEAR LEVEL: 5 LEARNING AREA/TOPIC: Media Arts

Lesson 3

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

 Laptop for the students to complete the making of their short documentary films.
 Computer and Projector for the teacher to showcase the students their films (no more viewing the Jane (2017) this lesson).
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week RESPONDING 1. Create a 2-minute Formative: Using Introduction: 10:00 a.m. – 10:05 a.m. Imovie – to edit their
Responses that documentary their Google  The purpose of today’s lesson is to get the students film.
4– involve identifying based on the life Docs. and Garage band – to
to work on and finish up their documentaries in time
Lesso and describing how
of their chosen
Bubbl.us
so that the teacher can showcase their films for the
download music
the codes and brainstorms to loops or score their
n3 conventions are person, to see their thoughts whole class. own music, if time is
used to demonstrate their and processes in  Okay everyone, it’s the big day, are we all ready? permitted and they
communicate understanding of written form. Let’s all stand up and begin our lesson with a big know how to do so.
meaning and create filmic codes and stretch – we got a lot of fun stuff to cover today. Britannica School –
point of view Summative: Does Students really
conventions that  Begin today’s session with a little activity just to get
(ACAMAR065) have been taught the final product shouldn’t be
demonstrate their them hyped for the rest of the work they must edit. focusing on
in the last two  Get the students into their groups and grab a laptop.
MAKING understanding of research, but it’s if
Skills lessons. the uses of filmic Assign each group a filmic technique, e.g. group 1 they need any last
2. Record a conventions to tell you’ll have sequencing, group 2 you’ll have music minute details.
reflection their a story? etc. Britannica Image –
 Exploration and peer’s work Their film should image search –
use: image,
 Using Padlet, get them to write down their appointed
Google Image (usage
experimentation with critically.
composition, technique and how it might be used it to convey story rights) – image
the codes and sequence, voice- and meaning. Use it in relation to the documentary, search
over and music to Jane (2017), if they need to narrow and contextualise Google Docs.:
conventions of communicate the their examples. https://docs.google.c
story of their  Give them 2-minutes, once their finished, go around om/document/d/1keq
media: technical
chosen person. EVLDWBb6fn8Ko4kZ
the class and have the students read out what they
(sequencing and VkOKPYhW2ZUhIKg
have written. G9ZpHocnc/edit
editing of images to Interesting what you have written there, anyone else Padlet – the teacher
want to add to that? Ask this to create dialogue will have needed to
support particular
amongst students. create a stream blog
purposes; camera before class, titled:
Body of Lesson 1: 10:05 a.m. – 10:30 a.m. Exploring Film
shots (close-up, mid- Techniques: Codes
 Now that the students have warmed up, send them
and Conventions.
shot, long shot); straight to work so they can finish their films as quick
The students will add
as possible. their ideas to the
camera angles (low
 After viewing all the students’ drafts, use this page for a reflection
angle, high angle, opportunity to walk around the class and help those at the end of the
who maybe still need to hone in on certain skills. lesson:
eye-level)) symbolic
 Group 1: you’re doing well so far, I’m curious about https://padlet.com/la
(using costumes and urenganzini/14tm215f
your choice of music, what made you decide to go in
props to represent this direction? 7cm5
Drop Box:
Group 2: I love your use of sequencing of the images
people as fictional https://www.dropbox.
that go in time with the music. How does this best com/
and/or non-fictional convey the personality of (HISTORICAL/ CULTURAL
characters; FIGURE)? Could we change anything?
 By now, from the information the students have
manipulating familiar gathered about their assigned person should be
places to create informing their style and how they are using the
conventions to convey that to the audience.
fictional settings;
 Give them time as well to work on their own. If the
consideration of teacher needs to step back a few times, do so. As
long as they’re working collaboratively and there’s no
natural light to
hassles, then give them a short break to figure things
enhance a shot) out on their own.
audio (loudness and
Body of Lesson 2: 10:30 a.m. – 10:50 a.m.
softness; music to  Call students’ attention. Ask them to upload their final
product to Dropbox.
convey a mood;
Once their all assembled, ask them to bring back
sound effects) their Padlet page, instruct them as a group to write
 written (selecting text quick reflections about the use of their techniques on
the films they watch.
to strengthen  Start playing each of the films.
meaning or create  After each one, give the students thirty seconds to a
minute to quickly reflect on elements they had
point of view)
noticed. Then go straight into the next one.
 At the end, congratulate everyone on their efforts: I’m
when producing very happy with the work we have churned out in
such a short period, well done everyone.
media work
(ACAMAM063) Conclusion: 10:50 a.m. – 10:55 a.m.
 Use this time for students to add anything more to
their reflections. Once they’re finished, make sure
they publish them. The teacher will need to view
them before next lesson.
The beginning of the next lesson will be a review of
the work they showcased and their knowledge and
 understanding of the use techniques to express
codes and conventions.
Pack up laptops.
 Next lesson we will also start covering the use of
symbolism in documentary film.
Lesson Plan References
Britannica Image Quest: https://quest-eb-com.ipacez.nd.edu.au/search/bob-hawke
Britannica School Edition: https://schoolebcomau.ipacez.nd.edu.au/levels/primary/search/articles?query=don+bradman&includeLevelThree=true
Bubbl.us: https://bubbl.us/8860541
Drop Box: https://www.dropbox.com/
Garage Band - https://www.apple.com/au/mac/garageband/
Google Docs.: https://docs.google.com/document/d/1keqEVLDWBb6fn8Ko4kZVkOKPYhW2ZUhIKgG9ZpHocnc/edit
Google Image (Labelled for reuse):
https://www.google.com.au/search?q=don+bradman&rlz=1C1GCEA_enAU787&tbm=isch&source=lnt&tbs=sur:fc&sa=X&ved=0ahUKEwihg5Lap
ebZAhXL31QKHT15BZYQpwUIHw&biw=1920&bih=925&dpr=1
imovie - https://www.apple.com/au/imovie/
Padlet: https://padlet.com/laurenganzini/14tm215f7cm5

Morgen, B., Burk, B., Gerber. & Smith, J. (Producers), Morgen, B. (Director). (2017). Jane [Motion Picture]. United States: National Geographic
Studios, Public Road Productions.

Clip 1: https://www.youtube.com/watch?v=rcL4jnGTL1U
Clip 2: https://www.youtube.com/watch?v=nYv8El1zsF8

School Curriculum and Standards Authority. (2014). Media Arts. Retrieved from: https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-
browser/english-v8