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Competes TV

9th Grade Media Arts - Weekly Lesson Plans (Weeks 1-36)

The 9th Grade lesson plan focuses on building foundational skills in core subjects such as English, math, science, and social studies. Students engage in critical reading, essay writing, algebra, and introductory biology or physics. Lessons emphasize problem-solving, analytical thinking, and real-world applications to prepare students for advanced coursework in high school.

Week 1: Introduction to Media Arts and CompetesEDU Platform

Standard: 9.MA:Cr1.a (Creating)

  • Essential Questions: 
    • What is media arts?
    • How does it integrate with digital platforms like CompetesEDU?
  • Concepts: 
    • Understanding media arts and how it integrates with digital platforms like CompetesEDU
    • Introduction to various media creation tools and techniques
  • Materials: 
    • Smartphones/tablets, projector, media arts examples
  • Vocabulary: 
    • Media arts
  • Learning Goals: 
    • Students will grasp the basic concepts of media arts and the competition framework on CompetesEDU
  • Learning Objectives: 
    • Students will be able to describe how CompetesEDU works and its role in media arts competitions
  • Learning Outcomes: 
    • Students will demonstrate understanding by creating their own CompetesEDU account and submitting a simple introductory video.
  • Discussion (Anticipatory Set): 
    • “Have you ever participated in a competition? How do we use platforms to share creative work? Have you ever participated in a competition setting on a social media site?”
  • Demonstration (Direct Instruction): 
    • Teacher presents the CompetesEDU platform and shows how to submit a video.
    • Teacher creates a short introductory video about themselves and submits it on CompetesEDU.
  • Doing (Guided Practice): 
    • Teacher walks around and helps students with any technical issues in creating their CompetesEDU accounts and submitting their videos
  • Doing (Independent Practice): 
    • Students create a short introductory video about themselves.
    • Students independently submit their videos.
  • Reflection: 
    • Students reflect on the process of creating and submitting their video
  • Connection (Standards): 9.MA:Cr1a

LISTS OF WEEKS

Week 2: Creating a Short Film on a Personal Topic

Standard: 9.MA:Cr2.a (Creating)

  • Essential Questions: 
    • How can media arts be used to express personal identity?
  • Concepts: 
    • Storytelling, visual communication, personal expression
  • Materials: 
    • Smartphones/tablets
  • Vocabulary Words: 
    • Narrative
  • Learning Goals: 
    • Students will explore personal identity through the creation of short films
  • Learning Objectives: 
    • Students will create a 1-minute video telling a story about themselves.
  • Learning Outcomes: 
    • Students will share their 1-minute video on CompetesEDU
  • Discussion (Anticipatory Set): 
    • “How can we use videos to tell stories about ourselves? What are some elements that make a story compelling?”
  • Demonstration (Direct Instruction): 
    • Teacher showcases examples of short films that express personal identity.
  • Doing (Guided Practice): 
    • Students brainstorm ideas for their short films
    • Teacher provides feedback and guidance on ideas
  • Doing (Independent Practice): 
    • Students film and edit their short films
  • Reflection: 
    • Students reflect on the process of creating a short film about themselves
  • Connection (Standards): 9.MA:Cr2.a

Week 3: Introduction to Video Editing

Standard: 9.MA:Pr4.a (Producing)

  • Essential Questions: 
    • How can we manipulate video footage to tell a story effectively?
  • Concepts: 
    • Basic video editing techniques (cuts, transitions, effects)
  • Materials: 
    • Smartphones/tablets with video editing capabilities
  • Vocabulary Words: 
    • Cut
  • Learning Goals: 
    • Students will learn basic video editing techniques
  • Learning Objectives: 
    • Students will create a 30-second edited video using basic cuts
  • Learning Outcomes: 
    • Students will share their 30-second edited video on CompetesEDU
  • Discussion (Anticipatory Set): 
    • “How do filmmakers use editing to create different moods and tell stories? What are some examples of effective video editing you’ve seen?”
  • Demonstration (Direct Instruction): 
    • Teacher demonstrates basic video editing techniques (cuts only) using a smartphone/tablet
  • Doing (Guided Practice): 
    • Students practice using the editing app with sample video clips provided by the teacher
    • Teacher provides assistance and feedback
  • Doing (Independent Practice): 
    • Students create a 30-second edited video using basic cuts
  • Reflection: 
    • Students reflect on the impact of editing choices on the overall message of a video
  • Connection (Standards): 9.MA:Pr4.a

Week 4: Targeting Different Audiences in Media

Standard: 9.MA:Cn10 (Connecting)

  • Essential Questions: 
    • How does audience influence the creation of media content?
  • Concepts: 
    • Audience analysis, targeted messaging
  • Materials: 
    • Smartphones/tablets, examples of media targeted at different audiences
  • Vocabulary Words: 
    • Target audience
  • Learning Goals: 
    • Students will learn how to create media content tailored to specific audiences
  • Learning Objectives: 
    • Students will create a video aimed at a younger target audience
  • Learning Outcomes: 
    • Students will share their video aimed at a younger target audience on CompetesEDU
  • Discussion (Anticipatory Set): 
    • “How do advertisers and content creators tailor their messages to different audiences? Can you think of examples?”
  • Demonstration (Direct Instruction): 
    • Teacher discusses the concept of target audiences and how to analyze them.
    • Teacher showcases examples of media content targeted at different age groups
  • Doing (Guided Practice): 
    • Students brainstorm ideas for a video aimed at a younger audience
    • Teacher provides feedback and suggestions
  • Doing (Independent Practice): 
    • Students create a video aimed at a younger audience
  • Reflection 
    • Students reflect on the challenges and strategies of creating content for different demographics
  • Connection (Standards): 9.MA:Cn10

Week 5: Storyboarding for Video Projects

Standard: 9.MA:Cr2.b (Creating)

  • Essential Questions: 
    • How does storyboarding help in planning and executing a video project?
  • Concepts: 
    • Storyboarding, visual planning
  • Materials: 
    • Paper/pencils or digital storyboarding tools
  • Vocabulary Words: 
    • Storyboard
  • Learning Goals: 
    • Students will learn how to create a storyboard for a media project before filming.
  • Learning Objectives: 
    • Students will create a storyboard for a 1-minute video
  • Learning Outcomes: 
    • Students will share their storyboard on CompetesEDU for peer feedback
  • Discussion (Anticipatory Set): 
    • “Why is it important to plan a video project before filming? How can storyboarding help in this process?”
  • Demonstration (Direct Instruction): 
    • Teacher explains the purpose and elements of a storyboard
    • Teacher provides examples of storyboards
  • Doing (Guided Practice): 
    • Students brainstorm ideas for their 1-minute video and start creating a storyboard
    • Teacher provides feedback and support
  • Doing (Independent Practice): 
    • Students complete their storyboards
  • Reflection: 
    • Students reflect on how storyboarding helped them plan their video project
  • Connection (Standards): 9.MA:Cr2.b
  •  

Week 6: Filming Techniques and Composition

Standard: 9.MA:Pr4.b (Producing)

  • Essential Questions: 
    • How do filming techniques and composition impact the visual storytelling of a video?
  • Concepts: 
    • Camera angles, shot types, composition rules
  • Materials: 
    • Cameras or smartphones
  • Vocabulary Words: 
    • Composition
  • Learning Goals: 
    • Students will learn basic filming techniques and composition rules
  • Learning Objectives: 
    • Students will film a short sequence using the techniques and composition rules learned
  • Learning Outcomes: 
    • Students will share their short film sequence on CompetesEDU
  • Discussion (Anticipatory Set): 
    • “How do different camera angles and shot types affect how we perceive a scene or character? What are some examples of visually appealing compositions you’ve noticed in films or videos?”
  • Demonstration (Direct Instruction): 
    • Teacher explains and demonstrates various camera angles, shot types, and composition rules
    • Teacher shows examples of how these techniques are used in different media
  • Doing (Guided Practice): 
    • Students practice filming short sequences using different camera angles and shot types
    • Teacher provides feedback and suggestions on composition
  • Doing (Independent Practice): 
    • Students film a short sequence incorporating the techniques and composition rules they learned
  • Reflection: 
    • Students review their footage and analyze their use of filming techniques and composition
  • Connection (Standards): 9.MA:Pr4.b
  •  
Detail Event

Week 7: Introduction to Sound Design

Standard: 9.MA:Pr4.c (Producing)

  • Essential Questions: 
    • How does sound enhance the viewer’s experience in media arts?
  • Concepts: 
    • Diegetic and non-diegetic sound, sound effects, music
  • Materials: 
    • Smartphones/tablets with audio recording and basic editing capabilities
  • Vocabulary Words: 
    • Sound effects
  • Learning Goals: 
    • Students will understand the role of sound in media arts and learn basic sound recording/editing techniques
  • Learning Objectives: 
    • Students will create a short video with added sound effects
  • Learning Outcomes: 
    • Students will share their video with added sound effects on CompetesEDU
  • Discussion (Anticipatory Set): 
    • “Close your eyes and think about your favorite movie or video game. What sounds do you remember? How did those sounds make you feel?”
  • Demonstration (Direct Instruction): 
    • Teacher explains the difference between diegetic and non-diegetic sound and the use of sound effects in media
    • Teacher shows examples of videos with and without sound to highlight the impact
  • Doing (Guided Practice): 
    • Students experiment with recording different sounds using their smartphones/tablets
    • Teacher guides them on how to add these sound effects to a short video clip
  • Doing (Independent Practice): 
    • Students create a short video and add sound effects to enhance the viewing experience
  • Reflection: 
    • Students reflect on how the addition of sound effects changed the impact of their video
  • Connection (Standards): 9.MA:Pr4.c
  •  
Detail Event

Week 8: Analyzing Media Messages

Standard: 9.MA:Re7.a (Responding)

  • Essential Questions: 
    • How do media messages influence our perceptions and beliefs?
  • Concepts: 
    • Media literacy, representation, bias
  • Materials: 
    • Examples of media with various messages (advertisements, news clips, social media posts)
  • Vocabulary Words: 
    • Bias
  • Learning Goals: 
    • Students will develop critical thinking skills to analyze media messages and identify potential biases.
  • Learning Objectives: 
    • Students will analyze a piece of media and identify any biases present
  • Learning Outcomes: 
    • Students will share their analysis on CompetesEDU in the form of a short video or presentation
  • Discussion (Anticipatory Set): 
    • “Have you ever seen an advertisement or news story that made you feel a certain way? How do you think the creators of that media wanted you to feel or think?”
  • Demonstration (Direct Instruction): 
    • Teacher discusses the concept of media literacy and how to identify bias in media messages.
    • Teacher analyzes an example of media, pointing out potential biases.
  • Doing (Guided Practice): 
    • Students work in groups to analyze different pieces of media, identifying any biases they observe
    • Teacher facilitates discussion and provides guidance
  • Doing (Independent Practice): 
    • Students choose a piece of media and analyze it for bias, creating a short video or presentation to share their findings
  • Reflection: 
    • Students reflect on how media messages can shape our understanding of the world and the importance of critical media literacy
  • Connection (Standards): 9.MA:Re7.a
  •  
Detail Event

Week 9: Creating a Public Service Announcement (PSA)

Standard: 9.MA:Cn11 (Connecting)

  • Essential Questions: 
    • How can media arts be used to raise awareness and promote social change?
  • Concepts: 
    • Persuasive communication, social responsibility
  • Materials: 
    • Smartphones/tablets, video editing software, examples of effective PSAs
  • Vocabulary Words: 
    • Call to action
  • Learning Goals: 
    • Students will learn to create persuasive media content that addresses a social issue.
  • Learning Objectives: 
    • Students will create a PSA video on a topic of their choice
  • Learning Outcomes: 
    • Students will share their PSA video on CompetesEDU
  • Discussion (Anticipatory Set): 
    • “What are some social issues that you care about? How can we use media to make a difference?”
  • Demonstration (Direct Instruction): 
    • Teacher shows examples of effective PSAs and discusses the key elements of persuasive communication
  • Doing (Guided Practice): 
    • Students brainstorm ideas for their PSA and create a storyboard or script
    • Teacher provides feedback and suggestions
  • Doing (Independent Practice): 
    • Students film and edit their PSA videos
  • Reflection: 
    • Students reflect on the process of creating a PSA and the potential impact of their message.
  • Connection (Standards): 9.MA:Cn11
  •  
Detail Event

Week 10: Introduction to Animation

Standard: 9.MA:Pr6.a (Producing)

  • Essential Questions: 
    • How are still images brought to life through animation?
  • Concepts: 
    • Principles of animation, stop-motion
  • Materials: 
    • Stop-motion animation apps or simple objects for creating stop-motion
  • Vocabulary Words: 
    • Stop-motion
  • Learning Goals: 
    • Students will understand the basic principles of stop-motion animation
  • Learning Objectives: 
    • Students will create a short stop-motion animation
  • Learning Outcomes: 
    • Students will share their stop-motion animation on CompetesEDU
  • Discussion (Anticipatory Set): 
    • Show a short stop-motion animation clip.
    • “How do you think this was made? What makes stop-motion animation unique?”
  • Demonstration (Direct Instruction): 
    • Explain the basic principles of stop-motion animation (frame-by-frame capture, importance of small movements)
    • Demonstrate the process using a simple object and a stop-motion app or physical setup
  • Doing (Guided Practice): 
    • Students experiment with creating a short stop-motion sequence using provided materials or apps
    • Teacher provides guidance and troubleshooting
  • Doing (Independent Practice): 
    • Students plan and create their own short stop-motion animation
  • Reflection: 
    • Students reflect on the challenges and rewards of stop-motion animation and how it can be used to tell stories
  • Connection (Standards): 9.MA:Pr6.a
  •  
Detail Event

Week 11: Exploring Different Genres of Media Arts

Standard: 9.MA:Re7.b (Responding)

  • Essential Questions: 
    • How do different genres of media arts utilize unique techniques and conventions to tell stories or convey messages?
  • Concepts: 
    • Genre conventions, narrative structures
  • Materials: 
    • Examples of media arts from various genres (documentary, experimental film, music video, etc.)
  • Vocabulary Words: 
    • Genre
  • Learning Goals: 
    • Students will gain an appreciation for the diversity of media arts and learn to identify genre-specific characteristics
  • Learning Objectives: 
    • Students will analyze media arts examples from different genres
  • Learning Outcomes: 
    • Students will create a presentation or video highlighting their findings about different genres and share it on CompetesEDU
  • Discussion (Anticipatory Set): 
    • “What are some of your favorite movies or TV shows? What genres do they belong to? What are some characteristics that make those genres unique?”
  • Demonstration (Direct Instruction): 
    • Introduce various genres of media arts and discuss their typical conventions and narrative structures
    • Show examples of media arts from different genres, highlighting their unique characteristics
  • Doing (Guided Practice): 
    • Students work in groups to analyze media examples from different genres, identifying key elements and techniques
    • Teacher facilitates discussion and provides guidance
  • Doing (Independent Practice): 
    • Students choose a few genres and create a presentation or video highlighting their findings, comparing and contrasting the different genres
  • Reflection: 
    • Students reflect on how genre conventions shape the audience’s expectations and experience
  • Connection (Standards): 9.MA:Re7.b
  •  
Detail Event

Week 12: Collaborative Media Project

Standard: 9.MA:Cn11 (Connecting)

  • Essential Questions: 
    • How can collaboration enhance the creative process in media arts?
  • Concepts: 
    • Teamwork, communication, project management
  • Materials: 
    • Project planning tools (e.g., Trello, Google Docs), smartphones/tablets, video editing software
  • Vocabulary Words: 
    • Collaboration
  • Learning Goals: 
    • Students will develop collaboration and communication skills through a group media project
  • Learning Objectives: 
    • Students will work in groups to create a media arts project that demonstrates their understanding of a chosen topic or theme
  • Learning Outcomes: 
    • Groups will share their final media arts project on CompetesEDU
  • Discussion (Anticipatory Set): 
    • “Think about a time you worked on a project with others. What were some challenges and successes? How can we make group work effective and enjoyable?”
  • Demonstration (Direct Instruction): 
    • Discuss the importance of collaboration in media arts and the key elements of successful teamwork
    • Introduce project management tools and strategies for effective communication and task delegation
  • Doing (Guided Practice): 
    • Students form groups and brainstorm project ideas, considering their interests and skills
    • Teacher guides groups in creating a project plan and assigning roles and responsibilities
  • Doing (Independent Practice): 
    • Groups work collaboratively to create their media arts project, utilizing the skills and techniques learned throughout the semester
  • Reflection: 
    • Groups reflect on their collaboration process, highlighting challenges and successes
    • Each group member shares their individual contribution and learning experience
  • Connection (Standards): 9.MA:Cn11
  •  
Detail Event

Week 13: Midterm Review and Project Showcase

Standard: 9.MA:Re9 (Responding)

  • Essential Questions: 
    • What have we learned so far in media arts, and how can we apply our skills and knowledge to create impactful projects?
  • Concepts: 
    • Review of key concepts and techniques, project presentation skills
  • Materials: 
    • Student work from previous weeks, presentation tools (if needed)
  • Vocabulary Words: 
    • Critique
  • Learning Goals: 
    • Students will review and consolidate their learning from the first half of the semester and showcase their best work
  • Learning Objectives: 
    • Students will participate in a midterm review session
    • Students will present their chosen project to the class and provide constructive critiques to their peers
  • Learning Outcomes: 
    • Students will demonstrate their understanding of key media arts concepts and skills
    • Students will engage in thoughtful and respectful critique of their peers’ work
  • Discussion (Anticipatory Set): 
    • “What are some of the most important things you’ve learned in media arts so far? How have your skills and understanding evolved?”
  • Demonstration (Direct Instruction): 
    • Review key concepts and techniques covered in the first half of the semester
    • Provide guidance on effective project presentation and critique techniques
  • Doing (Guided Practice): 
    • Facilitate a class discussion, reviewing key concepts and answering questions
    • Guide students in preparing their project presentations
  • Doing (Independent Practice): 
    • Students present their chosen project to the class
    • Classmates provide constructive critiques based on the provided guidelines
  • Reflection: 
    • Students reflect on their learning journey so far and set goals for the second half of the semester
  • Connection (Standards): 9.MA:Re9
  •  
Detail Event

Week 14: Introduction to Copyright and Fair Use

Standard: 9.MA:Cn10 (Connecting)

  • Essential Questions: 
    • What is copyright, and how does it apply to media arts?
    • What is fair use, and when can we use copyrighted material in our work?
  • Concepts: 
    • Copyright law, fair use guidelines, Creative Commons licensing
  • Materials: 
    • Examples of copyrighted material, fair use case studies
  • Vocabulary Words: 
    • Copyright, fair use, Creative Commons
  • Learning Goals: 
    • Students will understand the basics of copyright law and fair use as they apply to media arts creation
  • Learning Objectives: 
    • Students will be able to explain the concept of copyright and identify instances of fair use
  • Learning Outcomes: 
    • Students will create a short video explaining copyright and fair use, incorporating examples
  • Discussion (Anticipatory Set): 
    • “Have you ever shared a meme or used a song in a video you made? Did you know that those might be copyrighted? What do you think copyright means?”
  • Demonstration (Direct Instruction): 
    • Explain the concept of copyright and its purpose in protecting creators’ rights
    • Discuss the four factors of fair use and provide examples of when it might apply
    • Introduce Creative Commons licensing as an alternative to traditional copyright
  • Doing (Guided Practice): 
    • Analyze case studies of fair use and discuss whether the use of copyrighted material was justified
    • Guide students in finding Creative Commons licensed media for their projects
  • Doing (Independent Practice): 
    • Students create a short video explaining copyright and fair use, incorporating examples and demonstrating their understanding
  • Reflection: 
    • Students reflect on the importance of respecting copyright and using media responsibly
  • Connection (Standards): 9.MA:Cn10
  •  
Detail Event

Week 15: Digital Citizenship and Online Safety

Standard: 9.MA:Cn11 (Connecting)

  • Essential Questions: 
    • What are the responsibilities and challenges of being a digital citizen?
    • How can we stay safe and protect ourselves online?
  • Concepts: 
    • Digital citizenship, online safety, cyberbullying, privacy
  • Materials: 
    • Articles or videos about digital citizenship and online safety
  • Vocabulary Words: 
    • Digital footprint, cyberbullying, online privacy
  • Learning Goals: 
    • Students will understand the importance of responsible online behavior and learn strategies to stay safe in the digital world
  • Learning Objectives: 
    • Students will be able to identify potential online risks and demonstrate strategies to protect themselves
  • Learning Outcomes: 
    • Students will create a digital citizenship pledge or social media campaign promoting online safety
  • Discussion (Anticipatory Set): 
    • “What are some positive and negative aspects of being online? Have you ever encountered any uncomfortable or unsafe situations online?”
  • Demonstration (Direct Instruction): 
    • Discuss the concept of digital citizenship and the responsibilities that come with it
    • Address online safety concerns such as cyberbullying, privacy breaches, and misinformation
    • Share strategies for protecting personal information and maintaining a positive online presence
  • Doing (Guided Practice): 
    • Analyze scenarios involving online risks and discuss appropriate responses
    • Brainstorm ideas for promoting online safety and positive digital citizenship
  • Doing (Independent Practice): 
    • Students create a digital citizenship pledge or develop a social media campaign to raise awareness about online safety
  • Reflection: 
    • Students reflect on their own online behavior and commit to being responsible digital citizens
  • Connection (Standards): 9.MA:Cn11
  •  
Detail Event

Week 16: Introduction to Web Design

Standard: 9.MA:Pr5.a (Producing)

  • Essential Questions: 
    • How are websites designed and built?
    • What are the key elements of effective web design?
  • Concepts: 
    • Basic HTML and CSS, website structure, user experience (UX) design
  • Materials: 
    • Computers with internet access, web design software or online platforms (e.g., Wix, WordPress)
  • Vocabulary Words: 
    • HTML, CSS, UX design
  • Learning Goals: 
    • Students will understand the fundamentals of web design and learn to create simple web pages.
  • Learning Objectives: 
    • Students will be able to create a basic web page using HTML and CSS
  • Learning Outcomes: 
    • Students will design and publish a personal website or portfolio on CompetesEDU
  • Discussion (Anticipatory Set): 
    • “What are some of your favorite websites? What makes them visually appealing and easy to use?”
  • Demonstration (Direct Instruction): 
    • Introduce the basic concepts of HTML and CSS, explaining their roles in web design
    • Demonstrate how to create a simple web page using a web design platform or code editor
  • Doing (Guided Practice): 
    • Guide students in creating their first web page, adding text, images, and basic styling
    • Provide assistance and feedback on their designs
  • Doing (Independent Practice): 
    • Students continue working on their web pages, incorporating more elements and experimenting with different layouts
  • Reflection: 
    • Students reflect on the design choices they made and how they impact the user experience
  • Connection (Standards): 9.MA:Pr5.a
  •  
Detail Event

Week 17: Creating Digital Art

Standard: 9.MA:Pr6.b (Producing)

  • Essential Questions: 
    • What are the different forms of digital art?
    • How can we use digital tools to express our creativity?
  • Concepts: 
    • Digital painting, photo editing, graphic design
  • Materials: 
    • Computers with digital art software (e.g., Photoshop, GIMP), drawing tablets (optional)
  • Vocabulary Words: 
    • Digital art, pixel, vector graphics
  • Learning Goals: 
    • Students will explore various digital art forms and learn to use digital tools for creative expression
  • Learning Objectives: 
    • Students will create a digital artwork using a chosen technique
  • Learning Outcomes: 
    • Students will showcase their digital artwork on CompetesEDU and explain their creative process
  • Discussion (Anticipatory Set): 
    • “What are some examples of digital art that you’ve seen? What tools or techniques do you think were used to create them?”
  • Demonstration (Direct Instruction): 
    • Introduce different forms of digital art, such as digital painting, photo editing, and graphic design
    • Demonstrate basic techniques using digital art software
  • Doing (Guided Practice): 
    • Guide students in experimenting with different digital art tools and techniques
    • Provide feedback and suggestions on their artwork
  • Doing (Independent Practice): 
    • Students choose a digital art form and create an original artwork
  • Reflection: 
    • Students reflect on their creative process and the challenges and possibilities of digital art
  • Connection (Standards): 9.MA:Pr6.b
  •  
Detail Event

Week 18: Podcasting and Audio Storytelling

Standard: 9.MA:Pr4.d (Producing)

  • Essential Questions: 
    • How can we use audio to tell stories and share information?
    • What are the key elements of effective podcasting?
  • Concepts: 
    • Audio recording and editing, storytelling techniques, podcast formats
  • Materials: 
    • Microphones or smartphones with voice recording capabilities, audio editing software
  • Vocabulary Words: 
    • Podcast, audio storytelling, narrative arc
  • Learning Goals: 
    • Students will learn the basics of podcasting and audio storytelling
  • Learning Objectives: 
    • Students will create a short podcast episode on a topic of their choice
  • Learning Outcomes: 
    • Students will publish their podcast episode on CompetesEDU and gather feedback from their peers
  • Discussion (Anticipatory Set): 
    • “What are some of your favorite podcasts? What makes them engaging and interesting to listen to?”
  • Demonstration (Direct Instruction): 
    • Introduce the concept of podcasting and different podcast formats (interview, narrative, conversational)
    • Discuss the importance of clear audio recording and effective storytelling techniques
  • Doing (Guided Practice): 
    • Guide students in planning their podcast episode, including choosing a topic, outlining the content, and practicing their delivery
    • Provide feedback on their scripts and recording techniques
  • Doing (Independent Practice): 
    • Students record and edit their podcast episodes
  • Reflection: 
    • Students reflect on the challenges and rewards of audio storytelling and the power of the human voice
  • Connection (Standards): 9.MA:Pr4.d
  •  
Detail Event

Week 19: Introduction to Game Design

Standard: 9.MA:Pr5.b (Producing)

  • Essential Questions: 
    • What are the basic elements of game design?
    • How can we create engaging and interactive game experiences?
  • Concepts: 
    • Game mechanics, level design, player interaction
  • Materials: 
    • Computers with internet access, game design software or online platforms (e.g., Scratch, GameMaker)
  • Vocabulary Words: 
    • Game mechanics, level design, player interaction
  • Learning Goals: 
    • Students will understand the fundamental concepts of game design and learn to create simple games
  • Learning Objectives: 
    • Students will be able to design and create a basic interactive game
  • Learning Outcomes: 
    • Students will share their game on CompetesEDU and gather feedback from their peers
  • Discussion (Anticipatory Set): 
    • “What are some of your favorite video games? What makes them fun and engaging to play?”
  • Demonstration (Direct Instruction): 
    • Introduce the basic elements of game design, such as mechanics, levels, characters, and objectives
    • Demonstrate how to create a simple game using a game design platform
  • Doing (Guided Practice): 
    • Guide students in designing their own game, focusing on core mechanics and basic level design
    • Provide assistance and feedback on their game concepts
  • Doing (Independent Practice): 
    • Students continue working on their games, adding more elements and refining the gameplay
  • Reflection: 
    • Students reflect on the design choices they made and how they impact the player experience
  • Connection (Standards): 9.MA:Pr5.b
  •  
Detail Event

Week 20: Media Arts and Social Issues

Standard: 9.MA:Cn11 (Connecting)

  • Essential Questions: 
    • How can media arts be used to address social issues and promote positive change?
    • What are the ethical considerations when creating media about sensitive topics?
  • Concepts: 
    • Social activism, media representation, ethical storytelling
  • Materials: 
    • Examples of media arts addressing social issues (documentaries, short films, social media campaigns)
  • Vocabulary Words: 
    • Social activism, media representation, ethics
  • Learning Goals: 
    • Students will understand how media arts can be a powerful tool for social commentary and activism
  • Learning Objectives: 
    • Students will analyze media examples addressing social issues and create their own media project on a chosen topic
  • Learning Outcomes: 
    • Students will present their media projects on CompetesEDU and engage in a discussion about their chosen social issue
  • Discussion (Anticipatory Set): 
    • “Can you think of any movies, songs, or artworks that have addressed social issues or inspired change? How did they do it?”
  • Demonstration (Direct Instruction): 
    • Discuss the role of media arts in raising awareness, challenging stereotypes, and promoting social justice
    • Analyze examples of media arts projects that address social issues effectively
    • Emphasize the importance of ethical considerations when creating media about sensitive topics
  • Doing (Guided Practice): 
    • Guide students in brainstorming social issues they are passionate about and exploring ways to address them through media arts
    • Provide feedback on their project ideas and ensure they are sensitive and respectful
  • Doing (Independent Practice): 
    • Students create a media arts project (video, photo essay, podcast, etc.) that addresses a chosen social issue
  • Reflection: 
    • Students reflect on the impact their project could have on raising awareness and promoting positive change
  • Connection (Standards): 9.MA:Cn11
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Detail Event

Week 21: Music and Sound in Media

Standard: 9.MA:Pr4.c (Producing)

  • Essential Questions: 
    • How do music and sound contribute to the emotional impact and storytelling of media arts?
    • How can we use music and sound effectively in our own projects?
  • Concepts: 
    • Music composition, sound mixing, audio editing
  • Materials: 
    • Computers with audio editing software, musical instruments (optional), examples of media with effective use of music and sound
  • Vocabulary Words: 
    • Soundtrack, score, sound mixing
  • Learning Goals: 
    • Students will understand the role of music and sound in media arts and learn basic audio editing techniques
  • Learning Objectives: 
    • Students will create a short video or animation with an original soundtrack or sound design
  • Learning Outcomes: 
    • Students will share their project on CompetesEDU and explain their choices in music and sound
  • Discussion (Anticipatory Set): 
    • “Think about a scene from a movie or TV show that had a powerful impact on you. How did the music or sound contribute to that feeling?”
  • Demonstration (Direct Instruction): 
    • Discuss the different ways music and sound are used in media arts to create mood, build suspense, or enhance storytelling
    • Demonstrate basic audio editing techniques, such as adding music, sound effects, and adjusting volume levels
  • Doing (Guided Practice): 
    • Guide students in choosing music or creating sound effects for a short video clip
    • Provide feedback on their audio choices and editing techniques
  • Doing (Independent Practice): 
    • Students create a short video or animation and add an original soundtrack or sound design
  • Reflection: 
    • Students reflect on how their audio choices impacted the overall feel and message of their project
  • Connection (Standards): 9.MA:Pr4.c
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Detail Event

Week 22: Analyzing Visual Storytelling in Film

Standard: 9.MA:Re7.c (Responding)

  • Essential Questions: 
    • How do filmmakers use visual elements to tell stories and convey emotions?
    • What are the key techniques used in visual storytelling?
  • Concepts: 
    • Cinematography, mise-en-scène, visual metaphors
  • Materials: 
    • Clips from films or videos showcasing various visual storytelling techniques
  • Vocabulary Words: 
    • Cinematography, mise-en-scène
  • Learning Goals: 
    • Students will analyze how visual elements contribute to storytelling and emotional impact in film
  • Learning Objectives: 
    • Students will be able to identify and analyze various visual storytelling techniques used in film
  • Learning Outcomes: 
    • Students will create a video essay analyzing the visual storytelling in a chosen film scene
  • Discussion (Anticipatory Set): 
    • “Think of a scene from a movie that left a strong impression on you. How did the way it was filmed contribute to that feeling?”
  • Demonstration (Direct Instruction): 
    • Introduce key visual storytelling techniques like camera angles, lighting, color palettes, and framing
    • Analyze film clips, pointing out how these techniques are used to convey meaning and emotion
  • Doing (Guided Practice): 
    • Guide students in analyzing a specific film scene, focusing on the visual elements and their impact on the story
    • Encourage discussion and interpretation of different visual choices
  • Doing (Independent Practice): 
    • Students choose a film scene and create a video essay analyzing its visual storytelling techniques
  • Reflection: 
    • Students reflect on how visual elements can be used to create powerful and meaningful stories
  • Connection (Standards): 9.MA:Re7.c
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Detail Event

Week 23: Creating a Short Documentary

Standard: 9.MA:Pr5.c (Producing)

  • Essential Questions: 
    • How can we use media arts to document and share real-life stories?
    • What are the ethical considerations when creating documentaries?
  • Concepts: 
    • Documentary filmmaking, interviewing techniques, ethical storytelling
  • Materials: 
    • Cameras or smartphones, video editing software, release forms (if interviewing people)
  • Vocabulary Words: 
    • Documentary, interview, B-roll
  • Learning Goals: 
    • Students will learn the basics of documentary filmmaking and create a short documentary on a topic of their choice
  • Learning Objectives: 
    • Students will be able to plan, film, and edit a short documentary
  • Learning Outcomes: 
    • Students will present their documentary on CompetesEDU and receive feedback from their peers
  • Discussion (Anticipatory Set): 
    • “What are some documentaries you’ve seen that have impacted you? What makes a documentary compelling and informative?”
  • Demonstration (Direct Instruction): 
    • Discuss the key elements of documentary filmmaking, including research, interviews, B-roll footage, and narration
    • Emphasize the importance of ethical considerations when documenting real-life stories and obtaining consent from interviewees
  • Doing (Guided Practice): 
    • Guide students in brainstorming documentary ideas and developing a basic outline
    • Provide tips on conducting interviews and capturing engaging B-roll footage
  • Doing (Independent Practice): 
    • Students work in groups or individually to film and edit their short documentaries
  • Reflection: 
    • Students reflect on the challenges and rewards of documentary filmmaking and the power of storytelling to inform and inspire
  • Connection (Standards): 9.MA:Pr5.c
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Detail Event

Week 24: Introduction to Interactive Media

Standard: 9.MA:Pr5.d (Producing)

  • Essential Questions: 
    • What is interactive media, and how does it differ from traditional media forms?
    • How can we use technology to create interactive experiences?
  • Concepts: 
    • Interactive storytelling, user interface design, game elements in interactive media
  • Materials: 
    • Computers with internet access, interactive media creation platforms (e.g., Twine, Scratch)
  • Vocabulary Words: 
    • Interactive media, user interface, branching narrative
  • Learning Goals: 
    • Students will understand the concept of interactive media and learn to create simple interactive experiences
  • Learning Objectives: 
    • Students will be able to design and create a basic interactive story or game
  • Learning Outcomes: 
    • Students will share their interactive project on CompetesEDU and gather feedback from their peers
  • Discussion (Anticipatory Set): 
    • “Can you think of any examples of interactive media that you’ve encountered? How did they engage you and allow you to participate in the experience?”
  • Demonstration (Direct Instruction): 
    • Introduce the concept of interactive media and its various forms (e.g., interactive stories, games, websites)
    • Discuss the importance of user interface design and how it impacts the user experience
  • Doing (Guided Practice): 
    • Guide students in creating a simple interactive story or game using a chosen platform
    • Provide assistance and feedback on their designs and interactions
  • Doing (Independent Practice): 
    • Students continue working on their interactive projects, adding more complexity and refining the user experience
  • Reflection: 
    • Students reflect on the challenges and possibilities of interactive media and how it can be used to tell stories and engage audiences
  • Connection (Standards): 9.MA:Pr5.d
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Detail Event

Week 25: Exploring Virtual and Augmented Reality

Standard: 9.MA:Cr3.a (Creating)

  • Essential Questions: 
    • What are virtual and augmented reality, and how are they used in media arts?
    • What are the potential applications of these technologies in various fields?
  • Concepts: 
    • VR and AR technologies, immersive experiences, 360-degree video
  • Materials: 
    • VR headsets (if available), smartphones/tablets with AR apps, examples of VR/AR experiences
  • Vocabulary Words: 
    • Virtual reality, augmented reality, immersive experience
  • Learning Goals: 
    • Students will explore the emerging technologies of VR and AR and understand their potential in media arts and beyond
  • Learning Objectives: 
    • Students will be able to describe the differences between VR and AR and identify their potential applications
  • Learning Outcomes: 
    • Students will create a presentation or video showcasing their understanding of VR/AR and their potential impact
  • Discussion (Anticipatory Set): 
    • “Have you ever experienced virtual or augmented reality? How did it make you feel? What are some potential uses for these technologies?”
  • Demonstration (Direct Instruction): 
    • Explain the concepts of VR and AR, highlighting their differences and similarities
    • Showcase examples of VR/AR experiences from various fields (entertainment, education, healthcare, etc.)
    • Discuss the potential impact of these technologies on society and the future of media arts
  • Doing (Guided Practice): 
    • If VR headsets are available, guide students in experiencing a VR environment
    • Have students explore AR apps on their smartphones/tablets and discuss their observations
  • Doing (Independent Practice): 
    • Students research and create a presentation or video about VR/AR, focusing on their potential applications and impact
  • Reflection: 
    • Students reflect on the ethical and social implications of VR/AR technologies and their role in shaping the future
  • Connection (Standards): 9.MA:Cr3.a
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Detail Event

Week 26: Remix Culture and Creative Appropriation

Standard: 9.MA:Cr2.c (Creating)

  • Essential Questions: 
    • What is remix culture, and how does it relate to media arts?
    • What are the ethical considerations when using and remixing existing media?
  • Concepts: 
    • Remix, appropriation, copyright, fair use, transformative use
  • Materials: 
    • Examples of remixes in music, video, and other media forms
  • Vocabulary Words: 
    • Remix, appropriation, transformative use
  • Learning Goals: 
    • Students will understand the concept of remix culture and learn to create their own remixes while respecting copyright and fair use guidelines
  • Learning Objectives: 
    • Students will be able to create a remix using existing media, demonstrating their understanding of transformative use
  • Learning Outcomes: 
    • Students will share their remixes on CompetesEDU and discuss the creative and ethical aspects of their work
  • Discussion (Anticipatory Set): 
    • “Have you ever created a meme, a mashup video, or a fan edit? How did you use existing media to create something new?”
  • Demonstration (Direct Instruction): 
    • Introduce the concept of remix culture and its significance in contemporary media arts
    • Discuss the difference between appropriation and transformative use, emphasizing the importance of adding new meaning or value to the original work
    • Review copyright and fair use guidelines in the context of remixing
  • Doing (Guided Practice): 
    • Guide students in finding and selecting media elements for their remixes
    • Provide feedback on their creative choices and ensure they are adhering to fair use principles
  • Doing (Independent Practice): 
    • Students create their own remixes, using various media forms and techniques
  • Reflection: 
    • Students reflect on the creative process of remixing and the ethical considerations involved
  • Connection (Standards): 9.MA:Cr2.c
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Detail Event

Week 27: Media Arts and Storytelling

Standard: 9.MA:Re7.d (Responding)

  • Essential Questions: 
    • How do different media forms tell stories in unique ways?
    • What are the key elements of effective storytelling in media arts?
  • Concepts: 
    • Narrative structure, character development, visual and audio storytelling techniques
  • Materials: 
    • Examples of storytelling in various media forms (films, video games, animations, podcasts)
  • Vocabulary Words: 
    • Narrative arc, protagonist, antagonist, conflict, resolution
  • Learning Goals: 
    • Students will analyze how storytelling techniques are used in different media forms and apply these techniques to their own creations
  • Learning Objectives: 
    • Students will be able to identify and analyze storytelling elements in various media
  • Learning Outcomes: 
    • Students will create a storyboard or script for a media project that demonstrates their understanding of storytelling techniques
  • Discussion (Anticipatory Set): 
    • “What are some of your favorite stories, and how were they told? What elements made them engaging and memorable?”
  • Demonstration (Direct Instruction): 
    • Discuss the key elements of storytelling, such as plot, character, setting, conflict, and theme
    • Analyze examples of storytelling in different media forms, highlighting how each medium utilizes unique techniques
  • Doing (Guided Practice): 
    • Guide students in identifying storytelling elements in a chosen media example
    • Discuss how these elements contribute to the overall narrative and emotional impact
  • Doing (Independent Practice): 
    • Students choose a media form and create a storyboard or script for a project that demonstrates their understanding of storytelling techniques
  • Reflection: 
    • Students reflect on the importance of storytelling in media arts and how it can be used to connect with audiences on an emotional level
  • Connection (Standards): 9.MA:Re7.d
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Detail Event

Week 28: Creating a Music Video

Standard: 9.MA:Pr5.e (Producing)

  • Essential Questions: 
    • How can we use visuals to interpret and enhance a piece of music?
    • What are the key elements of a successful music video?
  • Concepts: 
    • Visual interpretation of music, editing to the beat, visual metaphors
  • Materials: 
    • Music tracks, video editing software, cameras or smartphones
  • Vocabulary Words: 
    • Music video, lip-sync, choreography
  • Learning Goals: 
    • Students will learn to create a music video that visually interprets and enhances a chosen song
  • Learning Objectives: 
    • Students will be able to plan, film, and edit a music video that complements the chosen music
  • Learning Outcomes: 
    • Students will share their music video on CompetesEDU and receive feedback from their peers
  • Discussion (Anticipatory Set): 
    • “What are some of your favorite music videos? How do the visuals contribute to the overall experience of the song?”
  • Demonstration (Direct Instruction): 
    • Show examples of music videos with different visual styles and approaches
    • Discuss how the visuals connect to the lyrics, mood, and rhythm of the music
    • Explain techniques like lip-sync, choreography, and visual metaphors
  • Doing (Guided Practice): 
    • Guide students in choosing a song and brainstorming visual ideas for their music video
    • Provide feedback on their concepts and help them plan their shots and editing
  • Doing (Independent Practice): 
    • Students film and edit their music videos, paying attention to timing and visual storytelling
  • Reflection: 
    • Students reflect on the creative process of interpreting music through visuals and the challenges of syncing visuals to the beat
  • Connection (Standards): 9.MA:Pr5.e
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Detail Event

Week 29: Media Arts and Cultural Identity

Standard: 9.MA:Cn10 (Connecting)

  • Essential Questions: 
    • How does media arts reflect and shape our understanding of cultural identity?
    • How can we use media arts to celebrate and express our own cultural heritage?
  • Concepts: 
    • Cultural representation in media, identity expression, diversity and inclusion
  • Materials: 
    • Examples of media arts that explore cultural identity (films, documentaries, photography, etc.)
  • Vocabulary Words: 
    • Cultural identity, representation, stereotype
  • Learning Goals: 
    • Students will explore the relationship between media arts and cultural identity, and learn to use media to express their own cultural heritage
  • Learning Objectives: 
    • Students will be able to analyze how media portrays different cultures and create a media project that celebrates their own cultural identity
  • Learning Outcomes: 
    • Students will share their media projects on CompetesEDU and engage in a respectful discussion about different cultural perspectives
  • Discussion (Anticipatory Set): 
    • “How do you see your own cultural identity represented in media? Are there any stereotypes or misrepresentations that you’ve noticed?”
  • Demonstration (Direct Instruction): 
    • Discuss the importance of cultural representation in media and the impact of stereotypes
    • Analyze examples of media arts that celebrate cultural diversity and challenge stereotypes
    • Encourage students to share their own cultural experiences and perspectives
  • Doing (Guided Practice): 
    • Guide students in brainstorming ideas for a media project that expresses their cultural identity
    • Provide feedback and support in developing their concepts and ensuring cultural sensitivity
  • Doing (Independent Practice): 
    • Students create a media arts project that celebrates their cultural heritage or explores themes of identity
  • Reflection: 
    • Students reflect on the importance of sharing diverse cultural perspectives through media arts and how it can promote understanding and empathy
  • Connection (Standards): 9.MA:Cn10
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Detail Event

Week 30: Careers in Media Arts

Standard: 9.MA:Cn11 (Connecting)

  • Essential Questions: 
    • What are the different career paths in the field of media arts?
    • What skills and knowledge are necessary for success in these careers?
  • Concepts: 
    • Career exploration, industry trends, skill development
  • Materials: 
    • Guest speakers from the media arts industry (if possible), online resources about media arts careers
  • Vocabulary Words: 
    • Freelance, portfolio, networking
  • Learning Goals: 
    • Students will explore various career options in media arts and understand the skills and pathways required to pursue them
  • Learning Objectives: 
    • Students will be able to identify different media arts careers and the skills needed for each
  • Learning Outcomes: 
    • Students will create a presentation or video showcasing a chosen media arts career and its requirements
  • Discussion (Anticipatory Set): 
    • “What are some jobs or careers that you associate with media arts? What skills do you think are important in these fields?”
  • Demonstration (Direct Instruction): 
    • Introduce a variety of media arts careers, such as filmmaker, animator, graphic designer, web developer, sound engineer, etc.
    • Discuss the skills and educational pathways required for each career
    • Highlight the importance of building a portfolio and networking in the industry
  • Doing (Guided Practice): 
    • Guide students in researching a specific media arts career that interests them
    • Provide resources and support in gathering information about the career’s requirements and outlook
  • Doing (Independent Practice): 
    • Students create a presentation or video showcasing their chosen media arts career, including information about the skills, education, and potential job opportunities
  • Reflection: 
    • Students reflect on their career interests and develop a plan for further exploration and skill development
  • Connection (Standards): 9.MA:Cn11
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Detail Event

Week 31: Sound Design & Music in Media

Standard: 9.MA:Pr4.a (Producing), 9.MA:Cn10.a (Connecting)

  • Essential Question: How do sound and music influence the mood, tone, and overall impact of media productions?
  • Concepts: The role of sound design, music selection, and audio editing in media arts.
  • Materials: Computers with audio editing software, headphones, examples of media with effective sound design.
  • Vocabulary: Sound design, Foley, soundtrack, ambient sound, sound effects.
  • Learning Goals: Students will understand the importance of sound in media and develop basic audio editing skills.
  • Learning Objectives: Students will be able to analyze the use of sound in media and create their own sound design for a short video clip.
  • Learning Outcomes: Students will demonstrate their understanding by creating and submitting a short video with original sound design to CompetesEDU.
  • Discussion: Analyze the use of sound in various media examples (films, commercials, video games). Discuss how different sounds create different moods and emotions.
  • Demonstration: Teacher demonstrates basic audio editing techniques using software like Audacity or GarageBand.
  • Doing (Guided Practice): Students experiment with creating sound effects and adding them to a provided video clip.
  • Doing (Independent Practice): Students select a short video clip and create original sound design to enhance its impact.
  • Reflection: Students reflect on their sound design choices and how they contribute to the overall message of the video.
  • Connection: Students submit their final videos to CompetesEDU and provide This looks Excellent, let’s proceed with the remaining lesson plans for 9th Grade, weeks 32-36!
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Detail Event

Week 32: Animation Basics

Standard: 9.MA:Cr3.a (Creating), 9.MA:Pr4.b (Producing)

  • Essential Question: How do sound and music influence the mood, tone, and overall impact of media p
  • Essential Question: How can we bring still images to life through the art of animation?
  • Concepts: Principles of animation (timing, spacing, squash and stretch, etc.), types of animation (stop-motion, 2D, 3D).
  • Materials: Stop-motion animation kits (optional), computers with animation software (e.g., Scratch, Adobe Animate), drawing materials.
  • Vocabulary: Animation, frame, keyframe, storyboard, tweening.
  • Learning Goals: Students will understand basic animation principles and create a short animation.
  • Learning Objectives: Students will be able to apply animation principles to create a simple animation demonstrating movement and transformation.
  • Learning Outcomes: Students will demonstrate their understanding by creating and submitting a short animation to CompetesEDU.
  • Discussion: Introduce the history and different types of animation. Watch and analyze short animation examples, identifying key animation principles.
  • Demonstration: Teacher demonstrates stop-motion animation techniques (if using) or basic animation principles using software.
  • Doing (Guided Practice): Students create a simple stop-motion animation or a short 2D animation using provided software and guidance.
  • Doing (Independent Practice): Students develop a storyboard and create their own short animation, incorporating at least 3 animation principles.
  • Reflection: Students reflect on their animation process and the challenges they encountered.
  • Connection: Students submit their animations to CompetesEDU and provide feedback on their peers’ work, focusing on the use of animation principles.
  • roductions?
  • Concepts: The role of sound design, music selection, and audio editing in media arts.
  • Materials: Computers with audio editing software, headphones, examples of media with effective sound design.
  • Vocabulary: Sound design, Foley, soundtrack, ambient sound, sound effects.
  • Learning Goals: Students will understand the importance of sound in media and develop basic audio editing skills.
  • Learning Objectives: Students will be able to analyze the use of sound in media and create their own sound design for a short video clip.
  • Learning Outcomes: Students will demonstrate their understanding by creating and submitting a short video with original sound design to CompetesEDU.
  • Discussion: Analyze the use of sound in various media examples (films, commercials, video games). Discuss how different sounds create different moods and emotions.
  • Demonstration: Teacher demonstrates basic audio editing techniques using software like Audacity or GarageBand.
  • Doing (Guided Practice): Students experiment with creating sound effects and adding them to a provided video clip.
  • Doing (Independent Practice): Students select a short video clip and create original sound design to enhance its impact.
  • Reflection: Students reflect on their sound design choices and how they contribute to the overall message of the video.
  • Connection: Students submit their final videos to CompetesEDU and provide This looks Excellent, let’s proceed with the remaining lesson plans for 9th Grade, weeks 32-36!
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Detail Event

Week 33: Interactive Media & Web Design

Standard: 9.MA:Cr3.b (Creating), 9.MA:Pr5.a (Producing)

  • Essential Question: How can we design interactive media experiences that engage and inform users?
  • Concepts: Basic web design principles, user interface (UI) and user experience (UX) design, elements of interactive media.
  • Materials: Computers with internet access, web design software or platforms (e.g., Wix, WordPress), examples of interactive websites or apps.
  • Vocabulary: Interactive media, web design, UI, UX, navigation, layout.
  • Learning Goals: Students will understand the basics of web design and interactive media and create a simple interactive project.
  • Learning Objectives: Students will be able to design a basic website or interactive media experience with clear navigation and user-friendly interface.
  • Learning Outcomes: Students will demonstrate their understanding by creating and submitting a simple website or interactive project to CompetesEDU.
  • Discussion: Explore examples of interactive websites, apps, and games. Discuss the elements that make them engaging and user-friendly.
  • Demonstration: Teacher introduces basic web design principles and demonstrates how to use a web design platform or tool.
  • Doing (Guided Practice): Students create a basic website layout with a few pages and simple navigation.
  • Doing (Independent Practice): Students design and create a more complex interactive project, such as a choose-your-own-adventure story, a quiz, or an interactive infographic.
  • Reflection: Students reflect on the design choices they made and how they impact the user experience.
  • Connection: Students submit their projects to CompetesEDU and provide feedback on each other’s work, focusing on UI/UX and interactivity.
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Detail Event

Week 34: Media Ethics & Digital Citizenship

Standard: 9.MA:Re7.a (Responding), 9.MA:Cn11.a (Connecting)

  • Essential Question: How can we be responsible creators and consumers of media in the digital age?
  • Concepts: Copyright and fair use, online privacy and safety, cyberbullying, digital footprint, media literacy.
  • Materials: Articles or videos on media ethics and digital citizenship, case studies, discussion prompts.
  • Vocabulary: Copyright, fair use, plagiarism, cyberbullying, digital footprint, media literacy.
  • Learning Goals: Students will understand the ethical and social implications of media creation and consumption.
  • Learning Objectives: Students will be able to identify ethical dilemmas in media and make informed choices about their online behavior.
  • Learning Outcomes: Students will demonstrate their understanding by creating a presentation or media project on a chosen media ethics topic and submitting it to CompetesEDU.
  • Discussion: Engage in open discussions about ethical issues in media creation and consumption, using case studies and real-world examples.
  • Activity: Students research a specific media ethics topic (e.g., deepfakes, misinformation, online privacy) and create a presentation or media project to share their findings.
  • Reflection: Students reflect on their own online behavior and digital footprint.
  • Connection: Students submit their projects to CompetesEDU and engage in discussions about media ethics and responsible digital citizenship.
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Detail Event

Week 35: Final Project Development

Standard: 9.MA:Cr4 (Creating), 9.MA:Pr6 (Producing)

  • Essential Question: How can I synthesize my media arts skills and knowledge into a meaningful final project?
  • Concepts: Project planning, research, collaboration, creative problem-solving.
  • Materials: Computers, project planning tools (e.g., Trello, Google Docs), media production equipment and software as needed.
  • Vocabulary: Project proposal, project timeline, deliverables, collaboration, critique.
  • Learning Goals: Students will plan, research, and begin developing their final media arts projects.
  • Learning Objectives:
    • Students will develop a project proposal outlining their concept, goals, and production plan.
    • Students will conduct research to inform their project and gather necessary resources.
    • Students will begin creating their final media project, utilizing skills and techniques learned throughout the course.
  • Learning Outcomes:
    • Students will submit a completed project proposal and demonstrate progress on their final project.
  • Discussion: Review the project requirements and expectations. Brainstorm potential project ideas and discuss the importance of planning and research.
  • Activity:
    • Project Proposal: Students complete a project proposal outlining their concept, target audience, materials, timeline, and anticipated challenges.
    • Research: Students conduct research to gather information and inspiration for their project.
    • Production: Students begin working on their final project, utilizing appropriate media tools and techniques.
  • Reflection: Students reflect on their project progress and identify areas for improvement.
  • Connection: Students share their project proposals and progress updates on CompetesEDU, seeking feedback and support from their peers.
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Detail Event

Week 36: Final Project Showcase & Reflection

Standard: 9.MA:Re8 (Responding), 9.MA:Cn12 (Connecting)

  • Essential Question: How can I effectively present and reflect on my media arts learning journey?
  • Concepts: Presentation skills, self-reflection, critique and feedback, portfolio development.
  • Materials: Computers, presentation software, completed final projects.
  • Vocabulary: Presentation, reflection, critique, portfolio.
  • Learning Goals:
    • Students will finalize and present their final projects.
    • Students will reflect on their learning journey and growth in media arts.
  • Learning Objectives:
    • Students will effectively present their final project, demonstrating their skills and knowledge.
    • Students will provide constructive feedback to their peers and receive feedback on their own work.
    • Students will reflect on their learning journey and create a portfolio showcasing their best work.
  • Learning Outcomes:
    • Students will submit their final projects to CompetesEDU and participate in a final project showcase.
    • Students will complete a self-reflection essay and create a digital portfolio of their work.
  • Activity:
    • Final Project Completion: Students finalize their projects and prepare for presentation.
    • Showcase: Students present their projects on CompetesEDU, explaining their concept, process, and challenges.
    • Feedback and Critique: Students provide constructive feedback to their peers and receive feedback on their own work.
    • Reflection and Portfolio: Students reflect on their learning journey and select their best work to create a digital portfolio.
  • Connection: Students engage in final discussions on CompetesEDU, reflecting on the course and their growth as media artists.
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Detail Event

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