Logo New
App Store Logo (1)
Android App Google Play
Facebook Twitter Youtube
Competes TV

11th Grade Media Arts - Weekly Lesson Plans (Weeks 1-36, including Final Project)

Week 1: Introduction to Media Arts and CompetesEDU Platform

Week 1: Setting the Stage for 11th Grade: Reflection & Aspiration

  • Standard: 11.MA:Cn11.b (Connecting), 11.MA:Cn12.a (Connecting)
  • Essential Question: How can we leverage our 10th-grade foundation to achieve even greater heights in media arts this year?
  • Concepts: Review of 10th-grade concepts, setting goals, creative exploration, CompetesEDU platform.
  • Materials: Examples of 10th-grade student work, presentation tools, internet access for CompetesEDU
  • Vocabulary: Reflection
  • Learning Goals:
    • Students will reflect on their 10th-grade accomplishments and set ambitious goals for 11th grade
    • Students will be introduced to the 11th-grade curriculum and expectations
  • Learning Objectives:
    • Identify key skills and knowledge gained in 10th grade
    • Articulate their areas of interest and aspirations for further development in media arts
    • Understand the key focus areas and expectations for 11th-grade Media Arts
  • Learning Outcomes:
    • Students will create a “Media Arts Journey” timeline or visual representation showcasing their progress from 9th to 10th grade and their goals for 11th grade
    • Students will actively participate in class discussions about the 11th-grade curriculum and expectations
  • Discussion: Facilitate a class discussion about students’ 10th-grade Media Arts experiences, highlighting memorable projects, skills gained, and areas for growth. Encourage students to share their expectations and goals for 11th grade.
  • Demonstration: Showcase exemplary 10th-grade projects or other inspiring media works to set the tone for the year. Review how to navigate and use the CompetesEDU platform, emphasizing any new features or functionalities
  • Doing (Guided Practice): Guide students in creating a short “Welcome to 11th Grade” video or presentation, showcasing their personalities, media arts interests, and goals for the year
  • Doing (Independent Practice): Students create their “Media Arts Journey” timeline or visual representation, reflecting on their progress and setting ambitious goals for 11th grade
  • Reflection: Students write a reflective journal entry about their 10th-grade experiences and their aspirations for 11th-grade Media Arts.
  • Connection: Students share their “Media Arts Journey” timelines on CompetesEDU, inviting comments and feedback from their peers
  •  

LISTS OF WEEKS

Week 2: Advanced Video Production: Project Planning & Pre-Production

Standard: 11.MA:Cr2.a (Creating), 11.MA:Pr6.a (Producing)

  • Essential Question: How can we plan and execute a complex video production that tells a compelling story and showcases our technical and creative skills?
  • Concepts: Advanced video production, project planning, pre-production, scriptwriting, storyboarding, shot lists, location scouting, casting, equipment, budgeting
  • Materials: Scriptwriting and storyboarding software or templates, video cameras or smartphones, examples of professional video productions
  • Vocabulary: Pre-production
  • Learning Goals: Students will develop a comprehensive plan for a more ambitious video project, incorporating advanced production techniques and creative storytelling
  • Learning Objectives:
    • Brainstorm and develop story ideas, considering genre, target audience, and message
    • Create detailed storyboards and shot lists, planning camera angles, movements, and lighting
    • Conduct location scouting and consider casting and crew roles
    • Develop a production schedule and budget
  • Learning Outcomes:
    • Students will create a project proposal, including a script or treatment, storyboard, shot list, and production plan, and submit it to CompetesEDU for feedback
  • Discussion: Discuss the elements of a successful video production, emphasizing the importance of pre-production planning and organization. Analyze examples of professional video productions, highlighting their storytelling techniques, cinematography, and editing choices.
  • Demonstration: Demonstrate how to create storyboards, shot lists, and production schedules using relevant software or templates.
  • Doing (Guided Practice): Guide students in brainstorming story ideas and developing a basic storyboard or shot list for a short scene
  • Doing (Independent Practice): Students work individually or in groups to develop their video project concepts, creating detailed storyboards, shot lists, and production plans.
  • Reflection: Students reflect on their pre-production process and the importance of planning and organization in successful video production.
  • Connection: Students share their project proposals on CompetesEDU, seeking feedback
  •  

Week 3: Sound Design & Music for Film

• Standard: 11.MA:Cr3.c (Creating), 11.MA:Cn10.b (Connecting)

  • Essential Question: How can we use sound and music to create specific moods, enhance storytelling, and evoke emotions in film?
  • Concepts: Sound design, music selection, audio editing, Foley, atmosphere, emotional impact
  • Materials: Examples of film scenes with impactful sound design and music, audio editing software, sound libraries, Foley props (optional), video clips for sound design practice.
  • Vocabulary: Soundscape
  • Learning Goals: Students will explore the power of sound and music in filmmaking and develop skills in creating soundscapes and soundtracks.
  • Learning Objectives:
    • Analyze the use of sound and music in various film genres and scenes
    • Experiment with different sound effects, music genres, and Foley techniques to create specific moods and atmospheres
    • Compose original music or select existing tracks to enhance the emotional impact of a video project
  • Learning Outcomes:
    • Students will create a sound design and music plan for a short film scene and submit it to CompetesEDU.
  • Discussion: Engage in a class discussion about the role of sound and music in filmmaking. Analyze film scenes, focusing on how sound and music contribute to the storytelling and emotional impact. Discuss the different types of sound used in films (dialogue, sound effects, music, ambiance).
  • Demonstration: Demonstrate audio editing techniques using software. Showcase how to layer sounds, create transitions, and adjust levels to create a cohesive soundscape. Also, demonstrate how to select and edit music to fit the mood and pacing of a scene
  • Doing (Guided Practice): Provide students with a short film scene and guide them in creating a basic soundscape, incorporating sound effects and music.
  • Doing (Independent Practice): Students select a short film scene or create their own footage and develop a sound design and music plan. They experiment with different sounds, Foley techniques, and music choices to create the desired mood and atmosphere.
  • Reflection: Students reflect on their sound design and music choices, analyzing how they contribute to the overall impact of the scene.

Connection: Students submit their sound design and music plans to CompetesEDU, explaining their creative choices and intended emotional impact. Encourage them to provide feedback on their peers’ work, focusing on the effectiveness of the sound and music choices

Week 4: Graphic Design & Branding

Standard: 11.MA:Cr1.b (Creating), 11.MA:Pr5.g (Producing)

  • Essential Question: How can we create visually compelling and cohesive brand identities that effectively communicate a message or represent an organization?
  • Concepts: Branding, identity design, logo design, color theory, typography, visual communication, marketing
  • Materials: Examples of successful brand identities, graphic design software (e.g., Adobe Illustrator, Photoshop), online design tools (e.g., Canva)
  • Vocabulary: Branding
  • Learning Goals: Students will explore the principles of branding and identity design and apply them to create a comprehensive brand package
  • Learning Objectives:
    • Learn about the elements of a brand identity
    • Analyze successful brand identities and deconstruct their design choices
    • Create a brand identity for a hypothetical client or project
  • Learning Outcomes:
    • Students will create a comprehensive brand identity package and present it on CompetesEDU
  • Discussion: Introduce the concept of branding and its importance in establishing a visual identity for a company, product, or service. Analyze examples of successful brand identities, focusing on their logos, color palettes, typography, and overall visual style.
  • Demonstration: Demonstrate how to use graphic design software or online tools to create logos, design layouts, and develop style guides
  • Doing (Guided Practice): Guide students in brainstorming ideas for a brand identity for a hypothetical client or project. Help them create mood boards and explore different visual styles.
  • Doing (Independent Practice): Students develop a comprehensive brand identity package, including a logo, color palette, typography choices, and a style guide. They also create mock-up applications of their brand identity (e.g., website, social media graphics, merchandise)
  • Reflection: Students reflect on their design choices and how they contribute to the overall message and personality of the brand
  • Connection: Students present their brand identity packages on CompetesEDU, explaining their design choices and rationale. Encourage them to provide feedback on their peers’ work, focusing on its effectiveness and target audience appeal

Week 5: 3D Animation & Character Performance

• Standard: 11.MA:Cr3.a (Creating), 11.MA:Pr4.k (Producing)

  • Essential Question: How can we use advanced 3D animation techniques to create believable and expressive character performances that tell stories and evoke emotions?
  • Concepts: 3D animation, character animation, rigging, performance capture, motion capture, storytelling, emotional expression
  • Materials: Computers with 3D animation software, motion capture equipment (if available), examples of 3D character animation in films and games
  • Vocabulary: Animation
  • Learning Goals: Students will refine their 3D animation skills and focus on character performance
  • Learning Objectives:
    • Learn about the principles of character animation
    • Explore advanced animation techniques, such as motion capture and performance capture (if resources allow)
    • Create a short 3D animation showcasing a character’s personality and emotions through movement and expression.
  • Learning Outcomes:
    • Students will create a 3D character animation showcasing expressive performance and submit it to CompetesEDU
  • Discussion: Discuss the importance of character animation in storytelling and how it can bring characters to life and convey emotions. Analyze examples of expressive character animation in films and games, focusing on body language, facial expressions, and timing.
  • Demonstration: Demonstrate advanced animation techniques, such as animating walk cycles, facial expressions, and lip-syncing. If possible, showcase motion capture or performance capture technology and its applications in character animation
  • Doing (Guided Practice): Guide students in creating a simple character animation, focusing on basic movements and expressions. Provide feedback on their animation timing and character posing
  • Doing (Independent Practice): Students develop a short animation scene that focuses on showcasing a character’s personality and emotions through movement, gestures, and facial expressions. Encourage them to experiment with different animation techniques and incorporate sound to enhance the performance
  • Reflection: Students reflect on their animation process and the challenges they encountered in creating believable and expressive character performances.

Connection: Students submit their character animations to CompetesEDU for peer feedback and critique. Encourage them to analyze each other’s work, focusing on expressiveness, believability, and storytelling

Week 6: Interactive Storytelling & Game Prototyping

Standard: 11.MA:Cr3.f (Creating), 11.MA:Pr6.b (Producing)

  • Essential Question: How can we combine interactive storytelling, game mechanics, and visual design to create compelling and immersive game experiences?
  • Concepts: Interactive storytelling, game design, game mechanics, level design, narrative design, character development, prototyping
  • Materials: Examples of interactive games and stories, game design tools or platforms (e.g., Unity, Unreal Engine, GameMaker Studio 2, Twine, Scratch), computers or tablets
  • Vocabulary: Interactive
  • Learning Goals: Students will further develop their game design and prototyping skills, focusing on creating more complex and engaging experiences
  • Learning Objectives:
    • Expand on their previous game design concepts, refining mechanics, narrative, and level design
    • Learn to use more advanced features of game development software or tools
    • Create a playable prototype of their game, incorporating interactive storytelling elements
  • Learning Outcomes:
    • Students will create a playable game prototype or interactive story demo and present it to the class or on CompetesTV
  • Discussion: Discuss the elements of interactive storytelling and how they can be integrated into game design. Analyze examples of games that successfully combine narrative and gameplay, highlighting the impact of player choices and branching narratives.
  • Demonstration: Demonstrate how to use a game design tool or platform to create more complex game mechanics, interactive elements, and narrative sequences.
  • Doing (Guided Practice): Guide students in creating a more complex interactive scene or level, incorporating choices, consequences, and character interactions
  • Doing (Independent Practice): Students continue to develop their game prototypes or interactive stories, adding more complex mechanics, narrative elements, and visual design. Encourage them to consider the player’s experience and the emotional impact of their storytelling choices
  • Reflection: Students reflect on their game design process, discussing the challenges they encountered and the creative solutions they implemented.
  • Connection: Students share their game prototypes or interactive story demos on CompetesTV and gather feedback from a wider audience.
Detail Event

Week 7: Advanced Audio Production & Sound Engineering

Standard: 11.MA:Pr4.l (Producing), 11.MA:Re9.b (Responding)

    • Essential Question: How can we use advanced audio production techniques to create professional-quality soundtracks, podcasts, and sound effects for our media projects?
    • Concepts: Advanced audio production, sound engineering, recording studio setups, microphone techniques, multi-track recording, mixing, mastering, audio post-production
    • Materials: Examples of professional audio productions, audio recording equipment (microphones, audio interfaces, headphones), audio editing software (e.g., Logic Pro, Pro Tools, Audacity), access to sound libraries or online resources
    • Vocabulary: Sound Engineering
    • Learning Goals: Students will explore advanced audio production techniques and tools.
    • Learning Objectives:
      • Students will learn about recording studio setups, microphone techniques, and multi-track recording
      • Students will experiment with sound mixing, mastering, and audio post-production techniques
      • Students will produce a professional-quality audio project, such as a podcast episode, a short film soundtrack, or a sound effects library
    • Learning Outcomes:
      • Students will demonstrate their understanding by producing and submitting a professional-quality audio project to CompetesEDU
    • Discussion: Introduce students to the world of professional audio production and sound engineering. Discuss the roles of different audio professionals (e.g., sound engineers, Foley artists, music producers) and the equipment they use. Analyze examples of professional audio productions, highlighting the quality of the sound and its impact on the overall experience
    • Demonstration: If possible, arrange a visit to a recording studio or demonstrate a studio setup in the classroom. Explain the use of different microphones, audio interfaces, and recording software. Showcase basic mixing and mastering techniques
    • Doing (Guided Practice): Guide students in setting up microphones and recording audio in different environments. Introduce them to multi-track recording and basic mixing techniques using audio editing software
    • Doing (Independent Practice): Students choose an audio project (podcast episode, short film soundtrack, sound effects library) and apply advanced audio production techniques to create a professional-quality final product. Encourage them to experiment with different recording and editing techniques to achieve their desired sound
    • Reflection: Students reflect on their audio production experience and the challenges and rewards of creating high-quality audio
    • Connection: Students submit their final audio projects to CompetesEDU for peer feedback and critique. Encourage them to analyze each other’s work, focusing on sound quality, clarity, and overall production value.
    •  
Detail Event

Week 8: Digital Art & Illustration

Standard: 11.MA:Cr3.g (Creating), 11.MA:Re7.c (Responding)

  • Essential Question: How can we use digital tools and techniques to create expressive and impactful illustrations and artwork?
  • Concepts: Digital art, illustration, digital painting, vector graphics, photo manipulation, creative expression
  • Materials: Computers with digital art software (e.g., Adobe Photoshop, Illustrator, Procreate), drawing tablets or styluses, examples of digital art and illustration
  • Vocabulary: Digital art
  • Learning Goals: Students will explore the world of digital art and illustration, experimenting with different techniques and styles
  • Learning Objectives:
    • Students will learn about different digital art styles and techniques
    • Students will experiment with various digital art software and tools.
    • Students will create original digital artwork that expresses their ideas and creativity
  • Learning Outcomes:
    • Students will create and submit a digital artwork to CompetesEDU
  • Discussion: Introduce the concept of digital art and its various forms and applications. Showcase examples of digital paintings, illustrations, and graphic design, highlighting different styles and techniques.
  • Demonstration: Demonstrate basic digital art techniques using the chosen software, focusing on drawing, painting, and image manipulation tools.
  • Doing (Guided Practice): Guide students in creating a simple digital illustration or artwork, providing step-by-step instructions and feedback
  • Doing (Independent Practice): Students explore different digital art techniques and create their own original artwork, expressing their creativity and experimenting with different styles
  • Reflection: Students reflect on their digital art experience and the creative possibilities offered by digital tools.

Connection: Students submit their digital artwork to CompetesEDU for peer feedback and critique.

Detail Event

Week 9: Media & Society: Exploring Representation & Impact

• Standard: 11.MA:Re7.a (Responding), 11.MA:Cn11.a (Connecting)

  • Essential Question: How does media shape our perceptions of the world, influence social attitudes, and reflect or challenge cultural norms?
  • Concepts: Media representation, stereotypes, bias, cultural impact, social influence, media literacy.
  • Materials: Examples of media (films, TV shows, news articles, social media posts), media analysis worksheets or graphic organizers.
  • Vocabulary: Representation
  • Learning Goals: Students will critically analyze the relationship between media and society
  • Learning Objectives:
    • Explore how media representations can influence social attitudes and behaviors
    • Analyze the impact of media on cultural norms and values.
    • Discuss the role of media in shaping public opinion and social movements.
  • Learning Outcomes:
    • Students will write a reflective essay or create a media project analyzing the impact of media on society and submit it to CompetesEDU
  • Discussion: Engage in an open discussion about the power of media to shape our understanding of the world and influence social issues. Analyze examples of media that portray different groups, social issues, and cultural values, discussing both positive and negative representations
  • Demonstration: Demonstrate how to analyze media messages, focusing on how they portray different groups, events, and ideas, and the potential impact on audiences.
  • Doing (Guided Practice): Guide students in analyzing a media example together, identifying key messages, representations, and potential biases.
  • Doing (Independent Practice): Students select a media example or topic and create a project (essay, video essay, presentation, infographic) that explores its impact on society. Encourage them to consider both positive and negative influences and offer their own perspectives on responsible media consumption and creation
  • Reflection: Students reflect on their media analysis experience and discuss the importance of being critical media consumers and creators. Encourage them to think about how they can use media to promote positive change and challenge harmful stereotypes
  • Connection: Students share their projects on CompetesEDU and engage in discussions about the role of media in society and their responsibility as media creators and consumers.
Detail Event

Week 10: Experimental Filmmaking & Video Art

Standard: 11.MA:Cr2.e (Creating), 11.MA:Re8.c (Responding)

  • Essential Question: How can we push the boundaries of traditional filmmaking and use experimental techniques to create unique and thought-provoking video art?
  • Concepts: Experimental filmmaking, video art, abstract visuals, non-linear narratives, found footage, manipulation of time and space, creative expression
  • Materials: Examples of experimental films and video art, video cameras or smartphones, video editing software, special effects or animation tools (optional)
  • Vocabulary: Experimental
  • Learning Goals: Students will explore the world of experimental filmmaking and video art, experimenting with unconventional techniques and expressing their creativity
  • Learning Objectives:
    • Students will learn about different experimental filmmaking techniques
    • Students will analyze and discuss examples of experimental films and video art
    • Students will create their own experimental video project
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating and submitting an experimental video project to CompetesEDU
  • Discussion: Introduce the concept of experimental filmmaking and video art, showcasing examples that challenge traditional storytelling and visual conventions. Discuss the artistic intent behind these works and their impact on the viewer
  • Demonstration: Demonstrate various experimental filmmaking techniques, such as abstract visuals, non-linear narratives, found footage, and manipulation of time and space using video editing software or other tools
  • Doing (Guided Practice): Guide students in experimenting with one or two experimental techniques, providing them with footage or encouraging them to create their own
  • Doing (Independent Practice): Students develop a concept for an experimental video project, incorporating at least one experimental technique. They film and edit their videos, focusing on creative expression and pushing the boundaries of traditional filmmaking
  • Reflection: Students reflect on their experimental filmmaking experience and the challenges and rewards of exploring unconventional storytelling and visual techniques
  • Connection: Students submit their experimental video projects to CompetesEDU for peer feedback and critique. Encourage them to analyze each other’s work, focusing on creativity, originality, and the effective use of experimental techniques
Detail Event

Week 11: Sound Art & Experimental Audio

Standard: 11.MA:Cr3.c (Creating), 11.MA:Re9.b (Responding)

  • Essential Question: How can we use sound as an artistic medium to create unique and evocative auditory experiences?
  • Concepts: Sound art, experimental audio, soundscapes, field recordings, found sound, sound manipulation, creative expression
  • Materials: Examples of sound art and experimental audio, audio recording equipment, microphones, headphones, audio editing software, sound libraries or online resources (optional).
  • Vocabulary: Soundscape
  • Learning Goals: Students will explore the world of sound art and experimental audio, experimenting with different techniques and expressing their creativity through sound.
  • Learning Objectives:
    • Learn about different forms of sound art, such as soundscapes, field recordings, and found sound compositions.
    • Experiment with recording and manipulating sounds using digital audio tools.
    • Create their own sound art piece or experimental audio composition.
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating and submitting a sound art piece or experimental audio composition to CompetesEDU
  • Discussion: Introduce the concept of sound art and its distinction from music. Discuss various forms of sound art, such as soundscapes, field recordings, and found sound compositions. Analyze examples of sound art pieces, highlighting their creative use of sound and their impact on the listener
  • Demonstration: Demonstrate basic audio recording and editing techniques, showcasing how to capture sounds from the environment, manipulate them using effects, and layer them to create a soundscape.
  • Doing (Guided Practice): Guide students in creating a simple soundscape using provided sound clips or field recordings, encouraging them to experiment with different effects and layering techniques
  • Doing (Independent Practice): Students create their own sound art piece or experimental audio composition, using field recordings, found sounds, or generated sounds. Encourage them to explore different textures, rhythms, and soundscapes to express their ideas or create a specific mood
  • Reflection: Students reflect on their creative process and how they used sound as an artistic medium. Encourage them to discuss the challenges and rewards of working with sound and the impact of their creations on the listener.
  • Connection: Students submit their sound art pieces to CompetesEDU for peer feedback and appreciation
  •  
Detail Event

Week 12: Media Analysis & Criticism

Standard: 11.MA:Re7.a (Responding), 11.MA:Cn11.a (Connecting)

  • Essential Question: How can we critically analyze and evaluate media, understanding its impact on individuals and society?
  • Concepts: Media analysis, media criticism, media literacy, bias, representation, persuasive techniques, social impact.
  • Materials: Examples of media (films, TV shows, news articles, advertisements, social media), media analysis worksheets or graphic organizers.
  • Vocabulary: Media criticism
  • Learning Goals: Students will develop critical thinking skills to analyze and evaluate media messages and their impact on society.
  • Learning Objectives:
    • Students will learn about different approaches to media analysis and criticism
    • Students will analyze media examples, considering their purpose, audience, techniques, and potential biases
    • Students will discuss the ethical and social implications of media messages
  • Learning Outcomes:
    • Students will demonstrate their understanding by writing a media critique essay or creating a media analysis presentation and submitting it to CompetesEDU
  • Discussion: Introduce different approaches to media analysis and criticism, such as semiotic analysis, ideological criticism, and audience reception theory. Discuss the importance of critically evaluating media messages and understanding their potential impact
  • Demonstration: Showcase examples of media critiques and analyses, highlighting different approaches and perspectives. Demonstrate how to deconstruct a media message and identify its underlying messages and techniques
  • Doing (Guided Practice): Guide students in analyzing a media example together, using a media analysis framework or set of questions
  • Doing (Independent Practice): Students choose a media example (film, TV show, advertisement, news article) and write a critique essay or create a presentation analyzing its messages, techniques, and potential impact
  • Reflection: Students reflect on their media analysis experience and the importance of critical thinking in media consumption.
  • Connection: Students share their media critiques or presentations on CompetesEDU and engage in discussions about the role of media in shaping our understanding of the world
  •  
Detail Event

Week 13: History of Media Arts & Its Cultural Impact

Standard: 11.MA:Re7.b (Responding), 11.MA:Cn10.a (Connecting)

  • Essential Question: How has media arts evolved over time, and what impact has it had on culture, society, and individual expression?
  • Concepts: History of media arts, cultural impact, technological advancements, artistic movements, social change
  • Materials: Timeline of media arts history, examples of media arts from different periods, online resources for research
  • Vocabulary: Evolution
  • Learning Goals: Students will explore the rich history of media arts and its influence on the world
  • Learning Objectives:
    • Learn about key milestones and influential figures in the history of media arts
    • Analyze how media arts have shaped cultural movements, social attitudes, and artistic expression throughout history
    • Reflect on the impact of media arts on their own lives and the world around them.
  • Learning Outcomes:
    • Students will create a timeline or presentation highlighting key moments in media arts history and their cultural impact, submitting it to CompetesEDU
  • Discussion: Introduce the concept of media arts history and its connection to technological advancements and cultural shifts. Discuss how media arts have evolved over time, from early photography and film to modern digital media.
  • Demonstration: Present a timeline of media arts history, highlighting key inventions, artistic movements, and influential figures. Showcase examples of media arts from different periods, illustrating their stylistic and technological evolution.
  • Doing (Guided Practice): Guide students in researching and analyzing a specific period or movement in media arts history, focusing on its cultural and artistic impact.
  • Doing (Independent Practice): Students create a timeline or presentation that highlights key moments in media arts history and their cultural impact. Encourage them to include visuals, examples of media artworks, and their own analysis and reflections.
  • Reflection: Students reflect on how media arts have shaped their own lives and the world around them. Discuss the ongoing evolution of media arts and its potential for future impact

Connection: Students share their timelines or presentations on CompetesEDU and engage in discussions about the historical and cultural significance of media arts.

Detail Event

Week 14: Exploring Emerging Technologies in Media Arts

Standard: 11.MA:Cn9.e (Connecting), 11.MA:Cn10.d (Connecting)

  • Essential Question: What are the latest trends and emerging technologies in media arts, and how can we use them to create innovative and impactful experiences?
  • Concepts: Emerging technologies (VR, AR, MR, AI, 3D printing), innovation, future of media arts, creative applications.
  • Materials: Examples of media projects using emerging technologies, online research resources, presentation or video editing software.
  • Vocabulary: Emerging Technologies
  • Learning Goals: Students will explore cutting-edge technologies and their potential applications in media arts.
  • Learning Objectives:
    • Learn about emerging technologies like virtual reality (VR), augmented reality (AR), mixed reality (MR), artificial intelligence (AI), and 3D printing.
    • Research and analyze how these technologies are being used in media arts and other fields.
    • Brainstorm creative ways to incorporate these technologies into their own media projects
  • Learning Outcomes:
    • Students will create a presentation or concept video showcasing the potential of an emerging technology in media arts and submit it to CompetesEDU
  • Discussion: Introduce various emerging technologies and discuss their potential impact on the future of media arts. Showcase examples of media projects that utilize these technologies, highlighting their innovative and creative applications
  • Demonstration: If possible, provide hands-on demonstrations or experiences with VR/AR headsets, 3D printers, or other relevant technologies. Show how these technologies can be used for storytelling, artistic expression, or interactive experiences
  • Doing (Guided Practice): Guide students in brainstorming ideas for media projects that incorporate emerging technologies. Encourage them to think creatively and consider the potential impact of these technologies on their chosen field
  • Doing (Independent Practice): Students research and select an emerging technology that interests them. They create a presentation or concept video showcasing the potential of this technology in media arts, highlighting its applications, benefits, and challenges.
  • Reflection: Students reflect on the potential of emerging technologies to transform media arts and their own creative practice. Encourage them to consider the ethical implications and societal impact of these technologies
  • Connection: Students share their presentations or concept videos on CompetesEDU and engage in discussions about the future of media arts and the possibilities of innovation and experimentation
  •  
Detail Event

Week 15: Collaborative Media Production

Standard: 11.MA:Cn12.a (Connecting), 11.MA:Pr6.d (Producing)

  • Essential Question: How can we effectively collaborate and communicate in teams to produce high-quality media projects?
  • Concepts: Collaboration, teamwork, communication, project management, roles and responsibilities, media production workflows.
  • Materials: Project planning tools (e.g., Trello, Asana), communication platforms (e.g., Slack, Google Meet), media production equipment and software (cameras, audio recorders, editing software), examples of collaborative media projects.
  • Vocabulary: Collaboration
  • Learning Goals: Students will develop teamwork and collaboration skills essential for the media arts industry.
  • Learning Objectives:
    • Learn about different roles and responsibilities within a media production team.
    • Practice effective communication and collaboration strategies.
    • Work in teams to plan, produce, and present a collaborative media project.
  • Learning Outcomes:
    • Students will successfully collaborate to create and submit a collaborative media project to CompetesEDU.
  • Discussion: Discuss the importance of collaboration in the media arts industry and the different roles and responsibilities involved in a production team. Analyze examples of successful collaborative media projects, highlighting the importance of effective communication and teamwork.
  • Demonstration: Demonstrate project management tools and communication platforms that can facilitate collaboration. Showcase examples of effective teamwork and communication strategies in media production.
  • Doing (Guided Practice): Divide students into teams and guide them in assigning roles and responsibilities for a collaborative project. Facilitate brainstorming sessions and help them develop a project plan and timeline
  • Doing (Independent Practice): Students work in teams to plan, produce, and present a collaborative media project, utilizing their chosen media forms and skills. Encourage them to use project management tools and communication platforms to streamline their workflow and ensure effective collaboration
  • Reflection: Students reflect on their collaboration experience, discussing the challenges and rewards of teamwork. Encourage them to identify their strengths and areas for growth in collaborative settings.
  • Connection: Teams submit their final collaborative projects to CompetesEDU and present them to the class. Encourage peer feedback and discussion on the collaborative process and the final products.
Detail Event

Week 16: Advanced Video Editing & Post-Production

Week 16: Advanced Video Editing & Post-Production

  • Essential Question: How can we utilize advanced video editing and post-production techniques to elevate our storytelling and create visually captivating experiences?
  • Concepts: Advanced video editing, post-production, color grading, visual effects compositing, motion graphics, animation, audio editing, storytelling, visual aesthetics.
  • Materials: Video editing software (e.g., Adobe Premiere Pro, Final Cut Pro, DaVinci Resolve), color grading tools, visual effects software (optional), motion graphics software (optional), sample footage, computers, headphones
  • Vocabulary: Post-Production
  • Learning Goals: Students will master advanced video editing and post-production techniques to enhance their storytelling and create visually stunning videos
  • Learning Objectives:
    • Learn about color grading, visual effects compositing, and advanced audio editing techniques.
    • Explore the use of motion graphics and animation in video post-production
    • Refine their editing skills to create seamless transitions, impactful pacing, and a cohesive visual style
  • Learning Outcomes:
    • Students will demonstrate their understanding by editing and enhancing a video project using advanced post-production techniques and submit it to CompetesEDU
  • Discussion: Discuss the role of post-production in enhancing storytelling and creating visually captivating experiences. Analyze examples of films and videos that utilize advanced editing and post-production techniques, highlighting their impact on the viewer
  • Demonstration: Showcase advanced editing techniques using professional video editing software. Demonstrate color grading, visual effects compositing, and the integration of motion graphics and animation.
  • Doing (Guided Practice): Provide students with raw footage and guide them through applying advanced editing and post-production techniques. Offer feedback and support as they experiment with different effects and adjustments
  • Doing (Independent Practice): Students select a previously created video project or create new footage and apply advanced editing and post-production techniques to enhance its quality and storytelling. Encourage them to explore color grading, visual effects, motion graphics, and sound design to create a polished and impactful final product.
  • Reflection: Students reflect on their editing and post-production choices, analyzing how they contribute to the overall message and visual style of their video
  • Connection: Students submit their final edited videos to CompetesEDU for peer feedback and critique. Encourage them to analyze each other’s use of advanced editing and post-production techniques
Detail Event

Week 17: Exploring Different Media Formats & Genres

Week 17: Exploring Different Media Formats & Genres

  • Essential Question: How can we adapt our storytelling and creative expression to different media formats and genres, reaching diverse audiences and achieving specific communication goals?
  • Concepts: Media formats (short film, documentary, animation, podcast, interactive media), genres, storytelling techniques, audience expectations, adaptation
  • Materials: Examples of successful media projects in different genres and formats, storyboarding or scriptwriting tools, media creation tools (video cameras, audio recorders, animation software, etc.)
  • Vocabulary: Genre
  • Learning Goals: Students will explore various media formats and genres, understanding their unique characteristics and storytelling conventions
  • Learning Objectives:
    • Students will learn about different media formats (e.g., short film, documentary, animation, podcast, interactive media) and their specific storytelling techniques and audience expectations
    • Students will analyze examples of successful media projects in different genres
    • Students will adapt a story or concept to different media formats, considering the strengths and limitations of each
  • Learning Outcomes:
    • Students will create a presentation or pitch showcasing how a single story or concept can be adapted to different media formats and submit it to CompetesEDU.
  • Discussion: Introduce various media formats and genres, showcasing examples and discussing their characteristics, storytelling conventions, and target audiences. Emphasize how the choice of format and genre can influence the way a story is told and received.
  • Demonstration: Demonstrate how to adapt a simple story or concept to different media formats, highlighting the creative and technical considerations involved in each adaptation
  • Doing (Guided Practice): Provide students with a simple story or concept and guide them in brainstorming how it could be adapted to different formats. Discuss the potential strengths and limitations of each format for telling that particular story
  • Doing (Independent Practice): Students choose a story or concept and develop adaptations for at least two different media formats. They create storyboards, scripts, or concept outlines, considering the specific storytelling techniques and audience expectations for each format.
  • Reflection: Students reflect on their adaptation process and the challenges and opportunities of translating a story across different media.
  • Connection: Students create presentations or pitches showcasing their adaptations, explaining their creative choices and how they tailored the story or concept to each format. They submit their work to CompetesEDU for peer feedback and discussion
Detail Event

Week 18: Personal Expression & Artistic Voice in Media Arts

Standard: 11.MA:Cr1.c (Creating), 11.MA:Cn10.e (Connecting)

  • Essential Question: How can we use media arts to express our unique perspectives, emotions, and experiences in a meaningful and impactful way?
  • Concepts: Personal expression, artistic voice, storytelling, creativity, identity, emotion, connection.
  • Materials: Examples of media projects showcasing personal expression, various media creation tools and platforms, journaling prompts or creative exercises
  • Vocabulary: Expression
  • Learning Goals: Students will explore personal expression and develop their artistic voice through media arts
  • Learning Objectives:
    • Students will reflect on their personal experiences, values, and beliefs
    • Students will explore how media artists use their work to express themselves and connect with audiences
    • Students will experiment with different media techniques to convey their personal narratives and emotions
  • Learning Outcomes:
    • Students will create a personal media arts project that expresses their unique voice and perspective and submit it to CompetesEDU
  • Discussion: Facilitate a discussion about the importance of self-expression in media arts and how artists use different mediums to convey their personal stories and perspectives. Analyze examples of media projects that showcase personal expression, discussing the techniques used and their emotional impact.
  • Demonstration: Demonstrate techniques for incorporating personal narratives and emotions into media projects, using examples from various art forms.
  • Doing (Guided Practice): Guide students in brainstorming ideas for personal media projects that reflect their interests, passions, or experiences. Encourage them to experiment with different media forms and techniques to find their unique artistic voice
  • Doing (Independent Practice): Students create a personal media arts project using their chosen medium, incorporating their own creative style and storytelling techniques. Encourage them to express their emotions, perspectives, or experiences in a meaningful and impactful way
  • Reflection: Students reflect on their creative process and how they used media to express themselves. They can also discuss the challenges and rewards of sharing personal narratives through media arts
  • Connection: Students submit their personal media projects to CompetesEDU for peer feedback and appreciation. Encourage them to engage in respectful and supportive discussions, sharing their personal expressions and connecting with each other on a deeper level
Detail Event

Week 19: Social Media & Digital Storytelling

Standard: 11.MA:Cr2.f (Creating), 11.MA:Cn9.c (Connecting)

  • Essential Question: How can we use social media platforms to tell impactful stories, engage audiences, and build communities?
  • Concepts: Social media storytelling, audience engagement, short-form content, visual storytelling, social media campaigns
  • Materials: Examples of successful social media campaigns and stories, access to various social media platforms (with appropriate permissions and supervision), video editing tools, graphic design software
  • Vocabulary: Social media
  • Learning Goals: Students will explore the use of social media for storytelling and audience engagement
  • Learning Objectives:
    • Learn about different social media platforms and their storytelling capabilities
    • Analyze successful social media campaigns and identify effective storytelling techniques
    • Create and share a short-form social media story or campaign
  • Learning Outcomes:
    • Students will create and submit a short-form social media story or campaign to CompetesEDU
  • Discussion: Introduce the concept of digital storytelling on social media and discuss its potential for impact and reach. Analyze examples of successful social media campaigns and stories, highlighting their storytelling techniques, visuals, and engagement strategies
  • Demonstration: Demonstrate how to create and edit short-form videos or other media content for social media using relevant tools. Discuss the importance of visual appeal, concise messaging, and calls to action
  • Doing (Guided Practice): Guide students in brainstorming ideas for a short-form social media story or campaign. Help them plan their content, considering the target audience and platform
  • Doing (Independent Practice): Students create and share their short-form media content on a chosen social media platform (with permission and supervision), incorporating storytelling techniques and visuals.
  • Reflection: Students reflect on their experience creating and sharing content on social media. They analyze the engagement and reach of their posts and discuss strategies for improvement
  • Connection: Students share their social media projects on CompetesEDU and discuss the impact of social media on storytelling and communication
Detail Event

Week 20: Collaborative Filmmaking: Pre-Production & Planning

Standard: 11.MA:Cn12.a (Connecting), 11.MA:Pr6.d (Producing)

  • Essential Question: How can we effectively collaborate in teams to plan and execute a successful film production?
  • Concepts: Collaborative filmmaking, pre-production, scriptwriting, storyboarding, location scouting, casting, production planning
  • Materials: Scriptwriting and storyboarding software or templates, project planning tools, online collaboration platforms, examples of collaborative film projects
  • Vocabulary: Collaboration
  • Learning Goals: Students will work in teams to plan and prepare for a collaborative filmmaking project.
  • Learning Objectives:
    • Students will learn about the pre-production process in filmmaking
    • Students will develop teamwork and communication skills, assigning roles and responsibilities within their teams
    • Students will create a comprehensive pre-production plan for their film project
  • Learning Outcomes:
    • Students will collaborate to create a pre-production plan for their film, including a script, storyboard, shot list, and production schedule, and submit it to CompetesEDU
  • Discussion: Discuss the importance of collaboration and pre-production planning in filmmaking. Analyze the roles and responsibilities within a film production team and showcase examples of successful collaborative film projects
  • Demonstration: Demonstrate how to use scriptwriting and storyboarding tools, create shot lists, and develop a production schedule. Emphasize the importance of clear communication and task delegation within the team
  • Doing (Guided Practice): Divide students into teams and guide them in brainstorming story ideas and developing a basic script or storyboard for their film
  • Doing (Independent Practice): Teams collaborate to create a comprehensive pre-production plan for their film, including a script, storyboard, shot list, and production schedule
  • Reflection: Students reflect on their collaboration experience and the importance of effective communication and planning in filmmaking.
  • Connection: Teams share their pre-production plans on CompetesEDU, seeking feedback and suggestions from other teams
  •  
Detail Event

Week 21: Collaborative Filmmaking: Production & Post-Production

Standard: 11.MA:Pr4.f, m (Producing)

  • Essential Question: How can we effectively collaborate throughout the production and post-production phases to bring our film vision to life?
  • Concepts: Collaborative filmmaking, production, post-production, filming techniques, editing, sound design, teamwork, communication
  • Materials: Video cameras or smartphones, audio recording equipment, video editing software, motion graphics or visual effects software (optional), music and sound effects libraries
  • Vocabulary: Production
  • Learning Goals: Students will collaborate to film and edit their short films, applying the skills and techniques they have learned.
  • Learning Objectives:
    • Work in teams to film their scenes, following their shot list and storyboard
    • Collaborate on the editing process, selecting footage, adding music and sound effects, and creating a polished final product
    • Utilize effective communication and problem-solving skills throughout the production and post-production process
  • Learning Outcomes:
    • Students will collaborate to create and submit a final short film to CompetesEDU
  • Discussion: Discuss the production and post-production phases of filmmaking, emphasizing the importance of teamwork, communication, and creative problem-solving. Review cinematography techniques, editing principles, and sound design concepts learned in previous lessons.
  • Demonstration: Showcase examples of collaborative film projects, highlighting the different roles and responsibilities of team members during production and post-production
  • Doing (Guided Practice): Guide teams in filming their scenes, providing feedback on camera work, lighting, and audio recording. Assist them in starting the editing process, focusing on selecting and organizing footage
  • Doing (Independent Practice): Teams continue filming and editing their short films, incorporating sound design, music, and visual effects as needed. Encourage open communication and collaboration throughout the process.
  • Reflection: Students reflect on their collaborative filmmaking experience, discussing the challenges and rewards of working in a team and the creative decisions they made throughout the production and post-production phases
  • Connection: Teams submit their final films to CompetesEDU for peer feedback and showcase. Encourage students to engage in discussions about their filmmaking process and the messages conveyed in their films.
Detail Event

Week 22: Transmedia Storytelling & World-Building

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

  • Essential Question: How can we create immersive and engaging stories that unfold across multiple media platforms and invite audience participation?
  • Concepts: Transmedia storytelling, world-building, narrative, audience engagement, interactive elements
  • Materials: Examples of transmedia storytelling projects, storyboarding or concept development tools, various media creation tools (video, audio, images, text, etc.), online collaboration platforms
  • Vocabulary: Transmedia
  • Learning Goals: Students will explore the concept of transmedia storytelling and its applications in modern media.
  • Learning Objectives:
    • Students will learn about the principles of transmedia storytelling and world-building.
    • Students will analyze successful transmedia projects and identify their key elements and strategies.
    • Students will develop a concept for a transmedia story or experience, considering how it could unfold across different platforms
  • Learning Outcomes:
    • Students will create a transmedia story concept or prototype, outlining the story elements, characters, and how the narrative would be extended across different media platforms. They will present their concepts to the class or share them on CompetesEDU
  • Discussion: Introduce the concept of transmedia storytelling and discuss how it differs from traditional linear narratives. Showcase examples of successful transmedia projects and analyze their key elements and strategies.
  • Demonstration: Demonstrate how to create a basic transmedia story concept, outlining the core narrative and potential extensions across different platforms (e.g., website, social media, short film, interactive elements).
  • Doing (Guided Practice): Guide students in brainstorming ideas for a transmedia story, considering different media platforms and interactive elements they could incorporate
  • Doing (Independent Practice): Students work individually or in groups to develop a transmedia story concept or prototype, outlining the story elements, characters, and how the narrative would be extended across different media platforms. Encourage them to utilize a variety of media creation tools and online collaboration platforms
  • Reflection: Students reflect on their transmedia storytelling experience and the challenges and possibilities of creating narratives that unfold across multiple platforms
  • Connection: Students share their transmedia concepts on CompetesEDU, inviting feedback and discussion on the potential for audience engagement and storytelling across multiple platforms.
Detail Event

Week 23: Media Activism & Social Change

Standard: 11.MA:Re7.a (Responding), 11.MA:Cn11.a (Connecting)

  • Essential Question: How can we use media arts to raise awareness, inspire action, and create positive social change?
  • Concepts: Media activism, social change, advocacy, persuasive communication, media campaigns, social impact.
  • Materials: Examples of media activism and social change campaigns, research resources on social issues, media creation tools and platforms
  • Vocabulary: Activism
  • Learning Goals: Students will explore the role of media activism and its potential for social impact
  • Learning Objectives:
    • Analyze examples of media activism and social change campaigns
    • Identify effective strategies for using media to advocate for social causes
    • Develop a plan for a media activism project that addresses an issue they care about
  • Learning Outcomes:
    • Students will create a proposal or plan for a media activism project and submit it to CompetesEDU
  • Discussion: Initiate a discussion about the role of media in shaping public opinion and inspiring social change. Showcase examples of media projects that have effectively addressed social issues and discuss their impact. Encourage students to share their thoughts on social issues they are passionate about
  • Demonstration: Demonstrate how storytelling, visual communication, and sound design can be used to create impactful messages that promote awareness and inspire action. Show examples of successful media activism campaigns and analyze their strategies
  • Doing (Guided Practice): Guide students in brainstorming ideas for media activism projects that address social issues or causes they are passionate about. Help them consider different media formats and approaches for their projects
  • Doing (Independent Practice): Students develop a proposal or plan for their media activism project, outlining their goals, target audience, messaging, and media approach. Encourage them to think creatively and consider how they can use their media arts skills to make a difference
  • Reflection: Students reflect on the potential impact of their projects and the responsibility of media creators to use their platforms for good
  • Connection: Students share their project proposals or plans on CompetesEDU and engage in discussions about the power of media arts to create positive social change
Detail Event

Week 24: Final Project Preparation & Skill Refinement

Standard: 11.MA:Cr4 (Creating), 11.MA:Pr6 (Producing)

  • Essential Question: How can I refine my skills and prepare to create a high-quality final media arts project that showcases my learning and creativity?
  • Concepts: Project planning, skill refinement, feedback integration, technical skills, creative exploration
  • Materials: Media production equipment and software (cameras, audio recorders, editing software, animation tools, etc.), project planning tools, peer feedback resources.
  • Vocabulary: Refinement
  • Learning Goals: Students will solidify their skills and knowledge in preparation for their final projects.
  • Learning Objectives:
    • Review and practice key concepts and techniques from throughout the course
    • Receive individualized feedback and support to address any areas for improvement.
    • Develop a clear plan and timeline for their final projects
  • Learning Outcomes:
    • Students will create a final project proposal and begin working on their chosen projects
  • Discussion: Discuss the importance of planning and preparation for the final project. Review key concepts and techniques learned throughout the course, encouraging students to identify areas where they need further practice or refinement
  • Demonstration: Showcase examples of successful final projects from previous years, highlighting the variety of media forms and creative approaches students can take
  • Doing (Guided Practice): Provide opportunities for students to practice and refine specific skills relevant to their chosen projects. Offer individualized feedback and support to address any challenges or questions
  • Doing (Independent Practice): Students finalize their project proposals, outlining their concept, goals, timeline, and resource needs. They begin working on their projects, applying the skills and techniques they have learned throughout the course.
  • Reflection: Students reflect on their project plans and identify areas where they may need additional support or resources. Encourage them to set realistic goals and timelines for their projects
  • Connection: Students share their final project proposals and progress updates on CompetesEDU, seeking feedback and support from their peers and the teacher.
Detail Event

Week 25-35: Final Project Development & Refinement

Standards: 11.MA:Cr4 (Creating), 11.MA:Pr6 (Producing), 11.MA:Re8 (Responding), 11.MA:Cn12 (Connecting)

  • Essential Question: How can I bring my final media arts project to life, incorporating all the skills and knowledge I’ve gained throughout the course?

Learning Goals:

  • Students will work independently or in teams to develop, refine, and complete their final media arts projects.
  • Students will receive ongoing feedback and support from the teacher and peers.
  • Students will reflect on their creative process and the challenges they overcome
  • Students will prepare their projects for presentation and showcase

Learning Objectives:

  • Students will utilize various media arts techniques and technologies to create their final projects
  • Students will demonstrate their understanding of storytelling, visual design, audio production, and other relevant skills
  • Students will effectively communicate their ideas and messages through their projects
  • Students will actively participate in peer feedback and critique sessions
  • Students will reflect on their learning journey and growth as media artists

Learning Outcomes:

  • Students will complete a high-quality final media arts project that showcases their skills and creativity
  • Students will present their projects effectively and engage in thoughtful discussions about their work
  • Students will demonstrate their ability to receive and apply constructive feedback
  • Students will articulate their learning and growth throughout the course

Activities (Varying each week based on project needs and progress):

  • Project Development: Students work independently or in teams to develop their final projects, utilizing the skills and knowledge they have acquired throughout the course.
  • Research & Experimentation: Students conduct in-depth research, experiment with different techniques, and explore creative approaches to their projects
  • Technical Skill Refinement: Students continue to hone their technical skills in areas relevant to their projects, seeking guidance and support as needed
  • Collaboration & Communication: For team projects, students collaborate effectively, communicate clearly, and manage their project timelines
  • Ongoing Feedback & Critique: Students participate in regular peer feedback sessions and receive guidance from the teacher throughout the project development process.
  • Documentation & Reflection: Students document their creative process, challenges, and solutions, reflecting on their learning and growth

CompetesEDU Integration:

  • Project Showcase: Students will create a dedicated space on CompetesEDU to showcase their capstone projects, documenting their progress and sharing updates.
  • Feedback & Mentorship: Students will actively seek feedback from peers and potentially connect with industry professionals or alumni for mentorship and guidance through the platform
  • Community Engagement: Students will engage with the broader community
Detail Event

Week 25-35: Final Project Development & Refinement

Standard: 11.MA:Cn12.b (Connecting), 11.MA:Pr5.d (Producing)

  • Essential Question: How can we effectively pitch our media arts ideas and projects to potential clients, collaborators, or investors?
  • Concepts: Pitching, presentation skills, communication, persuasion, visual aids, storytelling
  • Materials: Examples of successful pitches, presentation software or tools, media creation tools for visual aids
  • Vocabulary: Pitch
  • Learning Goals: Students will develop presentation and pitching skills essential for the media arts industry
  • Learning Objectives:
    • Students will learn about the key elements of a successful pitch
    • Students will practice crafting and delivering concise and impactful pitches for their media projects or ideas
    • Students will develop confidence and professionalism in their presentation skills
  • Learning Outcomes:
    • Students will create and deliver a pitch for a hypothetical media arts project or idea
  • Discussion: Discuss the importance of effective communication and presentation skills in the media arts industry. Analyze examples of successful pitches from various fields, highlighting their clarity, conciseness, and persuasive elements
  • Demonstration: Demonstrate how to structure a pitch, incorporating storytelling techniques and visual aids to engage the audience. Showcase examples of effective pitch decks or presentations
  • Doing (Guided Practice): Guide students in developing a pitch for a hypothetical media arts project, focusing on clear communication and persuasive language. Provide feedback on their structure and delivery
  • Doing (Independent Practice): Students select a media arts project or idea and create a pitch, incorporating visual aids and practicing their delivery. Encourage them to consider their target audience and tailor their message accordingly.
  • Reflection: Students reflect on their pitching experience and identify areas for improvement in their communication and presentation skills.
  • Connection: Students can share their pitch practice videos or presentations on CompetesEDU for additional feedback and support
Detail Event

Week 26: Media & Ethics: Exploring Controversial Topics

Standard: 11.MA:Re7.a (Responding), 11.MA:Cn11.a (Connecting)

  • Essential Question: How can media be used to explore controversial topics responsibly and ethically, fostering understanding and dialogue?
  • Concepts: Media ethics, controversial topics, representation, bias, responsible storytelling, audience impact.
  • Materials: Examples of media addressing controversial topics, media analysis worksheets, discussion prompts
  • Vocabulary: Ethics
  • Learning Goals: Students will analyze how media addresses controversial topics and the ethical considerations involved.
  • Learning Objectives:
    • Explore examples of media that tackle controversial social or political issues.
    • Discuss the ethical responsibilities of media creators when addressing sensitive topics
    • Analyze the impact of media on public discourse and social change.
  • Learning Outcomes:
    • Students will write a reflective essay or create a media project exploring the ethical considerations of media representation of a controversial topic, submitting it to CompetesEDU
  • Discussion: Engage in open discussions about the role of media in addressing controversial topics. Analyze examples of media (documentaries, news reports, social media campaigns) that tackle sensitive issues, discussing their approaches and impact.
  • Demonstration: Showcase how media creators can approach controversial topics responsibly and ethically, considering different perspectives and avoiding harmful stereotypes or misinformation
  • Doing (Guided Practice): Guide students in analyzing a media example that addresses a controversial topic, focusing on its representation, potential biases, and impact on the audience
  • Doing (Independent Practice): Students choose a controversial topic and explore its representation in media. They create a reflective essay or media project that examines the ethical considerations and potential impact of media portrayals of this topic
  • Reflection: Students reflect on the power of media to shape public discourse and their responsibility as media creators and consumers to engage with controversial topics ethically and thoughtfully.
  • Connection: Students share their reflections or projects on CompetesEDU and engage in respectful discussions about the ethical considerations of media representation
Detail Event

Week 27: The Art of the Remix: Reinterpreting & Reimagining Media

Standard: 11.MA:Cr3.i (Creating), 11.MA:Cn10.f (Connecting)

  • Essential Question: How can we reimagine and reinterpret existing media content to create new meanings, challenge perspectives, and express our own creativity?
  • Concepts: Remix culture, creative appropriation, transformation, reinterpretation, copyright & fair use
  • Materials: Examples of successful remixes in various media forms, audio and video editing software, image manipulation tools, online resources on remix culture and copyright
  • Vocabulary: Remix
  • Learning Goals: Students will explore the concept of remix culture and its creative potential
  • Learning Objectives:
    • Learn about the history and cultural significance of remixing in media arts
    • Analyze examples of successful remixes and identify their creative techniques
    • Create their own remix project, reimagining existing media content in a new and original way
  • Learning Outcomes:
    • Students will create and submit a remix project to CompetesEDU
  • Discussion: Introduce the concept of remix culture and its role in contemporary media arts. Discuss examples of successful remixes in music, video, and other media forms, highlighting their creative approaches and impact. Review copyright laws and fair use guidelines in the context of remixing
  • Demonstration: Demonstrate basic remixing techniques using audio and video editing software or image manipulation tools
  • Doing (Guided Practice): Guide students in creating a simple remix using provided media clips, encouraging them to experiment with different combinations and transformations
  • Doing (Independent Practice): Students select existing media content (video clips, images, audio tracks) and reimagine them into a new and original work, using editing, manipulation, and creative techniques.
  • Reflection: Students reflect on their remixing experience and the creative possibilities of reinterpretation and transformation
  • Connection: Students submit their remix projects to CompetesEDU and provide feedback on each other’s work, focusing on creativity, originality, and adherence to copyright guidelines
Detail Event

Week 28: Media & Activism: Creating Social Change Campaigns

Standard: 11.MA:Cr2.h (Creating), 11.MA:Pr5.h (Producing)

  • Essential Question: How can we utilize media arts to design impactful campaigns that raise awareness, inspire action, and drive positive social change?
  • Concepts: Media activism, social change campaigns, persuasive communication, target audience, multi-platform approach, social impact.
  • Materials: Examples of successful social change campaigns that utilized media effectively, project planning tools (e.g., whiteboards, sticky notes), media creation tools and platforms
  • Vocabulary: Campaign
  • Learning Goals: Students will explore the use of media for activism and social change, applying design thinking and media production skills to create impactful campaigns
  • Learning Objectives:
    • Learn about successful social change campaigns that utilized media effectively
    • Identify key elements and strategies for creating impactful media campaigns
    • Design a media campaign for a social cause they are passionate about
  • Learning Outcomes:
    • Students will create a campaign plan, including a media strategy, messaging, and potential platforms for dissemination, and submit it to CompetesEDU
  • Discussion: Discuss the power of media to drive social change and showcase examples of successful campaigns that have leveraged media effectively. Analyze the key elements and strategies used in these campaigns, such as clear messaging, emotional appeal, and multi-platform approach
  • Demonstration: Demonstrate how to create compelling media content for social change campaigns, using examples of videos, graphics, and social media posts
  • Doing (Guided Practice): Guide students in brainstorming ideas for a media campaign on a chosen social issue. Help them identify their target audience and craft persuasive messages.
  • Doing (Independent Practice): Students develop a media campaign plan for their chosen social cause, outlining their goals, target audience, key messages, and media tactics. Encourage them to utilize various media forms and platforms to create a multi-faceted campaign
  • Reflection: Students reflect on the potential impact of their campaigns and the importance of using media responsibly to promote positive change
  • Connection: Students share their campaign plans on CompetesEDU, inviting feedback and discussion on their strategies and potential impact
Detail Event

Week 29: Media and Cultural Identity: Exploring Representation & Self-Expression

Standard: 11.MA:Re7.a, c (Responding), 11.MA:Cn10.e (Connecting)

  • Essential Question: How can media arts be used to explore and express cultural identity, challenge stereotypes, and celebrate diversity?
  • Concepts: Media representation, cultural identity, stereotypes, diversity, self-expression, storytelling.
  • Materials: Examples of media representing different cultures and identities, media analysis worksheets, various media creation tools and platforms
  • Vocabulary: Identity
  • Learning Goals: Students will examine the relationship between media arts and cultural identity, using media to express their own identities and challenge stereotypes
  • Learning Objectives:
    • Analyze how media portrays different cultures and identities
    • Discuss the importance of representation and diversity in media arts
    • Create a media project that explores their own cultural identity or challenges stereotypes
  • Learning Outcomes:
    • Students will create and submit a media project that explores cultural identity or challenges stereotypes to CompetesEDU
  • Discussion: Facilitate a discussion about the role of media in shaping our understanding of different cultures and identities. Analyze examples of media that portray diverse cultures and identities, discussing both positive and negative representations. Encourage students to share their own experiences and observations of media representations.
  • Demonstration: Showcase examples of media projects that explore cultural identity and challenge stereotypes. Discuss the techniques used by artists to express their cultural backgrounds and perspectives through media.
  • Doing (Guided Practice): Guide students in reflecting on their own cultural identities and how they might be represented or misrepresented in media. Help them brainstorm ideas for media projects that explore their cultural backgrounds or challenge stereotypes
  • Doing (Independent Practice): Students create a media project (video, photography, artwork, music, etc.) that explores their own cultural identity, challenges stereotypes, or celebrates diversity. Encourage them to use their chosen media form and skills to express their unique perspectives and experiences
  • Reflection: Students reflect on their creative process and how they used media arts to explore and express their cultural identity. Discuss the importance of representation and diversity in media and how media can be used to promote understanding and challenge biases
  • Connection: Students share their media projects on CompetesEDU, fostering a safe and supportive space for sharing and connecting with peers. Encourage them to engage in respectful discussions about cultural identity and representation in media.
Detail Event

Week 30: Media Arts & the Future: Exploring Emerging Trends & Technologies

• Standard: 11.MA:Cn9.e (Connecting), 11.MA:Cn10.d (Connecting)

  • Essential Question: What are the latest trends and emerging technologies in media arts, and how can we use them to create innovative and impactful experiences?
  • Concepts: Emerging technologies (VR, AR, MR, AI, 3D printing), innovation, future of media arts, creative applications
  • Materials: Examples of media projects using emerging technologies, online research resources, presentation or video editing software
  • Vocabulary: Emerging Technologies
  • Learning Goals: Students will explore cutting-edge technologies and their potential applications in media arts
  • Learning Objectives:
    • Learn about emerging technologies like virtual reality (VR), augmented reality (AR), mixed reality (MR), artificial intelligence (AI), and 3D printing
    • Research and analyze how these technologies are being used in media arts and other fields
    • Brainstorm creative ways to incorporate these technologies into their own media projects
  • Learning Outcomes:
    • Students will create a presentation or concept video showcasing the potential of an emerging technology in media arts and submit it to CompetesEDU
  • Discussion: Introduce various emerging technologies and discuss their potential impact on the future of media arts. Showcase examples of media projects that utilize these technologies, highlighting their innovative and creative applications
  • Demonstration: If possible, provide hands-on demonstrations or experiences with VR/AR headsets, 3D printers, or other relevant technologies. Show how these technologies can be used for storytelling, artistic expression, or interactive experiences
  • Doing (Guided Practice): Guide students in brainstorming ideas for media projects that incorporate emerging technologies. Encourage them to think creatively and consider the potential impact of these technologies on their chosen field
  • Doing (Independent Practice): Students research and select an emerging technology that interests them. They create a presentation or concept video showcasing the potential of this technology in media arts, highlighting its applications, benefits, and challenges
  • Reflection: Students reflect on the potential of emerging technologies to transform media arts and their own creative practice. Encourage them to consider the ethical implications and societal impact of these technologies

Connection: Students share their presentations or concept videos on CompetesEDU and engage in discussions about the future of media arts and the possibilities of innovation and experimentation

Detail Event

Week 31: Final Project: Concept Development & Planning

Standard: 11.MA:Cr2.a (Creating), 11.MA:Pr6.a (Producing)

  • Essential Question: What impactful media project can I create to showcase my skills and creativity?
  • Concepts: Project ideation, brainstorming, concept development, project planning, goal setting, resource identification.
  • Materials: Brainstorming tools (whiteboards, sticky notes), project planning templates, online research resources, media creation tools (as needed for concept visualization)
  • Vocabulary: Concept
  • Learning Goals: Students will brainstorm and develop concepts for their final media arts projects, considering their interests, skills, and learning goals
  • Learning Objectives:
    • Generate a variety of project ideas that align with their passions and skills.
    • Conduct research and explore resources to support their project concepts
    • Develop clear project goals and objectives
    • Create a project plan outlining their concept, timeline, and resource needs.
  • Learning Outcomes:
    • Students will submit a final project proposal, including a concept description, goals, and a preliminary plan, for teacher feedback and approval
  • Discussion: Discuss the significance of the final project and its role in showcasing student learning and creativity. Brainstorm potential project ideas and discuss the importance of choosing a project that aligns with their interests and skills
  • Demonstration: Showcase examples of successful student projects from previous years or other inspiring media works. Demonstrate brainstorming techniques and project planning strategies
  • Doing (Guided Practice): Guide students in brainstorming project ideas and developing initial concepts. Help them identify potential resources and technologies they might need
  • Doing (Independent Practice): Students conduct research and further develop their project concepts. They create project proposals outlining their ideas, goals, and plans
  • Reflection: Students reflect on their project ideas and the planning process, considering their learning goals and creative aspirations
  • Connection: Students share their project proposals on CompetesEDU, seeking feedback and suggestions from their peers and the teacher
Detail Event

Week 32: Final Project: Production Phase 1

Standard: 11.MA:Pr4 (Producing), 11.MA:Cn9.a (Connecting)

  • Essential Question: How can I effectively utilize media production techniques and technologies to bring my project concept to life?
  • Concepts: Media production techniques (filming, recording, editing, animation, etc.), project management, collaboration (if applicable), technical skills development
  • Materials: Media production equipment and software (cameras, audio recorders, editing software, animation tools, etc.), project planning tools
  • Vocabulary: Production
  • Learning Goals: Students will actively work on the first phase of their final projects, focusing on content creation and skill development.
  • Learning Objectives:
    • Students will apply their media production skills to create the initial elements of their projects
    • Students will experiment with different techniques and approaches, refining their creative vision
    • Students will collaborate effectively with team members (if applicable), communicating clearly and managing tasks
  • Learning Outcomes:
    • Students will demonstrate progress on their final projects, showcasing their use of media production techniques and creative problem-solving skills
  • Discussion: Discuss the production phase of the creative process, emphasizing the importance of experimentation, iteration, and problem-solving
  • Demonstration: Showcase examples of media projects in various stages of production, highlighting the use of different techniques and technologies
  • Doing (Guided Practice): Provide guidance and support as students begin working on their projects, offering technical assistance and creative feedback
  • Doing (Independent Practice): Students actively work on their projects, filming, recording, editing, animating, or designing based on their chosen media form. Encourage them to document their process and challenges.
  • Reflection: Students reflect on their progress and the challenges they’ve encountered, identifying areas for improvement and adjusting their project plans as needed
  • Connection: Students share their work-in-progress on CompetesEDU, seeking feedback and support from their peers and the teacher
Detail Event

Week 33: Final Project: Production Phase 2 & Refinement

Standard: 11.MA:Pr4 (Producing), 11.MA:Re8.a (Responding)

  • Essential Question: How can I refine and polish my media project, incorporating feedback and ensuring it effectively communicates my message or story?
  • Concepts: Editing, post-production, feedback integration, refinement, storytelling, visual communication
  • Materials: Media production equipment and software, peer feedback from CompetesEDU or in-class critiques
  • Vocabulary: Refinement
  • Learning Goals: Students will continue working on their final projects, refining their work based on feedback and enhancing their storytelling and technical execution.
  • Learning Objectives:
    • Students will incorporate feedback from peers and the teacher to improve their projects.
    • Students will refine their editing, sound design, visual effects, or other technical aspects of their projects.
    • Students will ensure their projects effectively communicate their intended message or story.
  • Learning Outcomes:
    • Students will demonstrate significant progress on their final projects, showcasing their ability to incorporate feedback and refine their work
  • Discussion: Lead a discussion about the importance of feedback in the creative process and how to effectively incorporate constructive criticism into their projects. Discuss strategies for identifying areas for improvement and making meaningful changes
  • Demonstration: Showcase examples of media projects that have undergone revisions and improvements, highlighting the positive impact of feedback and refinement. Demonstrate specific editing or post-production techniques that can be used to enhance the projects
  • Doing (Guided Practice): Provide guidance and support as students review and analyze feedback on their projects. Help them identify areas for improvement and brainstorm solutions
  • Doing (Independent Practice): Students actively work on refining their projects, incorporating feedback and making necessary adjustments to their editing, sound design, visual effects, or other technical aspects. Encourage them to experiment with new techniques and approaches to enhance their work further
  • Reflection: Students reflect on the feedback they received and the changes they made to their projects. Encourage them to consider how the refinement process has improved their work and their understanding of media arts
  • Connection: Students share their updated projects on CompetesEDU, seeking further feedback and engaging in discussions about their progress and challenges
Detail Event

Week 34: Final Project: Presentation Preparation

Standard: 11.MA:Cn12.a (Connecting), 11.MA:Pr5.d (Producing)

  • Essential Question: How can I effectively present my final media arts project, showcasing my creativity, skills, and learning journey to an audience?
  • Concepts: Presentation skills, communication, storytelling, visual aids, audience engagement
  • Materials: Presentation software or tools, media creation tools for visual aids, project portfolios or documentation
  • Vocabulary: Presentation
  • Learning Goals: Students will prepare for the final showcase, refining their presentations and practicing their communication skills.
  • Learning Objectives:
    • Students will finalize their showcase selections and create engaging presentations that highlight their work and creative process
    • Students will practice their presentations, focusing on clear communication, confident delivery, and addressing audience questions
    • Students will develop a reflective artist statement or presentation summarizing their learning and growth throughout the course
  • Learning Outcomes:
    • Students will deliver confident and engaging presentations of their work at the final showcase
    • Students will articulate their learning journey and creative process effectively
  • Discussion: Discuss the importance of effective presentation skills in showcasing their work and communicating their ideas. Analyze examples of successful presentations, highlighting their structure, visual aids, and delivery style.
  • Demonstration: Demonstrate how to create engaging presentations using visuals, storytelling techniques, and clear communication
  • Doing (Guided Practice): Guide students in outlining their presentations, helping them identify key points and create visual aids that support their message
  • Doing (Independent Practice): Students create their final project presentations, incorporating visuals, storytelling, and clear communication. They practice their presentations, focusing on delivery and audience engagement
  • Reflection: Students reflect on their presentation skills and how they can effectively communicate their creative process and learning outcomes
  • Connection: Students can share drafts of their presentations on CompetesEDU for additional feedback and support
Detail Event

Week 35: Final Project Showcase and Reflection

Standard: 11.MA:Re8.b (Responding), 11.MA:Cn12.a (Connecting)

  • Essential Question: How can we celebrate our learning and achievements in media arts while inspiring others and contributing to the creative community?
  • Concepts: Showcase, presentation, reflection, community, celebration
  • Materials: Completed final projects, student portfolios, presentation equipment (projector, screen, etc.), CompetesEDU platform (if applicable)
  • Vocabulary: Showcase
  • Learning Goals: Students will showcase their final projects and reflect on their learning journey throughout the course
  • 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
  • Discussion: Discuss the importance of showcasing their work and receiving feedback from others. Emphasize that this is an opportunity to celebrate their achievements and learn from each other’s creative processes
  • Demonstration: If applicable, showcase examples of previous student showcases or exhibitions, highlighting effective presentation techniques and creative displays
  • Doing (Guided Practice): Facilitate a practice showcase session where a few students present their projects and receive feedback from their peers. Guide the feedback process, ensuring it is constructive and supportive
  • Doing (Independent Practice): Host the final project showcase, allowing each student or team to present their work. Encourage active participation from the audience through Q&A sessions and feedback forms.
  • Reflection: After the showcase, facilitate a class reflection session where students share their thoughts on the experience, their learning journey, and their peers’ work. Encourage them to express their gratitude for the support and opportunities they received throughout the course
  • Connection: Students submit their final projects to CompetesEDU and engage in final discussions, reflecting on the course and their growth as media artists. They can also connect with a wider audience through the showcase, sharing their work and passion for media arts
Detail Event

Week 36: Culminating Activity & Next Steps

Standard: 11.MA:Cn12.a (Connecting)

  • Essential Question: How can we celebrate our achievements in media arts and look ahead to future opportunities for growth and exploration?
  • Concepts: Celebration, reflection, goal setting, future pathways in media arts
  • Materials: Certificates or awards (if applicable), party supplies or refreshments, resources on media arts programs or opportunities
  • Vocabulary: Celebration
  • Learning Goals: Students will celebrate their accomplishments, reflect on their learning journey, and explore future pathways in media arts.
  • Learning Objectives:
    • Students will participate in a celebratory activity or event to mark the end of the course
    • Students will reflect on their growth and development as media artists throughout the year
    • Students will set goals for their continued engagement with media arts, whether pursuing it as a career or a lifelong passion
  • Learning Outcomes:
    • Students will actively participate in the culminating celebration
    • Students will express their reflections and future goals in a creative way (e.g., video, artwork, written piece)
    • Students will leave the course feeling inspired and motivated to continue their creative journey
  • Discussion: Facilitate a discussion about the students’ overall experience in the Media Arts course. Encourage them to share their favorite projects, proudest moments, and lessons learned. Discuss potential future pathways in media arts, such as further education, careers, or personal creative pursuits
  • Celebration & Recognition: Organize a celebratory event or activity to acknowledge student achievements and create a sense of closure for the course. Consider awards, certificates, or a class party
  • Reflective Activity & Goal Setting: Provide opportunities for students to reflect on their learning journey and set goals for their future engagement with media arts. Encourage them to express their reflections and goals through a creative media project (video, artwork, written piece)
  • Technology Integration: Utilize media creation tools and platforms for student reflections and goal-setting activities.
  • Connection: Students share their reflections and future goals on CompetesEDU, inspiring and encouraging each other as they continue their creative journeys.
Detail Event

Privacy Policy