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Competes TV

10th Grade Media Arts - Weekly Lesson Plans (Weeks 1-36)

Week 1: Building on the Foundation: 9th Grade Recap & 10th Grade Goals

Standard: 10.MA:Cn11.b (Connecting), 10.MA:Cn12.a (Connecting)

  • Essential Question: How can we leverage our 9th-grade media arts skills to explore new creative possibilities and achieve mastery in 10th grade?
  • Concepts: Review of 9th-grade concepts, setting goals, creative exploration, CompetesEDU platform.
  • Materials: Examples of 9th-grade student work, presentation tools, internet access for CompetesEDU
  • Vocabulary: Reflection
  • Learning Goals: Students will reflect on their 9th-grade learning, set goals for 10th grade, and re-engage with CompetesEDU.
  • Learning Objectives:
    • Recall and discuss key media arts terms, concepts, and skills learned in 9th grade.
    • Identify areas of strength and interest for further exploration in 10th grade
    • Set personal and creative goals for the 10th-grade media arts journey.
    • Explore CompetesEDU and understand its role in showcasing their work and receiving feedback
  • Learning Outcomes:
    • Students will create a “Media Arts Growth Portfolio” showcasing their best work from 9th grade and outlining their goals for 10th grade.
    • Students will actively participate in class discussions about the 10th-grade curriculum and expectations.
  • Discussion: Facilitate a class discussion about students’ 9th-grade Media Arts experiences, highlighting memorable projects, skills gained, and areas for growth. Encourage students to share their expectations and goals for 10th grade.
  • Demonstration: Showcase exemplary 9th-grade projects or other inspiring media works to set the tone for the year. Review how to navigate and use the CompetesEDU platform
  • Doing (Guided Practice): Guide students in creating a short “Welcome to 10th Grade” video or presentation, showcasing their personalities and media arts interests.
  • Doing (Independent Practice): Students create their “Media Arts Growth Portfolio,” incorporating their best work from 9th grade and outlining their goals for 10th grade
  • Reflection: Students write a reflective journal entry about their 9th-grade experiences and their aspirations for 10th-grade Media Arts
  • Connection: Students share their “Media Arts Growth Portfolios” on CompetesEDU, inviting comments and feedback from their peers

LISTS OF WEEKS

Week 2: Advanced Video Editing Techniques

Standard: 10.MA:Pr4.a, b (Producing)

  • Essential Question: How can we utilize advanced video editing techniques to elevate our storytelling, enhance visual impact, and create professional-quality videos?
  • Concepts: Advanced video editing techniques (color correction, special effects, transitions, audio mixing), storytelling, visual aesthetics.
  • Materials: Video editing software (e.g., Adobe Premiere Pro, Final Cut Pro, DaVinci Resolve), sample footage, computers, headphones.
  • Vocabulary: Post-production
  • Learning Goals: Students will explore and apply advanced video editing techniques to enhance their video projects.
  • Learning Objectives:
    • Learn about and practice using advanced video editing techniques
    • Apply these techniques to enhance the visual and audio quality of their video projects
    • Understand the role of post-production in creating polished and impactful videos.
  • Learning Outcomes:
    • Students will demonstrate their understanding by editing a short video clip using at least three advanced editing techniques and submitting it to CompetesEDU.
  • Discussion: Discuss the role of post-production in filmmaking and video creation. Analyze examples of videos that utilize advanced editing techniques, highlighting their impact on storytelling and visual appeal
  • Demonstration: Showcase advanced editing techniques using professional video editing software. Demonstrate how to use color correction, add special effects, create smooth transitions, and mix audio tracks
  • Doing (Guided Practice): Provide students with sample footage and guide them in applying the demonstrated editing techniques, offering feedback and support
  • Doing (Independent Practice): Students select a previously created video or create new footage and apply advanced editing techniques to enhance its quality. Encourage them to experiment with different effects and adjustments to achieve their desired creative vision.
  • Reflection: Students reflect on their editing choices and how they contribute to the overall message and impact of their video.
  • Connection: Students submit their edited videos to CompetesEDU for peer feedback and critique. Encourage them to analyze each other’s use of advanced editing techniques and offer constructive suggestions.

Week 3: Storytelling & Narrative Structure

Standard: 10.MA:Cr2.a (Creating), 10.MA:Re7.b (Responding)

  • Essential Question: How can we craft compelling stories that resonate with audiences and effectively convey messages through various media forms?
  • Concepts: Narrative structures (three-act structure, hero’s journey, etc.), plot development, character arcs, conflict and resolution, storytelling techniques in different media
  • Materials: Examples of stories from various media (films, TV shows, video games, etc.), storyboarding or scriptwriting tools, presentation software
  • Vocabulary: Narrative
  • Learning Goals: Students will analyze narrative structures in media and apply those principles to create their own stories
  • Learning Objectives:
    • Identify and analyze common narrative structures used in film, television, and other media
    • Develop a storyboard or script for a short video story, incorporating elements of narrative structure
    • Understand how narrative structure influences audience engagement and emotional connection
  • Learning Outcomes:
    • Students will create a storyboard or script for a short video story and submit it to CompetesEDU for peer feedback
  • Discussion: Engage in a class discussion about the power of storytelling and its role in various media forms. Analyze examples of stories from different media, identifying key elements of narrative structure and their impact on the audience
  • Demonstration: Showcase how to create a storyboard or script, outlining the plot, characters, and key scenes of a story.
  • Doing (Guided Practice): Guide students in developing a basic plot outline for a short story idea, incorporating elements of narrative structure.
  • Doing (Independent Practice): Students create a storyboard or script for their own short video story, focusing on developing a clear narrative structure and engaging characters
  • Reflection: Students reflect on their storytelling choices and how they can use narrative structure to enhance their media projects

Connection: Students share their storyboards or scripts on CompetesEDU for peer feedback and constructive criticism. Encourage them to discuss how different narrative choices can impact the audience’s experience.

Week 4: Cinematography & Shot Composition

Standard: 10.MA:Pr4.c (Producing), 10.MA:Re9.a (Responding)

  • Essential Question: How can we use camera angles, movement, and lighting to visually tell a story and evoke emotions?
  • Concepts: Cinematography, shot composition, camera angles, camera movements, lighting techniques, visual storytelling.
  • Materials: Video cameras or smartphones, tripods, basic lighting equipment (if available), examples of films or videos with impactful cinematography
  • Vocabulary: Cinematography
  • Learning Goals: Students will explore the fundamentals of cinematography and apply them to their video projects
  • Learning Objectives:
    • Learn about different camera angles (wide shot, medium shot, close-up), camera movements (pan, tilt, dolly), and lighting techniques (three-point lighting, natural lighting)
    • Plan and execute shots that effectively contribute to the visual storytelling of their video projects
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating a short video sequence that utilizes various camera angles, movements, and lighting techniques, and submit it to CompetesEDU
  • Discussion: Discuss the role of cinematography in visual storytelling. Analyze scenes from films or videos, paying close attention to camera angles, movements, and lighting choices. Discuss how these choices contribute to the story and mood
  • Demonstration: Demonstrate different camera angles, movements, and lighting setups using available equipment. Show how to create different moods and atmospheres through cinematography
  • Doing (Guided Practice): Guide students in planning and filming a short scene using various camera angles and movements. Provide feedback on their shot composition and framing
  • Doing (Independent Practice): Students develop a shot list for a scene from their storyboard or script. They film the scene, applying the cinematography techniques they have learned.
  • Reflection: Students reflect on their cinematography choices and how they contribute to the visual storytelling of their scene
  • Connection: Students submit their video sequences to CompetesEDU for peer feedback and critique, focusing on the effectiveness of their cinematography choices.

Week 5: Audio Recording & Production

Standard: 10.MA:Pr4.a (Producing), 10.MA:Re9.b (Responding)

  • Essential Question: How can we capture high-quality audio to enhance our media productions and create immersive experiences?
  • Concepts: Audio recording, microphones, audio editing, sound quality, clarity.
  • Materials: Microphones, audio recorders, headphones, audio editing software, sample audio clips
  • Vocabulary: Microphone
  • Learning Goals: Students will explore audio recording techniques and equipment and apply them to capture clear and impactful sound
  • Learning Objectives:
    • Learn about different types of microphones and their applications
    • Practice setting up microphones and recording audio in various environments
    • Understand basic audio editing techniques to clean up and enhance recordings
  • Learning Outcomes:
    • Students will demonstrate their understanding by recording and editing a short audio clip (e.g., an interview, a sound effects sequence, or a voiceover) and submit it to CompetesEDU
  • Discussion: Discuss the importance of audio quality in media productions. Analyze examples of audio recordings with good and poor quality, highlighting the impact on the listener’s experience.
  • Demonstration: Demonstrate proper microphone placement and recording techniques. Introduce basic audio editing software and showcase how to remove noise, adjust levels, and enhance clarity
  • Doing (Guided Practice): Guide students in recording a short interview or voiceover, providing feedback on microphone placement and recording techniques.
  • Doing (Independent Practice): Students select or create a short audio piece and apply basic editing techniques to improve its quality.
  • Reflection: Students reflect on their audio recording and editing experience, considering how sound quality impacts the overall media experience
  • Connection: Students submit their final audio clips to CompetesEDU for peer feedback and critique, focusing on audio quality and clarity.

Week 6: Sound Design & Foley

Standard: 10.MA:Cr3.c (Creating), 10.MA:Cn10.b (Connecting)

  • Essential Question: How can we create realistic and immersive soundscapes to enhance the storytelling in our media productions?
  • Concepts: Sound design, Foley, sound effects, atmosphere, storytelling
  • Materials: Examples of films with impactful sound design, Foley props (e.g., shoes, fabric, household items), audio recording equipment, audio editing software
  • Vocabulary: Foley
  • Learning Goals: Students will explore the art of Foley and sound design, creating original sound effects to complement visuals
  • Learning Objectives:
    • Students will learn about the role of Foley artists and sound designers in film and media
    • Students will experiment with creating Foley sound effects using everyday objects
    • Students will design and create a soundscape for a short video clip
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating and submitting a short video with original Foley sound effects to CompetesEDU
  • Discussion: Introduce the concept of Foley and sound design, showcasing examples of how sound enhances storytelling and creates atmosphere in films. Discuss the role of Foley artists and sound designers in the film industry.
  • Demonstration: Demonstrate how to create various Foley sounds (e.g., footsteps, door creaks, rain) using everyday objects and recording equipment
  • Doing (Guided Practice): Guide students in creating Foley sound effects for a provided video clip, experimenting with different objects and recording techniques
  • Doing (Independent Practice): Students select a short video clip and design a soundscape to enhance its atmosphere and storytelling, incorporating original Foley sound effects and other sound elements
  • Reflection: Students reflect on their sound design experience and how they used sound to enhance the visuals and storytelling

Connection: Students submit their final videos with Foley sound effects to CompetesEDU for peer feedback and critique, discussing how sound design contributes to the overall impact of the video

Detail Event

Week 7: Graphic Design Principles & Elements

Standard: 10.MA:Cr1.b (Creating), 10.MA:Re7.c (Responding)

  • Essential Question: How do graphic designers use visual elements and principles to communicate effectively and create impactful designs?
  • Concepts: Elements of graphic design (line, shape, color, texture, typography), design principles (balance, contrast, hierarchy, unity), visual communication
  • Materials: Examples of effective graphic design (posters, logos, websites), graphic design software or online tools (e.g., Canva, Adobe Photoshop/Illustrator), drawing materials
  • Vocabulary: Graphic design
  • Learning Goals: Students will explore the fundamental principles and elements of graphic design.
  • Learning Objectives:
    • Learn about and identify key elements of graphic design
    • Understand and apply design principles in their own creations
    • Analyze examples of effective graphic design and deconstruct their design choices
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating a mood board or poster that showcases their understanding of graphic design elements and principles and submitting it to CompetesEDU
  • Discussion: Discuss the role of graphic design in visual communication and its impact on various media. Analyze examples of effective graphic design, highlighting the use of design elements and principles
  • Demonstration: Demonstrate how to use graphic design software or online tools to create layouts, manipulate images, and apply design principles
  • Doing (Guided Practice): Guide students in creating a simple graphic design composition, focusing on specific design elements and principles
  • Doing (Independent Practice): Students create a mood board or poster for a chosen theme or message, applying the design principles they’ve learned.
  • Reflection: Students reflect on their design choices and how they contribute to the overall aesthetic and communication of their project
  • Connection: Students submit their mood boards or posters to CompetesEDU for peer feedback and critique, focusing on the effective use of design elements and principles
Detail Event

Week 8: Digital Imaging & Photo Editing

Standard: 10.MA:Pr4.d (Producing), 10.MA:Cn9.a (Connecting)

  • Essential Question: How can we use digital tools to enhance and manipulate images to tell stories and express ideas?
  • Concepts: Digital imaging, photo editing, image manipulation, storytelling, visual communication
  • Materials: Digital cameras or smartphones, photo editing software (e.g., Adobe Photoshop, GIMP), computers
  • Vocabulary: Photo editing
  • Learning Goals: Students will learn basic photo editing techniques and explore creative image manipulation
  • Learning Objectives:
    • Learn how to use photo editing software to adjust brightness, contrast, color, and other image attributes
    • Experiment with creative image manipulation techniques, such as compositing and layering
  • Learning Outcomes:
    • Students will demonstrate their understanding by editing and manipulating photos to create a visually compelling composition and submitting it to CompetesEDU
  • Discussion: Discuss the role of photo editing in various media and its potential for creative expression and storytelling. Analyze examples of edited photos, highlighting different techniques and their impact.
  • Demonstration: Demonstrate basic photo editing techniques using photo editing software, showcasing how to adjust lighting, color, and composition
  • Doing (Guided Practice): Provide students with photos and guide them through basic editing exercises, such as cropping, adjusting brightness/contrast, and applying filters
  • Doing (Independent Practice): Students select or capture their own photos and apply editing and manipulation techniques to tell a story or express an idea. Encourage them to experiment with different creative approaches
  • Reflection: Students reflect on their photo editing and manipulation choices and how they contribute to the overall message and visual impact of their compositions

Connection: Students submit their final edited photos to CompetesEDU for peer feedback and critique.

Detail Event

Revised Week 9: Introduction to 2D Animation

Revised Week 9: Introduction to 2D Animation

  • Essential Question: How can we use 2D animation to create characters, tell stories, and express ideas in a dynamic and engaging way?
  • Concepts: Principles of animation (timing, spacing, squash and stretch, etc.), types of 2D animation (frame-by-frame, tweening), storytelling through animation.
  • Materials: Computers with 2D animation software (e.g., Adobe Animate) or online tools (e.g., Scratch, Wick Editor), drawing materials, examples of 2D animation
  • Vocabulary: Animation
  • Learning Goals: Students will be introduced to the principles and techniques of 2D animation.
  • Learning Objectives:
    • Learn about keyframing, tweening, and other basic 2D animation techniques
    • Create a short 2D animation using software or online tools
    • Understand how animation can be used to tell stories and express ideas
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating and submitting a short 2D animation to CompetesEDU
  • Discussion: Introduce the history and different styles of 2D animation. Watch and analyze short animation examples, identifying key animation principles and storytelling techniques
  • Demonstration: Demonstrate basic 2D animation techniques using animation software or online tools Show how to create simple movements, transitions, and character animations.
  • Doing (Guided Practice): Guide students in creating a simple bouncing ball animation or a short character walk cycle, emphasizing the principles of timing and spacing
  • Doing (Independent Practice): Students develop a storyboard and create their own short animation, incorporating at least 3 animation principles and basic storytelling elements.
  • Reflection: Students reflect on their animation process and the challenges they encountered. Encourage them to discuss how they used animation to convey movement and express ideas.
  • Connection: Students submit their animations to CompetesEDU and provide feedback on their peers’ work, focusing on the use of animation principles and storytelling
Detail Event

Week 10: Motion Graphics & Kinetic Typography

Week 10: Motion Graphics & Kinetic Typography

  • Essential Question: How can we use motion graphics and kinetic typography to add visual impact and dynamism to our media projects?
  • Concepts: Motion graphics, kinetic typography, animation principles, visual communication, storytelling.
  • Materials: Computers with motion graphics software or online tools (e.g., Adobe After Effects, Premiere Pro, Canva), examples of motion graphics and kinetic typography in commercials, music videos, and title sequences
  • Vocabulary: Motion Graphics
  • Learning Goals: Students will explore the creation of motion graphics and kinetic typography to enhance visual communication.
  • Learning Objectives:
    • Students will learn about the principles of motion graphics and kinetic typography
    • Students will experiment with creating simple animations and text effects using appropriate software
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating a short motion graphics or kinetic typography piece and submitting it to CompetesEDU
  • Discussion: Introduce the concepts of motion graphics and kinetic typography, showcasing examples from various media. Discuss how they are used to capture attention, convey information, and create visual impact.
  • Demonstration: Demonstrate basic motion graphics and kinetic typography techniques using the chosen software or tools. Show examples of animating shapes, images, and text, and applying principles of timing and easing.
  • Doing (Guided Practice): Guide students in creating a simple animated logo or text effect, focusing on basic animation principles and timing
  • Doing (Independent Practice): Students create a short motion graphics or kinetic typography piece to convey a message or enhance a video project. Encourage them to experiment with different animation and text effects
  • Reflection: Students reflect on their creative process and how they used motion graphics and kinetic typography to enhance their visual communication
  • Connection: Students submit their motion graphics pieces to CompetesEDU for peer feedback and critique. Encourage them to analyze each other’s work, focusing on visual
Detail Event

Week 11: Web Design & User Experience (UX)

Standard: 10.MA:Cr3.b (Creating), 10.MA:Cn9.b (Connecting)

  • Essential Question: How can we design user-friendly and engaging websites that effectively communicate information and meet user needs?
  • Concepts: Web design principles, user experience (UX) design, user interface (UI) design, accessibility, website builders, basic coding (HTML, CSS)
  • Materials: Examples of well-designed websites, computers with internet access, web design software or platforms (e.g., Wix, WordPress), basic coding resources (if applicable)
  • Vocabulary: User Experience (UX)
  • Learning Goals: Students will delve deeper into web design principles, focusing on user experience (UX) and accessibility.
  • Learning Objectives:
    • Learn about the principles of UX design and how to create websites that are easy to navigate and use.
    • Consider accessibility in their web design, ensuring inclusivity for all users.
    • Design and create a basic website or improve an existing one with better UX and accessibility.
  • Learning Outcomes:
    • Students will demonstrate their understanding by redesigning an existing website or creating a new website with improved UX and accessibility features and submitting it to CompetesEDU
  • Discussion: Discuss the importance of user experience in web design. Analyze examples of websites, evaluating their user-friendliness, navigation, and accessibility features.
  • Demonstration: Demonstrate how to use a web design platform or basic coding to create a simple website layout with user-friendly navigation and accessible elements
  • Doing (Guided Practice): Guide students in creating a basic website layout with a few pages, clear navigation, and accessible features like alt text for images and appropriate color contrast
  • Doing (Independent Practice): Students choose to either redesign an existing website with poor UX or create a new website from scratch, focusing on improving user experience and accessibility
  • Reflection: Students reflect on their design choices and how they impact the overall user experience of their website
  • Connection: Students submit their redesigned or new websites to CompetesEDU for peer feedback and critique, focusing on UX, accessibility, and overall design effectiveness
Detail Event

Week 12: Media Analysis & Critical Thinking

Standard: 10.MA:Re7.a (Responding), 10.MA:Cn11.a (Connecting)

  • Essential Question: How can we critically analyze media messages and understand their impact on individuals and society?
  • Concepts: Media literacy, critical thinking, media analysis, bias, persuasive techniques, target audience
  • Materials: Articles or videos on media literacy and critical thinking, case studies, discussion prompts, media examples (advertisements, news articles, social media posts)
  • Vocabulary: Media Literacy
  • Learning Goals: Students will develop critical thinking skills to analyze and interpret media messages
  • Learning Objectives:
    • Students will learn about media literacy and the techniques used to persuade and influence audiences
    • Students will analyze various media examples, identifying underlying messages, biases, and target audiences
    • Students will discuss the impact of media messages on individuals and society
  • Learning Outcomes: Students will demonstrate their understanding by creating a media analysis presentation or video essay and submitting it to CompetesEDU
  • Discussion: Engage in open discussions about the power of media to shape perceptions and influence opinions. Introduce the concept of media literacy and its importance in today’s world.
  • Demonstration: Showcase how to analyze a media message, identifying persuasive techniques, biases, and target audience. Use examples from advertisements, news articles, and social media posts
  • Doing (Guided Practice): Guide students in analyzing a media example together, using prompts and questions to facilitate critical thinking
  • Doing (Independent Practice): Students select a media example and create a presentation or video essay analyzing its message, techniques, and potential impact.
  • Reflection: Students reflect on their media analysis experience and discuss the importance of being critical media consumers.
  • Connection: Students submit their presentations or video essays to CompetesEDU and engage in discussions about media literacy and the impact of media on society.
Detail Event

Week 13: Introduction to Documentary Filmmaking

Standard: 10.MA:Cr2.b (Creating), 10.MA:Pr4.f (Producing)

  • Essential Question: How can we use documentary filmmaking to tell real-life stories, explore social issues, and inspire change?
  • Concepts: Documentary filmmaking, storytelling, research, interviewing, ethics, social impact.
  • Materials: Examples of documentaries, video cameras or smartphones, audio recording equipment, video editing software
  • Vocabulary: Documentary
  • Learning Goals: Students will be introduced to the principles and techniques of documentary filmmaking
  • Learning Objectives:
    • Students will learn about the different types of documentaries and their storytelling approaches
    • Students will explore the ethical considerations of documentary filmmaking
    • Students will plan and develop a concept for a short documentary film
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating a documentary film proposal and submitting it to CompetesEDU
  • Discussion: Introduce the concept of documentary filmmaking and its power to tell real-life stories and explore important issues. Showcase examples of different types of documentaries and discuss their storytelling approaches and impact.
  • Demonstration: Demonstrate basic documentary filmmaking techniques, including interviewing, B-roll footage, and voiceover narration
  • Doing (Guided Practice): Guide students in brainstorming ideas for a short documentary film, considering topics of interest and potential interview subjects
  • Doing (Independent Practice): Students conduct research on their chosen topic and develop a concept for their documentary, outlining their message, target audience, and potential interview subjects
  • Reflection: Students reflect on the challenges and responsibilities of documentary filmmaking, considering ethical considerations and the potential impact of their stories
  • Connection: Students share their documentary concepts on CompetesEDU and receive feedback from their peers
Detail Event

Week 14: Interviewing & Storytelling Techniques

Standard: 10.MA:Pr4.g (Producing), 10.MA:Cn10.a (Connecting)

  • Essential Question: How can we conduct effective interviews and use storytelling techniques to create engaging and informative documentaries?
  • Concepts: Interviewing techniques, storytelling in documentaries, narrative arcs, character development, B-roll footage.
  • Materials: Examples of documentaries with impactful interviews, audio recording equipment, video cameras or smartphones, video editing software
  • Vocabulary: Interview
  • Learning Goals: Students will develop interviewing and storytelling skills for documentary filmmaking
  • Learning Objectives:
    • Students will learn how to prepare for and conduct interviews, asking thoughtful and relevant questions.
    • Students will explore storytelling techniques like narrative arcs, character development, and the use of B-roll footage in documentaries.
    • Students will practice incorporating interviews and storytelling techniques into their documentary projects
  • Learning Outcomes:
    • Students will demonstrate their understanding by conducting practice interviews and incorporating them into a short documentary segment, submitting it to CompetesEDU
  • Discussion: Discuss the importance of interviews in documentary filmmaking and how they can be used to gather information, perspectives, and emotions. Analyze examples of effective interviews in documentaries
  • Demonstration: Demonstrate interviewing techniques, including active listening, open-ended questions, and establishing rapport with the interviewee
  • Doing (Guided Practice): Pair students up and have them practice interviewing each other on a chosen topic. Provide feedback on their interviewing skills and question formulation
  • Doing (Independent Practice): Students conduct interviews for their documentary projects and gather B-roll footage to support their stories. They begin editing their footage, incorporating interviews and storytelling techniques
  • Reflection: Students reflect on their interviewing and storytelling experiences, considering how they can effectively communicate their documentary’s message
  • Connection: Students submit their documentary segments to CompetesEDU for peer feedback and critique, focusing on the effectiveness of their interviews and storytelling techniques
Detail Event

Week 15: Documentary Film Production

Standard: 10.MA:Pr5.c (Producing), 12.MA:Cn12.a (Connecting)

  • Essential Question: How can we bring our documentary film vision to life through careful planning, filming, and editing?
  • Concepts: Documentary film production, filming techniques, editing, sound design, storytelling, ethical considerations
  • Materials: Video cameras or smartphones, audio recording equipment, video editing software, music and sound effects libraries
  • Vocabulary: Production
  • Learning Goals: Students will apply their skills and knowledge to produce their short documentary films
  • Learning Objectives:
    • Students will film their interviews and B-roll footage, following their shot list and storyboard.
    • Students will edit their footage, incorporating interviews, B-roll, music, and sound effects to create a cohesive and engaging documentary
    • Students will consider ethical considerations throughout the production process
  • Learning Outcomes:
    • Students will demonstrate their understanding by completing and submitting their final documentary films to CompetesEDU
  • Discussion: Review the documentary filmmaking process, emphasizing the importance of planning, organization, and attention to detail. Discuss the role of editing and sound design in shaping the final product
  • Demonstration: Showcase examples of documentaries in various stages of production, highlighting the editing process, use of music and sound effects, and the overall storytelling approach
  • Doing (Guided Practice): Guide students in organizing their footage and creating a rough cut of their documentaries, providing feedback on editing choices and pacing
  • Doing (Independent Practice): Students continue editing their documentaries, refining their cuts, adding music and sound effects, and creating titles or graphics
  • Reflection: Students reflect on the challenges and successes of the documentary filmmaking process, considering the impact of their storytelling choices and technical skills
  • Connection: Students submit their final documentaries to CompetesEDU for peer feedback and showcase. Encourage them to engage in discussions about the filmmaking process and the messages conveyed in their documentaries.
Detail Event

Week 16: Exploring Careers in Media Arts

Standard: 10.MA:Cn11.b (Connecting), 10.MA:Cn12.b (Connecting)

  • Essential Question: What are the diverse career pathways available in the media arts industry, and what skills and knowledge are required for success?
  • Concepts: Career exploration, media arts industry, job roles, skills, education, pathways
  • Materials: Online resources on media arts careers, guest speakers or virtual tours (if possible), career exploration worksheets or activities
  • Vocabulary: Career
  • Learning Goals: Students will explore the wide range of career options within the media arts field and identify potential paths that align with their interests and skills
  • Learning Objectives:
    • Research and learn about various media arts careers (e.g., filmmaker, animator, graphic designer, web developer, sound engineer, game designer)
    • Identify the skills, education, and experience required for different career paths
    • Reflect on their own interests and skills and consider potential career options in media arts
  • Learning Outcomes:
    • Students will create a presentation or infographic showcasing three different media arts careers and the pathways to pursue them, submitting it to CompetesEDU
  • Discussion: Introduce students to the diverse landscape of the media arts industry, highlighting various career paths and their potential impact on society and culture.
  • Demonstration: Showcase examples of professionals working in different media arts fields, sharing their work, career journeys, and insights
  • Doing (Guided Practice): Guide students in exploring online career resources and identifying potential career paths that align with their interests
  • Doing (Independent Practice): Students research three different media arts careers, gathering information on required skills, education, and potential job opportunities. They create a presentation or infographic showcasing their findings
  • Reflection: Students reflect on their career exploration and discuss their aspirations for the future in media arts.
  • Connection: Students share their presentations or infographics on CompetesEDU and Let’s go, starting week 17, moving to week 36, and rememberring 14 categories.
Detail Event

Week 17: The Business of Media Arts: Freelancing & Entrepreneurship

Standard: 10.MA:Cn12.c (Connecting)

  • Essential Question: How can we leverage our media arts skills to create freelance opportunities or even start our own businesses?
  • Concepts: Freelancing, entrepreneurship, business development, marketing, branding, financial management
  • Materials: Examples of successful media arts freelancers and entrepreneurs, online resources on freelancing and entrepreneurship, business planning tools or templates.
  • Vocabulary: Entrepreneurship
  • Learning Goals: Students will explore the entrepreneurial side of media arts, understanding the basics of freelancing and business development.
  • Learning Objectives:
    • Students will learn about the freelance marketplace and the skills needed to succeed as a freelancer.
    • Students will explore the steps involved in starting a media arts-related business.
    • Students will develop a basic business plan for a hypothetical media arts venture
  • Learning Outcomes:
    • Students will create a presentation or pitch deck outlining a business plan for a hypothetical media arts venture and submit it to CompetesEDU
  • Discussion: Discuss the pros and cons of freelancing in the media arts industry. Explore online platforms for finding freelance gigs and showcase examples of successful media arts freelancers
  • Demonstration: Demonstrate how to create a basic freelance profile or portfolio, highlighting key skills and experience. Discuss strategies for finding and attracting clients
  • Doing (Guided Practice): Guide students in creating a sample freelance profile or portfolio, focusing on showcasing their strengths and skills
  • Doing (Independent Practice): Students brainstorm ideas for a media arts business (e.g., video production services, graphic design studio, animation company) and create a basic business plan outlining their target market, services, pricing, and marketing strategy
  • Reflection: Students reflect on the challenges and opportunities of entrepreneurship in media arts and consider whether freelancing or starting a business aligns with their career aspirations
  • Connection: Students share their business plans or pitch decks on CompetesEDU, inviting feedback and discussion on their entrepreneurial ideas.
Detail Event

Week 18: Marketing & Branding for Media Artists

Standard: 10.MA:Pr5.d (Producing), 10.MA:Cn9.c (Connecting)

  • Essential Question: How can we effectively market ourselves and our media arts work to build an audience and attract clients or opportunities?
  • Concepts: Marketing, branding, online presence, portfolio, social media marketing, self-promotion
  • Materials: Examples of successful media artist portfolios and online presences, access to online platforms for creating websites, portfolios, or social media profiles
  • Vocabulary: Branding
  • Learning Goals: Students will explore marketing and branding strategies specific to the media arts industry
  • Learning Objectives:
    • Students will learn about the importance of building a strong online presence and portfolio.
    • Students will explore social media marketing and other promotional strategies
    • Students will develop a basic marketing plan for their own media arts work
  • Learning Outcomes:
    • Students will create a marketing plan for their own media arts portfolio or project and submit it to CompetesEDU
  • Discussion: Discuss the importance of marketing and branding in the media arts industry. Analyze examples of successful media artists’ online presence and marketing strategies.
  • Demonstration: Demonstrate how to create or update an online portfolio and utilize social media platforms for self-promotion
  • Doing (Guided Practice): Guide students in creating or updating their online portfolios, focusing on showcasing their best work and creating a cohesive brand identity
  • Doing (Independent Practice): Students develop a marketing plan for their own portfolio or a specific media project, outlining their target audience, key messages, and promotional strategies. Encourage them to explore social media marketing, email campaigns, or other relevant tactics.
  • Reflection: Students reflect on their marketing and branding choices and how they can effectively promote their work and build an audience.
  • Connection: Students share their marketing plans and strategies on CompetesEDU, offering each other support and advice
Detail Event

Week 19: Introduction to 3D Modeling & Animation

Standard: 10.MA:Cr3.a (Creating), 10.MA:Pr5.b (Producing)

  • Essential Question: How can we use 3D modeling and animation to create immersive virtual worlds, characters, and objects?
  • Concepts: 3D modeling, 3D animation, polygons, vertices, textures, keyframe animation
  • Materials: Computers with 3D modeling and animation software (e.g., Blender, Tinkercad, SketchUp), examples of 3D animation in films, video games, and other media
  • Vocabulary: 3D modeling
  • Learning Goals: Students will be introduced to the fundamentals of 3D modeling and animation
  • Learning Objectives:
    • Learn about basic 3D modeling concepts
    • Explore different 3D animation techniques
    • Create a simple 3D model and animate it using software or online tools
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating and submitting a short 3D animation to CompetesEDU
  • Discussion: Introduce the concept of 3D modeling and animation, showcasing examples from various media. Discuss the applications of 3D in different fields, including entertainment, design, and architecture
  • Demonstration: Demonstrate basic 3D modeling techniques using the chosen software or tool. Show how to create simple shapes, manipulate vertices, and apply textures
  • Doing (Guided Practice): Guide students through creating a simple 3D object (e.g., a cube, sphere, or character), providing step-by-step instructions
  • Doing (Independent Practice): Students explore the software interface and experiment with creating their own 3D models, applying basic modeling techniques.
  • Reflection: Students reflect on their 3D modeling experience and the potential of this technology for creative expression
  • Connection: Students share their 3D models on CompetesEDU, inviting feedback and discussion on their creations
Detail Event

Week 20: 3D Character Design & Rigging

Standard: 10.MA:Cr3.d (Creating), 10.MA:Pr4.h (Producing)

  • Essential Question: How can we design and rig 3D characters to bring them to life and express emotions through movement?
  • Concepts: 3D character design, rigging, animation, character development, expressiveness.
  • Materials: Computers with 3D modeling and animation software, drawing materials for character sketches, examples of 3D character animation
  • Vocabulary: Rigging
  • Learning Goals: Students will explore the process of 3D character design and rigging for animation.
  • Learning Objectives:
    • Students will learn about character design principles and create concept sketches for a 3D character
    • Students will learn how to rig a 3D character, creating a skeletal structure and controls for animation.
    • Students will apply basic animation techniques to their rigged character
  • Learning Outcomes:
    • Students will demonstrate their understanding by designing and rigging a 3D character and creating a short animation showcasing its movement, submitting it to CompetesEDU
  • Discussion: Discuss the importance of character design in storytelling and animation. Analyze examples of 3D characters, focusing on their design choices, personalities, and how they are brought to life through animation
  • Demonstration: Demonstrate the process of creating a 3D character using modeling tools and showcase basic rigging techniques to prepare the character for animation
  • Doing (Guided Practice): Guide students in sketching and designing their own 3D characters. Help them create basic rigs for their characters, focusing on essential controls for movement.
  • Doing (Independent Practice): Students continue modeling and rigging their characters, refining their designs and adding more complex controls if desired. They experiment with animating their characters, exploring different poses and expressions
  • Reflection: Students reflect on their character design and rigging experience, discussing the challenges and creative possibilities of bringing characters to life in 3D

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

Detail Event

Week 21: 3D Environment Design & Scene Building

Standard: 10.MA:Cr3.e (Creating), 10.MA:Pr4.i (Producing)

  • Essential Question: How can we create immersive 3D environments and scenes to set the stage for our animations and stories?
  • Concepts: 3D environment design, scene building, modeling, texturing, lighting, camera placement, atmosphere
  • Materials: Computers with 3D modeling and animation software, reference images for environments and scenes
  • Vocabulary: Environment
  • Learning Goals: Students will explore the process of designing and building 3D environments.
  • Learning Objectives:
    • Learn about environment design principles and create concept sketches for a 3D scene.
    • Learn how to model and texture 3D objects and assemble them into a scene
    • Use lighting and camera techniques to create mood and atmosphere in their 3D scene
  • Learning Outcomes:
    • Students will demonstrate their understanding by designing and building a 3D environment or scene and submitting a rendered image or animation to CompetesTV
  • Discussion: Introduce the concept of 3D environment design and its role in creating immersive experiences for animations and games. Analyze examples of 3D environments, discussing their composition, lighting, and overall atmosphere.
  • Demonstration: Demonstrate basic 3D modeling and texturing techniques, showing how to create objects, apply materials, and arrange them in a scene. Showcase how to use lighting and camera placement to create different moods and atmospheres
  • Doing (Guided Practice): Guide students in creating a simple 3D scene with basic objects and textures. Provide feedback on their composition and use of lighting.
  • Doing (Independent Practice): Students design and build a more complex 3D environment or scene, incorporating multiple objects, textures, and lighting. Encourage them to create a scene that tells a story or evokes a specific mood.
  • Reflection: Students reflect on their 3D environment design choices and how they contribute to the overall atmosphere and narrative of their scene
  • Connection: Students submit a rendered image or animation of their 3D scene to CompetesTV for peer feedback and critique
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Detail Event

Week 22: Advanced Audio Editing & Mixing

Standard: 10.MA:Pr4.a (Producing), 10.MA:Re9.b (Responding)

  • Essential Question: How can we manipulate and combine audio elements to create professional-sounding mixes and soundscapes for our media projects?
  • Concepts: Advanced audio editing, mixing, equalization, compression, effects processing, soundscapes
  • Materials: Computers with audio editing software, headphones, sample audio tracks, multi-track audio projects.
  • Vocabulary: Mixing
  • Learning Goals: Students will deepen their understanding of audio editing and mixing techniques
  • Learning Objectives:
    • Explore advanced audio editing techniques
    • Learn how to mix multiple audio tracks
    • Create a professional-sounding audio project
  • Learning Outcomes:
    • Students will demonstrate their understanding by editing and mixing a multi-track audio project (e.g., a podcast episode, a short film soundtrack, or a music remix) and submit it to CompetesTV
  • Discussion: Discuss the importance of audio editing and mixing in creating professional-sounding media productions. Analyze examples of audio projects with well-balanced mixes and impactful soundscapes
  • Demonstration: Demonstrate advanced audio editing techniques using software. Show how to use equalization, compression, and effects processing to enhance audio quality and create specific sounds. Also, demonstrate how to mix multiple audio tracks, adjusting levels, panning, and applying effects.
  • Doing (Guided Practice): Provide students with a multi-track audio project and guide them through basic mixing techniques, offering feedback and support
  • Doing (Independent Practice): Students create or select a multi-track audio project and apply advanced editing and mixing techniques to create a polished final mix.
  • Reflection: Students reflect on their audio editing and mixing choices, discussing how they contribute to the overall quality and impact of their project
  • Connection: Students submit their final audio mixes to CompetesTV for peer feedback and critique
Detail Event

Week 23: Music Production & Composition

Standard: 10.MA:Cr3.c (Creating), 10.MA:Cn10.b (Connecting)

  • Essential Question: How can we create original music and soundtracks to enhance the emotional impact and storytelling of our media projects?
  • Concepts: Music production, composition, digital audio workstations (DAWs), music genres, emotional impact of music
  • Materials: Digital audio workstations (DAWs) or online music production tools, headphones, MIDI keyboards (optional), examples of media with impactful soundtracks.
  • Vocabulary: Composition
  • Learning Goals: Students will explore the basics of music production and composition
  • Learning Objectives:
    • Learn about different music genres and their emotional impact
    • Experiment with creating simple melodies and rhythms using DAWs or online tools
    • Compose a short soundtrack or musical piece for a video or animation project
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating and submitting an original music composition or soundtrack to CompetesTV
  • Discussion: Discuss the relationship between music and emotion. Analyze how music is used in different media to create specific moods and atmospheres. Showcase examples of media with impactful soundtracks, highlighting how music enhances the visuals and narrative
  • Demonstration: Introduce students to basic music production software or online tools. Demonstrate how to create simple melodies and rhythms using virtual instruments or loops
  • Doing (Guided Practice): Guide students in experimenting with different instruments, sounds, and rhythms to create a short musical piece or loop.
  • Doing (Independent Practice): Students compose a short soundtrack or musical piece to accompany a video or animation project, considering the mood, pacing, and storytelling elements
  • Reflection: Students reflect on their music composition process and how their music contributes to the overall message and emotional impact of their media project
  • Connection: Students submit their original music compositions to CompetesTV for peer feedback and appreciation
Detail Event

Week 24: Podcasting & Audio Storytelling

Standard: 10.MA:Cr2.c (Creating), 10.MA:Pr5.e (Producing)

  • Essential Question: How can we use audio storytelling and podcasting to share ideas, information, and personal narratives in an engaging and accessible way?
  • Concepts: Podcasting, audio storytelling, interviewing, scripting, editing, sound design.
  • Materials: Examples of podcasts, audio recording equipment, microphones, headphones, audio editing software
  • Vocabulary: Podcast
  • Learning Goals: Students will explore the format and techniques of podcasting and create their own audio stories.
  • Learning Objectives:
    • Learn about the elements of a successful podcast
    • Plan, record, and edit a short podcast episode on a topic of their choice
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating and submitting a short podcast episode to CompetesTV
  • Discussion: Introduce the concept of podcasting and its growing popularity as a medium for storytelling and information sharing. Discuss different podcast genres and formats, analyzing their structure, content, and target audience.
  • Demonstration: Demonstrate how to plan and script a podcast episode, conduct interviews, and use audio editing software to create a polished final product
  • Doing (Guided Practice): Guide students in brainstorming podcast ideas and developing episode outlines. Help them practice recording short segments and conducting mock interviews.
  • Doing (Independent Practice): Students work individually or in pairs to plan, record, and edit their own podcast episodes, incorporating interviews, sound effects, and music as needed
  • Reflection: Students reflect on their podcasting experience and the challenges and rewards of audio storytelling.
  • Connection: Students submit their final podcast episodes to CompetesTV for peer feedback and sharing.
Detail Event

Week 25: Introduction to Game Design & Interactive Storytelling

Standard: 10.MA:Cr3.f (Creating), 10.MA:Re8.a (Responding)

  • Essential Question: How can we use game design principles and interactive storytelling to create engaging and immersive experiences for players?
  • Concepts: Game design, interactive storytelling, branching narratives, choices and consequences, game mechanics, user experience
  • Materials: Examples of interactive games and stories, game design tools or platforms (e.g., Twine, Scratch, GameMaker Studio 2), computers or tablets
  • Vocabulary: Interactive
  • Learning Goals: Students will be introduced to the fundamentals of game design and interactive storytelling
  • Learning Objectives:
    • Learn about game design elements like mechanics, rules, and player interaction
    • Explore different types of interactive storytelling
    • Brainstorm ideas for a simple interactive game or story
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating a game design document or interactive story outline and submitting it to CompetesTV
  • Discussion: Introduce the concept of game design and its connection to storytelling. Discuss different game genres and how they utilize interactive elements and narrative structures to create engaging experiences. Showcase examples of interactive storytelling in video games and other media.
  • Demonstration: Demonstrate how to use a game design tool or platform to create basic game mechanics and interactive elements. Show examples of branching narratives and how choices can impact the story’s outcome
  • Doing (Guided Practice): Guide students in brainstorming ideas for a simple interactive game or story, considering the target audience, core mechanics, and narrative elements. Help them create a basic outline or flowchart to visualize their ideas
  • Doing (Independent Practice): Students work individually or in small groups to develop a more detailed game design document or interactive story outline. Encourage them to consider the player’s experience, the challenges they will face, and the narrative arc of their story
  • Reflection: Students reflect on their game design or storytelling choices and how they can create engaging and immersive interactive experiences
  • Connection: Students share their game design documents or interactive story outlines on CompetesTV for peer feedback and discussion.
Detail Event

Week 26: Game Mechanics & Level Design

Standard: 10.MA:Pr5.f (Producing), 10.MA:Cn9.d (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: Narrative Design & Character Development in Games

Standard: 10.MA:Cr2.d (Creating), 10.MA:Cn10.c (Connecting)

  • Essential Question: How can we create compelling characters and narratives that enhance the player’s immersion and emotional connection to the game world?
  • Concepts: Narrative design in games, character development, storytelling techniques, player agency, emotional impact
  • Materials: Examples of games with strong narratives and characters, character development worksheets or templates, game design tools or platforms.
  • Vocabulary: Narrative
  • Learning Goals: Students will explore the importance of narrative design and character development in interactive media
  • Learning Objectives:
    • Learn about different narrative techniques used in games
    • Develop compelling characters with unique personalities, motivations, and backstories
    • Integrate narrative elements into their game design or interactive story
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating character profiles and a narrative outline for their game or interactive story and sharing them on CompetesTV
  • Discussion: Discuss the role of narrative and character development in creating engaging and immersive game experiences. Analyze examples of games with strong narratives and characters, discussing their impact on the player
  • Demonstration: Demonstrate how to create character profiles and develop narrative outlines, incorporating elements like backstory, motivations, and conflicts
  • Doing (Guided Practice): Guide students in creating character profiles for their game or interactive story, focusing on developing unique personalities and motivations
  • Doing (Independent Practice): Students continue developing their characters and narrative outlines, considering how the story will unfold through gameplay and player choices
  • Reflection: Students reflect on their character development and narrative design choices, discussing how they can create meaningful and impactful stories in their games or interactive experiences
  • Connection: Students share their character profiles and narrative outlines on CompetesTV for peer feedback and discussion.
Detail Event

Week 28: Analyzing Media Representation & Bias

Standard: 10.MA:Re7.a (Responding), 10.MA:Cn11.a (Connecting)

  • Essential Question: How do media portrayals shape our perceptions of the world and influence social attitudes and behaviors?
  • Concepts: Media representation, stereotypes, bias, media literacy, critical thinking.
  • Materials: Examples of media (films, TV shows, advertisements, social media posts) portraying different groups and potential biases, media analysis worksheets or graphic organizers.
  • Vocabulary: Bias
  • Learning Goals: Students will develop critical media literacy skills to analyze and deconstruct media representations and biases
  • Learning Objectives:
    • Students will learn about the concept of representation in media and how it can perpetuate stereotypes or challenge social norms
    • Students will analyze various media examples, identifying representations of different groups and potential biases
    • Students will discuss the impact of media representations on individuals and society
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating a media analysis project (e.g., presentation, video essay, infographic) that critically examines representations and biases in a chosen media example and submitting it to CompetesEDU
  • Discussion: Engage in an open discussion about the power of media to shape our perceptions and influence our opinions. Introduce the concept of representation in media and how it can reflect or challenge social norms and stereotypes. Encourage students to share their own observations and experiences with media representations
  • Demonstration: Showcase examples of media that portray different groups or address social issues, both positively and negatively. Analyze the use of visual and narrative techniques to shape the audience’s understanding
  • Doing (Guided Practice): Guide students in analyzing a media example together, identifying representations of different groups and discussing potential biases or stereotypes
  • Doing (Independent Practice): Students select a media example and create a project that explores its representation of a specific group or issue. Encourage them to consider how media can promote inclusivity and challenge stereotypes
  • 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 representations and challenge harmful stereotypes
  • Connection: Students share their media analysis projects on CompetesEDU and engage in discussions about the impact of media representations and the importance of media literacy.
Detail Event

Week 29: The Creative Industries & Intellectual Property

Standard: 10.MA:Cn11.c (Connecting), 10.MA:Cn12.c (Connecting)

  • Essential Question: How do the creative industries function, and what are the legal and ethical considerations surrounding intellectual property in media arts?
  • Concepts: Creative industries, intellectual property, copyright, fair use, trademarks, patents, licensing.
  • Materials: Examples of media projects and products from various creative industries, online resources on intellectual property and copyright law
  • Vocabulary: Intellectual Property
  • Learning Goals: Students will understand the business side of media arts and the importance of protecting intellectual property
  • Learning Objectives:
    • Students will learn about the different sectors of the creative industries and the roles of various professionals
    • Students will understand the concept of intellectual property and its relevance to media arts
    • Students will explore copyright laws and fair use guidelines
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating a presentation or infographic on intellectual property in media arts and submitting it to CompetesEDU
  • Discussion: Facilitate a discussion about the various creative industries and the different career paths available. Introduce the concept of intellectual property and its importance in protecting creative work. Discuss the different types of intellectual property (copyright, trademarks, patents) and how they apply to media arts
  • Demonstration: Showcase examples of media projects and products from different creative industries, highlighting the role of intellectual property in their creation and distribution
  • Doing (Guided Practice): Guide students in identifying intellectual property in various media examples. Discuss scenarios where copyright and fair use come into play
  • Doing (Independent Practice): Students research a specific creative industry and create a presentation or infographic that explores the role of intellectual property in that field. They can also include examples of how copyright and fair use apply to specific projects or creations within that industry
  • Reflection: Students reflect on the importance of respecting intellectual property and understanding the legal and ethical considerations in media arts
  • Connection: Students share their presentations or infographics on CompetesEDU and discuss the challenges and responsibilities of navigating intellectual property in the digital age
Detail Event

Week 30: Media Arts and Social Impact

Week 30: Media Arts and Social Impact

  • Essential Question: How can we use media arts to create positive social change, raise awareness about important issues, and inspire action?
  • Concepts: Social impact, advocacy, storytelling for change, persuasive communication, media campaigns
  • Materials: Examples of media projects with social impact, research resources on social issues, media creation tools and platforms
  • Vocabulary: Advocacy
  • Learning Goals: Students will explore the power of media arts to address social issues and promote positive change.
  • Learning Objectives:
    • Students will analyze examples of media projects that have had a social impact
    • Students will brainstorm ideas for media projects that can address a social issue or cause they care about
    • Students will develop a plan for creating and sharing their social impact media project
  • Learning Outcomes:
    • Students will demonstrate their understanding by developing a proposal for a social impact media project and submitting 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
  • Demonstration: Demonstrate how storytelling, visual communication, and sound design can be used to create impactful messages that promote awareness and inspire action
  • Doing (Guided Practice): Guide students in brainstorming ideas for media projects that can address a social issue or cause they are passionate about. Help them consider different media formats and approaches for their projects
  • Doing (Independent Practice): Students develop a proposal for their social impact 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 on CompetesEDU and engage in discussions about the power of media arts to create positive social change
Detail Event

Week 31: Advanced 3D Modeling & Texturing

Standard: 10.MA:Pr4.h, i (Producing)

  • Essential Question: How can we create detailed and realistic 3D models and textures to enhance the visual quality of our animations and virtual environments?
  • Concepts: 3D modeling, texturing, sculpting, retopology, UV mapping, materials, realism.
  • Materials: Computers with 3D modeling and texturing software (e.g., Blender, ZBrush), reference images for textures and materials
  • Vocabulary: Texturing
  • Learning Goals: Students will explore advanced 3D modeling and texturing techniques
  • Learning Objectives:
    • Learn about sculpting, retopology, and UV mapping in 3D modeling
    • Explore different texturing techniques
    • Create a detailed 3D model with realistic textures
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating and submitting a 3D model with applied textures to CompetesTV
  • Discussion: Discuss the importance of 3D modeling and texturing in creating realistic and immersive virtual environments and characters. Showcase examples of 3D models and animations with high-quality textures, highlighting the level of detail and realism
  • Demonstration: Demonstrate advanced 3D modeling techniques like sculpting and retopology, as well as texturing techniques like creating and applying textures, bump maps, and normal maps
  • Doing (Guided Practice): Guide students in creating a simple 3D model with basic textures, providing step-by-step instructions and feedback
  • Doing (Independent Practice): Students create a more complex 3D model, incorporating sculpting, retopology, and advanced texturing techniques. Encourage them to create a model with a high level of detail and realism
  • Reflection: Students reflect on their 3D modeling and texturing skills, discussing the challenges they encountered and the techniques they found most effective.
  • Connection: Students submit their 3D models with textures to CompetesTV for peer feedback and critique.
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Detail Event

Week 32: Advanced Animation & Visual Effects

Week 32: Advanced Animation & Visual Effects

  • Essential Question: How can we use advanced animation and visual effects techniques to create stunning and believable visuals in our media productions?
  • Concepts: Advanced animation techniques, visual effects, character animation, physics simulations, particle systems, compositing
  • Materials: Computers with animation and visual effects software (e.g., Blender, Adobe After Effects), examples of films and animations with impressive visual effects
  • Vocabulary: Visual Effects
  • Learning Goals: Students will explore advanced animation and visual effects techniques.
  • Learning Objectives:
    • Learn about character animation, physics simulations, particle systems, and compositing
    • Experiment with creating realistic animations and visual effects using appropriate software
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating a short animation or visual effects sequence and submitting it to CompetesTV
  • Discussion: Discuss the role of animation and visual effects in creating immersive and engaging media experiences. Analyze examples of films and animations with impressive visual effects, discussing the techniques used and their impact
  • Demonstration: Demonstrate advanced animation and visual effects techniques using the chosen software. Showcase examples of character animation, physics simulations, particle systems, and compositing
  • Doing (Guided Practice): Guide students in creating a simple animation or visual effect, providing step-by-step instructions and support
  • Doing (Independent Practice): Students create a short animation or visual effects sequence, incorporating at least one advanced technique. Encourage them to experiment and push their creative boundaries
  • Reflection: Students reflect on their animation and visual effects experience, discussing the challenges they encountered and the creative possibilities of these techniques
  • Connection: Students submit their animation or VFX sequence to CompetesTV for peer feedback and critique
Detail Event

Week 33: Interactive Storytelling & Game Development

Standard: 10.MA:Cr3.f (Creating), 10.MA:Pr5.f (Producing)

  • Essential Question: How can we combine interactive storytelling, game mechanics, and visual design to create engaging 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 build upon their game design skills and explore the integration of interactive storytelling
  • Learning Objectives:
    • Further develop their game design concepts, incorporating narrative elements and character development
    • Learn how to implement basic game mechanics and interactions using game development software or tools
    • Create a playable prototype of their game or interactive story
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating a playable game prototype or interactive story demo and presenting 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 basic game mechanics, interactive elements, and simple narrative sequences.
  • Doing (Guided Practice): Guide students in creating a basic interactive scene or level, incorporating simple choices and consequences. Provide feedback on their design choices and narrative flow
  • 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 34: Media Portfolio Development

Standard: 10.MA:Cn12.b (Connecting)

  • Essential Question: How can I showcase my best media arts work and skills in a compelling portfolio that reflects my creative journey and potential?
  • Concepts: Portfolio development, curation, presentation, self-reflection, career preparation
  • Materials: Examples of media arts portfolios, online portfolio platforms or software, presentation tools.
  • Vocabulary: Portfolio
  • Learning Goals: Students will learn how to curate and present their media arts work in a professional portfolio
  • Learning Objectives:
    • Students will understand the purpose and importance of a media arts portfolio for showcasing their skills and achievements to potential employers, clients, or educational institutions.
    • Students will select their best work to include in their portfolios, demonstrating a range of skills and creative approaches
    • Students will learn how to create a digital portfolio using online platforms or software, considering design, layout, and user experience
  • Learning Outcomes:
    • Students will create a digital portfolio showcasing their best media arts work and submit it to CompetesEDU for feedback
  • Discussion: Discuss the importance of portfolios in the media arts industry and how they are used to showcase skills and attract opportunities. Analyze examples of successful media arts portfolios, highlighting their design, content selection, and overall presentation
  • Demonstration: Demonstrate how to use online portfolio platforms or software to create a visually appealing and user-friendly portfolio. Showcase different layout options, navigation structures, and ways to present media content effectively.
  • Doing (Guided Practice): Guide students in selecting their best work from the year and organizing it into a basic portfolio structure
  • Doing (Independent Practice): Students continue to develop their digital portfolios, adding more projects, refining their layouts, and crafting artist statements or project descriptions
  • Reflection: Students reflect on their portfolio development process and the importance of showcasing their work professionally
  • Connection: Students share their portfolios on CompetesEDU, inviting feedback from peers and the teacher on their presentation and content selection.
Detail Event

Week 35: Preparing for the Media Arts Industry

Standard: 10.MA:Cn11.b (Connecting), 10.MA:Cn12.e (Connecting)

  • Essential Question: What steps can I take to prepare for a career in the media arts industry and increase my chances of success?
  • Concepts: Career exploration, media arts industry, internships, networking, resume and cover letter writing, interview skills
  • Materials: Online resources on media arts careers and internships, guest speakers or virtual tours (if possible), resume and cover letter templates
  • Vocabulary: Internship
  • Learning Goals: Students will explore the practical steps involved in pursuing a career in the media arts industry
  • Learning Objectives:
    • Students will learn about networking, internships, and other opportunities to gain experience in the field
    • Students will develop their resumes and cover letters, tailoring them to media arts positions
    • Students will practice their interviewing skills and learn how to present themselves professionally
  • Learning Outcomes:
    • Students will create a resume and cover letter tailored to a media arts position and participate in mock interviews
  • Discussion: Discuss the various career pathways in the media arts industry and the steps students can take to prepare for a successful career. Highlight the importance of gaining experience through internships, networking, and building a strong portfolio.
  • Demonstration: Demonstrate how to create effective resumes and cover letters for media arts positions. Showcase examples of strong resumes and cover letters, highlighting key elements and formatting
  • Doing (Guided Practice): Guide students in creating their own resumes and cover letters, tailoring them to specific media arts job descriptions. Provide feedback and suggestions for improvement
  • Doing (Independent Practice): Students practice their interviewing skills through mock interviews with peers or the teacher. They also research and identify potential internship or job opportunities in their areas of interest.
  • Reflection: Students reflect on their career preparation experience and discuss their next steps in pursuing their media arts goals
  • Connection: Students can connect with industry professionals or alumni on CompetesEDU or other networking platforms to seek advice and explore potential opportunities
Detail Event

Week 36: Final Project Showcase & Culminating Event

• Standard: 10.MA:Re8.b (Responding), 10.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 work and celebrating achievements in the creative process. Emphasize the value of feedback and reflection in fostering growth and improvement
  • Demonstration: Showcase examples of successful project showcases or exhibitions, highlighting presentation techniques and creative displays
  • Doing (Guided Practice): Guide students in finalizing their projects and preparing their presentations for the showcase
  • Doing (Independent Practice): Students present their final projects to the class or a wider audience, showcasing their creativity, skills, and learning outcomes. They actively participate in providing and receiving feedback
  • Reflection: Students reflect on their overall learning journey in the Media Arts course, highlighting key takeaways, challenges overcome, and areas for further growth
  • Connection: Students engage in final discussions on CompetesEDU, reflecting on the course and their growth as media artists. They also connect with a wider audience through the showcase, sharing their work and passion for media arts
Detail Event

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