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Competes TV

8th Grade Media Arts - Weekly Lesson Plans (Weeks 1-36)

Week 1: Stepping into 8th Grade Media Arts

Standard: 8.MA:Cn11.b (Connecting), 8.MA:Cn12.a (Connecting)

  • Essential Question: How can we leverage our media arts skills and knowledge to create impactful and meaningful projects in 8th grade?
  • Concepts: Review of 7th-grade media arts, goal setting, CompetesEDU platform, creative expression, collaboration
  • Materials: Examples of student work from 7th grade, presentation tools, internet access for CompetesEDU
  • Vocabulary: Reflection
  • Learning Goals:
    • Reflect on their 7th-grade learning and achievements
    • Set goals and expectations for 8th-grade Media Arts
    • Get reacquainted with the CompetesEDU platform
  • Learning Objectives:
    • Identify key skills and knowledge gained in 7th grade.
    • Articulate their interests and aspirations for further development in media arts
    • Understand the key focus areas and expectations for 8th-grade Media Arts
    • 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 7th grade and outlining their goals for 8th grade
    • Students will actively participate in class discussions about the 8th-grade curriculum and expectations
  • Discussion: Facilitate a class discussion about their 7th-grade Media Arts experiences, highlighting memorable projects, skills learned, and areas for growth. Encourage students to share their expectations and goals for 8th grade.
  • Demonstration: Showcase exemplary 7th-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 8th 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 7th grade and outlining their goals for 8th grade.
  • Reflection: Students write a reflective journal entry about their 7th-grade experiences and their aspirations for 8th-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: Storytelling Through Film: Narrative Filmmaking Techniques

Standard: 8.MA:Cr2.a (Creating), 8.MA:Pr4.f (Producing)

  • Essential Question: How can we use the language of film to tell captivating stories that engage and move audiences?
  • Concepts: Narrative filmmaking, scriptwriting, storyboarding, camera techniques (framing, shot composition, movement)
  • Materials: Storyboarding templates or software, cameras or smartphones, examples of short films
  • Vocabulary: Cinematography
  • Learning Goals: Students will explore the fundamentals of narrative filmmaking and develop their storytelling and technical skills
  • Learning Objectives:
    • Understand the elements of a compelling narrative (plot, character, setting, conflict)
    • Learn how to create storyboards and shot lists to plan their films
    • Practice basic camera techniques
  • Learning Outcomes:
    • Students will collaborate in small groups to create a storyboard and shot list for a short narrative film and submit it to CompetesEDU
  • Discussion: Discuss the power of film as a storytelling medium. Analyze examples of short films, focusing on their narrative structure, character development, and visual storytelling techniques
  • Demonstration: Demonstrate basic camera techniques, such as framing, shot composition, and camera movement. Show examples of how these techniques are used in films to convey emotions and create impact
  • Doing (Guided Practice): Guide students in creating a simple storyboard for a short scene, focusing on shot composition and camera angles
  • Doing (Independent Practice): Students work in small groups to develop a story idea and create a storyboard and shot list for their short narrative film.
  • Reflection: Students reflect on their storytelling and filmmaking choices, considering how they can use visuals and camera techniques to enhance their narratives.
  • Connection: Groups submit their storyboards and shot lists to CompetesEDU for peer feedback and constructive criticism.

Week 3: The Art of Sound: Music Production & Sound Design

Standard: 8.MA:Cr3.c (Creating), 8.MA:Pr4.b (Producing)

  • Essential Question: How can we use music and sound to create atmosphere, enhance storytelling, and evoke emotions in our media productions?
  • Concepts: Music production, sound design, digital audio workstations (DAWs), Foley, sound effects, emotional impact of sound.
  • Materials: Digital audio workstations (DAWs) or online music production tools, headphones, MIDI keyboards (optional), audio recording equipment, examples of media with impactful sound design
  • Vocabulary: Soundscape
  • Learning Goals: Students will explore music production and sound design techniques, creating original compositions and soundscapes
  • Learning Objectives:
    • Students will experiment with creating melodies, rhythms, and harmonies using DAWs or online tools.
    • Students will explore sound design principles and experiment with creating sound effects and Foley
    • Students will understand how music and sound can be used to enhance storytelling and create specific moods and atmospheres in media
  • Learning Outcomes:
    • Students will create an original music composition or sound design project and submit it to CompetesEDU
  • Discussion: Discuss the role of music and sound in storytelling and media experiences. Analyze examples of media with impactful soundtracks and sound design, highlighting their emotional impact and contribution to the narrative.
  • Demonstration: Demonstrate basic music production techniques using a DAW or online tool. Showcase how to create simple melodies and rhythms using virtual instruments or loops. Also, demonstrate how to create Foley sound effects using everyday objects
  • Doing (Guided Practice): Guide students in creating a short musical loop or sound effect using the provided tools
  • Doing (Independent Practice): Students choose to either compose a short musical piece or design a soundscape for a specific scene or theme
  • Reflection: Students reflect on their creative process and how they used music or sound to express their ideas or create a specific mood
  • Connection: Students submit their music compositions or sound design projects to CompetesEDU for peer feedback and appreciation.

Week 4: Graphic Design & Visual Communication: Designing for Social Impact

Standard: 8.MA:Cr1.b (Creating), 8.MA:Pr5.g (Producing)

  • Essential Question: How can we use graphic design to effectively communicate messages, raise awareness about important issues, and inspire action?
  • Concepts: Graphic design, visual communication, social impact, persuasive messaging, design elements and principles
  • Materials: Examples of successful social impact campaigns using graphic design, graphic design software or online tools, drawing materials
  • Vocabulary: Infographic
  • Learning Goals: Students will explore the power of graphic design for social impact and create visual messages that promote positive change.
  • Learning Objectives:
    • Students will learn about successful social impact campaigns that utilized graphic design effectively
    • Students will identify key elements and strategies for creating impactful visual messages
    • Students will design posters, infographics, or social media graphics for a social cause or community initiative they care about.
  • Learning Outcomes:
    • Students will create and submit a graphic design project for social impact to CompetesEDU
  • Discussion: Discuss the role of graphic design in social activism and advocacy. Analyze examples of successful campaigns, highlighting their visual elements, messaging, and impact
  • Demonstration: Demonstrate how to use graphic design software or online tools to create visually appealing and impactful designs, incorporating elements like color, typography, and imagery
  • Doing (Guided Practice): Guide students in creating a simple poster or social media graphic for a chosen social cause, focusing on clear messaging and visual appeal
  • Doing (Independent Practice): Students select a social issue or cause they are passionate about and design a graphic design project (poster, infographic, social media campaign) to raise awareness or promote action
  • Reflection: Students reflect on their design choices and how they contribute to the overall message and impact of their projects.
  • Connection: Students share their graphic design projects on CompetesEDU and discuss the power of visual communication to inspire change

Week 5: Animation & Motion Graphics: Bringing Ideas to Life

Standard: 8.MA:Cr3.b (Creating), 8.MA:Pr4.e (Producing)

  • Essential Question: How can we use animation and motion graphics to add visual impact, dynamism, and storytelling to our media projects?
  • Concepts: Animation, motion graphics, storytelling, visual effects, animation principles, software and tools
  • Materials: Examples of animation and motion graphics in various media, animation software or online tools (e.g., Adobe Animate, After Effects, Scratch), computers or tablets
  • Vocabulary: Animation
  • Learning Goals: Students will explore the creation of animation and motion graphics, using digital tools to bring their ideas to life
  • Learning Objectives:
    • Students will learn about the principles of animation and motion graphics, such as timing, spacing, and easing
    • Students will experiment with creating simple animations and text effects using appropriate software
    • Students will incorporate animation or motion graphics into a media project to enhance its visual appeal and storytelling
  • Learning Outcomes:
    • Students will create and submit a short animation or motion graphics project to CompetesEDU
  • Discussion: Introduce the concepts of animation and motion graphics, showcasing examples from various media (films, TV shows, commercials, video games). Discuss the different types of animation (2D, 3D, stop-motion) and motion graphics techniques (kinetic typography, logo animation)
  • Demonstration: Demonstrate basic animation and motion graphics techniques using appropriate software or online tools. Show examples of how to create simple animations, add motion to text, and apply visual effects.
  • Doing (Guided Practice): Guide students in creating a simple animation or motion graphics piece, providing step-by-step instructions and support
  • Doing (Independent Practice): Students brainstorm ideas for their own animation or motion graphics projects. They can create short animations, animated logos, kinetic typography pieces, or incorporate motion graphics into existing video projects
  • Reflection: Students reflect on their animation and motion graphics experience, discussing the challenges they encountered and the creative possibilities of these techniques
  • Connection: Students submit their animation or motion graphics projects to CompetesEDU for peer feedback and appreciation. Encourage them to discuss the impact of animation and motion graphics on visual storytelling and communication

Week 6: Web Design & Development: Creating Interactive Websites

Standard: 8.MA:Cr3.b (Creating), 8.MA:Pr5.a (Producing)

  • Essential Question: How can we design and develop interactive websites that effectively communicate information, engage users, and showcase our creativity?
  • Concepts: Web design principles, user experience (UX) design, interactive elements, website builders, basic coding (HTML, CSS)
  • Materials: Examples of interactive websites, computers or tablets with internet access, web design software or platforms (e.g., Wix, WordPress, Code.org), basic coding resources (if applicable)
  • Vocabulary: Website
  • Learning Goals: Students will build upon their basic web design skills and explore interactive elements
  • Learning Objectives:
    • Students will review web design principles and learn about user experience (UX) design.
    • Students will explore interactive elements like buttons, forms, and animations
    • Students will design and create a website with interactive features using a website builder or basic coding
  • Learning Outcomes:
    • Students will create and publish an interactive website and share the link on CompetesEDU
  • Discussion: Discuss the importance of user experience and interactivity in web design. Analyze examples of interactive websites, highlighting their design choices and user-friendly features
  • Demonstration: Demonstrate how to use a website builder or basic coding to create a simple website layout with interactive elements
  • Doing (Guided Practice): Guide students in creating a basic website with a few pages, navigation, and simple interactive elements
  • Doing (Independent Practice): Students design and create a more complex website, incorporating interactive features like forms, quizzes, or image galleries. Encourage them to consider user experience and accessibility in their design
  • Reflection: Students reflect on their web design process and the challenges they encountered in creating an interactive website
  • Connection: Students share their website links on CompetesEDU, inviting feedback on design, interactivity, and user experience
Detail Event

Week 7: Media Literacy & Critical Thinking: Analyzing Advertising & Persuasion

Standard: 8.MA:Re7.a (Responding), 8.MA:Cn11.a (Connecting)

  • Essential Question: How do advertisements use media techniques to persuade and influence our choices and behaviors?
  • Concepts: Persuasive techniques in advertising (emotional appeals, celebrity endorsements, bandwagon effect), target audience, media literacy
  • Materials: Examples of advertisements (TV commercials, print ads, online banners), media analysis worksheets
  • Vocabulary: Advertising
  • Learning Goals: Students will develop critical media literacy skills to analyze advertising techniques and understand their impact
  • Learning Objectives:
    • Students will be able to identify common persuasive techniques used in advertising.
    • Students will analyze advertisements and explain how these techniques are used to influence the audience
    • Students will discuss the importance of being critical consumers of media and advertising
  • Learning Outcomes: Students will create a presentation or short video analyzing the persuasive techniques used in an advertisement and submit it to CompetesEDU
  • Discussion: Introduce the concept of advertising and its purpose. Discuss how advertisements use different techniques to persuade us to buy products or services
  • Demonstration: Show examples of advertisements and analyze the persuasive techniques used in them.
  • Doing (Guided Practice): Guide students in analyzing a few advertisements together, identifying the target audience and persuasive techniques used
  • Doing (Independent Practice): Students select an advertisement and create a presentation or short video analyzing its persuasive techniques and intended impact
  • Reflection: Students reflect on their own experiences with advertising and how they can be more critical consumers
  • Connection: Students share their presentations or videos on CompetesEDU and discuss the impact of advertising on their lives
Detail Event

Week 8: Digital Storytelling: Creating Narratives with Multimedia

Standard: 8.MA:Cr2.a (Creating), 8.MA:Pr5.b (Producing)

  • Essential Question: How can we combine images, audio, and text to create compelling digital stories that engage and inform our audience?
  • Concepts: Digital storytelling, narrative structure, imagery, sound, voiceover, editing
  • Materials: Digital cameras or smartphones, audio recording equipment, video editing software or apps, personal photos or artwork (optional), music or sound effects (optional)
  • Vocabulary: Storytelling
  • Learning Goals: Students will explore the art of digital storytelling, using multimedia elements to craft narratives
  • Learning Objectives:
    • Students will understand the elements of a digital story
    • Students will plan and create their own digital stories, using personal photos, videos, or artwork and recording their narration
    • Students will use editing software to combine their media elements into a cohesive and engaging digital story
  • Learning Outcomes:
    • Students will create and submit a digital story to CompetesEDU
  • Discussion: Introduce the concept of digital storytelling and its power to share personal narratives. Analyze examples of digital stories, discussing their use of images, sound, and narration
  • Demonstration: Demonstrate the process of creating a digital story using video editing software or an online platform
  • Doing (Guided Practice): Guide students in planning their digital stories, helping them create storyboards or scripts and gather or create media elements
  • Doing (Independent Practice): Students record their narrations and use editing software to combine their media elements into a digital story
  • Reflection: Students reflect on their storytelling experience and the impact of sharing their personal narratives through digital media.
  • Connection: Students submit their digital stories to CompetesEDU for peer review and appreciation
Detail Event

Week 9: News Production: Reporting & Broadcasting

Standard: 8.MA:Cr2.f (Creating), 8.MA:Pr5.e (Producing)

  • Essential Question: How can we use media arts skills to research, report, and broadcast news stories that inform and engage our audience?
  • Concepts: News reporting, journalism ethics, interviewing, video production, scriptwriting, anchoring.
  • Materials: Video cameras or smartphones, microphones, video editing software or apps, green screen (optional), news story resources
  • Vocabulary: Journalism
  • Learning Goals: Students will explore the world of news production, learning about journalism ethics, interviewing techniques, and video production for news stories
  • Learning Objectives:
    • Students will understand the basic principles of journalism and ethical reporting.
    • Students will practice researching and gathering information on a chosen news topic
    • Students will develop interviewing skills and conduct interviews with relevant individuals.
    • Students will plan, film, and edit a short news segment or report
  • Learning Outcomes:
    • Students will create and submit a short news segment or report to CompetesEDU
  • Discussion: Introduce the concept of news reporting and its importance in informing the public. Discuss journalism ethics and the importance of accuracy and objectivity.
  • Demonstration: Showcase examples of news broadcasts, highlighting different reporting styles, interviewing techniques, and the use of visuals. Demonstrate basic scriptwriting and anchoring skills.
  • Doing (Guided Practice): Guide students in selecting a news topic and conducting research. Help them develop interview questions and practice interviewing techniques
  • Doing (Independent Practice): Students work in groups to film and edit a short news broadcast segment, incorporating interviews, B-roll footage, and an anchor presentation.
  • Reflection: Students reflect on their news production experience and the importance of responsible journalism.
  • Connection: Students submit their news broadcasts to CompetesEDU and provide feedback on each other’s work.
Detail Event

Week 10: Visual Communication: Designing Infographics & Data Visualization

Standard: 8.MA:Cr1.b (Creating), 8.MA:Pr5.g (Producing)

  • Essential Question: How can we use visual communication techniques to present data and information in a clear, engaging, and impactful way?
  • Concepts: Infographic design, data visualization, visual hierarchy, color theory, communication, information design
  • Materials: Examples of successful infographics, graphic design software or online tools, data sets or research resources
  • Vocabulary: Infographic
  • Learning Goals: Students will explore the art of infographic design and data visualization
  • Learning Objectives:
    • Students will be able to define infographics and data visualization and explain their purpose
    • Students will identify key elements and principles of effective infographic design
    • Students will research a topic and create an infographic or data visualization project to present their findings.
  • Learning Outcomes:
    • Students will create and submit an infographic or data visualization project to CompetesEDU
  • Discussion: Introduce the concept of infographics and data visualization, discussing their use in various fields and their ability to communicate complex information in a visually appealing way. Analyze examples of successful infographics, highlighting their design choices and effectiveness
  • Demonstration: Demonstrate how to use graphic design software or online tools to create infographics, incorporating charts, graphs, icons, and other visual elements
  • Doing (Guided Practice): Guide students in creating a simple infographic on a chosen topic, focusing on clear data representation and visual hierarchy
  • Doing (Independent Practice): Students research a topic of interest, gather relevant data, and create an infographic or data visualization project to present their findings.
  • Reflection: Students reflect on their design choices and how they contribute to the clarity and effectiveness of their infographics or data visualizations
  • Connection: Students share their infographics or data visualization projects on CompetesEDU for peer feedback and discussion. They can also explore and analyze infographics related to current events or topics of interest.
Detail Event

Week 11: Character Development & Storytelling: Creating Memorable Characters

Standard: 8.MA:Cr2.b (Creating), 8.MA:Cn10.c (Connecting)

  • Essential Question: How can we create compelling and memorable characters that drive our stories and resonate with audiences?
  • Concepts: Character development, storytelling, character arc, motivation, conflict, personality, backstory
  • Materials: Examples of memorable characters from various media, character development worksheets or templates, writing or drawing materials
  • Vocabulary: Character
  • Learning Goals: Students will explore character development techniques and create original characters for their stories
  • Learning Objectives:
    • Students will be able to identify the elements of effective character development.
    • Students will analyze memorable characters from various media and discuss their impact on storytelling
    • Students will create detailed character profiles and explore their characters’ potential storylines
  • Learning Outcomes:
    • Students will create character profiles and develop short scenes or narratives featuring their characters, submitting their work to CompetesEDU
  • Discussion: Discuss the importance of well-developed characters in storytelling. Analyze examples of memorable characters from books, movies, or video games, discussing their traits, motivations, and impact on the narrative
  • Demonstration: Demonstrate how to create a character profile, outlining their physical traits, personality, backstory, and motivations
  • Doing (Guided Practice): Guide students in creating character profiles, encouraging them to consider their characters’ strengths, weaknesses, goals, and conflicts
  • Doing (Independent Practice): Students develop their own original characters and write short scenes or narratives that showcase their personalities and interactions.
  • Reflection: Students reflect on their character development process and how they can create believable and engaging characters in their stories.
  • Connection: Students share their character profiles and scenes/narratives on CompetesEDU for peer feedback and discussion.
Detail Event

Week 12: The Art of the Pitch: Presenting Your Ideas with Confidence

Standard: 8.MA:Cn12.b (Connecting), 8.MA:Pr5.d (Producing)

  • Essential Question: How can we effectively communicate our media arts ideas and projects to others, capturing their attention and inspiring their support?
  • Concepts: Presentation skills, pitching, 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, highlighting their clarity, conciseness, and persuasive elements
  • Demonstration: Demonstrate how to structure a pitch, incorporating storytelling techniques and visual aids to engage the audience
  • Doing (Guided Practice): Guide students in developing a pitch for a hypothetical media arts project, focusing on clear communication and persuasive language
  • Doing (Independent Practice): Students select a media arts project or idea and create a pitch, incorporating visual aids and practicing their delivery
  • 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 13: The Art of the Mashup: Music & Video Remix

Standard: 8.MA:Cr3.i (Creating), 8.MA:Pr4.e (Producing)

  • Essential Question: How can we combine and transform existing music and video elements to create new and original works that express our creativity and ideas?
  • Concepts: Remix culture, mashups, copyright and fair use, audio and video editing, creative expression
  • Materials: Examples of music and video mashups, video editing software or apps, audio editing software or apps, access to music and video clips
  • Vocabulary: Mashup
  • Learning Goals: Students will explore the art of remixing and mashups, understanding the creative and technical aspects involved.
  • Learning Objectives:
    • Students will learn about copyright and fair use guidelines in the context of remixing.
    • Students will analyze examples of successful music and video mashups, identifying the techniques used.
    • Students will create their own mashup or remix project, combining music and video elements in a creative way.
  • Learning Outcomes:
    • Students will create and submit a music and video mashup or remix to CompetesEDU, demonstrating their understanding of remixing techniques and creative expression
  • Discussion: Introduce the concept of remix culture and its role in media arts. Discuss examples of successful mashups and remixes, highlighting their creative and technical elements.
  • Demonstration: Demonstrate basic audio and video editing techniques for creating mashups and remixes.
  • Doing (Guided Practice): Guide students in creating a simple mashup or remix using provided music and video clips.
  • Doing (Independent Practice): Students select their own music and video clips and create a mashup or remix that expresses a new idea or message.
  • Reflection: Students reflect on their creative process and the challenges they encountered in creating their mashups or remixes.
  • Connection: Students submit their mashups or remixes to CompetesEDU and provide feedback on each other’s work.
Detail Event

Week 14: Digital Storytelling: Creating Animated Stories

Standard: 8.MA:Cr2.a (Creating), 8.MA:Pr5.b (Producing)

  • Essential Question: How can we use animation to tell engaging stories, express emotions, and bring our imaginations to life?
  • Concepts: Digital storytelling, animation, narrative structure, character development, visual storytelling, sound design
  • Materials: Examples of animated stories, animation software or online tools, storyboarding templates, audio recording equipment (optional)
  • Vocabulary: Animation
  • Learning Goals: Students will explore storytelling through animation, combining visual and auditory elements to create compelling narratives.
  • Learning Objectives:
    • Students will review and apply basic animation principles (timing, spacing, squash and stretch)
    • Students will develop a storyboard or script for a short animated story
    • Students will create a short animation using software or online tools, incorporating voiceovers, sound effects, and music
  • Learning Outcomes:
    • Students will create and submit a short animated story to CompetesEDU
  • Discussion: Discuss the power of animation to tell stories and express emotions. Analyze examples of animated stories, discussing their narrative structure, character development, and use of animation techniques.
  • Demonstration: Demonstrate how to use animation software or online tools to create simple animations and add audio elements
  • Doing (Guided Practice): Guide students in creating a short animated scene, focusing on basic animation principles and incorporating sound effects or music.
  • Doing (Independent Practice): Students develop a storyboard or script for their animated story and create their animations using the chosen tools
  • Reflection: Students reflect on their animation process and the challenges they encountered in bringing their stories to life through animation
  • Connection: Students submit their animated stories to CompetesEDU and provide feedback on each other’s work, focusing on storytelling, animation techniques, and the use of sound.
Detail Event

Week 15: The Power of the Image: Exploring Visual Communication

Standard: 8.MA:Re7.c (Responding), 8.MA:Cn9.b (Connecting)

  • Essential Question: How do images communicate messages, evoke emotions, and influence our understanding of the world?
  • Concepts: Visual communication, photography, graphic design, symbolism, color theory, composition, semiotics
  • Materials: Examples of visual communication in advertising, news media, and art, cameras or smartphones, graphic design software or online tools, drawing materials
  • Vocabulary: Semiotics
  • Learning Goals: Students will explore the power of visual communication and analyze how images are used to convey meaning.
  • Learning Objectives:
    • Students will be able to identify and analyze visual communication techniques used in different media
    • Students will understand how images can convey messages, evoke emotions, and influence perceptions
    • Students will create visual messages using photography, graphic design, or other media forms.
  • Learning Outcomes:
    • Students will create a visual message (photograph, graphic design, or other visual media) that effectively communicates a chosen message or idea and submit it to CompetesEDU
  • Discussion: Discuss the importance of visual communication in media arts and everyday life. Analyze examples of visual communication in advertising, news media, and art, discussing their effectiveness and intended messages.
  • Demonstration: Demonstrate how to use visual elements like color, composition, and symbolism to create impactful visuals.
  • Doing (Guided Practice): Guide students in creating a simple visual message using photography or graphic design tools
  • Doing (Independent Practice): Students choose a message or idea and create a visual representation using their preferred media form. Encourage them to experiment with different visual communication techniques and consider their target audience.
  • Reflection: Students reflect on their creative choices and how they used visual elements to convey their message effectively.
  • Connection: Students submit their visual messages to CompetesEDU and discuss the power of visual communication and its impact on society and culture.
Detail Event

Week 16: Media Arts & Literature: Creating Book Trailers & Visual Interpretations

Standard: 8.MA:Cr2.g (Creating), 8.MA:Cn10.c (Connecting)

  • Essential Question: How can we use media arts to bring literary works to life, create engaging book trailers, and express our interpretations of stories through visuals and sound?
  • Concepts: Book trailers, visual interpretations, adaptation, storytelling, literary analysis, multimedia
  • Materials: Examples of book trailers, books or excerpts from literary works, video editing software or apps, animation tools (optional), audio recording equipment (optional)
  • Vocabulary: Adaptation
  • Learning Goals: Students will explore the connection between media arts and literature, creating visual interpretations of stories and promoting books through trailers
  • Learning Objectives:
    • Students will learn about book trailers and their role in marketing and promoting books
    • Students will analyze successful book trailers, identifying key elements and effective techniques
    • Students will choose a book and create a book trailer or visual interpretation using video, animation, or other media forms
  • Learning Outcomes:
    • Students will create and submit a book trailer or visual interpretation of a chosen book to CompetesEDU
  • Discussion: Introduce the concept of book trailers and their purpose in capturing the essence of a story and enticing viewers to read the book. Analyze examples of effective book trailers, discussing their use of visuals, sound, and editing techniques
  • Demonstration: Demonstrate how to create a book trailer using video editing software or animation tools. Showcase examples of visual interpretations of literary works using different media forms
  • Doing (Guided Practice): Guide students in selecting a book and brainstorming ideas for a book trailer or visual interpretation. Help them create storyboards or scripts to plan their projects
  • Doing (Independent Practice): Students create their book trailers or visual interpretations, incorporating visuals, sound, and editing techniques to effectively convey the essence of their chosen book
  • Reflection: Students reflect on their creative process and how they used media arts to interpret and promote a literary work.
  • Connection: Students submit their projects to CompetesEDU for peer review and appreciation. Encourage them to discuss the impact of visual and auditory elements in enhancing storytelling and promoting literature
Detail Event

Week 17: Media Arts & Literature: Adapting Stories to Film

Standard: 8.MA:Cr2.g (Creating), 8.MA:Pr5.i (Producing)

  • Essential Question: How can we adapt written stories into compelling visual narratives for film, using our creativity and media skills to bring characters and plots to life?
  • Concepts: Adaptation, scriptwriting, storyboarding, visual storytelling, character development, narrative structure
  • Materials: Examples of successful book-to-film adaptations, short stories or scenes from books, scriptwriting or storyboarding software/templates, video cameras or smartphones (optional)
  • Vocabulary: Adaptation
  • Learning Goals: Students will explore the process of adapting stories from literature to film.
  • Learning Objectives:
    • Students will understand the key elements of adaptation, including scriptwriting, storyboarding, and visual storytelling techniques
    • Students will analyze successful book-to-film adaptations, comparing and contrasting them with their source material
    • Students will adapt a short story or scene into a screenplay or storyboard for a film project
  • Learning Outcomes:
    • Students will create and submit a screenplay or storyboard for a film adaptation of a chosen story or scene to CompetesEDU
  • Discussion: Discuss the process of adapting stories from literature to film, highlighting the challenges and creative opportunities involved. Analyze examples of successful adaptations, focusing on how the story, characters, and themes are translated to the screen.
  • Demonstration: Demonstrate the basics of scriptwriting and storyboarding for film, emphasizing visual storytelling techniques and the importance of capturing the essence of the original story
  • Doing (Guided Practice): Guide students in selecting a short story or scene and brainstorming ideas for its film adaptation. Help them create a basic storyboard or script outline.
  • Doing (Independent Practice): Students continue developing their screenplays or storyboards, incorporating dialogue, visual descriptions, and camera directions
  • Reflection: Students reflect on their adaptation process and the choices they made in translating the story to a visual medium
  • Connection: Students submit their screenplays or storyboards to CompetesEDU for peer feedback and constructive criticism. Encourage them to discuss the challenges and creative possibilities of adaptation
Detail Event

Week 18: The Art of Collaboration: Creating a Multimedia Performance

Standard: 8.MA:Cn12.a (Connecting), 8.MA:Pr6.d (Producing)

  • Essential Question: How can we collaborate across artistic disciplines to create a multimedia performance that integrates visual, auditory, and performative elements to tell a story or express an idea?
  • Concepts: Collaboration, multimedia performance, integration of art forms, communication, teamwork
  • Materials: Examples of collaborative multimedia performances, brainstorming tools, media creation tools (video, audio, animation, etc.), performance space or stage (if available)
  • Vocabulary: Collaboration
  • Learning Goals: Students will collaborate with students from other arts disciplines (e.g., music, theater, dance) to create a multimedia performance
  • Learning Objectives:
    • Students will understand the collaborative process in the arts and how different disciplines can complement each other
    • Students will practice effective communication and teamwork skills
    • Students will contribute their media arts skills (video, animation, sound design) to a collaborative performance project
  • Learning Outcomes:
    • Students will actively participate in a collaborative multimedia performance, showcasing their media arts skills and their ability to work effectively in a team
  • Discussion: Introduce the concept of collaborative performance and discuss how different art forms can be integrated to create a unique and impactful experience. Showcase examples of successful collaborative performances that combine music, theater, dance, and media arts
  • Demonstration: If possible, invite guest artists or performers from other disciplines to demonstrate collaborative techniques and share their experiences
  • Doing (Guided Practice): Facilitate brainstorming sessions where students from different arts disciplines come together to generate ideas for a collaborative performance
  • Doing (Independent Practice): Students form cross-disciplinary teams and work together to develop and rehearse their multimedia performance, incorporating visual projections, animations, sound design, or other media elements.
  • Reflection: Students reflect on their collaborative experience, discussing the challenges and rewards of working with artists from different disciplines.
  • Connection: Students perform their collaborative piece for the class or a wider audience. They can also document their process and share highlights of the performance on CompetesEDU
Detail Event

Week 19: Game Design Challenge: Creating Interactive Stories

Standard: 8.MA:Cr3.f (Creating), 8.MA:Pr5.f (Producing)

  • Essential Question: How can we use game design principles and interactive elements to create engaging and immersive storytelling experiences?
  • Concepts: Interactive storytelling, branching narratives, choices and consequences, game design, user experience
  • Materials: Examples of interactive storytelling experiences (video games, interactive fiction, online experiences), game design tools or platforms (e.g., Twine, Scratch, Bitsy), computers or tablets
  • Vocabulary: Interactive
  • Learning Goals: Students will explore interactive storytelling techniques and create their own interactive narratives using game design tools
  • Learning Objectives:
    • Students will learn about the elements of interactive storytelling, including branching narratives, choices, and consequences
    • Students will plan and design their own interactive stories, considering plot, characters, and user interaction
    • Students will use game design software or platforms to create a playable prototype of their interactive story
  • Learning Outcomes:
    • Students will create and submit a playable interactive story prototype to CompetesEDU
  • Discussion: Introduce the concept of interactive storytelling and discuss how it differs from traditional linear narratives. Showcase examples of interactive storytelling experiences and analyze their narrative structures and interactive elements
  • Demonstration: Demonstrate how to use a game design tool or platform to create a simple branching narrative with choices and consequences
  • Doing (Guided Practice): Guide students in creating a basic interactive story with a few choices and different outcomes, providing support and feedback
  • Doing (Independent Practice): Students plan and create their own interactive stories using the chosen tools, incorporating multiple pathways and endings.
  • Reflection: Students reflect on their interactive storytelling experience and the challenges of creating branching narratives.

Connection: Students share their interactive stories on CompetesEDU, inviting peers to play and provide feedback

Detail Event

Week 20: Media Literacy & Critical Thinking: Analyzing Media Bias & Propaganda

Standard: 8.MA:Re7.a (Responding), 8.MA:Cn11.a (Connecting)

  • Essential Question: How can we critically analyze media messages to identify bias, propaganda techniques, and hidden agendas, empowering ourselves to make informed decisions and be responsible consumers of information?
  • Concepts: Media literacy, critical thinking, bias, propaganda, misinformation, disinformation, source evaluation
  • Materials: Examples of media exhibiting bias or propaganda (news articles, videos, social media posts), media analysis worksheets
  • Vocabulary: Bias
  • Learning Goals: Students will develop critical media literacy skills to analyze and evaluate media messages for bias and propaganda.
  • Learning Objectives:
    • Students will learn about different types of media bias and propaganda techniques
    • Students will analyze news articles, videos, and other media to identify bias and propaganda.
    • Students will discuss the importance of seeking multiple perspectives and verifying information
  • Learning Outcomes:
    • Students will create a presentation or media project analyzing bias and propaganda in a chosen media example and submit it to CompetesEDU
  • Discussion: Introduce the concept of media bias and propaganda, discussing their impact on how information is presented and perceived. Analyze examples of media that exhibit bias or utilize propaganda techniques.
  • Demonstration: Showcase how to identify different types of bias (e.g., selection bias, omission bias, framing bias) and propaganda techniques (e.g., bandwagon, fearmongering, glittering generalities).
  • Doing (Guided Practice): Guide students in analyzing a news article or video together, identifying potential biases and propaganda techniques
  • Doing (Independent Practice): Students select a media example (news article, video, social media post) and analyze it for bias and propaganda, considering the source, language used, and potential hidden agendas. They can create a presentation or media project to share their findings.
  • Reflection: Students reflect on the importance of critical media literacy and the responsibility of being informed and discerning media consumers
  • Connection: Students share their projects on CompetesEDU, discussing the prevalence of bias and propaganda in media and the importance of seeking multiple perspectives and verifying information
Detail Event

Week 21: Media Arts Across Cultures: Global Film Festival

Standard: 8.MA:Re7.b (Responding), 8.MA:Cn10.a (Connecting)

  • Essential Question: How do films and other media from around the world reflect different cultures, perspectives, and artistic expressions, and how can we appreciate and learn from this diversity?
  • Concepts: Global media, cultural influences, storytelling traditions, artistic styles, cross-cultural understanding
  • Materials: A selection of short films or other media from different countries and cultures, online research resources, presentation or video editing software
  • Vocabulary: Culture
  • Learning Goals: Students will explore films and media from different cultures, appreciating their unique storytelling styles and cultural perspectives
  • Learning Objectives:
    • Students will watch and analyze films or other media from various countries and cultures
    • Students will discuss how cultural values, beliefs, and artistic traditions are reflected in media
    • Students will create a presentation or curate a mini film festival showcasing media from different cultures.
  • Learning Outcomes:
    • Students will create a presentation or curate a mini film festival showcasing media from different cultures and submit it to CompetesEDU or present it to the class.
  • Discussion: Introduce the concept of global media and its role in reflecting and sharing diverse cultural perspectives. Discuss the importance of understanding and appreciating different cultures through media.
  • Demonstration: Showcase examples of short films or other media from different countries, highlighting their unique storytelling styles, visual aesthetics, and cultural themes.
  • Doing (Guided Practice): Guide students in analyzing a selected film or media piece, discussing its cultural context, themes, and artistic choices
  • Doing (Independent Practice):
    • Students research and select films or media from different cultures that interest them
    • They create a presentation highlighting these selections, providing context and analysis for each piece.
    • Alternatively, students can curate a mini film festival, showcasing their chosen films and leading discussions about their cultural significance.
  • Reflection: Students reflect on their experience exploring media from different cultures and how it has broadened their understanding of the world
  • Connection: Students share their presentations or film festival curations on CompetesEDU, inviting feedback and discussion on the cultural impact of media and the importance of cross-cultural understanding.
Detail Event

Week 22: Media and the Environment: Storytelling for Sustainability

Standard: 8.MA:Cr2.h (Creating), 8.MA:Pr5.h (Producing)

  • Essential Question: How can we use media arts to raise awareness about environmental issues, promote sustainable practices, and inspire action towards a healthier planet?
  • Concepts: Environmental awareness, sustainability, storytelling for change, persuasive communication, media campaigns.
  • Materials: Examples of media projects with environmental themes, research resources on environmental issues, media creation tools and platforms
  • Vocabulary: Sustainability
  • Learning Goals: Students will explore the power of media arts to address environmental issues and promote positive change.
  • Learning Objectives:
    • Students will research and analyze environmental issues and their impact on the planet.
    • Students will explore how media can be used to communicate environmental messages effectively
    • Students will develop a plan for a media project that raises awareness about an environmental issue and promotes sustainable practices.
  • Learning Outcomes:
    • Students will create and submit a media project (video, animation, infographic, website, etc.) that focuses on environmental awareness and sustainability to CompetesEDU
  • Discussion: Initiate a discussion about the environmental challenges facing our planet and the role of media in raising awareness and promoting sustainable practices. Showcase examples of media projects that effectively address environmental issues
  • Demonstration: Demonstrate how to use storytelling, visual communication, and sound design to create impactful environmental messages
  • Doing (Guided Practice): Guide students in brainstorming ideas for media projects that can address environmental issues. Help them develop storyboards or outlines for their projects
  • Doing (Independent Practice): Students create their own media projects that raise awareness about a chosen environmental issue and promote sustainable practices. Encourage them to use their creativity and technical skills to craft compelling and informative messages
  • Reflection: Students reflect on the impact their projects can have on raising awareness and inspiring action towards environmental sustainability
  • Connection: Students submit their projects to CompetesEDU and engage in discussions about environmental issues and the power of media to create positive change
Detail Event

Week 23: The Power of Sound: Creating Audio Dramas & Podcasts

Standard: 8.MA:Cr2.c (Creating), 8.MA:Pr4.b, l (Producing)

  • Essential Question: How can we use sound effects, dialogue, music, and narration to create immersive audio dramas and podcasts that transport listeners to different worlds and evoke emotions?
  • Concepts: Audio storytelling, podcasting, sound design, dialogue, narration, music, sound effects, atmosphere
  • Materials: Examples of audio dramas and podcasts, audio recording equipment, microphones, headphones, audio editing software or apps, sound libraries or online resources (optional).
  • Vocabulary: Podcast
  • Learning Goals: Students will explore the art of audio storytelling, creating audio dramas or podcasts that captivate and engage their audience
  • Learning Objectives:
    • Students will learn about the elements of effective audio storytelling
    • Students will plan, script, record, and edit an audio drama or podcast episode
    • Students will experiment with different sound design techniques to create atmosphere and enhance their storytelling
  • Learning Outcomes:
    • Students will create and submit an audio drama or podcast episode to CompetesEDU
  • Discussion: Introduce the concept of audio storytelling and its power to create immersive experiences. Discuss different formats of audio dramas and podcasts, analyzing their narrative structures and use of sound
  • Demonstration: Demonstrate basic audio recording and editing techniques, showcasing how to use microphones, adjust levels, and add sound effects or music.
  • Doing (Guided Practice): Guide students in developing a short script for an audio drama or podcast episode. Help them practice recording dialogue and narration with clear enunciation and expression
  • Doing (Independent Practice): Students work individually or in groups to create their audio dramas or podcasts, incorporating sound effects, music, and creative storytelling techniques
  • Reflection: Students reflect on their audio storytelling experience and the challenges and rewards of creating immersive audio experiences
  • Connection: Students submit their audio dramas or podcasts to CompetesEDU for peer review and appreciation. Encourage them to discuss the impact of sound on storytelling and audience engagement.
Detail Event

Week 24: The Art of Adaptation: From Page to Screen

Standard: 8.MA:Cr2.g (Creating), 8.MA:Pr5.i (Producing)

  • Essential Question: How can we adapt written stories or other source material into compelling visual narratives for film or animation?
  • Concepts: Adaptation, scriptwriting, storyboarding, visual storytelling, character development, narrative structure
  • Materials: Examples of successful book-to-film adaptations, short stories or scenes from books, scriptwriting or storyboarding software/templates, video cameras or smartphones (optional)
  • Vocabulary: Adaptation
  • Learning Goals: Students will explore the process of adapting stories from one medium to another, focusing on film or animation.
  • Learning Objectives:
    • Students will understand the key elements of adaptation, including scriptwriting, storyboarding, and visual storytelling techniques
    • Students will analyze successful adaptations, comparing and contrasting them with their source material
    • Students will adapt a short story or scene into a screenplay or storyboard for a film or animation project
  • Learning Outcomes:
    • Students will create and submit a screenplay or storyboard for a film or animation adaptation of a chosen story or scene to CompetesEDU
  • Discussion: Discuss the process of adapting stories from literature to film or animation, highlighting the challenges and creative opportunities involved. Analyze examples of successful adaptations, focusing on how the story, characters, and themes are translated to the screen.
  • Demonstration: Demonstrate the basics of scriptwriting and storyboarding for film or animation, emphasizing visual storytelling techniques and the importance of capturing the essence of the original story
  • Doing (Guided Practice): Guide students in selecting a short story or scene and brainstorming ideas for its film or animation adaptation. Help them create a basic storyboard or script outline.
  • Doing (Independent Practice): Students continue developing their screenplays or storyboards, incorporating dialogue, visual descriptions, and camera directions (for film) or animation notes (for animation)
  • Reflection: Students reflect on their adaptation process and the choices they made in translating the story to a visual medium
  • Connection: Students submit their screenplays or storyboards to CompetesEDU for peer feedback and constructive criticism. Encourage them to discuss the challenges and creative possibilities of adaptation
Detail Event

Week 25: Exploring New Media Technologies: Virtual & Augmented Reality

Standard: 8.MA:Cn9.e (Connecting)

  • Essential Question: How can we utilize virtual reality (VR) and augmented reality (AR) to create immersive and interactive media experiences?
  • Concepts: Virtual reality (VR), augmented reality (AR), immersive experiences, interactive media, storytelling, technology exploration
  • Materials: Examples of VR/AR experiences, VR/AR headsets or apps (if available), storyboarding or concept development tools
  • Vocabulary: Virtual Reality (VR) & Augmented Reality (AR)
  • Learning Goals: Students will explore the potential of VR and AR in media arts and experiment with creating simple VR/AR experiences.
  • Learning Objectives:
    • Students will be able to define and differentiate between VR and AR technologies
    • Students will analyze examples of VR and AR experiences and identify their key features and applications
    • Students will brainstorm and develop concepts for their own VR or AR experiences
  • Learning Outcomes:
    • Students will create a storyboard, concept video, or simple prototype showcasing their ideas for a VR or AR experience and submit it to CompetesEDU
  • Discussion: Introduce the concepts of VR and AR, discussing their differences, potential applications, and impact on storytelling and media experiences. Facilitate a discussion on how these technologies can be used to create immersive and interactive experiences.
  • Demonstration: Showcase examples of VR and AR experiences, highlighting their interactive elements and immersive qualities. If possible, provide hands-on demonstrations or allow students to experience VR or AR firsthand.
  • Doing (Guided Practice): If resources permit, guide students in creating a simple VR or AR experience using basic tools or apps. Otherwise, guide them in creating storyboards or concept sketches for their VR/AR ideas
  • Doing (Independent Practice): Students brainstorm ideas for their own VR or AR experiences, considering potential applications in storytelling, education, or entertainment. They create storyboards, concept videos, or simple prototypes to visualize their ideas
  • Reflection: Students reflect on the potential of VR and AR to transform media experiences and storytelling. Encourage them to consider the ethical implications and challenges of these technologies

Connection: Students share their VR/AR concepts or prototypes on CompetesEDU, inviting feedback and discussion on their ideas.

Detail Event

Week 26: Media & Ethics: Exploring Digital Footprints & Online Privacy

Standard: 8.MA:Cn11.a (Connecting)

  • Essential Question: How can we protect our privacy and manage our digital footprints in an increasingly connected world, while also respecting the privacy of others online?
  • Concepts: Digital footprints, online privacy, data security, online reputation, cyberbullying, responsible online behavior
  • Materials: Articles or videos on online privacy and security, discussion prompts, internet access for research
  • Vocabulary: Digital Footprint
  • Learning Goals: Students will explore the concepts of digital footprints and online privacy, understanding their implications for personal and social well-being
  • Learning Objectives:
    • Students will learn about the concept of a digital footprint and how their online activities can leave lasting traces
    • Students will understand the importance of online privacy and data security
    • Students will explore strategies for managing their digital footprints and protecting their personal information
  • Learning Outcomes:
    • Students will create a “Digital Footprint Awareness” campaign or presentation, sharing tips for responsible online behavior and privacy protection and submit it to CompetesEDU
  • Discussion: Initiate a class discussion about digital footprints, exploring how online actions and information can impact individuals’ lives and reputations. Discuss the importance of online privacy and responsible social media use.
  • Demonstration: Showcase examples of how personal information can be misused or accessed online. Demonstrate how to adjust privacy settings on social media platforms and other online accounts
  • Doing (Guided Practice): Guide students in conducting a “digital footprint audit” of their own online presence. Help them identify potential privacy risks and discuss strategies for managing their digital footprints.
  • Doing (Independent Practice): Students create a “Digital Footprint Awareness” campaign or presentation that raises awareness about online privacy and responsible digital behavior. Encourage them to use creative media techniques to engage their audience.
  • Reflection: Students reflect on their own online habits and the steps they can take to protect their privacy and manage their digital footprints
  • Connection: Students share their campaigns or presentations on CompetesEDU, fostering a conversation about online safety and responsible digital citizenship.
Detail Event

Week 27: Creative Careers: Exploring Pathways in Media Arts

Standard: 8.MA:Cn11.b (Connecting), 8.MA:Cn12.b (Connecting)

  • Essential Question: What are the diverse and exciting career pathways available in the creative industries, and what skills and knowledge are needed to succeed in these fields?
  • 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 various career opportunities within the media arts industry and identify potential paths that align with their interests and skills
  • Learning Objectives:
    • Students will learn about different career paths in media arts (filmmaking, animation, graphic design, web development, sound engineering, etc.)
    • Students will identify the skills, education, and experience required for different career paths
    • Students will reflect on their own interests and skills and consider potential career options in media arts
  • Learning Outcomes:
    • Students will create a presentation, infographic, or career exploration project showcasing their chosen career path and the steps to pursue it, submitting it to CompetesEDU
  • Discussion: Introduce various career paths in media arts, showcasing professionals and their work. Discuss the skills and education required for different roles, highlighting the diverse opportunities available in the industry.
  • Demonstration: Showcase examples of media professionals’ portfolios or work samples, demonstrating how their skills and expertise are applied in real-world contexts.
  • Doing (Guided Practice): Guide students in exploring career resources and websites, helping them identify potential career paths that align with their interests and skills
  • Doing (Independent Practice): Students research and select a specific media arts career that interests them. They create a project (presentation, infographic, video) showcasing their chosen career path, outlining the necessary skills, education, and potential career trajectory
  • Reflection: Students reflect on their career exploration experience and discuss their aspirations for the future in media arts.
  • Connection: Students share their career exploration projects on CompetesEDU and engage in discussions about different career pathways and opportunities in the field. They can also connect with industry professionals or alumni on CompetesEDU or other platforms to seek advice and gain insights into different career paths.
Detail Event

Week 28: The Freelance Life: Building a Sustainable Creative Career

Standard: 8.MA:Cn12.c (Connecting)

  • Essential Question: What are the challenges and rewards of pursuing a freelance career in media arts, and how can I build a sustainable and fulfilling creative business?
  • Concepts: Freelancing, entrepreneurship, creative business, self-employment, marketing, branding, financial management
  • Materials: Examples of successful freelance media artists, online resources on freelancing and entrepreneurship, business planning tools or templates
  • Vocabulary: Freelancing
  • Learning Goals: Students will explore the freelance lifestyle and the skills needed to succeed as independent media artists
  • Learning Objectives:
    • Students will learn about the advantages and challenges of freelancing in the media arts industry
    • Students will explore essential skills for freelancers, such as time management, self-promotion, and client communication
    • Students will develop a plan for building a sustainable freelance career in their chosen media arts field
  • Learning Outcomes:
    • Students will create a “Freelance Roadmap” outlining their goals, skills, target clients, and marketing strategies for building a successful freelance career.
  • Discussion: Introduce the concept of freelancing in the media arts industry, discussing its benefits and challenges. Share examples of successful freelance media artists and their career paths
  • 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 develop their own “Freelance Roadmap,” outlining their goals, skills, target clients, and marketing strategies for building a successful freelance career
  • Reflection: Students reflect on the freelance lifestyle and consider whether it aligns with their career aspirations
  • Connection: Students share their “Freelance Roadmaps” on CompetesEDU, inviting feedback and discussion on their plans. They can also connect with freelance media artists on CompetesEDU or other platforms to gain insights and advice on building a successful freelance career
Detail Event

Week 29: Media & Ethics: Representation & Social Responsibility

Standard: 8.MA:Re7.a (Responding), 8.MA:Cn11.a (Connecting)

  • Essential Question: How do media portrayals shape our understanding of the world and influence social attitudes, and what are our responsibilities as media creators and consumers?
  • Concepts: Media representation, stereotypes, bias, social responsibility, ethical media practices
  • Materials: Examples of media portraying various groups and social issues, media analysis worksheets, presentation or video editing software
  • Vocabulary: Representation
  • Learning Goals: Students will analyze media representations and discuss their impact on society, fostering critical thinking and promoting responsible media creation and consumption.
  • Learning Objectives:
    • Students will be able to analyze how different groups and social issues are represented in media.
    • Students will identify potential biases and stereotypes in media portrayals.
    • Students will discuss the ethical responsibilities of media creators and consumers in promoting positive representations and challenging harmful stereotypes.
  • Learning Outcomes:
    • Students will create a presentation or media project analyzing the representation of a specific group or issue in media and present it to the class or submit it to CompetesEDU
  • Discussion: Facilitate a discussion about how media can shape our perceptions of different groups and social issues. Introduce the concepts of representation, stereotypes, and bias. Encourage students to share their own experiences and observations of media representations.
  • Demonstration: Showcase examples of media that portray diverse 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 (film, TV show, advertisement, social media post) and analyze its representation of a specific group or issue. They can create a presentation, video essay, or other media project to share their findings and insights
  • Reflection: Students reflect on the impact of media representations on society and their own perceptions. Discuss the importance of critical media literacy and responsible media consumption
  • Connection: Students share their media analysis projects on CompetesEDU and engage in discussions about the role of media in shaping our understanding of the world and promoting social responsibility
Detail Event

Week 30: Media Arts & The Self: Creating a Personal Vision

Standard: 8.MA:Cr1.c (Creating), 8.MA:Cn10.e (Connecting)

  • Essential Question: How can I use media arts to express my unique perspective, share my passions, and connect with others on a deeper level?
  • Concepts: Personal expression, storytelling, self-reflection, creativity, identity, connection
  • Materials: Various media creation tools and platforms (video, animation, audio, photography, etc.), journaling prompts or creative exercises
  • Vocabulary: Expression
  • Learning Goals: Students will use media arts as a tool for self-expression and reflection, creating projects that showcase their individuality and connect with their peers
  • Learning Objectives:
    • Students will reflect on their personal interests, passions, and values.
    • Students will explore how media artists use their work for self-expression and explore different techniques for conveying personal narratives.
    • Students will create a media arts project that reflects their individual identity and experiences
  • Learning Outcomes:
    • Students will create and submit a personal media arts project to CompetesEDU
  • Discussion: Discuss 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 and creative voice
  • 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
  • Doing (Independent Practice): Students create a personal media arts project using their chosen medium, incorporating their own creative style and storytelling techniques.
  • Reflection: Students reflect on their creative process and how they used media to express themselves
  • Connection: Students submit their personal media projects to CompetesEDU for peer feedback and appreciation.
Detail Event

Week 31: Final Project: Concept Development & Planning

Standard: 8.MA:Cr2.a (Creating), 8.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: 8.MA:Pr4 (Producing), 8.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: 8.MA:Pr4 (Producing), 8.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: 8.MA:Cn12.a (Connecting), 8.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. Provide examples of effective presentation slides or videos.
  • 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: Media Arts Showcase: Sharing & Celebrating Creativity

Standard: 8.MA:Cn12.a (Connecting)

  • Essential Question: How can we celebrate our creative accomplishments, share our learning journeys, and inspire others through our media arts creations?
  • Concepts: Showcase, presentation, reflection, community, celebration, creativity, inspiration
  • Materials: Student projects and presentations, display materials, presentation equipment (projector, screen, etc.), CompetesEDU platform (if applicable)
  • Vocabulary: Showcase
  • Learning Goals: Students will showcase their work, reflect on their learning, and celebrate their accomplishments
  • Learning Objectives:
    • Students will present their selected works or projects to an audience.
    • Students will engage in discussions about their creative process and learning outcomes
    • Students will reflect on their growth and development as media artists throughout the course.
  • Learning Outcomes:
    • Students will actively and enthusiastically participate in the showcase event
    • Students will deliver confident and engaging presentations of their work
    • Students will express their gratitude and appreciation for their learning experiences.
  • Activities:
    • Showcase Setup: Prepare the classroom or online platform for the showcase, creating an inviting and engaging atmosphere
    • Student Presentations: Each student presents their selected work or projects, utilizing their prepared presentations and showcasing their work effectively
    • Audience Interaction & Q&A: Encourage audience members (peers, teachers, family) to ask questions and engage in discussions about the projects.
    • Reflection & Feedback: Facilitate opportunities for students to reflect on their learning journey and receive feedback from peers and teachers
  • Technology Integration: Utilize presentation tools, video editing software, and CompetesEDU or other online platforms for virtual showcases
  • Connection:
    • Community Building: Foster a sense of community and shared accomplishment among students, celebrating their collective achievements and inspiring future collaborations.
    • Family & Community Engagement: Invite families and community members to the showcase, creating a sense of pride and support for student work.
    • CompetesEDU Engagement: Encourage students to share their showcase experiences and reflections on CompetesEDU, fostering continued engagement and connection with the broader media arts community.
Detail Event

Week 36: Culminating Celebration & Next Steps

Standard: 8.MA:Cn12.a (Connecting)

  • Essential Question: How can we celebrate our creative journeys and look ahead to future opportunities for growth and exploration in media arts?
  • Concepts: Celebration, reflection, goal setting, future pathways
  • 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 in the future
  • 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
  • Activities:
    • 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 Sharing: Provide opportunities for students to share their reflections on their learning journey, highlighting their favorite projects, challenges overcome, and skills developed
    • Goal Setting & Next Steps: Guide students in setting goals for their continued engagement with media arts in high school. Provide resources and information about media arts programs, clubs, or opportunities in their community or online
    • Creative Expression of Reflections: Encourage students 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

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