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Name: Amal Ghanimah C URRI C ULUM PL AN N IN G TOO L

Unit Big Idea: Video Production Grade Level: 9-12 National Visual Art Goals: MA:Cr2.1.II, MA:Cr3.1.II, MA:Re8.1.II,
VA:Cn10.1.II

Objective(s):
Students will learn about basic video editing skills.
Students will learn sharing experience through documentation.
Students will learn expressing time through video.
Students will learn about video accessibility to the hearing and visually impaired.
Students will use creative processes and problem-solving strategies in order to create original video content.

Projects:
1. First project, video as a place
2. Second Project, video accessibility
3. Third Project, running film

Historical/MC &
Session

Title of Key Concepts Dialogue/Concep Contemporary Media/Process Reading, writing, Closure/


Lesson & Important ts Art Exemplars [materials, and talking about Assessment
Expected concepts [Essential [artworks, books, techniques; step by art [how you will wrap it up
Result[s] addressed on Questions you will interviews, step] [list and how you will grade
[& Length of big idea ask; points of videos, visitors] instances/activities the lesson’s results]
Time to discussion; what You need to write out that are synthesized *Make a rubric for each
Completion] they are learning] 5 days for each week. into the lesson, not final project.
separate]

Curriculum Planning Tool­ Page 1 of 11
Week 1
-what is -What kind of Chantal Materials needed: Wrap Up and Assessment
Video as a documentation places do you see Akerman's film -camera Day 1: this Week:
place every day and Notes From Home -alternative filming
how does art fit https://vimeo.com device optional (camera -discuss basic
-quality of video into them? /51417521 phone) editing program Did student bring in
-editing software available and demo footage to edit and work
-sound recording device how to use it on in class?
5 x 50 min -How do we portray
Intro to a place through Day 1: Did students participate
video? in the discussion about
Ceramics Day 2:
Students will watch a -Introduce first the cultural example?
and the demo and practice how project of video as a
pinching to do the basics of place. Show the film Did students show
method video editing. “notes from home” understanding of the
5 x 50 mi -Questions to ask: prompt inside and
Day 2: why do you think outside of class?
-Watch the film “notes this film differs from
from home” and the content of a
discuss as a class. “normal” movie?
-How did she
Day 3: -Introduce first portray the city of
project (Transition, life New York in her
cycles, learning, family, commentary as well
friends, self- as her footage?
understanding. All of
these things are at
play, on top of a million
other things. Right now, Day 3 and 4:
while things are still -Go over filming
fresh from summer options with
vacation, and we are all students (different
making the transition cameras, phones)
back into the academic -approve first
year, make a film about project ideas of
this place in your life.) each student
-Have at least 5-7
minutes of film total to
edit
-Students will go over
filming options and Day 5:
propose what they want -Remind students to
to do for each project to continue filming
me. outside of class for
editing in class next
Day 4-5: week. Demo
-Students will watch trimming clips, cuts,
and practice cutting audio input.
clips, transitions,
sound, audio effects,
and other basic
editing skills.

Curriculum Planning Tool­ Page 2 of 11
Day 1:

Week 2
Video as a -Importance of -How do we Chantal -Review “notes from Day 1: Wrap Up and Assessment
place using editing to incorporate sound Akerman's film home: How did the -Students discuss this week:
form the to support our Notes From Home sound she used the difference
audience’s visuals? https://vimeo.com change the way her between found
5 x 50 min perception. /51417521 video was perceived? sound effects and Did students turn in their
What is the difference orchestrating a video on time?
- How do we between using found soundtrack
-Composition of provide sounds and making a Did students participate
video constructive soundtrack? -students will
criticism during a upload and begin during critiques?
-ask students to editing
class critique? upload footage taken
over the weekend Were students respectful
-open up editing Day 2-4: of each other’s works?
programs and begin Students will
editing their films continue editing
while considering:
sound, video
Day 2: transitions, and
-Students will meet points of view
one on one with me
during editing
-Students should have Day 5:
at least half of their -Start critiques of
film complete everyone’s 2-4
minute projects.
Day 3-4:
-Students will begin
editing the second
half of their project
-If finished early,
students will have the
opportunity to give
feedback on what
their neighbor has
completed so far.

Day 5:
-Students will turn in
their video files
-Critique will begin by
showing each project
one at a time
-after each video,
students will raise
their hands to give 1
creative association
they got from the
video and 1 form of
constructive criticism

Curriculum Planning Tool­ Page 3 of 11
Materials needed: Day 1:

Week 3
-art and How do you make This is normal film -camera -Show and discuss Wrap Up and Assessment
accessibility video accessible http://www.thisisn -alternative filming “This is normal” film This week:
Video for people with ormalafilm.com/ device optional and how videos can
Accessibility hearing and visual (camera phone) accommodate for
-adapting video impairments? -editing software the hearing Did the students bring
5 x 50 min experience Audio description -sound recording impaired. footage from outside of
example device class to work on in class?
-definitions of What kind of tools https://youtu.be/O Day 2:
hearing and can you use to 7j4_aP8dWA Do students comprehend
make your videos Day 1: -Show different
visual available to all -Students watch the examples of audio the mechanisms used to
impairments types of people? entire film “This is descriptions and make video more
normal” and write a how videos can accessible as a medium?
short response to it accommodate for
How do people -Students will the visually
with sensory participate in a class impaired.
impairments discussion about the -If guest speaker
experience video? film and what they was available: have
wrote down students prepare
-discuss different questions they
methods to made would want to ask
videos
accommodating
(captions, sound
effects, etc.) Day 3:
-Introduce project
on video
Day 2: accessibility
-Show the audio
description clip of
frozen
-Students will write
down what they think
the purpose of the
video is and what
function it serves
-discuss as a class on
different tools used to
accommodate the
visually impaired.
-Potentially have a
guest speaker who
can talk about their
own personal
experience with video
accessibility/their
impairment

Day 3:
Introduce project on
video accessibility
(Create a film, who’s
content can be about
anything, that is
intended to be
consumed by both
blind and D/deaf
people.
How you make this
film accessible is up to
you.)
-Students will begin
brainstorming ideas
and getting their
proposals approved by
me.

Day 4-5:
-Students will bring 5-
7 min of footage from
outside of class that
they took and upload
it to their computers
-Students will begin
editing their videos
and altering it to make
Curriculum Planning Tool­ Page 4 of 11
Day 1: Day 1-3:

Week 4
-art and - How do people This is normal film -Students will -Individually meet Wrap Up and Assessment
accessibility with sensory http://www.thisisn continue to build and with each student this week:
Video impairments ormalafilm.com/ edit their video editing and altering
Accessibility experience video? projects. their footage
-adapting video Did the students think
experience Audio description beyond your normative
5 x 50 min - How do your example Day 2:
-I will begin to meet
Day 4-5:
-Begin critique and
experience?
-evaluating observations of https://youtu.be/O one on one with assessment of
success of film/tv shift? 7j4_aP8dWA students to determine success of Did students make their
artwork if they are using accessibility of their videos accessible to both
-Were you able to sufficient modes of projects the visually and hearing
observe things accommodation in impaired?
without vision or their projects.
sight that you -Students should have
would have missed at least half of their
with your senses at project complete.
full capacity?
Day 3:
-Students will have all
of their clips edited
together
-Students will focus
solely on altering their
videos with captions
and sounds to make it
accessible to those
with sensory
impairments.

Day 4:
--Students will turn in
their video files
-Critique will begin by
showing each project
one at a time while
students are
blindfolded or not
wearing glasses if
they have any to
evaluate the success
of the video being
accessible to those
with visual
impairments
-after each video,
students will raise
their hands to
comment on why or
why not the video was
accessible

Day 5:
-Students will begin
critiques again, but
every video will be
watched with no
volume to determine
the effectiveness of
the video for people
with hearing
impairments

Curriculum Planning Tool­ Page 5 of 11
Week 5
-Editing as a -How do we use Run Lola Run Materials needed: Day 1-2: Wrap Up and Assessment
Running mode of cuts to create https://www.youtu -camera -Show Run Lola Run this week:
Video storytelling movement in be.com/watch? -alternative filming and discuss in class
video? v=ixLVaM1wNgw device optional Did students participate
-video and (camera phone) Day 3: in discussion about
5 x 50 min movement -What is the Southpaw fighting -editing software -show southpaw videos shown in class?
difference between cuts scene -sound recording fighting scene
cuts and fades? https://www.youtu device -discuss importance
-seconds and be.com/watch? -notebook and pencil of framing and Did students begin
frames in v=gk0NhOBCPsc to storyboard feeling of video thinking about their video
editing -How can editing composition in their
effect the narrative -demo editing cuts plans?
of a video? Day 1: -introduce running
-Students will watch video project
first half of Run Lola
Run Day 4:
-“Now that you have
Day 2: practiced cutting
-Students will watch and composing
second half of Run using your own
Lola Run in class editing parameters,
-Class discussion on it’s time to practice
first impressions of fitting your own
the film narrative within
-How did the editing restrictions given to
and framing of the you.”
film create
movement? Day 5:
-reminder to film
Days 3: more over the
-Show class southpaw weekend
fighting scene
-Students will count
how many different
cuts they observed
throughout the video
-Class discussion on
framing and feeling of
video
-demo editing cuts
Day 4:
-Introduce running
video project (Make a
video with content of
your choice about
“running”. You could
interpret this literally
or show your own
definition through
your video, whether it
be through movement
or feeling. EDITING
PARAMETERS:
Your video should
start with 5 seconds of
black.
Your first cut should
be 5 seconds long.
The next 10 seconds
should be filled with
cuts that are half a
second. The next 20
seconds should be
filled with 1 second
long cuts.
The next 5 seconds
should be filled with
cuts that are .25
seconds long each. 10
seconds should be
one single shot.
Finally, add 5 seconds
of black.
Curriculum Planning Tool­ Page 6 of 11
Week 6
-Editing as a -How do we Run Lola Run Day 1: Day 1-3: Wrap Up and Assessment
Running mode of interpret someone https://www.youtu -Refresh students on -individually meet this week:
Video storytelling else’s narrative be.com/watch? editing requirements with each student
video? v=ixLVaM1wNgw -Students will begin on their editing Did students include
-video and uploading their progress “running’ in their video?
5 x 50 min movement -Why is it Southpaw fighting footage onto their -refresh class on
important to use cuts scene computers to begin editing parameters
different angles https://www.youtu editing. Did students follow the
-seconds and and point of views be.com/watch? exact editing and frame
frames in Day 5: Begin parameters?
editing when telling a v=gk0NhOBCPsc Day 2: critiques of 1
story? -At this point students minute video
should be completed projects. Are students respectful of
or at least very close one another’s work?
-Which angles were to completing half of
more effective than their videos.
others and why? Did students contribute
to the discussion about
Day 3-4: each video shown in
-Students will class?
individually meet with
me to check in on
their progress and
troubleshoot any
editing issues.
-Students will pair up
with a partner and
review what each
other has so far
-each pair will give
each other written
notes of feedback for
their project

Day 5:
-Students will turn in
their video files
-Critique will begin by
showing each project
one at a time
-after each video,
students will raise
their hands to give 1
thing they enjoyed
about the choices in
the point of view used
in their frames and 1
thing they would have
changed about the
content to make the
jump cuts more
effective.

Curriculum Planning Tool­ Page 7 of 11
Materials needed:

Week 7
-Recap key -How did your ————x -Flash drives or files Day 1: Wrap up and Assessment
concepts behind change in editing —————— with their projects on -recap each project this week:
Final Critique each project (or lack of) effect No references or them -give students time
Week your video? examples this to edit and touch up
week. Day 1: a video of their Did students follow
5 x 50 min -Final critique choice assignment parameters?
-Why is it -Lead a discussion on
important to revisit the key concepts each
old work? project Day 2: Did students choose a
-Allow students to video to present with
choose one of their -students watch reasoning?
projects to complete folder full of
finishing student’s videos
touches/changes on assigned to them in Were students respectful
class and writes a of each other’s works?
rationale on their
Day 2: favorite video (or Did students fully
-Have students upload video that stands participate in the final
all 3 of their projects out most to them) critique?
to a class folder (1
folder for each Day 3-5:
project) -begin critiques on
-Introduce how final videos that each
critiques will work: student chose of
-Students will be another student
assigned a project
(1,2, or 3) and watch
all of the changed Day 5: finish up final
projects in that folder. student choices and
-Students will then wrap up
choose their favorite
and write a short
rationale on why they
chose that video
(once a video is
chosen, it will be
marked so that
student’s can’t choose
the same video)

Day 3-5:
-Students will go one
by one and show the
video of their
classmate’s that they
chose and will share
their rationale after
each video.
-The rest of the class
will comment on what
changes they have
noticed
-Students will discuss
the rationale for that
video and if they
agree/disagree with
the reasoning in a
constructive manner

Video as a place-Project 1 Rubric

1 2 3 4
Participation Student did not Students submitted Student submitted Student submitted
submit video on video on time and video and showed video and showed
time or participate participated in the interest in some interested in all
Curriculum Planning Tool­ Page 8 of 11
in the class critique class critique projects and projects and
communicated actively shared
their suggestions thoughts and
during critique associations after
each video was
shown
Technique/Skill Student did not Student showed Students Student carefully
demonstrate any minimal considered editing considered all
understanding of understanding of elements learned in editing elements
tools learned in tools learned in class and followed learned in class and
class class and followed all of the criteria of used them to follow
some criteria of the the project the criteria of the
prompt assigned project given
Effort and Creativity Student showed Student has a fairly Student has a clear Student executes
little to no efforts clear picture of picture of what what they are
in brainstorming what they are they are trying to trying to achieve in
ideas and footage trying to achieve, achieve, and their project by
is not completely and project presents original integrating their
original contains all original footage in a unique own concepts and
footage from the and inventive way ideas with those
student explored in class

Video Accessibility-Project 2 Rubric

1 2 3 4
Participation Student did not Students submitted Student submitted Student submitted
submit video on video on time and video and showed video and showed
time or participate participated in the interest in some interested in all
in the class critique class critique projects and projects and
communicated actively shared
their suggestions thoughts and
during critique associations after
each video was
shown
Technique/Skill Student did not Student made Student made Student made a
make a video some elements of video mostly fully accessible
Curriculum Planning Tool­ Page 9 of 11
accessible at all to video accessible to accessible to both video using all the
the visually and the hearing or the visually and methods learned in
hearing impaired visually impaired hearing impaired class and
using the methods using some using all methods incorporated tools
learned in class methods learned in learned in class and ideas from
class research outside of
class
Effort and Creativity Student showed Student has a fairly Student has a clear Student executes
little to no efforts clear picture of picture of what what they are
in brainstorming what they are they are trying to trying to achieve in
ideas and footage trying to achieve, achieve, and their project by
is not completely and project presents original integrating their
original contains all original footage in a unique own concepts and
footage from the and inventive way ideas with those
student explored in class

Running Video-Project 3 Rubric

1 2 3 4
Participation Student did not Students submitted Student submitted Student submitted
submit video on video on time and video and showed video and showed
time or participate participated in the interest in some interested in all
in the class critique class critique projects and projects and
communicated actively shared
their suggestions thoughts and
during critique associations after
each video was
shown
Technique/Skill Student did not Student most Student followed Student perfectly
follow any editing editing parameters all editing followed all editing
parameters given and showed parameters given parameters given
from the understanding of and fully and created a fully
assignment creating a narrative demonstrated cohesive narrative
through editing creating a cohesive supported with
cuts narrative point of view, cuts,
and other elements
learned in class
Curriculum Planning Tool­ Page 10 of 11
Effort and Creativity Student showed Student has a fairly Student has a clear Student executes
little to no efforts clear picture of picture of what what they are
in brainstorming what they are they are trying to trying to achieve in
ideas and footage trying to achieve, achieve, and their project by
is not completely and project presents original integrating their
original contains all original footage in a unique own concepts and
footage from the and inventive way ideas with those
student explored in class

Curriculum Planning Tool­ Page 11 of 11