ARTE 550/750 Curriculum Outline

Teacher Name: Jade Griswold

Grade Level: Middle School Media Arts: 6th Grade

Curriculum Unit Theme and Relevancy for Students: Heroes

Students see heroes in movies, cartoons, and books all the time. It is important for students to
know that heroes are not simply someone with a cape who can fly like in the movies; heroes can
be anyone. They themselves can be a hero. Through this, students will further their
understanding on who and what a hero is.

Lesson 1: “What is a Hero?” Stop-Motion

Project Description:
Stop-motion animation: in groups of 2-3, students will create a stop-motion animation project
with paper cut-outs. The students will create scripts that tell what a hero is through a story. The
students will consider people in their own lives that they view as a hero, do a parody of a “classic
hero,” or even do something where the characters are not even people. They will use iPads to
take the photos and use iMovie on the iPads to string the photos together and add sound.
Students can also play around with editing such as with filters.

Goals/Objectives:
 Students understand that heroes can be anyone
 Students can use the iPads to take clear photos
 Students can use iMovie to effectively put photos together
 Students can create a background and characters by cutting out paper
 Students can create a relatively seamless scene by using enough photos and little
movement each photo
 Students are able to work together in groups and agree upon a hero
 Students use their storyboard as a basis for their stop motion story

Media Arts Standards:

 Anchor Standard 1 MA.CR. NM. 1.2 I can take a photograph that is in focus.
 Anchor Standard 2 MA. CR. NM. 2.1 I can use sound to better tell a story.
 Anchor Standard 4 MA. R. NM. 4.2 I can tell people about the message I am sending
through my story.

Materials and Equipment:

 iPads
 iMovie application
 Paper (copy or notebook)
 Pencils
 Construction paper of various colors
  Scissors
 Glue
 Large paper for storyboard
 Sharpies
 Pens

Visual Exemplars:
 Examples:
o https://www.youtube.com/watch?v=G8GOHNEvPRk
o https://www.youtube.com/watch?v=dk_331kw0_s
o https://www.youtube.com/watch?v=6sdqWDnFjk8

 Introducing Heroes:
o https://www.youtube.com/watch?v=tgF1Enrgo2g
 Artist:
o Arthur Rankin Jr.: on the team for animations in films such as Rudolph The Red-
Nosed Reindeer and Frosty the Snowman:
https://www.youtube.com/watch?v=64k87_kIGu8

Detailed Description of Procedures:

 Day 1:
o Introduction of what a hero is: Hold a brief discussion on what students think a
hero is. Show video about what a hero is.
o Tell students about the project. Distribute guidelines sheet.
o Tell students how stop motion works.
o Students will view the example videos.
o Teacher will introduce how to draw/write a storyboard
o Students will get into groups of 3 and begin to discuss ideas and begin their
storyboards.
 Day 2:
o Students will finish story boards
o Teacher will meet with each group to discuss storyboards
 Day 3:
o Students will create backgrounds, characters, etc.
 Day 4:
o Students will finish creating paper cut-outs
o Students will begin taking photos
 Day 5:
o Introduction to iMovie
o Students will finish taking photos
o Students will begin to create iMovie
 Day 6
o Students will finish iMovie
 Day 7
 o Students will screen stop-motions

Assessment:
The students will screen their stop-motion projects to their class and a discussion will be had
about each group’s project. They will have the rubric and know what to expect for grading.

Assessment Rubric:
“What is a Hero?” Project Title: Student Name:
Stop Motion
Points Possible 0-9 10-15 15-20 Each Points
Earned
Story Board Storyboard is Storyboard is Storyboard is
missing or missing parts but finished and
incomplete mostly finished descriptions are
included.
Paper Cut-Outs No paper-cut Paper-cut outs Paper cut-outs are
outs were were complete complete and
complete but more craftsmanship is
consideration is exhibited
needed for
craftsmanship
Editing and Sound No edits at all Some edits were Edits were made
Effects were made made (including that add to the
(including sound) effectiveness of the
sound effects) story (including
sound)
Participation No effort was Student Student played a
made participated vital role in the
some but did not project
add much to the
group project as
a whole
Understanding of Student did Student The student
Theme not show what understands what successfully
a hero is in the a hero is but the exhibited what a
story line concept was hero is in the story
stretched in the
story
Total:
Lesson 2: “Being a Hero” Short Film

Project Description:
In a short film, students will create a storyline where someone is being a hero. This can be shown
by the students portraying someone in their life who is a hero to them or they can come up with
their own imaginary type of hero. They will be in groups of 2-3. The students can film in the
hallways or court yard outside of the school with permission from administration. This project
will take seven days. The short film must be between two and five minutes long.

Goals/Objectives:
 Students understand and show what qualities make someone a hero
 Students are able to use a Digital SLR camera (or iPad if camera is not available)
effectively
 Students will have a cohesive story
 Students will successfully upload clips and use iMovie
 Students can identify how to site sources in credits

Media Arts Standards:

 Anchor Standard 7: MA. C. NH. 7.3. I can credit the owner of media artwork on the
internet when I intend to use it.
 Anchor Standard 4: MA. R. IH. 4. I can investigate personal and group intentions about
messages and purposes in media artworks.
 Anchor Standard 1: MA. CR.IH. 1. I can apply the most appropriate technology tool,
procedure, and process to convey a message to make a media artwork.

Materials and Equipment:

 SLR digital camera (iPad if no camera)
 iMovie application on iPad or computer
 Paper (copy or notebook)
 Pencils
 Any props that the students want to use- hats, scarfs, capes, etc.
 Camera to computer or iPad connector to transfer clips

Visual Exemplars:
 Examples:
o https://www.youtube.com/watch?v=qMlIrAGn8UY

Detailed Description of Procedures:

 Day 1
o Teacher will introduce project and place students in groups of 2-3
o Teacher will show example
o Teacher will hand out assessment criteria
 o Teacher will introduce how to write a script
o Students will begin writing scripts
 Day 2
o Teacher will introduce how to film on an SLR digital camera
o Students will finish writing scripts
o Teacher will look over scripts
o Students will begin to film
 Day 3
o Students will continue to film
 Day 4
o Teacher will introduce how to upload photos and editing film
o Students will continue to film
o Students will upload clips and begin editing
 Day 5
o Students will upload clips and edit
 Day 6
o Students will finish editing
 Day 7
o Students will screen short films
o Teacher will lead brief discussion of each group’s short film

Assessment:
The teacher will look over the scripts once the students are done writing them. The students will
be given a rubric to know what is expected. After the short films are done, each group will screen
their short films and the teacher will fill out a rubric based on their work.

“Being a Hero” Short Project Title: Student Name:

Film
Points Possible 0-9 10-15 15-20 Each Points
Earned
Script Script is Script is missing Script is finished
missing or parts but mostly and descriptive.
incomplete finished
Film Quality All segments Most segments All segments are
are out of are in focus. clear and focused.
focus.
Editing and Sound No edits at all Some edits were Edits were made
Effects were made made (including that add to the
(including sound) effectiveness of the
sound effects) story (including
sound)
Participation No effort was Student Student played a
made participated vital role in the
some but did not project
 add much to the
group project as
a whole
Understanding of Student did Student The student
Theme not show what understands what successfully
a hero is in the a hero is but the exhibited what a
story line concept was hero is in the story
stretched in the
story
Copyright Student did N/A Student gave credit
not give credit to sources used.
if they used
other’s work

Total:
Lesson 3: “What I Look Like as a Hero” Digital Portrait Using Pixlr

Project Description:
“What I Look Like as a Hero” is a digital portrait using the online application called Pixlr. The
students will bring in a digital photo of themselves in a jpeg format to paint over in the app. They
will then design a costume, hat, whatever they want on themselves as their own hero outfit. I will
show a piece I have created on Pixlr as inspiration. This will take 3 days.

Goals/Objectives:
 Students can understand how Pixlr works
 Students are original in what they design
 Students use different techniques on Pixlr
 Students can identify skills that their classmates used

Media Arts Standards:

 Anchor Standard 4: MA. R. NM. 4.1. I can identify how media artworks are put together.
 Anchor Standard 4: MA. R. IL. 4. I can analyze and describe reactions and interpretations
of messages and purposes in a variety of media artworks.
 Anchor Standard 3: MA. P. NL. 3.1. I can present a media artwork to an audience.

Materials and Equipment:

 Jpeg of self portrait
 Computer
 Mouse if using laptops
 Internet
 Pixlr website
 Email or flashdrive (whatever they want to use for bringing in their photo as a jpeg

Visual Exemplars:
 Pixlr How-To “Cheat Sheet” at the end of this document
 My own hero self-portrait included at the end of the document

Detailed Description of Procedures:

 Day 1:
o The teacher will introduce the project by showing example piece
o The teacher will show brief into on how to use Pixlr
o The teacher will handout a “cheat sheet” on Pixlr for students to use as an aid
o The teacher will discuss how superpowers can be anything- more than flying or
super strength
o Students will upload their digital photo to the computer and Pixlr
o Students will write out their superpowers
  Day 2
o Students will edit their hero portrait and will complete it

 Day 3
o Students will present their portrait
o Students will read out their superpowers to the class
o Students will have a discussion on everyone’s artwork

Assessment:
Students will be given a rubric to know what is expected. Students will show their digital
portraits to the class and the students will discuss things about each other’s artwork. The teacher
will ask them to discuss what they used on Pixlr to create what they did on their hero self-
portraits.
“What I Look Like Project Title: Student Name:
as a Hero” Digital
Portrait Using Pixlr

Points Possible 0-9 10-15 15-20 Each Points

Earned
Super powers Student did N/A Student wrote
not write about their
anything about superpowers.
their
Edits No edits at all Some edits were Edits were made
were made. made but not that were creative
original. and orginal.

Craftsmanship No effort was Student made Student’s

made some effort. craftsmanship
obvious.
Total: