Lesson Title:
Creative Expression - Artwork

Lesson Description:
Students will create a short, experimental video that illustrates a portion of their everyday life. The video will be 1-2 minutes in length. Students will record their own video and edit the clips together using the editing software (Adobe Premiere Pro) that we used in their skill building lesson. The videos will be silent, focusing on the visual aspect of video art and creating meaning through symbolism.

Grade Level:
High School - Beginning

Time Frame:
Four 2-hour class periods

Focus Artwork:
Teacher example:
https://www.youtube.com/watch?v=exY2fA4VP_s&t=5s

Lesson Objectives/Student Learning Outcomes:
Students will be able to:

Brainstorm symbols and imagery to represent an activity in their everyday life that represents themselves in some way.
Film original footage of the activity and/or symbols remembering the qualities that create compelling video art.
Use the elements and principles of art present in video art to enhance their finished product.
Communicate meaning through the use of symbolism to set an emotional tone for their video.

Art Materials:

Computer lab
Computers equipped with Adobe Premiere Pro software (Creative Cloud)
Smartphones or video cameras
Original footage

Instructional Resources:

Kimsooja’s video art, Sewing Into Walking, 1994
Screencast from Skillbuilding Lesson
Handout - Everyday Life Experimental Video Brainstorm Worksheet
Handout - Rubric for grading the video assignment

Procedures:
Day 1:
Anticipatory set:

Teacher asks students to recall the information we’ve been studying in the last few class periods, namely facts about video art, Kimsooja, and symbolism. Teacher iterates that we will now be putting all of our new skills and knowledge together to create our own experimental videos inspired by an aspect of their everyday lives (10 minutes).

Direct instruction:

Teacher will explain that today is a planning day for the students to brainstorm ideas for their project. They should use today to create a plan for their video and to create a roadmap to follow as they shoot and eventually edit their projects (10 minutes).
Teacher will distribute the brainstorming worksheet (5 minutes).
Teacher will then walk students through the prompts on the worksheet, touching on important considerations the students should think about when planning their project. Teacher will ask for examples from students to get the class discussing and thinking about their projects (40 minutes).

Guided practice:

Students work on their brainstorming worksheets. Teacher circles the room and answers questions and checks that students are on task (45-50 minutes).
Independent practice:
Students can finish their brainstorming worksheets as homework, but they must be completed by the following class period so that the students may begin filming. Students who feel ready may also start filming their clips, using cameras or smartphones, for homework (10 minutes).

Day 2:
Direct instruction:

Teacher explains that today they will take their plans and start to film their video clips. Students may work together to film the clips. They can use cameras or smartphones to film the clips. Students will refer to their plans as they work to film the clips (20 minutes).

Independent practice:

Students begin to film their clips. Students can work collaboratively to help each other film, provide feedback, and experiment with ideas (1 hour 20 minutes).
Teacher circles the classroom to answer questions and ensure students are staying on task.
Students must finish their filming by the next class period because the next two class periods will be spent in the computer lab executing the editing portion of the video project. Students may finish filming as homework. (15 minutes).

Day 3:
Direct instruction:

(In the computer lab) Teacher explains that students will now begin to edit their clips together. Teacher will ask students to recall the skillbuilding exercise and begin editing their clips together (15 minutes).

Independent practice:

Students will spend the whole class period editing their clips together using Adobe Premiere Pro provided on the computers in the computer lab. Teacher will circle lab and assist students with any questions or concerns (1 hour 30 minutes).
Students may work on their editing as homework. Finishing touches will be added during the following class period and the videos will be turned in at the end of the following class (10 minutes).

Day 4:
Direct instruction:

Teacher explains that students will finish up editing their experimental videos and add any finishing touches using the editing software. Today is the last day they may work on their videos, as they are due at the end of class period (15 minutes).

Independent practice:

Students finish working on their experimental videos. Teacher circles the room and checks that students are finishing up as well as answering any final questions (1 hour and 30 minutes).
Students export and turn in their videos to the class portal (10 minutes).

Closure:

Teacher congratulates the students on finishing their Everyday Life experimental videos. She explains that they have now experienced a new and emerging medium of video art and have joined a canon of important artists in using this method of expression (10 minutes).

Modifications for Learners’ Specific Needs:

Gifted and talented: students will be allowed to use special effects or incorporate graphics and titles into their video.
Learning disability: students will be given extended time to work on their video. Students may be partnered with another student to help them execute their vision. Students may also have access to a list of the functions of the website to jog their memories as they work.
Physical limitations: students with physical limitations may be given a partner to help them film their scenes for their video. They also may be given a partner to help them execute their plan on the software.

Multiple Intelligences Used:

Logical-mathematical intelligence: addressed as students use a logical sequence, algorithms, and tools within video editing software to complete their Everyday Life video. Will also be addressed as students use cameras to film their scenes to put into sequence.
Musical intelligence: could be addressed if a student chooses to use a musical talent as the focus of his or her video. Also addressed as the student chooses which music to set their video to.
Bodily-kinesthetic intelligence: could be addressed if students choose to focus on dance or body movement for their Everyday Life video. Can also be addressed as students move around as they film their scenes, both behind and in front of the camera.
Interpersonal intelligence: could be addressed if students choose to work together to execute certain elements of the video. All student are required to produce a video, but students may choose to work together to film each other’s scenes.
Intrapersonal intelligence: addressed during every part of the artmaking process as students make creative choices that reflect personal aspects of their everyday lives. Students make creative choices in putting the work together.
Naturalist intelligence: could be addressed if students choose to represent some sort of naturalistic elements in their Everyday Life video.

Vocabulary:

Symbol (n.) - a thing that represents or stands for something else, especially a material object representing something abstract.
Tone (n.) - the general character or attitude of a place, piece of writing, situation, etc.
Mood (n.) - inducing or suggestive of a particular feeling or state of mind.

Criteria for Assessment of Student Learning:
Did students….

Brainstorm symbols and imagery to represent an activity in their everyday life that represents themselves in some way?
Film original footage of the activity and/or symbols remembering the qualities that create compelling video art?
Use the elements and principles of art present in video art to enhance their finished product?
Communicate meaning through the use of symbolism to set an emotional tone for their video?

Method of Assessment:

Teacher prompts a class discussion to check for understanding of elements and principles of art and how they are used in video art (formative assessment).
Teacher circles the room, checking for understanding and progress during the filming and editing portions of the lessons (formative assessment).
Teacher ensures that all students turn in their Everyday Life experimental videos and that the videos are exported in the correct format and uploaded to the class portal (summative assessment).

California Visual Arts Standards Addressed:
2.0 CREATIVE EXPRESSION

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
2.5 Create an expressive composition, focusing on dominance and subordination.

Procedure Photos:
https://www.youtube.com/watch?v=yUdVT0z3RUU&t=2s

For a PDF of the worksheet associated with this lesson, click here.

For a PDF rubric for this lesson, click here.

For a PDF of this lesson, click here.