Students: 9th grade
Learning Object: Through creating an one-minute mix sound track of 5 objects by using Audacity, students will learn that various sound and the duration of time can convey a narrative.
Material: Audacity app
Spark/Motivation:
1. what kind of music do you like to listen and why?
2. What kind of sound do you dislike and why not?
3. Are there any other tools to make music besides instruments?
4. How can you use sound to convey a scary/upbeat atmosphere?
Title: Self-Portrait
Material: found object, toys, iStop Motion app, etc.
Objective: Through creating a stop motion animation that represent one or multiple aspects of themselves, students will learn that they make a narrative art piece in a digital form.
Spark:
Before I came to school this morning, I picked out this pink sweater to wear because 1. Pink is my favorite color, 2. I like the texture and the color change on this sweater. I think both of them represent my interests in color and texture.
1.) What about you guys? Why did you wear what you wear?
2.) Do you think your clothes and accessories can represent who you are and how?
3.) Besides clothes, what are some other things that can represent you?
Demonstration/Material Dialogue:
Teacher: “Based on what you guys just discussed about how you can use objects to represent you, let’s think about how we can use iStop Motion to make digital animations.
1) How would you want to show the environment/atmosphere in your video?
2) How would you do that with lighting?
3) How would you show quick transition? How would you show smooth transition?
Title: Digital Communication
Material: Sketchbook, Photoshop
Learning Objective: Through making a typographic drawing/painting using Photoshop, students will learn that they can manipulate the arrangement of font size, line- length, line-spacing, letter-spacing and style through Photoshop.
Spark
Teacher:
1) “Where do you mostly get your information from nowadays? Do you read from newspaper and books or do you read online?”
2) “When you read news, or read your textbooks online. What do you notice about the words appeared on the Internet?”
3) “When you type your essays, what format do you normally or like to use?” Demonstration/Material Dialogue
Teacher:
1) “We talked about the possible fonts and sizes when typing on Word. Now if I want to make a typographic drawing that only emphasis one word, how would you do it?”
2) “What if I want to have a message in my artwork, which associate with a product, what are possible ways you can relate to that product?”
3) “Think about how you want your words and images to be communicated through a flat surface. What are the possible tools you can use in Photoshop that will help you archiving your goals?”
Closure
Teacher: “We discussed the ways one can use fonts, sizes, line-space and the artistic representations of words, which could incorporate images. Now please take a moment and think about what do you want to communicate through words. How would you like to represent it on the Internet so people could notice? You can start sketching out your ideas on your sketchbooks first, when you are ready, you may start. “
