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Media Arts

Teacher Resource

The teacher resource provides a guide for teaching the Year 3 Media Arts curriculum and should be used to complement the Media Arts student resource package “Our Melting Pot”. Students will explore the diversity of people and places in their local community and beyond through both the Making and Responding strands of the Media Arts curriculum.

TEACHER RESOURCE

Why is Media Art important?

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The 21st century has brought many new challenges including rapid and unprecedented technological advances. It is the role of educators to help children develop digital skills required to make sense of their impending world. Each child needs to understand how to participate in digital media culture creatively, safely and ethically equipping them with vital lifelong skills (Azzam, 2009, p. 22)

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“Media Arts enables students to create and communicate representations of diverse worlds and investigate the impact and influence of media artworks on those worlds, individually and collaboratively. As an art form evolving in the twenty-first century, media arts enables students to use existing and emerging technologies as they explore imagery, text and sound and create meaning as they participate in, experiment with and interpret diverse cultures and communications practices” (Australian Curriculum Assessment and Reporting Authority [ACARA], 2017).

Summative & Formative Assessment 

 

Students demonstrate their knowledge of elements and principles as they make and respond to media work through responding to questions, completing planning documents and reflecting in their art journal. 

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Formative Assessment 

 

Students plan and create a stop motion animation representing diversity in their community, to be presented at the Harmony Day Art Exhibition.

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Key question: How can digital media be used to create and reflect on the nature of the contributions made by different groups and individuals in the community.

 

By the end of this unit, students will understand how use story principles, time, space and technologies to make and share media artworks that communicate ideas to an audience.

KNOWLEDGE AND SKILLS IN MEDIA ARTS

 

In this band students develop their knowledge of how ideas and intentions are communicated in and through media arts. They build on and refine their knowledge, understanding and skills through media arts practices focusing on:

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Representation and story principles

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Structure

  • using story structures and organising ideas to make clear meaning for an audience

 

Intent

  • conveying ideas about self, others and stereotypes

 

Character

  • the characteristics and portrayal of self and others in fictional and non-fictional roles, for example, being identified through physicality, voice, costumes and props

 

Settings

  • familiar, local and imagined environments and situations for characters

 

Languages: elements of media arts (technical and symbolic)

 

Composition

  • the arrangement and sequence of images and text to organise events in stories

  • creating relationships between ideas and focusing on important features using framing, editing and layout

 

Time

  • the order and duration of ideas and events

 

Space

  • the distance between objects, sounds or text

  • the depiction of place

 

Sound

  • loudness, softness

  • background noise

  • sound effects

  • music

 

Technologies

  • editing images, sounds and text or a combination of these with available technology

 

Audience

  • identifying themselves as a target audience group

  • recognising the different interests of audience groups

  • recognising how meaning is made for audiences

 

Institutions: individuals, communities and organisations

  • understanding purposes and processes for producing media artworks

  • recognising appropriate and inappropriate use of other people’s images and works in the making of media artworks

RESOURCES

WADU MATYIDI

Wadu Matyidi a ground breaking short animation, which tells the story of three Adnyamathanha children’s way of life pre-contact times. The children set out for a day of exploration near camp, playing games and spooking each other with tales of the ancient creature Yamuit. They unexpectantly see a figure of a man on horseback that will unknowingly change their lives forever.  The story was made by members of an indigenous language class, and sets out to teach kids ancient customs, stories and more importantly the value of keeping language alive in modern times.

 

The animation intoxicates with its earthly tones and realistic performances made possible through extensive collaboration with traditional cultural and language advisors. The tale is told in Adnyamathanha language, and subtitles provide viewers with the English dialogue. The voices are those of local children, who give the film a great sense of authenticity as they represent their elders. The film is backed by an entrancing combination of sounds from nature, traditional Adnyamathanha songs and new music specially written for the production.

 

Wadui Matayidi and the accompanying pre-production documentary are great resources for Media Arts, proving opportunity for students to develop an understanding of the design, production and distribution of artwork. It provides a great opportunity for students to engage in key concepts, story principals and elements of media (technical and symbolic through both the making and responding strands of Media Arts. During this unit, students will focus on identifying and responding to the element of Media Arts, specifically character, light, sound, mood and camera shot and angles (Australian Children’s Television Foundation. 2013).

Songlines is a projected animation that was mapped onto the Sydney Opera House for the 2016 Vivid Live Festival. Artist in Motion, a group of home-grown pioneers in this industry brought unprecedented opportunity for people around the world to connect with and celebrate the art culture of Australia’s first people.

 

The animation is inspired by the ancient dreaming tracks that weave across the landscape and skies, featuring six renowned indigenous artist - Karla Dickens, Djon Mundine OAM, Reko Rennie, Gabriella Possum, Donny Woolagoodja and the late Gulumbu Yunipingu. Artists in Motion used photographs of the visual art pieces to create a tapestry visual and engaging tapestry of moving images tracing the songlines across the country in a breathtaking display. 

 

The accompanying music which explored the themes of saltwater, fresh water, sky, wind and the desert brought which creates an atmosphere of emotion, calls attention to the elements of the artwork and reinforces the development of the narrative. Songmen Djakapurra Munyarryun and Cecil McLeod provided an enriching element, highlighting the cultural significance of traditional Aboriginal culture and the journey of ancestors across the country, which makes up a songline. (Artists in Motion. 2016)

SONGLINES

Cyber Safety and Digital Technology

 

Please note: students will be using digital technologies throughout this unit to explore, create and produce their stories. Students should be aware of the schools safe and responsible use of technology policy prior to engaging in this unit.

 

 

Copyright and Intellectual Property Rights

Particular care needs to be taken with helping students respect copyright and intellectual property rights. 

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Differentiation

 

The use of technology levels the playing field for a large number of students, which can be empowering. Stop Motion animation is a visual storytelling medium, which uses digital art and technology to engage students in hands-on learning.  The focus of the animations can be adapted to any level of interest and confidence and is an excellent method to encourage communication and participation in culturally and linguistically diverse students (including Aboriginal and Torres Strait Islander students) as well as students disengaged from education.

 

Literacy difficulties – consideration should be given to students using visual representation such as drawings to communicate learning. For example, students can draw pictures to plan their stories, respond and reflect on their learning.

 

Visual Impairment – consideration could be given to amending the website and/or resources to cater for visually impaired users. Such changes could incorporate a screen reader, software magnifier to enlarge text and the use of the tab key and enter button in lieu of the mouse. In the absence of these changes to the website, efforts should be made to ensure all resources are provided in enlarged text and support provided as required.

 

Hearing impaired – consideration should be given to the physical learning environment, and allowing students with hearing impairment to create and compose their projects in a quiet area. Students may benefit from the pre-teaching of Media Arts vocabulary.. For students with Cochlear implants, be mindful of noise, especially when using technology.

 

Physical disability – whilst differentiation will depend on individual student needs, consideration should be given to the physical learning environment, and appropriateness of student work area. In addition, assistive devices may be required when using technology or as a substitute for written responses.

 

Gifted students – many gifted students thrive on creative freedom and may find the opportunity to further explore and experiment with media arts elements and technology engaging and challenging.

 

Support and scaffolding – consideration should be given to providing students who require additional scaffolding in groups were they will benefit from peer-support. In addition, scaffolding can be provided through modelling, explicit instructions and examples of work. In addition, consideration may be given to differentiating the assessment with the capacity to create a smaller piece of art, that explicitly focus on a particular skill. (Hobgood & Ormsby, 2011).

 

Learning styles

 

The activities appeal to a number of learning styles:

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Visual Spatial – arts naturally appeals to this intelligence, as visual/spatial learners tend to enjoy viewing and creating stimulating artworks.

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Verbal/Linguistic – story-telling, narration, class discussion and writing about art are all activities included in this unit that will appeal to and stimulate verbal/linguistic learners.

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Body/kinaesthetic – activities which involve hands-on creating will provide opportunities for body/kinaesthetic learning to develop their hand-eye and hand-mind co-ordination.

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Musical/rhythmic – discussions and activities which involved music and sound will appear to musical/rhythmic learners.

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Interpersonally – several activities provide opportunity for interpersonal student to identify with and discuss multiple perspectives, understandings, emotions, intentions and motivations in media art. In addition, the majority of activities involve students working collaboratively in a group based setting.

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Intrapersonal – there are opportunities during activities for intrapersonal thinkers to incorporate knowledge of themselves, their own culture, and how it contributes to the community. (Armstrong, 1994).

 

 

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Warm-up activities

 

Warm up activities provide students with an opportunity to explore the different elements and principles of media arts. These activities will provide orientation and build confidence with the elements and language used in media art.

 

Example activities

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Camera shot & angle - Discuss camera shot and angles and provide students with examples. Have them take a number of photographs of different objects, situations or people exploring a variety of camera shots and angles. View the photos and discuss. 

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Lighting - Watch a scene from a well-known film (age-appropriate), and discuss how lighting has been used to generate mood.

 

Sound - Have two students sit opposite each other with identical instruments. Ask them to copy each other making loud sounds and quiet sounds. Have students discuss when and why louds sounds might be used in animation, and when and why soft or quiet sounds might be used.

 

Theme – Have students identify 5 different cultures in their local community. The 5 cultures are written on separate pieces of butcher’s paper and students divided into five small groups. Each group takes turns at writing word which describe that culture’s and its contributions to their community on the paper. Student work can be displayed on the wall as inspiration for story planning.

 

Mood - Play a two different piece of music and ask students to draw a picture representing the music. This activity will demonstrate how music can affect mood.

 

Warm Down Activities

 

KWL Chart and word wall – Have students consolidate their knowledge by adding to a KWL chart and word wall.

Sequence of learning

 

  • Warm up activity

  • Practical activity

  • Sharing and reflection

  • Warm down activity

RESOURCE SHEETS

ACTIVITIES

ACTIVITY

1 

Wadu Matyidi - 

Read students the film blurb – Imagine it! Non-stop fun and games with cheeky little brother in a totally awesome, adult-free, adventure playground. Throw in some supernatural creature possibilities, well-timed burps and farts and some seriously bad weather and anything could happen!

 

Have students watch the first 30 seconds of the film Wadu Matyidi. Students are asked to answer the following questions -

 

  1. What can you hear?

  2. What does the artist’s choice of music and sound tell you about the film?

  3. Can you name the percussion instrument?

 

Discuss the elements of media arts with students as a whole of class discussion. Encourage students to think of examples from film they’ve seen.

 

Watch the rest of the film. Have students think about the elements whilst watching. Students work collaborative in small groups to answer the following questions in their art journals -

 

  1. Who are the main characters? Write down some ways you can connect to the characters.

  2. Describe the colours used in the film. Why has the artist used these colours? Where is the setting?

  3. How is light used to create meaning? Is it bright or dark? How is shadow used?

  4. How has the author used sound to create mood?

  5. What are some of the sounds you found effective or memorable?

  6. How does sound add to what you see?

  7. Yamuti is an ancient creature. Did the artists make him feel scary? What sounds, lighting and camera movement did the artist use to create that feeling?

  8. What do you think the dark creature was at the end? What might this figure represent?

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Discuss some of the questions as a whole class activity to determine students’ ability to describe, analyse and interpret the art.

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Have students complete the following reflection questions in their art journal - 

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  1. How did you feel while watching the film?

  2. Do you think the artists wanted you to feel this way?

 

Differentiation: Students who require additional support are put in groups with capable students, able to provide peer support. Scaffolding is provided through modelling, explicit instructions, examples of work, and allowing students to build their capacity with the creation of smaller pieces that explicitly focus on a particular skill.

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ACTIVITY

2 

SONGLINES - LIGHTING THE SAILS 

Show students photographs (on student resource page) of the projected animation on the Sydney Opera House.  Have students work in small groups or pairs to answer the follow questions in their Media Art Journal.

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  1. What are songlines?

  2. What type of animation is this?

 

Guest speakers -

Approach an Indigenous Education Officer or local Aboriginal and Torres Strait Islander consultative group regarding a guest speaker, to discuss songlines – sharing their culture, knowledge, stories and skills.

 

Consider approaching a local animation artist to enrich students knowledge of the elements and principles of media art, along with skills and useful for creating their own stop-motion animation.

 

Discuss story principles and provide students with definition (refer to student page). Have students watch Songlines – Lighting of the Sails. Ask students to consider the story principles when watching, then work in small groups or pairs to answer the following questions - 

  

  1. What is the theme?

  2. What is the artist’s intent? Is the author trying to tell you something?

  3. Who is the audience?

  4. Who are the characters? Are they fictional or non-fictional?

  5. Where is the setting? Are they familiar, local or imagined environments?

  6. How have the artists used composition to tell the story?

  7. How is sound used? How does it add to what you see?

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Discuss some of the questions as a whole class activity to determine students’ ability to describe, analyse and interpret the art.

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Have students complete the following reflection questions in their art journal - 

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  1. How did the art make your feel?

  2. What stood out?

  3. What did you like about this artwork?

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ACTIVITY

3 

PLAN YOUR STORY

Have students watch documentary Wadu Matyidi – My Project to see how the animation was made. Highlight the animators planning and storyboards.

 

Provide students with a story planning worksheet and have them work individually to brainstorm some ideas of a story. Remind students that they will be creating a 15 second stop motion animation promoting diversity in their community. Remind students of story structure and principles.

 

Once students have brainstormed individually, introduce them to the groups they will be working in for the remainder of the unit. Have student work bring their ideas together as a group, developing one story plan drawing on each team member’s ideas.

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Have students watch - Storyboarding your DIY Film.Explain to students what a frame is and how many photographs they will need for their animation. Understanding how many photographs will produce 1 second of animation, will help them plan their storyboards. Discuss how many animators like those who created Wadu Matyidi, use storyboards to plan the frames. Show students what a completed storyboard looks like, and how is illustrates the breakdown of the story into simple actions.

Have students draw on their knowledge of elements and principles from previous lessons to think about what camera angles and shots they might use.

 

Have students with the Prop and Set Design worksheet in their art Journal to plan choice of set design and props needed to tell their story. Provide students with a variety of materials they can use to make their prop and sets. Have students tick off the items as they’re made.

 

Have students reflect on their progress both individually and as a group. Have students write a reflection in their journal after each planning lesson in their art journal.

 

Have students demonstrate what they have learned/what they need help with or any other chosen question using ‘Snowstorm’. Students write down what they learned on a piece of scratch paper and scrunch it up. Given a signal, they throw their paper snowballs in the air. Then each learner picks up a nearby response and reads it aloud.

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ACTIVITY

4 

SHOOT YOUR STORY

In this lesson, students use cameras to shoot their stop-motion animations. They use their storyboard and prop and set checklists to organise an area to take their photos.

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Make sure students have everything they need before they commence taking photos. Students should be familiar with the camera and if possible use a tripod to keep the camera.

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Remind students they will need 150 photos for 15 seconds of film. Remind students that they only need to move the objects a tiny bit at a time to create the illusion of movement.

 

Have students reflect on their progress both individually and as a group. Have students write a reflection in their art journal after each lesson.

Have student answer the following questions in their art journal -

 

  1. What camera angles/shot did you use?

  2. How did you use lighting? Was creating the right lighting difficult?

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ACTIVITY

5 

EDIT YOUR STORY

Have students use movie maker software to create their stop-motion animation. Explicitly teach students the steps required and encourage them to follow the steps on the student page.

 

Discuss the music that was used in in both Wadu Matyidi and songlines to create mood and add depth to the story. Discuss what type of music they might use to create a mood for their animation. Provide students with the website for Free Stock Music, where they will select a track.

 

Discuss the use of Titles and Credits and what information this provides the audience. Revisit Wadu Matyidi and other films, highlighting the Title and Credits. Have students write a Title for their Film, and credits. Students will then use Movie Maker to add text to their film. Explicitly teach students the steps required and encourage them to follow the steps on the student page.

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Have students reflect on their progress both individually and as a group. Have students write a reflection in their art journal.

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ASSESSMENT RUBRIC

LINKS TO CURRICULUM

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