LESSON 6
II. The cult of
Celebrity-YouTube stars & Lesson Purpose: What do I want students to
learn or accomplish today?
Students will learn about the social media site YouTube and
how it can be used as a tool for artistic expression. Students will learn how
people create identities to become YouTube sensations.
III. UNIT Key Concepts:
Identify the key concepts to be investigated in this
unit.
Students will learn about how
humans construct their identity through social media
Students will think critically
about their social media choices and learn to deconstruct the visual images
they and others create.
Students will learn how social
media is used as a form of artistic expression.
IV. Essential
Question:
How does limiting our choices impact the way we interact on
social media and how do these limits apply to identity formation?
How do students construct their identity through social
media?
How do other people use social media to create and alter
their identities?
V. Lesson Objectives:
After the lesson students will be able to analyze how others
form their identities on social media.
Students will learn how video-editing software is used for
artistic expression in social media.
Students will reflect on the different elements people use
to create or hide their identities.
VI. Specific Art
Content:
List the specific art content to be taught, such as concepts
about art, the nature of art, skills, elements and principles, processes, and
techniques used to communicate ideas.
Digital media concepts, video editing, photography, creating
storylines.
VII. Instruction and
Its Sequencing:
Lesson 1, Day 1
A. Introduction/Motivation 5 min:
Show YouTube video: “How to become a YouTube
celebrity”
B. Instruction: Ask students what they
notice about the introduction video---make sure to mention the amount of views
this video had received. Split class into groups of four students. Explain
project as a collaborative information video to be created by students using
either YouTube or another video software. Video length to be anywhere from 1-3
minutes.
C. Resources & Materials for Teacher: Internet:YouTube,
computer, projector
D. Resources & Materials for Students: journal,
mobile devices, borrowed computer similar to Lesson 5.
E. Guided Practice. Once students are
split into groups, each student will come up with an example for an
informational video. Groups will then choose what theme they want to discuss
and assign roles for each student. Students will use skills from previous
lessons such as story-building and the ideas behind a social media identity to
create their own informational YouTube personality video.
F. Independent Practice: students will
collaborate to demonstrate their application of previous concepts learned in
Unit to final video project.
G. Closure: Last 5 minutes of class,
reminder of project assignment and general guidelines for student video editing
and creation.
H. Formative Evaluation: Students will
have written in their journal concerning the project, therefore this will be
used to evaluate student progress.
I. Classroom Management Procedures: What
will you do to keep students on task and safe? Ensure students are working well
together by monitoring productivity and noise levels. Ask that students have a
finalize idea of project by end of class.
J.
Adaptations for
Students with Special Needs: Assist students with special needs by also
assigning them a group and task. Asking other classmates to actively allow
students to join a group and be respectful of student suggestions.
Lesson 6, Day 2-3
A.
Independent
Practice: How will students demonstrate their knowledge without my help?
Students will work on their
video/storyboard by recording video footage and taking turns editing in
computers.
- Closure: Ask that students begin finalizing their videos and
footage. Ask any student groups if they are behind/offer help editing by
giving suggestions to students.
- Classroom Management Procedures: continually ensure students
are on task and classroom volume is manageable and not distracting to
other groups.
- Adaptations for Students with Special Needs: Same as day 1.
Lesson 6, Day 4
- Introduction/Motivation 5 min:
Ask students to put finishing
touches on projects.
- Independent Practice: How will students demonstrate their
knowledge without my help? Students will then save final videos and share
with the class.
- Closure: 15 minutes. Students will write a reflection with at
least 5 sentences explaining their involvement in the project/pros and
cons of assignment. Students will also be asked to write what grade they
believe they should get for the assignment based on collaboration.
- Formative Evaluation: Review initial journal entry and also
final reflection
- Classroom Management Procedures: Same as previous days.
- Adaptations for Students with Special Needs: Same as previous
days.
VIII. Summative
Assessment and Evaluation:
Use the last reflection to award students up to 90 points.
10 points given for completion of individual journal entry.
X. Interdisciplinary Connections:
Language Arts: (23) (C) uses
graphics and illustrations to help explain concepts where
appropriate;(D) uses a variety of evaluative tools
(24) Listening and
Speaking/Listening.
XI. References & Resources:
YouTube Videos: http://www.youtube.com/watch?v=mWENaab1-UI,
Jenna Marbles Youtube channel, Different types of ‘celebrties’- http://www.youtube.com/user/DulceCandy87
Briggs, J.
(2007). Celebrity, illusion, and middle school culture. Art Education, 60(3), 39-44.
Castro, J.C.
(2012). Learning and teaching art through social media. Studies in Art Education, 53(2), 152-169.
Darts, D. (2004).
Visual culture jam: Art, pedagogy, and creative resistance. Studies in Art Education, 45(4),
313-327.
XII. Art TEKS
(1)
Perception. The student develops and organizes ideas
from the environment. The student is expected to:(A) illustrate ideas for artworks
from direct observation, experiences, and imagination; and(B) compare and
contrast the use of art elements (color, texture, form, line, space, value) and
art principles (emphasis, pattern, rhythm, balance, proportion, unity) in
personal artworks and those of others, using vocabulary accurately.
(3) Historical/cultural heritage. The student demonstrates an
understanding of art history and culture as records of human achievement. The
student is expected to:(A) compare and contrast historical and contemporary
styles, identifying general themes and trends;
(4) Response/evaluation. The student makes informed judgments
about personal artworks and the artworks of others. The student is expected to:
(A) interpret, evaluate, and justify artistic decisions in personal artworks;
and (B) select and analyze original artworks, portfolios, and exhibitions by
peers and others to form precise conclusions about formal qualities, historical
and cultural contexts, intents, and meanings.
XIII. National Art
Standards
4. Content Standard: Understanding the visual arts in
relation to history and cultures
(c.) Analyze relationships of works of art to one another in
terms of history, aesthetics, and culture, justifying conclusions made in the
analysis and using such conclusions to inform their own art making.
5. Content Standard: Reflecting upon and assessing the
characteristics and merits of their work and the work of others
6. Content Standard: Making connections between visual arts
and other disciplines
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