Maddie Hicks

Unit:
Choice
Class:
12th Grade Film Production. Hopefully the class would be everyday 90 minute block
class. Because most of the work would be done in groups, I think it would be very
easy to accommodate all levels of ability. There will be a variety of tasks, in which
each student will have responsibilities, but because they are in groups, it will be
easy to work together to get the assignments done. I think this is age appropriate
because too often in school seniors are not being challenged so they check out really
easily. If we provide them with an interesting challenge, like this class, they will be
more likely to keep trying.
Goals and Rational:
I want students to be able to explain not only choice, but be able to read the imagery
put in front of them in todays constant media. I think we frequently reading a
painting, but we forget about teaching our students to read information in movies
and videos. Since our world is becoming more and more digital, they well be
needing these skills to progress into their adult lives.
Because this will be a class instead of a unit, it is able to fit nearly all of the NVAS and
the GLEs. They are being required to think in depth about every decision they are
making when they get into this class. They have to take the ideas of others and work
together to create their ideal outcome.
Lesson Plan 1:
NVAS:
VA:Re.7.1.IIIa
Analyze how responses to art develop over time based on knowledge of and
experience with art and life
VA:Re.7.2.IIIa
Determine the commonalities within a group of artists or visual images
attributed to a particular type of art, timeframe, or culture
VA:Re8.1.IIIa
Analyze differing interpretations of an artwork or collection of works in
order to select and defend a plausible critical analysis.
VA:Re9.1.IIIa
Construct evaluations of a work of art or collection of works based on
differing sets of criteria
GLE:
3.1.A HS Level 4:
Discuss the evolution of personal beliefs about the nature of art
Discuss how personal and cultural beliefs influence the interpretation of the
meaning, message, or value of a work of art
3.2.A HS Level 4:
Use the following process with a body of work (portfolio)

o Describe artwork
o Analyze the use of elements and principles in the work
o Interpret the meaning of the work (subject, theme, symbolism,
message communicated)
o Showing a real or idealized image of life (Imitationalism)
o Expressing feelings (Emotionalism/Expressionism)
o Emphasis on elements and principles (Formalism)
o Serving a purpose in the society or culture (Functionalism)
Lesson Plan 2:
NVAS:
VA:Cr2.3.IIIa:
Demonstrate in works of art or design how visual and material culture
defines, shapes, enhances, inhibits, and/or empowers people's lives
GLEs
1.1.C HS Level 4
Select and apply digital/computer media that demonstrate:
o Sensitivity and subtlety in use of media
o Engagement with experimentation and/or risk taking
o Informed decision making
1.3.C HS Level 4
Develop a theme through a series of original artworks that: communicates
personal ideas
o Addresses complex visual and/or conceptual ideas
o Shows imaginative, inventive approach, experimentation, risk taking,
sensitivity and/or subtlety
Lesson Plan 3:
NVAS:
VA:Cn10.1.IIIa
Synthesize knowledge of social, cultural, historical, and personal life with artmaking approaches to create meaningful works of art or design.
GLEs:
4.2.A HS Level 4
Explain how contemporary events and social ideas are reflected in student
artworks
5.1.A HS Level 4
Select and research periods/movements of art that align with portfolio
development
Lesson Plan 4:
NVAS:
VA:Cr1.1.IIIa:
Visualize and hypothesize to generate plans for ideas and directions for creating art
and design that can affect social change.

VA:Cr2.3.IIIa:
Demonstrate in works of art or design how visual and material culture defines,
shapes, enhances, inhibits, and/or empowers people's lives.
VA:Cr3.1.IIIa:
Reflect on, reengage, revise, and refine works of art or design considering relevant
traditional and contemporary criteria as well as personal artistic vision.
VA:Pr4.1.IIIa:
Critique, justify, and present choices in the process of analyzing, selecting, curating,
and presenting artwork for a specific exhibit or event
VA:Re.7.1.IIIa:
Analyze how responses to art develop over time based on knowledge of and
experience with art and life.
VA:Re.7.2.IIIa:
Determine the commonalities within a group of artists or visual images attributed to
a particular type of art, timeframe, or culture.
VA:Cn10.1.IIIa:
Synthesize knowledge of social, cultural, historical, and personal life with artmaking approaches to create meaningful works of art or design.
GLE:
1.1.C. HS Level 4:
Select and apply digital/computer media that demonstrate
sensitivity and subtlety in use of media
engagement with experimentation and/or risk taking
informed decision-making
Art software refers to a program such as Adobe Photoshop
All of Strand II: Elements and Principals
All of STRAND III: Artistic Perceptions
All of STRAND IV: Interdisciplinary Connections
All of STRAND V: Historical and Cultural Contexts
Enduring Ideas: Throughout time and across cultures, stories have always been told
depicting the choices people have made. In this class, we will take an in-depth look
at choices, including our own and those of professionals.
Investigative Questions:
What choices do you make?
How important are they?
How do you decide what to do for certain choices?
Do you always know the right choice to make?
How can we tell stories about choices
Constraints:
MONEY
Student work tome

Parent approval
School approval

This class will need a lot of grant writing if it gets approved. But on top of that, I will
need parent permission from the parents of students who are under the age of 18 to
watch basically every film in the fist lesson plan. I might have to hold a parent
teacher movie night to make sure that parents understand that choices characters
make in the films, such as The Pawnbroker or Pulp Fiction, are not a glorification of
these acts, but the sad reality of their situations.
Cross Curricular:
There will be a lot of writing in this class and for script writing I hope to get help
from an English teacher. We might need help from the shop class or the
theater/tech department. But because the students are writing their own scripts,
they will be able to make their scripts include whatever they choose, which means
students will be able to incorporate whatever other information from classes they
like.
English
Science
Theater tech
Theater
Shop
History
Respond: The first lesson plan is for responding to historical changes in film. These
films also deal with major ideas, like Pulp Fiction deals with drugs and violence and
crime. Since we will also be watching other things, like The Twilight Zone, students
will be able to gather their own information about many situations and ideas. They
will have journals to record their thoughts on.
Lesson Sequence:
Lesson 1: Depicting and Deciphering
Lesson 2: Scenes, Sets, and Shots
Lesson 3: Scripts or it didnt happen
Lesson 4: Build Your Own Movie?
Assessment Strategies:
The students will keep journals for not only assessing, but also to keep track of
information they need when cutting and editing. It will be a spot for they to keep
information they will need, such as handouts. They will have chances during the
class to earn points on participation and collaboration. Since these films will be
made in groups, students will grade each others performance weekly. I will need to
know if students are not pulling their weight. They will have a showing of their
films at the end of their semester, near graduation. This way families and friends
can all come to see what they spent so much time working on. In the beginning of

the class, before it runs for a few years, grading will probably be more relaxed as we
try things out. However, this does not mean that it will be an easy A or a slack class.
Students will be required to work hard to complete these films.
Evaluation:
I think success in this class will be teamwork. I wont be needed to monitor fights
and intervene very often. I want students to trust each other to make sure their
films get finished. If they do these things, they will have a great short film. The
major grade in the class will be the creation of the short film, but that grade will be
dependent upon a lot of elements:
Does fair share of work
Works in a timely manner
Offers creative ideas
Shares ideas in kind manner
Spends time out of class working
Communicates with class and team mates
I think that by senior year, students should be able to do these things, as they have
been expected to do them for so long. In this class, they are given the opportunity to
be trusted for a common goal, not just a grade.