UNIT PLAN TITLE

Austin Food Secrets

TEACHER(S)

ARTIST(S)

Ryan Burnett and Asif Wilson

SCHOOL

Suzanne McBride and Mitchell Wenkus

GRADE ART FORM(S)

May Elementary

7th

Journalism, Multimedia and Video

OVERVIEW & BIG IDEAS FOR UNIT

-Expose students to the idea that food options differ from one community to the next. -Get students thinking about something as basic as food as being a social justice issue. -Teach students to differentiate between healthy and unhealthy eating. -Challenge students to think in lateral, non-linear ways. - Critical Inquiry: Students examining the world around them through critical investigations
GUIDING QUESTIONS FOR UNIT

Who decides what I eat? Who decides what my community eats? What are the food options within my community? Why do other communities have different options? What are the short- and long-term effects of eating unhealthy?

INTENTIONS FOR TEACHING & LEARNING ART FORM(S) AND PROCESS:

AS A RESULT OF THIS UNIT, WHAT DO YOU WANT YOUR STUDENTS TO KNOW AND BE ABLE TO DO IN THE FOLLOWING AREAS? ACADEMIC CONTENT AREA(S): SOCIAL/EMOTIONAL DEVELOPMENT:

Video Blogging/writing Interviewing

Data Analysis Statistics Mapping Problem Solving

Lateral Thinking Communication/Presentation Skills Collaboration/Building Relationships

PLANS FOR DOCUMENTING THIS UNIT

[ Yes] journals

[ Yes ] photos

[ ] audio

[ Yes ] video

[ Yes ] pre/post examples of student work

[ ] other:

PLANS FOR ASSESSING STUDENT LEARNING/DEVELOPMENT

-1-

Blogging
TEXT & IMAGE SOURCES OF INSPIRATION / MODEL ARTWORKS ART AND ACADEMIC CONTENT VOCABULARY 1) SHOT SIZE (WIDE, MEDIUM AND CLOSE-UP) 2) STORY BOARD EQUIPMENT & MATERIALS

-North Lawndale Food Documentary -Food Inc. -Super Size Me

3) EDITING 4) PRODUCTION STAGES (PREPRODUCTION/PRODUCTION/POST PRODUCTION) 5) ORGANIC 6) INTERVIEWING 7) SOUNDBITES, GOOD SOUND 8) STORY 9) MESSAGE, MEANING 10)

Flip video cameras Laptops with iMovie Pens and paper Internet Access Online Survey

ENGAGE

WEEK

CREATE A SAFE COMMUNITY OF LEARNERS | LEARNING THE LANGUAGE OF THE ARTS

Watch and review other videos. Give the basic shot size lecture. Shot size exercise: Students take series of shots (close up, medium, wide, long and establishing). Review shot size exercise from week before. Go over classroom language expectations, including not using words like gay, retarded, stupid. No put downs! Brief interview technique lecture Students break into groups and film interviews of each other about food topics. More in-depth interviewing lecture with tip sheet on how to ask survey questions of each other as well as friends and family. Interviewing exercise, where each student interviewed another and practiced taking notes. Review written interviews from last week as well as those done on video two weeks earlier. Students thought of possible topics to create movie about. Students took online surey

IMMERSE

WEEK

IMMERSION IN THE BIG IDEAS

Review and critique the rest of the interviews. Discuss what we want to do for final projects. Students begin brainstorming ideas. Break into groups of three to five students to further brainstorm. Groups begin to create a story board for their 1- to 2-minute video.

-2-

Film the 11 videos. 7

REFINE

WEEK

REVISE & SHARE | PERFORM & EXHIBIT | REFLECT & ASSESS

Edit the 11 videos, adding sound and other images when necessary. 9

10

11

12

13

DESCRIPTION OF CULMINIATING EVENT

Students from both classes joined together to view the completed videos. The students were engaged while watching the videos, and showed their support through words of encouragement and applause for their peers. Many students showed how nervous they were about their own videos by hiding their faces. However, those same students expressed how excited they are about working on the project next year and having another opportunity to create movies with their peers. Date: __June 11, 2011______ Location: __May _________ # of students presenting work: _ ~ 50__

ILLINOIS STATE FINE ARTS STANDARDS

State Standard/Goal #

State Standard/Goal #

State Standard/Goal #

State Standard/Goal #

-3-

ILLINOIS STATE CORE CURRICULUM STANDARDS

State Standard/Goal #
STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.

State Standard/Goal #
STATE GOAL 6: Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.

State Standard/Goal #
STATE GOAL 7: Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.

State Standard/Goal #

-4-

DESCRIPTION OF UNIT DOCUMENTATION AND/OR STUDENT ASSESSMENT

Throughout the unit, students were video taped Students wrote reflective pieces on their own eating habits Students interviewed each other with flip cameras, documenting their eating habits Students created storyboards Students were assessed formally on the types of shots Students created a short film about healthy eating.

WHERE ARE ARCHIVE MATERIALS CURRENTLY STORED? (INCLUDING STUDENT ARTWORKS, UNIT DOCUMENTATION, ARTIST JOURNAL/BLOG, ETC.)

www.austinfoodsecrets.blogspot.com This website contains almost all of the activities we did over the coarse of the unit, as well as pictures. Every week students responded to a post about healthy eating.

TEACHERS REFLECTIONS

Asif: The project did a great job of motivating students to learn. It was interactive; something all my students love, and it was differentiated in that each students was assigned a task that they enjoyed and could manage completing. The cooperative (student created) groups provided the students a means of information gathering before the teacher. Students at May love working on computer and creating movies. They never thought they could bring what they already do at home and incorporate it into curriculum and instruction within math and science.

ARTISTS REFLECTIONS

Suzanne: I hope the students learned as much as I did. I found their creativity inspiring and was amazed at what they were able to produce in such a short period of time. They should be proud of the 11 PSAs they produced. Next time, my goal is to get to know the students better, one on one, and Im also wanting to spend more time with them working on our writing and interviewing skills.

STUDENTS REFLECTIONS

-5-