Cultural Identity Unit Lesson 2

Title of Unit Cultural Identity Grade Level 6

Focus artist / Sarah Hutchinson Developed By Sarah Hutchinson

artwork

Date 14/05/18 Lesson length 60 minutes

What is the Big Identity (Cultural)

Idea Students will be looking at how their culture influences and creates their identity.
If this lesson were to be in a unit, it would be the second or third lesson, and prior to this lesson, they have
been asked to bring in something that is significant to them and their cultural identity. They have been asked to
bring it in for this lesson as some students may forget and therefore they have another lesson to bring their
item in before it is required.

Learning Students will…

Intention  Explore their culture on an artistic scale
 Compare cultural difference and how different colours, themes, images and items signify different
cultures

Success Criteria Students can…

 Create an accurate storyboard to represent their film for the following lesson.
 Identify what cultural identity is and how it defines us as individuals.
 Victorian Curriculum

Strand Explore and Represent Ideas

Descriptor Explore representations, characterisations and viewpoints of people in Descriptor code

their community, using stories, structure, settings, and genre
conventions in images, sounds and text.
(VCAMAE029)

Elaboration(s) Selecting combinations of media materials to represent the same person, location or idea in different ways in a
multimodal form, for example, using different music or sound effects or images to represent the same story
→ Students will be looking at their own cultures and how they can portray them through media arts. They will
use music, colour and sound effects to make this possible.
Achievement  They experience media arts from a range of cultures, times and locations including social, cultural and
Standard(s) historical contexts.
 Students use media technologies safely in their media arts practice.

Assessment Strategy / Strategies

Formative Assessment:

Vocabulary Resources

 Culture  Projector screen

 Perspective  Computer
 Cultural perspective  Storyboard template
 Media  Pens/pencils
 Images  Previously made short film
 Representation
 Lesson Design

Lesson introduction ( TUNING IN- RESPONDING): Focus question/s:

Sit the students in a circle and discuss cultures and their personal culture.  What cultural background do you have?
Have them thinking about cultural representations and perspectives.  What symbols are used to represent that particular
culture?
 Are there any particular colours that signify your
culture?

Development/investigation (INVESTIGATING TECHNIQUES AND MAKING): Focus question/s:

1. Show students the previously made short film as an example of the  How have I incorporated Australian culture into my
expectations that are required of them to complete the assigned task. → short film?
(see tab ‘Video’)  What are some other ways I could have
represented Australia in my film?
 Are there any traditions in your culture that
2. Hand out a storyboard template to each student. → (appendix 1.) strongly divide it from other cultures?

 How might you incorporate cultural aspects into

3. Ask them to draw, on the storyboard, a visual representation of their your short film?
culture, that they can then film and develop into a short, 1 minute, film.  Are there any sounds that you could include in
your short film?
Plenary and conclusion (REFLECTING and GENERALISING): Focus question/s:
1. Ask students to return to the initial circle that they were sitting in at the  Are there any other suggestions or constructive
beginning of the lesson. feedback that you could give to someone to
enhance their ideas?
 Why is it important to look at culture?
2. One-by-one, go around the circle and ask students for their ideas for the
short film they will be making in class in the next lesson.

Cultural Identity Unit Lesson 3

Title of Unit Cultural Identity Grade Level 6

Focus artist / Developed By Sarah Hutchinson

artwork

Date 15/05/18 Lesson length 60 minutes

What is the Big Identity (Cultural)

Idea Students will be looking at how their culture influences and creates their identity.
As seen, prior to this lesson, students have discussed things that influence their culture and have created a
storyboard representing the video they are going to film within this lesson.
Learning Students will…
Intention  Work with technology to film each other representing their culture
 Using iMovie and their prior knowledge of techniques to edit their short film
 Work with the element of time to edit their short film

Success Criteria Students can…

 Identify techniques used to edit a short film
 Use a range of techniques on iMovie to edit a short film

Victorian Curriculum

Strand Explore and Represent Ideas

Descriptor Explore representations, characterisations and viewpoints of people in their Descriptor code
community, using stories, structure, settings, and genre conventions in
images, sounds and text
(VCAMAE029)
Elaboration(s) Selecting combinations of media materials to represent the same person, location or idea in different ways in
a multimodal form, for example, using different music or sound effects or images to represent the same story

Achievement  They experience media arts from a range of cultures, times and locations including social, cultural and
Standard(s) historical contexts.
 Students use media technologies safely in their media arts practice.

Assessment Strategy / Strategies

Diagnostic Assessment: Students will be quizzed at the beginning of the lesson to identify any editing tools used in a video. This will inform
the teacher of content that has been remembered from the previous lesson.

Formative Assessment: With the collected storyboards from the previous lesson, assess the accuracy of the students original ideas from the
final piece. Students will have noted any changes they have made in their work. Note: if the student’s ideas have changed, it is a positive sign
as it means they have problem solved and re-created new ideas. This may also be a sign of trial and error.

Vocabulary Resources
 Culture  Projector screen
 Perspective  Computer
 Cultural perspective  iPads
 Media  Cultural books
 Images  Storyboard template
 Representation  Pens/pencils
 Previously made short film

Lesson Design
Lesson introduction ( TUNING IN- RESPONDING): Focus question/s:
1. Reintroduce what the big idea of the topic is → IDENTITY  What elements or principles of
Media Arts have been
incorporated into my short
2. Show students the previously made short film produced by myself to reinforce ideas and film?
creativity. Ask them to name the elements and principles of media arts that I have incorporated  What is the main element that
into my short film. you think I have focused on?

NOTE: Appendix 2 has a list of the Elements and Principles of Media Art.

Development/investigation (INVESTIGATING TECHNIQUES AND MAKING): Focus question/s:

1. Ask students to work in pairs → Assign pairs to ensure students are paired
appropriately and complete the assigned task.  What are some elements and
principles of media arts that
you could consider whilst
filming?
2. Although they are in pairs, give one iPad to each students and ask them to, using their
item brought from home, film their 45 second video that they will work with. (Some
students may not have an item and therefore they could do a movement that represents 
their culture, eg. dance movement).

*Give students 15 minutes to do this*

3. Students return to their seats and open their short film on iMovie. Tell them that they
are focusing on ‘time’ (i.e. slow motion, time lapse etc.) and that they need to edit their short
film with techniques to alter time.

NOTE 1: As the students have worked on iMovie in Year 5, they will be familiar with the
techniques required to edit their short films.
Plenary and conclusion (REFLECTING and GENERALISING): Focus question/s:

Ask students to compare their final video with their original storyboard and write down what they have  Why have you changed your
done differently in their final video compared to their storyboard, and explain why they have made idea?
these changes.  What have you done
differently?