Art and Design Teacher Education 2013-2014

Curriculum Project Timeline

Student Clara Ryan
Project title A study concerned with an emergent narrative or story based on a body of
drawings created by primary school children on the theme particles and
waves
Domain Drawing, Stop-motion animation, voice over.
Date/lesson Project/intervention Inquiry Actions Why?
10/03/2014- Week 1
Lesson 1
(Single)
Monday
10.30-11.05
35min

Introduction:
Time frame/ finished product: a
stop motion animation.
Video: Jacob Sack;
Its night time in Montreal
Hery Febrian;
Stop motion Paper
Demonstration: Stop motion
photography.
Spilt students up into sub
groups.
Direct students to look up
videos on YouTube on stop
motion animation.


Students will actively be
involved in demonstration.

One student will move an
object while the other
photographs it.
Write notes in journal after
class.

Focusing on methods of
successful/ unsuccessful
instruction.
Experiential learning.
11/03/2014
Lesson 2
(Double)
Tuesday
1.20-2.30
1hr 10min

Visual aids: View point
Alfred Hitchcock: Story boards.

Instruct subgroups to create a
narrative using a story board.
Guide subgroups to create an
interesting narrative.
Direct students to create a
quick sketch of their set design.

Instruct students to pick a team
leader, who will differentiate
tasks for peers within the group
and create a project plan.

Class review


Write notes in journal
documenting students
understanding of view point.


Also the way in which
students interact within the
group.
Encourage students to talk
about their plan by asking
questions.
How has your narrative
developed?
What makes your narrative
interesting?
What could be improved to
make it more interesting/
mysterious?
Could there be something
else going on in the
background?
What is the tone?


Focussing on methods of
instruction and student
interaction.

Have I set up an effective
scenario for interaction to
occur?

Are they working well
within their groups?

Are they showing respect
for their peers?

Is their evidence of
successful plan being
devised by students?


How peers interact during
the class review-
Were they willing to be
critical?

14/03/2014
Lesson 3
(Single)
Friday
Guide students to finalize plan.
Directing sub groups to begin
tracing drawings, manipulating
and cutting images.
Speak to sub groups
individually, asking questions
about their plan.
Suggesting aspects that could
Focussing on the success/
unsuccessful of students
self-initiated plans for
their animation.
14.30-15.10
40 min


Constructive class review.


be improved.
Encouraging students to
come up with ideas
themselves.


17/03/2014 Week 2
Lesson 4
(Single)
Monday
10.30-11.05
35min
Show students Jacob Stacks
website on Behance.
Images how to create a set.
Direct students to
begin to construct set on
drawing boards.
Materials: A3 card, masking
tape, scissors.
Take notes after class
documenting progress.
Focusing on the level of
work being done by all
students within in the
subgroups.
Has work been
distributed evenly?
What strategies do I need
to put into place to solve
this?
18/03/2014
Lesson 5
(Double)
Tuesday
1.20-2.30
1hr 10min
Class Review

Direct students to continue
assembling set design, altering
and improving elements.

Speak to the team leaders
inquire to look at plan and
discuss the tasks set for
individuals in the group.

Encourage students to be self-
critical about the tasks set and
the work load they require.

Enable students to come up
with other tasks if work has not
been distributed evenly.
Suggest options:
Document the process by
photographing, writing,
sketching.

Class Review
Support students to be self-
critical.
Ask students inquiring about
their set encouraging peers
with in the class to share
ideas.
What needs to be achieved
today?
What else is your group
focussing on for this lesson?
Have you changed aspects of
your plan?
Does light play a role?
What time of the day does
this narrative take place?
How could you demonstrate
this?





Focusing on my
questioning techniques.
Were the questions I posed
at the beginning of the
class successful?
Is there a significant
improvement in students
work?

Evidence photograph of
students work.

Focusing also on enabling
students to be pro- active
making self-directed
decisions.

Is their evidence that
students are adapting and
stratigising together to
overcome challenging
obstacles?
21/03/2014
Lesson 6
(Single)
Friday
14.30-15.10
40 min
Create Set

Inform students they will be
creating a stop motion
animation on Monday.
All story boards, props and
narratives must be ready to be
photographed.

Instruct students to finalising
set design.
Encourage students to look up
videos on YouTube on stop
motion animation.


Write notes in Journal

How am I interacting with
students in at this stage of
the project?
Managerial/ Cognitive


Document the work level of
work being created by all
students in the group.

Evidence: Photograph the
type of new tasks students
are responsible for.




Document students
improvements in
distributing the work load
evenly.
Has it been a success?
Do students appear more
interested in this type of
work, now that they have a
specific task to complete?
Is attendance a factor
affecting this?

24/03/2014- Week 3
Lesson 7
(Single)
Monday
10.30-11.05
35min
Demonstration: Windows
Movie Maker/ Sam Animation.
Importing images onto the
programme.
Students-Photograph stop
Remind students:
Camera has to be kept in the
same spot.
To take a good number of shots
and to only move elements
slightly for each shot.
Guide students to take part
in demonstration

Write notes in journal after
class.

Talk to students about their
solutions to create their
animation.
Focusing on the level of
knowledge students have
about I.C.T and the
programmes we are using
to create the stop motion
animation.
Document students
attitudes to this type of
work.

25/03/2014
Lesson 8
(Double)
Tuesday
1.20-2.30
1hr 10min
Photograph
Enable students to delegate
jobs of moving elements and
photographing.

Class review
Write notes in journal.

Evidence: Samples of
photos students have taken
on the camera.
Have my methods of
instruction successful/
unsuccessful.
Is the level of
photography been taken
satisfactory?
28/03/2014
Lesson 9
(Single)
Friday
14.30-15.10
40 min
Photograph
Students-Photograph Stop
motion
Write notes in journal
documenting progress.

Evidence: Photographs/
quotes from students.
Focussing on group
work- Revisit previous
entries.

How have students
natural interactions
developed?
31/03/2014- Week 4
Lesson 10
(Single)
Monday
10.30-11.05
35min
Class Review
Demonstration:
YouTube Mp3 converter
Importing Music on to
Windows Movie Maker
Voice over
Direct students to carry out
demonstrations using
programmes.

Photograph stop motion.
Write notes in journal
documenting students
understanding and
knowledge of the
programmes we are using.
How has students
knowledge developed due
to my methods of
instruction?

Do students have easier
solutions?
What kind of knowledge
do students have on
music, sound conversion/
Voice overs?



01/04/2014
Lesson 11
(Double)
Tuesday
1.20-2.30
1hr 10min
Class review

Guide students to choose
appropriate music to
accompany video.
Sound effects/ Voice over.
Enable them to make an
informed decision based on the
tone of the narrative.

Class Review
Write notes on students
development over the class
period.

Evidence: Document the
type of music they had
chosen.
Review video and music.
Did they take on board
the advice peers gave
them from the class
review.

Were my demonstrations
effective?
04/04/2014
Lesson 12
(Single)
Friday
14.30-15.10
40 min
Instruct students to finalise
animation. Perfecting music to
video and timing.

Class Review

Show students a quick excerpt
from one of Michael Fortunes
Write notes in journal.


Review students work-
Encouraging them to talk to
the class.



Has my methodology
approach been successful?

To what standard did
students complete
animation?

Did the time frame allow
students to achieve a high
videos.
Speak to students about
setting up an interview scene
with an interesting background
in a quite space.

Instruct students to come up
with questions to ask other sub
groups, interviewing them
about their work.

Review answers students
gave and their work after
class.
standard?

Do they need more time?

07/04/2014- Week 5
Lesson 13
(Single)
Monday
10.30-11.05
35min
Direct students to set up an
interviewing scenario.

Students will video interview
other groups documenting
their process from the
beginning of this project to the
end.
Their response to the work
they received and the direction
they took.
A short clip 2-3 minutes long.


Enable students
Write notes in journal.

Evidence: Photograph areas
of the class room students
choose to set up their
interviews.
Was this task successful?
Should it have been
allocated more time?

Did my direction clear
enough?
What type of questions
did students ask?

08/04/2014
Lesson 14
(Double)
Tuesday
1.20-2.30
1hr 10min
Direct students to attach the
short clip at the beginning of
the animation as an
introduction piece.

Guide students to use their
skills on the programmes
used to successfully emerge
videos.


Class Review
Write notes in journal:
Students abilities
Willingness to engage in
tasks
The ability to be self-critical
and share constructive
crisis on peers work.

Has my questioning
provided students with
the ability to deliberate
over the choices they
made and why they made
them?

Has students ability to be
self-critical improved?

To what extent, are
students providing self-
beneficial answers to
questions I have posed.


11/04/2014
Lesson 15
(Single)
Friday
14.30-15.10
40 min
Show videos in the library/
multimedia room inviting
other years to attend.

Encourage one/two students
to open the viewing by
informing the audience about
this project.



Write notes in journal.


Photograph the setting the
videos were shown in and
peoples reaction to the
videos.

Reflect on pervious journal
entries.

Reflect on the curriculum
for 4th year students.
Where does my project
come into this?
Conclusion:

Was this project a success
to what extent?
Have I improved my
teaching strategies?
Have I developed my skills
in class room
management?
Have my students
improved skills in I.C.T?

Have I been successful in
enabling students to be:
Self critical
To cooperate with in
groups successfully
To make self-directed
decisions
To be proactive,
demonstrating self-
initiated learning.

Is there evidence that
students developed from
the beginning of this
project.
Can students
communicate confidently
with their peers?