Danielle Davidson- The Story of Friendship- 5th GradeNational Visual Arts Standards and NetsVA:Cr2.1.

5a

Experimentanddevelopskillsinmultipleart
makingtechniquesandapproachesthrough
practice
VA:Cr3.1.5a
Createartiststatementsusingartvocabularyto
describepersonalchoicesinartmaking.
VA:Re8.1.5a Interpretartbyanalyzingcharacteristicsofform
andstructure,contextualinformation,subject
matter,visualelements,anduseofmediato
identifyideasandmoodconveyed
VA:Cn11.1.5a Identifyhowartisusedtoinformorchange
beliefs,values,orbehaviorsofanindividualor
society.
MA:Cr1.1.5
Envisionoriginalideasandinnovationsformedia
artworksusingpersonalexperiencesand/orthe
workofothers.
MA:Cr2.1.5
Develop,present,andtestideas,plans,models,
andproposalsformediaartsproductions,
consideringtheartisticgoalsandaudience.
MA:Pr5.1.5c
Examinehowtoolsandtechniquescouldbeused
instandardandexperimentalwaysinconstructing
mediaartworks
MA:Re9.1.5
Determineandapplycriteriaforevaluatingmedia
artworksandproductionprocesses,considering
context,andpracticingconstructivefeedback.
MA:Cn10.1.5a Accessanduseinternalandexternalresourcesto
createmediaartworks,suchasinterests,
knowledge,andexperiences.

ISTEStandards
1b Createoriginalworksasameansofpersonalorgroup
expression
2a Interact,collaborate,andpublishwithpeers,experts,orother
employingavarietyofdigitalenvironmentsandmedia
2b Communicateinformationandideaseffectivelytomultiple
audiencesusingavarietyofmediaandformats
2d Contributetoprojectteamstoproduceoriginalworksorsolve
problems
4b Planandmanageactivitiestodevelopasolutionorcompletea
project
Grade Level Expectations (GLEs)Students will choose 2-3 of the following ELOs to demonstrate
their knowledge of:
Identify and use complex color theory.
o Mix a variety of hues to create new colors
o Identify and use intermediate and neutral colors
o Identify the arrangement of colors on a color wheel.
Demonstrate technical skill with a variety of wet media to
create 2D artwork.
o Apply layers of watercolor paint from lightest to
darkest colors.

o Using tempera paints, produce a sharp, clear edge

between areas of colors
o Demonstrate a subtractive printmaking process to
produce multiple images
Create artwork from observation.
o Create a portrait from observation
o Create a still life from observation that shows the
illusion of form.
Demonstrate a variety of additive techniques to produce 2D
and/or 3D artwork.
o Combine simple forms to create a complex object/form
(in-the-round)
o Use paper joining techniques such as tabs and slits
o Build a form using coil techniques.
Purposefully use texture in artwork.
o Create texture or surface quality using any drawing
media
o Identify and use implied or simulated texture
o Identify and use texture contrast
Use formal techniques to create illusion of space and/or form
in artwork.
o Identify and use contour lines

o Create a still life from observation that shows the

illusion of form
o Identify and use the illusion of form: cube, sphere,
cylinder, and cone
o Create an original outdoor scene to show the illusion of
space
o Identify and use converging space to create the illusion
of space
o Identify and use a single horizon line
o Identify and use relative size
Purposefully uses abstract visual concepts to create
meaningful compositions.
o Identify and use symbolic shapes
o Identify and use asymmetrical (informal) balance
Designs and/or produces a piece of architecture with
elements of architectural styles (type of roof, dome, column,
arch, windows, tower, etc)
Create original artwork that communicates specific ideas.
o Creates original artwork about US, Patriotism, World,
and Time

Rationale and Goal(S) For This UnitInDigitalNetworkingasaCreativeResourceandPlatform,Duncumtoldus

abouthow,inthe1970s,BrentandMarjorieWilsonnoticedthatyoung
peopleweredrawingintheirowntime.Theybelievedthiswasnotjust
becauseyoungpeoplewereinterestedindrawing,butalsobecausethey
neededitfortheirdevelopment.Duncumgoesontopointoutthattoday,
youngpeopleareusingadigitalformattodothesamething.Theyare
exploringageoldandpersonalthemes,socialissues,andrelationships.
Howeverjustasyoungpeopleinthe1970s,youthtodayarenotbeingtaught
howtousethesedigitaltools;theyareoftenteachingthemselves(Duncum,
46).
Duncumalsobelievesthatsharingtheirworkwithalargeraudiencethan
theirclassmates,suchaspostingtoYouTube,ismotivationalforthem.
ManystudentsuseYouTubeonetheirowntime,bothwatchingandposting
videos.
Iagreethatstudentsarenotgettingenoughinstructioninhowtousedigital
storyandartmakingtools.Wearegivingthemaccesstothetools,but
limitedinstructioninhowtousethemeffectively.Ifgiventheopportunity,I
believemyfifthgraderswillexcelintheuseofdigitaltoolstotelltheir
stories.Bybeginningwithaunitthatallowsscaffolding,asDuncum
suggests,Imgivingmystudentsknowledgethattheycanusethroughout
theirlivestoexpressthemselvesandtelltheirstories.
InTellingUnexpectedStories:StudentsasMultimodalArtists,Jociuspoints
outasstudentscomposewithavarietyofdifferentmodes,suchas

images,sound,music,andwriting,theyhavetothinkdeeplyaboutthe
waysinwhichmeaningisconstructed,conveyed,andeventually
interpretedbyanaudience.
Bycreatinginadigitalformat,studentsarenotjustmakingmeaningin
newways;theyaremakingadifferentkindofmeaning.Whenstudents
domultimodalwork,theybecomebetteratexpressingtheirstoriesand
beliefs.Often,themostatriskstudentsaretheoneswhoexcelthemost
inthismedium(Jocius,16).
Workingwithanimation,dialogue,music,andsoundeffectsingoingto
challengethem,butalsopushstudentsintothatdeepthinkingthatis

necessarytocommunicatetheirstorytoanaudience.
InTextualInformationandFilmLiteracy,Schmertzdiscusseshow
DavidL.Bruceusedfilmwithclosereading.Heusedstoryboards,
whichenabledstudentstomovefromthewrittentexttothevisual
imageandback.Thisrequiredstudentstotransferbetweenwritten
textandthevisualimage,andthenbackagain(Schmertz,48).
Havingstudentsstartoutwithastoryboardhelpsthemorganizetheir
thinkingandshowsthemhowpeoplewhocreateanimationbeginwith
aplanandthentranslatethatplanintoaction.Transferringtheirwork
fromwritinganddrawingtoactionwillrequiremanyhigherlevel
thinkingskills.
Myoverallgoalforthisunitistohelpstudentsdeveloptheirskillsin
digitalstorytelling,sotheycanbetterexpressthemselvesinthis
medium.

Enduring Big Idea:

Thebigideainthisunitisfriendship.Ichosethisthemebecauseit
issomethingthatisimportanttomanyofthemoviesmadeour
artistexemplar,NickPark.Itisalsoanimportantideaintheminds
offifthgraders.Theyareatanagewherefriendshipiseverything,
andlackthereofcanleadtobrokenhearts.Asstudentsgetolder,
theywillusedigitaltoolstocommunicatewithfriends.Myhopeis
thatbypostingtheirvideosonlinethattheycanstarttheir
experienceswithsocialmediaandfriendshiponapositivenote.

Essential Questions
1. Howdoartistsexpresstheirideas?
2. Howdoesarthelpuslearnaboutotherpeople?
3. Howdodigitaltoolschangetheartmakingprocess?

Knowledge Base And Key ConceptsStudentswilllearnaboutdigitalartdigitalart:

Studentswillknowwhypeopleusedigitaltoolsforartmaking.
Studentswillknowhowdigitalartisdifferentfromtraditionalart
making.
Studentswilllearnaboutanimation:
Studentswillknowhowanimationhelpsartistsexpresstheirideas.
Studentswillknowhowtechnologyaffectstheartmakingprocess
(moreorlessdifficult,communicatemoreorlesseffectively,etc.)
Studentswilllearnaboutfriendship:
Studentswillknowthetraitsofagoodfriend.
Studentswillknowhowtheiractionscanaffectotherpeople.

ObjectivesAsaresultofthisunit,studentswillbeableto:
Identifythedifferencesandsimilaritiesbetweendigitalart
andtraditionalartmaking.
Createasimplestoryboardincludingpictures,audio,and
notes.
UseLegoMovieMakertocreatea510secondanimation.
Addmusicand/orrecordedaudiousingiMovie.
Editvideosbychangingthelengthandplacementofvideo
andaudioclips.
PublishavideotoYouTube.
Unit And Lesson Vignette -

Lesson1
Standards:

IntroductiontoDigitalArtCenter
Activity:Discusshowwewillusethedigitalartcenterinourchoice

VA:Re8.1.5a
MA:Re9.1.5
NAEA
Elements:

basedclassroomandlookatartistexemplars.
Objectives:

Connecting
Responding

Identifythedifferencebetweendigitalartandtraditionalart
making.
Sequence:

1)IntroducestudentstotheDigitalArtCenterandshowthedifferent
optionsinthecenter.TheiPadScreenwillbedisplayedonthe
SMARTboardusingAirPlay.Studentswillbeshownthebasicsofhow
touseitandcareforit.
2)PullupYouTubevideosofExemplarartistsRayHarryhausen,Tim
Burton,PaytonCurtis,PES,andNickPark.Beforewatching,ask
studentstothinkabouttheessentialquestion:Howdoartistsexpress
theirideas?AquickVTSwillbedoneduringeachvideotogauge
studentsknowledgeofstopmotionanimation.Afterviewingthe
videos,havestudentstalkwithapartnerabouttheessentialquestion.
Shareoutanyinsights.
3)Studentswillbeleadinadiscussionaboutdigitalart.Afterstudents
understandtheconceptofdigitalart,theywillturntoapartnerand
discusshowitisdifferentfromtraditionalartmaking.Studentswill
shareoutafewresponses.Returningtotheirpartner,theywilldiscuss
howdigitalandtraditionalartmakingaresimilar.Shareoutafew
responses.

Lesson2
Standards:

AppTutorialandVocab
Activity:WatchtheLegoMovieMakerapptutorialandgothrough

MA:Cr1.1.5
MA:Cr2.1.5
ISTE1b
ISTE2a
ISTE2d
ISTE4b
NAEA
Elements:

vocabforstopmotionanimation.StudentswillexperimentwithLego
MovieMaker.
Objectives:
UseLegoMovieMakertocreateasimpleanimation.
Sequence:

1)StudentswillgatherinfrontoftheSMARTboardtoviewtheapp
tutorialforLegoMovieMaker.Studentswillhaveanopportunitytoask
questionsfollowingthevideo.

Creating

2)Vocabularywillbeintroducedanddiscussed:
Animationtheprocessofgivingtheillusionofmovementtodrawings,
models,orinanimateobjects.
Frameindividualpicturesinasequenceofimages
Editingtoprepare(afilm,recording,photo,etc.)tobeseenor
heard:tochange,move,orremovepartsof(afilm,recording,photo,
etc.)
Storyboardapanelorseriesofpanelsonwhichasetofsketchesis
arrangeddepictingconsecutivelytheimportantchangesofsceneand
actioninaseriesofshots(asforafilm,televisionshow,orcommercial)
Settheenvironmentwheretheactiontakesplaceinafilm
SoundEffect
anysound,otherthanmusicorspeech,artificiallyreproducedto
createaneffect
Dialoguethe conversation between characters in a novel, drama, etc.
3)Studentswillbeassignedtogroupsoffourandgivenobjectsto
manipulatewhileexploringLegoMovieMaker.Atimerwillbesetto
makesureeachstudentgetstimetoholdtheiPadwhileothersinthe
groupassist.

Lesson3
Standards:

ArtAssignment
Activity:WatchtheArtAssignmenttolearnmoreaboutNickParkand

VA:Cr2.1.5a
VA:Cn11.1.5a
MA:Cr1.1.5
MA:Cr2.1.5
MA:Pr5.1.5c
MA:Cn10.1.5
a
ISTE1b
ISTE2a
ISTE2d
ISTE4b
NAEA
Elements:

theClaymationprocess.Studentsstarttheirstoryboardsandmaketheir
videosonLegoMovieMakerastheyfinish.
Objectives:
Createasimplestoryboardincludingpictures,audio,andnotes.
UseLegoMovieMakertocreatea510secondanimation.
Sequence:

1)StudentswillgatherinfrontoftheSMARTboardtoviewtheArt
Assignment.Studentswillhaveanopportunitytoaskquestions
followingthevideo.
2)Thebigidea,friendship,willbeintroduced.Theclasswillhavea
groupdiscussionaboutwhatmakessomeoneagoodfriend,andwhyit
isimportanttotreatthosearoundyouasafriend.Studentsmovetosit
bytheirgroupmemberstocontinuetheconversation.Thediscussion

Creating
Responding

willbeguidedwiththefollowingtopics:
Tellthegroupaboutatimewhenyouneededafriend.
Tellaboutatimewhenyouwereafriendtosomeoneinneed.
Howcanartworkbeusedtochangepeoplesbeliefs?
Howdoesarthelpuslearnaboutotherpeople?(EQ)
Studentswillbegiventimeforeachpersoninthegrouptogiveaquick
response.
3)Studentswillbegivenapaperandmarkertobrainstormalistof
ideasaboutfriendshipthatwouldmakeagoodstory.Theywillthen
narrowitdowntoonegreatideathattheycanallworkwith.
4)Aselfassessmentchecklistforstoryboardswillbepassedoutand
explained.
5)Storyboardswillbepassedoutandelementsgoneover.Studentswill
chooseorbeassignedrolls:
Directordrawstheimagesinthestoryboardandtakespictures
Writerwritesandrecordsthedialogue
SoundTechdecideswheretoputsoundeffectsandaddsthem
Musiciandecideswhatkindofmusictouseandaddsittomovie
Studentswilluserollswhenfillingoutthestoryboardandlaterwith
creatingtheirvideo.
*Givingthemtherollthatbestsuitstheirneedscansupportstudents
withcognitiveorphysicaldisabilities.Rollscanbemodifiedonanas
neededbasis.
6)Theteacherwillmeetwitheachgrouptomakesuretheirstoryboard
iscompleteandhasalltheappropriateelementsbeforegivingtheman
iPadandananimationselfassessmentchecklistsotheycanbegin
creatingtheirvideo.

Lesson4
Standards:

iMovie
Activity:IntroduceiMovieappandlearnthebasicsofaddingmusic,

MA:Pr5.1.5c
MA:Cn10.1.5
a
ISTE1b
ISTE2a

voices,andsoundeffects.ImportvideostoiMovieandstartadding
musicorrecordedmusic.
Objectives:
AddmusicorrecordedaudiousingiMovie.
Sequence:

1)StudentswillgatherinfrontoftheSMARTboardtowatchanapp

ISTE2d
ISTE4b
NAEA
Elements:
Creating

tutorialforiMovie.Studentswillhaveanopportunitytoaskquestions
followingthevideo.
2)Studentswillbegiventheirselfassessmentchecklistfortheirfinal
video.
3)StudentswillimporttheirvideosintotheiMovieappanduseitto
addmusic,soundeffects,andaudio.Studentswillhavetheapptutorial
openedontheirChromebookstoassistthemasneeded.

Lesson5
Standards:

EditingandPublishing
Activity:Learnhowtochangesoundclipvolumeandchangethelength

VA:Cr3.1.5a
MA:Cn10.1.5
a
ISTE1b
ISTE2a
ISTE2d
ISTE4b
NAEA
Elements:

ofclips.LearnhowtoexportvideostoYouTube.Addvideosandartist
statementstodigitalportfolio.
Objectives:

Connecting
Presenting
Responding

Lesson6
Standards:
VA:Re8.1.5a
MA:Re9.1.5
ISTE2a
ISTE2b
ISTE2d

Editvideosbychangingthelengthandplacementofvideoand
audioclips.
PublishavideotoYouTube.
Sequence:

1)Studentswillviewtheirvideosandmakeadjustmentsasneeded,and
finishtheirvideoselfassessmentchecklists.
2)Whenvideoisapproved,itwillbeexportedtoYouTube.
3)UsingAdobeSpark,studentswilluploadtheirvideostotheir
portfolioandtypeupanartistsstatementthatanswersthefollowing
questions:
Whydidyourgroupchoosetotellthisstory?
Whatwasyourproductionroll?Whatdidyoudointhatroll?
Didyouoryourgroupstrugglewithanything?
Whatisthebestpartofyourvideo?
ShowcaseVideos
Activity:Watchanddiscussvideos.
Objectives:
PublishavideotoYouTube.
Sequence:

1)StudentswillgatherinfrontoftheSMARTboardtoviewvideos.The
classwillhaveadiscussionaboutthemoviemakingprocess,andhow
manytimesamovieisviewedandchangedbeforeitisfinished.

ISTE4b
NAEA
Elements:
Connecting
Presenting
Responding

Studentswillbegivenindexcardsthattheywillusetowritedowna
WOWIEandaWhatif...?betweeneachvideo.Discusshowtogive
feedbackthatisconstructiveandhelpful.
2)Eachgroupwillgetupandgiveashortintrototheirvideo.After
eachvideo,studentswillhavetheopportunitytoaskthegroupmembers
questionsabouttheirvideoandgiventimetowriteontheirindexcards.
3)Leadstudentsinaconversationabouthowdigitaltoolschangetheart
makingprocess.Usethisquestiontoreflectontheirexperience.
4)Studentswillmeetintheirgroupstoreadtheircards.Theycan
decidewhetherornottheywanttocontinueworkontheirvideosbased
onthefeedback.
5)Conferencewithstudentstogooverchecklists,portfolio,andfillout
finalrubric.

Assessment Strategies Formative: Students will use a checklist to make sure they have all
of the proper elements of their storyboard, animation in Lego
Movie Maker, and their work in iMovie.
Summative: Each student will have a conference with the teacher
to discuss digital art, go over storyboard, Lego Movie Maker, and
their iMovie checklists, ELO checklist, and portfolio. The teacher
and student will go through the final rubric together.
Checklists and rubric below.

Name:_______________________________________________________Class:____
________________________

Lego Movie Maker Checklist

Our animation is 5-10 seconds long.
We used slight movement between frames.
We told the whole story from our storyboard.
We saved our story and exported it to photos.

Storyboard Checklist
Our story is about friendship.
Our story has a beginning, middle, and end.
We have a drawing in each frame of the board.
We have dialogue and/or sound effects under
each frame.
We have music somewhere in my story.
We have any important ideas to remember during
production written in the notes.

iMovie Checklist
We added dialogue to our movie.
We added sound effects to our movie.
We added music to our movie.
Our movie has a title page.
Our movie has a credits page.

We edited the length of our clips to fit the

animation.
We exported our video to YouTube.

Name:___________________________________Class:________________
1
2
3
4
Identify the
I cannot
I can name
I can name
I can name 2
differences
name any
one difference one
differences
and
similarities
or one
difference
and 2
similarities
or
similarity
and one
similarities
between
differences
between
similarity
between
digital art and between
digital art and between
digital art
traditional art digital art
traditional art digital art
and
making
and
making.
and
traditional
traditional
traditional
art making.
art making.
art making.
Create a
simple
storyboard
including
pictures,
audio, and
notes
Use Lego
Movie Maker
to create a 510 second
animation

I did not
make a
storyboard.

Two or more
of the items
from my
storyboard
checklist are
complete.

One of the
items from
my
storyboard
checklist is
complete.

All of the
items from
my
storyboard
checklist are
complete.

I did not
make an
animation.

Two or more
of the items
from my Lego
Movie Maker
checklist are
not complete.

One of the
items from
my Lego
Movie
Maker
checklist is
not
complete.
One of the
items from
my iMovie
checklist is

All of the
items from
my Lego
Movie
Maker
checklist are
complete.

Edit videos by I did not edit

changing the
my video.
length and
placement of

Two or more
of the items
from my
iMovie

All of the
items from
my iMovie
checklist are

video and
audio clips
Publish a
video to
YouTube and
complete
portfolio.

I did not
publish my
video.

checklist are
not complete.
I published
my video to
YouTube, but
I did not post
it on my
portfolio.

not
complete.
I published
my video to
YouTube
and posted it
on my
portfolio.
My portfolio
includes a
completed
artists
statement,
but it is
missing
some parts.
I partially
met this
ELO.

complete.
I published
my video to
YouTube
and posted it
on my
portfolio.
My portfolio
includes a
completed
artists
statement.

ELO 1

I did not
choose an
ELO.

I did not
correctly
complete this
ELO.

I met all the

parts of this
ELO.

ELO 2

I did not
choose an
ELO.

I did not
correctly
complete this
ELO.

I partially
met this
ELO.

I met all the

parts of this
ELO.

ELO 3
(Optional)

I did not
choose an
ELO.

I did not
correctly
complete this
ELO.

I partially
met this
ELO.

I met all the

parts of this
ELO.

Total

/28

I can identify and use complex color theory.

o I can mix hues (colors) to create new colors
o I can name and use intermediate and neutral colors
o I know the order of the colors on a color wheel
I can demonstrate technical skill with a variety of wet media to
create 2D artwork.
o I can apply layers of watercolor paint from lightest to darkest
colors.
o I can use tempera paints to produce clear edges between areas
of colors
o I can use subtractive printmaking to produce multiple images
I can create artwork from observation.
o I can create a portrait from observation
o I can create a still life from observation that shows the illusion of
form.
I can demonstrate a variety of additive techniques to produce 2D
and/or 3D artwork.
o I can combine simple forms to create a complex object
o I can use paper joining techniques such as tabs and slits
o I can build a form using coil techniques.
I can use texture in my artwork.
o I can create texture or surface quality in any drawing media
o I can identify and use implied or simulated texture
o I can identify and use texture contrast
I can use formal techniques to create illusion of space and/or form
in artwork.
o I can identify and use contour lines
o I can create a still life from observation that shows the illusion of
form
o I can identify and use the illusion of form: cube, sphere, cylinder,
and cone
o I can create an original outdoor scene to show the illusion of
space
o I can identify and use converging space to create the illusion of
space
o I can identify and use a single horizon line
o I can identify and use relative size

I can purposefully uses abstract visual concepts to create

meaningful compositions.
o I can identify and use symbolic shapes
o I can identify and use asymmetrical (informal) balance
I can produces a piece of architecture with elements of architectural
styles (type of roof, dome, column, arch, windows, tower, etc)
I can create original artwork that communicates specific ideas.
o Creates original artwork about US, Patriotism, World, and Time
5th Grade ELO Checklist
Name:_____________________________________
Class:______________________________

Resources and Citations:

Apps and tools:
Lego Movie Maker:
The app store is not letting me go to this app. It says its not
available to download. It still works on the devices I have it on, but
it has disappeared from the app store.
iMovie:
http://www.apple.com/imovie/
Screencast-O-Matic:
http://get-pro-screen-recorder.screencast-o-matic.com/sem/?
utm_source=google&utm_medium=cpc&utm_campaign=brand%20-%20point
%20it&gclid=CjwKEAiAyanCBRDkiO6M_rDroH0SJAAfZ4KL9BnWdtphVD9sJinq2M
dwYXK6qX4smGqYZKLvgljPWBoCUObw_wcB

Articles:

Duncum, P. (2015). Digital Networking as a Creative Resource and

Platform. Visual Arts Research, 41(2), 43.
doi:10.5406/visuartsrese.41.2.0043
Jocius, R. (2016). Telling Unexpected Stories: Students as
Multimodal Artists. English Journal, 16-22. Retrieved December
1, 2016.
Schmertz, J. (2016). Textual Intervention and Film Literacy.
English Journal, 48-52. Retrieved December 1, 2016.
Definitions:
Christensson, P. (2006). Frame Definition. Retrieved 2016, Dec 9,
from http://techterms.com
"Cinematic Terms - A FilmMaking Glossary." Cinematic Terms - A
FilmMaking Glossary. N.p., n.d. Web. 09 Dec. 2016.
"Dictionary.com - The World's Favorite Online Dictionary!"
Dictionary.com. N.p., n.d. Web. 09 Dec. 2016.
Encyclopedia Britannica Online. Encyclopedia Britannica, n.d.
Web. 09 Dec. 2016.
Merriam-Webster. Merriam-Webster, n.d. Web. 09 Dec. 2016.
"Merriam-Webster's Learner's Dictionary." Merriam-Webster's
Learner's Dictionary. N.p., n.d. Web. 09 Dec. 2016.

YouTube Videos:
Lego Movie Maker App Tutorial:
https://www.youtube.com/watch?v=2vz93xztQq0&t=10s

Art Assignment:
https://www.youtube.com/watch?v=NBNDgWBQVQ4
iMovie App Tutorial:
https://www.youtube.com/watch?v=9Phlln3aI0c&t=1s
P.(n.d.).RetrievedNovember14,2016,from
https://www.youtube.com/user/PESfilm
Bergman,M.(2006).RetrievedNovember14,2016,from
https://www.youtube.com/watch?v=U9kmjW73v4
Park,N.(2015).RetrievedNovember14,2016,from
https://www.youtube.com/watch?v=yL1ij7NHIls&t=46s
P.(n.d.).RetrievedNovember14,2016,from
https://www.youtube.com/user/PESfilm
C.(2012).RetrievedNovember14,2016,from
https://www.youtube.com/watch?v=kLwFo8uhis&t=2s
M.(2016).RetrievedNovember14,2016,from
https://www.youtube.com/watch?v=iuKNXP9LcSg