Unit Title: Music Videos with Moviemaker

Year 7 – Spring 1

Unit title: Music videos with Moviemaker

Unit outcome: Creating a music video using a range of film and editing techniques

National Curriculum mapping:  3.9 Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users  3.11 Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns

Resources:  Paper and video tutorials available for: o Using moviemaker

Differentiation  All students to be able to create music video that lasts 2 minutes or more using a variety of film and editing techniques which is partially suitable for a target audience;  Most students to be able to create music video that lasts 3 minutes or more using a wide variety of film and editing techniques which is mostly suitable for a target audience;  Some students to be able to create music video that lasts 4 minutes or more using a wide variety of film and editing techniques to create a video which is wholly suitable for a target audience;

Assessment  Project diary used to record progress each lesson;  Movie available for marking in students work areas at the end of lesson 6;  Feedback provided throughout project with more advanced film making techniques demonstrated for the more able;

Level 4 I have chosen an appropriate soundtrack and recorded footage which shows some awareness of audience and purpose; I have used a range of basic film making techniques to shoot footage where my actors sing along in time with my soundtrack; Year 7 – Spring 1

I have shown some awareness of using technology safely and respectfully in the footage I have taken; I have applied a range of basic editing techniques to create a video which includes video footage, titles and a soundtrack; My finished film is at least 2 minutes long; Level 5 I have chosen an appropriate soundtrack and recorded footage which shows a sound awareness of audience and purpose; I have used a range of film making techniques such as cutaways to make my footage more interesting; I have shown a sound awareness of using technology safely and respectfully in the footage I have taken; I have applied a range of editing techniques to create a video which includes limited use of effects and transitions; I have created a music video which is at least 3 minutes long; Level 6 I have chosen an appropriate soundtrack and recorded footage which shows advanced awareness of audience and purpose; I have used a range of film making techniques such as positioning to make my footage more interesting; I have shown advanced awareness of using technology safely and respectfully in the footage I have taken; I have applied a range of editing techniques to create a video which includes sound use of effects and transitions; I have created a music video which is at least 4 minutes in length; Level 7 I have chosen an appropriate soundtrack and recorded footage which shows exceptional awareness of audience and purpose; I have used a range of film making techniques such as depth of field to make my footage more interesting; I have shown exceptional awareness of using technology safely and respectfully in the footage I have taken; I have applied a range of editing techniques to create a video which follows the 180° and 30° rules;

Activities Differentiation Assessment Resources

Lesson 1 S - Watch existing music videos noting the Low – Soundtrack provided. Plan to form Music videos to different shot types; Location, actors and props to be part of show class; M – Discuss the project (big picture). Students sourced; project diary Project diary to choose a soundtrack, location, actors and High – Soundtrack, location, actors design page; props and start planning; and props to be sourced; Soundtracks for P – Watch a music video counting different lower groups; things like shot types and cutaways; Year 7 – Spring 1

Lesson 2 S – Shot types, cutaways and positioning L4 – shot types, L5 – cutaways, Formative Project diary; activity; L6 – positioning for starter; assessment Music video to M – Plan project in the form of a storyboard; Low – 10 frame storyboard with throughout show class; P – Go over assessment criteria limited explanation; lesson; Storyboard High – Detailed storyboard with templates; sound explanations of design decisions;

Lesson 3 S – Filming rules written and agreed as a class Low – Help with filming; Formative Project diary; M – Filming High – Monitor filming and give assessment P – Write to do list for shots next lesson pointers for improvement; throughout lesson; To do lists written;

Lesson 4 S - Filming Low – Help with filming / putting Level using Project diary peer M – Filming footage onto computers; peer assessment P – Put footage onto computers High – Monitor filming and give assessment pointers for improvement;

Lesson 5 S – Go over assessment criteria. Demo Low – Help get footage in and start Peer Project diary peer moviemaker editing; assessment assessment; M – Add footage and soundtrack and start High – Model advanced editing activity; editing techniques; P – Peer assess the work completed so far Year 7 – Spring 1

Lesson 6 S – Using assessment criteria, set a target for Low – Help get footage in and start Self Project diary self the lesson; editing; assessment assessment; M – Finish editing; High – Model advanced editing activity; P – Hand movie in for marking. techniques;