Day 1:

Prep - Assignment sheets, Clips of Z-boys and Psycho

Pre-Lunch: (in classroom)

• Finish Invisible editing films

• Export finished movies

Post-Lunch: (in lecture hall)

• Introduce next Assignment – Self-Portrait Montage

• Definition of Montage editing as a group
  o What does juxtaposition mean?
  o What is the difference between invisible and montage editing

• Watch video clips
  o See the difference in the Psycho clip where they start with invisible editing, go to montage, and then back to invisible to express and emotion?
  o In the Z-boys movie, what can you tell about these kids?
  o What does the film compare skateboarding to?

• What is a self-portrait?

• What are different ways to visually show something about your self?
  o Poems, newspaper, old video, still life, clothes etc.

• Review Assignment Requirements

Bring in items and music for next class

Reflection:
We purposefully left the term "justaposition" in the definition and I believe that was successful in helping "raise the bar" on this project. We illustrated this concept be simply having me and Mr. Downs stand next to eachother. The students could immediately visual this difficult concept by looking at our difference in height. The Z-boys movie was very appropriate to their age level and provided a perfect example of music and pacing - and what we were looking for in the project. Students were already excited about doing the project and asked questions at the end of class about bringing home footage to class. The only negative was not being able to clearly answer if both partners would have time to do a self-portrait.

Day 2:

Prep - CD’s, CD player(s), art supplies, digital camera, whiteboard and markers

Pre-Lunch Activity: (in classroom)

• Music visual representation – introduction to project
  o How is music organized?
  o Music has density – thick and thins – variation of texture – or contrast
  o Split into groups of 3
  o Have them listen to first sound clip
  o Discuss as a group how to visually represent the music
  o Draw a timeline on the white board to help
  o Give groups time to work (10 min.)
  o Share with other groups
  o Repeat

• Processing –
  o Show how we interpret music differently
  o Show how this can relate to video
  o How would you use montage – stills vs. action shots

• Post-Lunch:

• Finish music activity

• Determine groups and roles for self-portrait montage

• Create list of items that need to be brought in next class.

Bring in items and music for next class

Reflection:
The inspiration for this activity stemmed from observations of earlier assignments. The students seemed to really have a hard time knowing how and when to make cuts that worked with the music track. I didn't want to limit them in their creativity, so I decided not to show them examples of what I would do before they started. It took them quite awhile in the beginning to process the problem and come up with a strategy for a solution. In the future, I would start with some kind of sketching warm-up exercise to loosen them up. I hadn’t realized that they might have been exercising the other side of their brain in their previous class and the transition was difficult. I did end up deciding to create an example during the class to give to show them how simple a solution could be. Overall, the activity went smoothly and it was something that I felt strengthened our class community and proved to them that I care about them as people.