LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

Lesson 3: Time may change me...
8th Grade
6- 50minute class periods
II. Lesson Rationale:
Students will learn about the things that will change as time passes. It is important for students to
understand how the passage of time effects the world around them. By documenting an aspect of their
own lives that has changed or will change with time, students will be able to relate to other changes
that they will encounter as time passes. Students will learn stop-motion and time-lapse videomaking
skills that will allow them to continue to document the changes in their lives.
III. Key Concepts:
o Things change over time

IV. Essential Question:

o What aspects of your life change with time?

V. Lesson Objectives:
o Students will be able to express change through various video mediums
o Students will be able to analyze how time causes change
o Students will be able to compile video elements in iMovie to create a finished product
that conveys change over time.

VI. Specific Art Content:

Students will explore stop motion animations.
Students will explore time lapse videos.
Students will express changes in their lives through technology.
VII. Resources & Materials for Teacher:
Resources:
David Brooks Preserve Forest
o https://www.moma.org/explore/inside_out/2010/07/12/preserving-a-forest-at-moma-
ps1/
o https://art21.org/watch/new-york-close-up/david-brooks-hits-the-pavement/
Arlene Shechet All at Once
o https://art21.org/watch/exclusive/arlene-shechet-sculpting-time-short/
Catherine Opie segment in Change
o https://art21.org/watch/art-in-the-twenty-first-century/s6/catherine-opie-in-change-
segment/
Stephen Wilkes TED Talk The passing of time, caught in a single photo
o https://www.youtube.com/watch?v=afev0ZjAhUA

VIII. Resources & Materials for Students:

Computers/ smart phones/ iPads
Stop motion and time lapse how-to videos

IX. Instruction and Its Sequencing:

Day 1- intro and planning
1. Introduction/Motivation (5 mins):
o Show video of artist Catherine Opie ( https://art21.org/artist/catherine-opie/)
o Talk about how she shows change through time- introduce project
2. Guided Practice (10 mins):
o Talk about mediums that would work for this project - Timelapse or stop motion
Things that change in a shorter period of time would be appropriate for a
timelapse (plant perking up after being watered)
Things that change over a long period of time can be simulated using stop
motion (age)
3. Independent Practice (25 minutes)
o Students will group up into groups of 3 or 4 and brainstorm things that change over time
(anything will work in the brainstorm)
o Students should brainstorm how they will show the change- timelapse or stop motion
o Students should also brainstorm who will bring what resources to the next class to start
the recording process.
4. Closure (10 minutes)
o Have each group come up and explain their idea and their plan for bringing supplies for
next class. Teacher will make sure their ideas are feasible
5. Formative Evaluation
o During the meeting with each group the teacher will make sure they have an idea of
what they want to do and how they will do it. The teacher will also ask how their
project conveys change over time to ensure they are on the right path.
6. Classroom Management Procedures
o Student groups should be preselected to ensure equal groups and to save time.
Day 2 -Footage Capturing
1. Introduction/Motivation: (5 mins)
o Show stop motion examples:
https://www.youtube.com/watch?v=RDnruq9D8U4

o Show intro to time-lapse video:
https://www.youtube.com/watch?v=msY7_AJ_0u8
2. Guided Practice: (20 Mins)
o Teacher will go over how to make a stop motion and how to make a timelapse
o Stop motion should use imotion app and timelapse can just use the function on the
iphone camer app or download a timelapse app
o Remind students if they are doing stop motion they must tape off the location of their
objects and their tripod for continuing work next class
o Remind students if they are doing a timelapse that can be completed in one session they
need to do multiple
3. Independent Practice: (20 mins)
o Students will begin working with their group to capture footage
o Each group will be assigned one tripod for a cell phone or ipad (depending on class
resources)
4. Closure: (5 mins)
o Students need to clean up areas and save any work. Remind students to tape their areas
if they are doing stop motions.
 5. Formative Evaluation
o Walk around class and make sure students are on task and make sure they are following
instructions for how to make each type of movie.
6. Classroom Management Procedures
o Assign each group a tripod and an ipad if there is resources for that

Day 3- Footage capturing

1. Introduction/Motivation: (5mins)
o Show video of Steven Wilkes's time-lapse images
https://www.youtube.com/watch?v=afev0ZjAhUA
Talk about how these videos show change over time
2. Guided Practice (5 mins)
o Remind students to keep their cameras in the same spot every time if they are going to
do a stop motion
3. Independent Practice (35 mins)
o Students will continue working on capturing footage if they are doing a short time lapse
they should create a few different ones to see which one is the best
4. Closure (5 mins)
o All students will put supplies away.
5. Formative Evaluation
o Walk around classroom and make sure students are on track, see how far along the time
lapse students are and see how many more class periods they would need.
6. Classroom Management Procedures
o Students need tripods and lights
Day 4- Video Editing Tutorial
1. Introduction/Motivation: (5 mins)
o Show David Brook video https://art21.org/watch/new-york-close-up/david-brooks-hits-
the-pavement/
Talk about how he showed change over time
2. Guided Practice: (20 mins)
o Teacher will show how to use iMovie and will show how they would need to use it for
stop motion or time lapse.
o Talk about how they could add music or titles to add to theme
o Tell students how to upload their footage to the computer
3. Independent Practice: (20 mins)
o Students will upload their footage to imovie and will begin editing.
o Students who did multiples for timelapse can choose to combine them into one movie or
just edit them all separately as individual movies
4. Closure: (5 mins)
o Tell students to save their projects and shut down their computers.
o Remind students to be thinking of ways to add elements to their videos to make it
convey a meaning
5. Formative Evaluation
o Walk around classroom to make sure groups are on task
o Check to see if anyone needs help
6. Classroom Management Procedures
o No food or drink in the computer lab
Day 5- Video Editing
1. Introduction/Motivation: (5 mins)
o Remind students this is the last day to edit videos
o Ask if anyone has questions about editing videos
2. Guided Practice
o N/A
3. Independent Practice (40 mins)
o Students will continue working with their groups to edit their videos on the computers
4. Closure: (5 mins)
o Have students save their projects and then upload their finished projects to a class
YouTube Channel.
o Tell students they will view the projects in a "film festival" next class
5. Formative Evaluation
o Walk around the classroom and make sure everyone is on task and help students who
get stuck
6. Classroom Management Procedures
o No food or drink in the computer lab
Day 6: Critique
1. Introduction/Motivation: (5 mins)
Teacher will briefly go over proper critique etiquette and will inform the students that
they should all speak at least once during the critique
Explain that when giving feedback they should give two compliments and one
improvement.
2. Guided Practice
Teacher will give feedback on students work during the critique
Teacher will ask students how the film showed change over time
3. Independent Practice (42 mins)
Students will lead the critique and will each be required to speak at least once during the
critique following the two compliments and one improvement model.
4. Closure (3 mins)
Students will complete a group evaluation sheet rating their work ethic on a scale of 1-5
points, 5 being excellent and one needing imporvement.
Ask students what they liked and disliked about the project
Ask students what they thought was difficult about the project
5. Formative Evaluation
Teacher will keep track of who speaks during critique and if they don't speak at least
once then their grade will be deducted points in the "time and effort category"
6. Classroom Management Procedures
Have videos pulled up on the computer before students come in so time isn't wasted.
Make sure comments that students make are constructive and not mean.

X. Summative Assessment and Evaluation:

Grade Excellent Good Developing
Attention to theme The student shows a The student shows a The students show
clear understanding of fairly reasonable little to no
 __/35pts the theme. The understanding of the understanding of the
relationship is clear theme. The theme.
without explanation. relationship is
somewhat clear in the
final image.
Creativity The student connects The student somewhat The student does not
the digital video to connects the digital connect the digital
__/20pts changes they see in video to changes they video to changes they
their life . see in their life. see in their life.
Time and Effort Class time was used Class time was some Class time was not
wisely. It is clear that what used wisely. The used wisely. No time
__/25 the student put in time student could have put or effort was put into
and paid attention to in more effort to designing or executing
planning and executing planning and executing their video.
their video. their video.
Quality of Construction The digital video The digital video shows The digital video shows
shows considerable some consideration to little no consideration to
__/15 attention to detail. detail. detail.
Group Participation Group members Group members reported Group members reported
reported that the that the student worked that the student did not
_/5 student worked well somewhat well during work well during group
during group time. group time. Student time. The student did not
Student took charge of communicated well most communicate and did not
of the time and complete tasks assigned
group communication
completed tasks to them.
and assigning tasks. designated to them.

XI. Interdisciplinary Connections:

History how things change and affect us over time
Science learning how things grow and change, plant related art examples

XII. References & Resources:

[Art21]. (2015, 6 29). Arline Shechet Sculpting Time [Video File]. Retrieved from
https://art21.org/watch/exclusive/arlene-shechet-sculpting-time-short/
[Art21]. (2012, 4 14). Catherine Opie in "Change" [Video File] Retrieved from
https://art21.org/watch/art-in-the-twenty-first-century/s6/catherine-opie-in-change-segment/
[Art21]. (2017 3 31). New York Close Up: David Brooks Hits the Pavement [Video file] Retrieved
from https://art21.org/watch/new-york-close-up/david-brooks-hits-the-pavement/
[TED]. (2016, 6 27). The passing of time, caught in a single photo | Stephen Wilkes [YouTube Video]
Retrieved from https://www.youtube.com/watch?v=afev0ZjAhUA
Wetzler, R. (2010, 7 12). Preserving a Forest at MoMA PS1 [Web log]. Retrieved from
https://www.moma.org/explore/inside_out/2010/07/12/preserving-a-forest-at-moma-ps1/

XIII. Art TEKS

117.204 Art, Middle School 3
(b) Knowledge and skills
 (1) Foundations
(2) Creative expression.
(3) Historical and cultural relevance
(4) Critical evaluation and response

XIV. National Art Standards

VA:Cr2.1.8a
VA:Cr3.1.8a
VA:Pr4.1.8a
VA:Re.7.1.8a
VA:Cn11.1.8a