(Neill, n.d.)

Lesson 3 - IDEA GENERATION – PROJECT PLANNING

Duration: 90 minutes

Learning objectives and measures for success:

For students to:

  • Work on and complete their mind mapping and idea generation

  • Choose a direction and idea/theme and complete their composition and manual setting planning

  • Understand the direction of their assessment and how they will create a work that demonstrates a unique element or meaning

Focus code/convention/media form/skill/technique:

  • Pre-production processes including storyboarding and planning

  • Planning of technical elements and codes

Resources required:

  • DSLR camera

  • Computer

  • Digital display or projector

  • Folio (book or digital)

  • Pens/pencils/markers

Lesson Structure:

Curriculum links:

Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style (ACAMAM075)

Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)

Action 1:  Class discussion and potential directions – 15 minutes

To begin the class, inquire about how much progress each student has made in their idea generation/planning and provide them with some additional ideas/pathways for the task

Show students the work of Phillip Halsman and his iconic ‘Jump’ photographic series – capturing movement and the ecstatic emotions and enjoyment of his subjects. Highlighted quote- “The mask falls” (Halsman n.d.)

https://www.magnumphotos.com/arts-culture/philippe-halsman-jump-book/  (Abel-Hirsch, 2017)

Potential to inspire – show some further ‘moments’ in photography and explain why the image is a ‘moment’ and has meaning

-Wave: the same wave will never break again – caught in motion

Re-highlight that capturing a moment could be one of the following:

  • Capturing a significant moment in time that will most likely not repeat itself

  • Capturing a triumphant personal moment

  • Capturing an event that is spontaneous or the image represents the essence of the event itself

  • Capturing a moment that has significant meaning to diverse groups, whether that be social or cultural

Action 2: Further planning and development – 70 minutes

Open time for students to either finish their mind mapping and idea generation or move onto their storyboard and shot composition planning.

If students complete these early and believe their ‘moment’ shot can be captured in school, then they can move into production.

Students are expected by the end of this lesson to at least have their idea generation completed, ready to plan their shots or are completely ready to undertake their shooting.

Action 3: Pack up – 5 minutes 

Wrap up task with students and have final discussion – highlight that over this lesson break is the best time to complete their production and they should come to class next week ready to explore and annotate their imagery.

Home Learning:

Working towards the production of their ‘moment’ shot ready for next week’s lesson

Teacher Actions:

During the open class time teachers should be checking in with each individual and their progress/understanding, giving students some support with direction if they are stuck

Ensuring that all students are on track, and providing support and adaption if a few students are falling behind

Assessment strategies:

Diagnostic – class discussion, monitoring student level of engagement and their understanding of the task ahead

Formative – satisfactory level of idea generation/exploration and work towards production planning

Summative –

Differentiation Strategies:

  • Facilitate group discussion and peer assistance when highlighting ‘moment’ photography understandings

  • If students are behind, evidence requirements of mind mapping and storyboarding can be lessened

Extenders – students work forward into production early and plan reflections