Lesson Plan- Stories with Sound

Grades 7-12

2-4 Weeks

 

1. Lesson Objective 

 

To effectively storyboard an idea.  To use coding in Scratch to tell a personal, visual, and impactful story.  To use previous explorations in the Scratch language to combine moving visuals and sound.  To feel confident to pursue unique ideas and problem solving. 

 

2. Standards (May be adaptable for varying age groups)

 

Shape an artistic investigation of an aspect of present- day life using a contemporary practice of art or design.

 

3. Previous Skills Required

 

Students must know how to create basic images in Scratch- how to import, how to animate, and how to add sound.  A “materials” exploration of this program is necessary through the tutorials.

 

4. Materials 

 

• Pencils

• Sketchpad

• Charcoal

• Oil pastels

• Computer

 

5. Introduction (Teacher Modeling)

 

Teacher will begin by playing some flash animation stories- some can be funny, and others can be serious.  

 

Examples: Shii’s Song: https://youtu.be/_D4hCjz2CL4

It’s Raining Tacos: https://scratch.mit.edu/projects/72265112/

​

After watching the tacos video, the teacher poses an essential question-  A brief discussion about how the examples were made will commence.  Elements of each video are put on the board- here can be a short discussion of sound and how music was used in each video.  

 

The discussion should circle back to the idea that Scratch was used to make at least one of the examples, and it told an effective story.  What was that story, though?   This is our second essential question.

 

Traditional materials at this point are passed out to each table.  Each student should have an existing sketchpad.  They will be asked to sketch out an idea of a story they want to tell.  The only frameworks for the storytelling is that it should include something personal to them, and they should consider the limits of the coding medium: What do they feel comfortable translating into code? They should be reminded of this, often.  If students are struggling, a list of ideas can be put on the board.  Teacher will circle around and note interesting ideas and explorations.  

 

Teacher will then pause the class and have them begin to .  Students should define what this is.  Examples of famous animated movies and their storyboards will be posted for their reference.  A very brief reminder of strong writing will be included- are they telling a clear story?

​

At the end of the day, students can share their work and progress and receive feedback from their peers.        

 

6. Independent Practice

 

Once students have discussed their ideas and they feel confident enough to pursue them, they will move to Scratch.  What are their limitations?  Students will start coding and exploring.  It will be emphasized that they are not alone in their tinkering: they can work together to solve different problems.  Time warnings will be called so they are prepared.  

 

Teacher will pause the class halfway through (or when the question is asked) to discuss sound.  How will they use sound?  Is there dialogue?  Music?  Is there no sound?  Ideas can be marked on the board.  

 

Ample time should be given to their work.  Students who finish early can become “stewards” to assist other projects. 

 

7. Sharing and Feedback

 

Students will show their final projects to their classmates and receive feedback.  Confident students will be encouraged to promote their work on social media.  Students will explore whether they were successful in their final stories, and what evolved or changed from their first storyboarded drafts.