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Communication Arts & Technology Grade Level: 10,11,12 Lesson Title: Sound Effects by Michael Lynch

Communication Arts & Technology Grade Level: 10,11,12 Lesson Title: Sound Effects by Michael Lynch. Most of the audio process occurs in the postproduction process Sound effects and music can change the meaning of the media

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Communication Arts & Technology Grade Level: 10,11,12 Lesson Title: Sound Effects by Michael Lynch

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  1. Communication Arts & TechnologyGrade Level: 10,11,12Lesson Title: Sound Effectsby Michael Lynch

  2. Most of the audio process occurs in the postproduction process • Sound effects and music can change the meaning of the media • To enhance student interest in and knowledge of media development and the production process • To encourage students to use critical thinking as they learn how a soundtrack is constructed • To engage students in an exploration of media as an art form and a medium for communication • To help student become more media literate Objectives

  3. Play audio from a famous film scene and instruct students to write down what they THINK is occurring based on the sound only • Review key terms in post production audio Pre- Conceptions

  4. Listen to scene from film & predict visuals from audio – individual work • Discuss predictions – small group • Replay scene & discuss sound effects and predictions – large group • Discuss and present the origins of sound effects- instructor lead • Review the steps to creating a soundscape – instructor lead • Large group discussion about creating a soundscape • Instructor will model how to create a soundscape using Final Cut Pro X, sound effects, and a scene from Jurassic Park – large group • Discuss real world application and analyze Foley Artist video – real world application large group • Explain individual assignment creating a soundscape from Cujo • Create soundscape for the Cujoscene – individual work • Peer Assess soundscape • Compare to real sound scape of scene – small group/individual • Self Assessment • Exit ticket Lesson

  5. Predicting scene visuals based on audio only – One minute essay • Discuss the scene and compare essay to actual footage – Misconception Check • History of Sound Effects – Hand Signals • Create soundscape for Cujo – Student Conference • Exit slip Formative Assessments

  6. FORMATIVE ASSESSMENT EXIT TICKET Sound Effects Activity Name: • How didthe soundeffects enhancethescene? • Describe how closeyoursoundscape istotherealscene? • Whatif anything could youdotomakethissoundscapebetter? • What didyoulearnaboutsoundeffects? • What questionsdoyoustillhave? Exit Ticket

  7. During individual and small group activities I walked around and asked questions based on their discussions. I furthered the small group discussion with positive feed back and differentiated higher order questioning Feedback

  8. Ask clarifying questions you have about the work. What ideas seem unclear or information may be missing? • What were the strengths of the production? • What concerns do you have about the work that’s constructive & nonthreatening? “What I wonder is…” or Have you considered…” • What suggestions do you have to improve the production? Give answers based on problems identified in the concerns step that can help make actual improvements Peer Assessment

  9. Production Reflection • -Log into your GOOGLE ACCOUNT • -Click File, Make a Copy, Label as Name Project (i.eMr Lynch TV Review) • -Review the production and REFLECT honestly about each question. The more you think how you did the more you learn. • -When completed share to bdtv228program@gmail.com -----------------------------------------------------------------------------------Name: Production: • What are the positive aspects of this production? • What are the areas you need more practice? • Describe how you think the production went? Was it a success? Why/Why not? • What did you learn from this production? • What grade do you deserve? Why? Self Assessment

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