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Workshop Curriculum Planning Guide

You are about to design a media arts workshop for youth. It is an amazing opportunity with many challenges. In order to help you gain confidence, and prepare for the unexpected it will be important for you to thoroughly plan for the activity. On the following sheet are a series of planning activities, which should assist you. Please take them seriously and ask questions whenever you begin to feel stuck.

Brainstorming Use this page to brainstorm. In each category, write down ideas, questions and concerns. Use this as a template to initiate your strategic planning process. 1) What is the primary goal for this workshop?

2) What do you want participants to walk away knowing by the end of your workshop?

3) What product will be created as part of the workshop? How does this product relate to strengthening the goal of your workshop?

3) What product will be created as part of the workshop? How does this product goals of your workshop?

relate to strengthening the

4) What will you teach?

5) What techniques will you use to teach your workshop?

6) How will you transition your participants into In Progress

7) How will you know that you met your goals?

Workshop Planning Guide Š In Progress

Planning Use this page to list five steps you will take meet your goals with participants: Step #1

Step #2

Step #3

Step #4

Step #5

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Curriculum Basics In order for participants to receive the absolute best that you can offer you will need to extremely knowledgeable and comfortable with a key set of learning areas that include: • Formal elements and principles • Vocabulary • Sequencing techniques • Styles of the artform • Content development • Technical applications • product planning • Software applications • Editing and principles of revision • Critique • Presentation Attach behind this sheet a one- page description or list of how you will present each of the above materials to your participants.

Refer to the Through The Eagle’s Eye Curriculum Guide for samples that can then be

adapted to your art form. Turn each sheet into a handout, using visuals examples and straightforward easy to understand language.

Workshop Planning Guide © In Progress

Teaching & Learning Video Production A critical aspect of engaging participants is to encourage them to speak freely about and through their artwork. As an introductory workshop, each participant must engage in the creation of either individual artwork or a group project. Below is an overview of the approach taken to introduce video production. We encourage those interested in using this guide to borrow and/or adapt all or part of the suggested outline we present here. Introductions It is very important that instructors and participants immediately get to know and build trust with each other. It will be critical for you to find ways to “break-the-ice.” You may wish to do this by sharing photographs, showing your artwork to them, talking about common goals or values, or even playing a game. Food is another great unifying force. Deciding on pizza toppings or soda preference often force a simple conversation that then leads to more in-depth conversation Exercises Introductory exercises provided opportunities to assess participants’ ability and for the instructors to establish themselves as knowledgeable and competent instructors. Exercises should be designed to introduce participants to the technical operation of equipment, media arts vocabulary, and creative expression. Critique is essential to this process. Critiques should always be focused on acknowledging positive achievements and identifying areas that need improvement. Planning First-time participants often reject a written planning process; this is often because they have difficulty articulating a process they have not fully completed. Theories developed through critical viewing sessions and practiced exercises do not adequately prepare them for the original thinking required to plan the creation of an expressive work of art. It will be very important that you determine a process that works for your participants and that is welcoming and achievable. Viewing Because many of the participants had not been formally introduced to digital production, a variety artistic works should be shown from youth produced to professional commercial media.

This will help broaden

participants’ understanding of storytelling style and process. It will also help introduce point of view, content development, and production values. Viewing sessions should begin with participants feeling comfortable expressing informed opinions about what they are seeing and interpreting. Begin with informal discussion, then move to a written assignment, and finally formal critique sessions. Production Participants who do not adequately plan, rarely succeed with their production goals. The instructor should be prepared to help participants in troubleshooting and completing their planning guides. Often, participants forget to charge batteries, bring production supplies, props, attain acting talent, etc. The excitement to create often supersedes the storytelling process. Be prepared for participants to repeat the production process 2-3 times before they have enough raw material to finish their artwork Editing Editing is where an artistic work comes to life. As the unique effects are selected through software choices , the artwork begins to take on a life of its own. Editing is the revision process through which an artwork is reinvented. An idea, particularly for new media artists, evolves from initial concept through completion. When participants are introduced to the editing process they begin to see a greater dimension to the art of storytelling. Through the layering of artistic elements, participants are challenged to expand upon original concepts and recreate anew. It is an exciting time, as participants are reaching the final stages of project completion.

Workshop Planning Guide © In Progress

Presentation It is important for participants to present their finished artwork. Usually, the most effective means for new artists to share their work is through informal group presentations and feedback sessions. If the presentation is too formal, some participants may lose confidence in their abilities. Once participants become more familiar with the production process, a multitude of exhibition opportunities will arise, including community exhibits, film festivals, and website publications.

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LESSON PLAN Purpose This unit will provide participants with a working knowledge of

This session should be fun, playful, and informative.

Goal The participant will understand

Objectives The participant will:

Estimated Length of Session # of hours or sessions dedicate to this lesson are:

Handouts The following handouts are recommended:

Equipment The following equipment is recommended:

Viewing Material

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Preparation Assign an assistant to prepare the equipment, charge batteries, and set up a monitor or video projector for the live demonstration. This requires approximately one hour. The instructor should oversee the duplication of handouts, worksheets, and quizzes. Preparation required for this lesson include:

Role of Peer Mentors or Workshop Assistants Depending on their levels of skill and experience, mentors are often able to present a majority of the information in this lesson. The instructor may choose to give the introductory lecture regarding history and pricing of cameras. Peer mentors may lead the rest of the lesson. The instructor may then observe participants’ and mentors’ performance and provide input as needed. The role of other instructors, assistants or mentors for this lesson are as follows:

Process The following steps should be taken to implement the proposed lesson:

Assessments The following assessment strategies are recommended for this lesson (i.e, how will you know that participants have learned what you are teaching?):

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Workshop Description Workshop Title:

Dates & times:


Description of the workshop:

Who can attend:

Location details: :

Registration Information: :

Attach to this worksheet the following items: -

Registration form Flyer Poster Letter to the community partner or location coordinator

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Resource Management Planning Location:

Describe the space you will be using to teach your workshop?

List any and all resources available to you from the workshop location:

Equipment Needed:

Software Needed:

Supplies Needed:

Training/Instructional Support Needed:

Other considerations:

Workshop Planning Guide Š In Progress

Curriculum Planning Guide  

Brainstorming Workshop Planning Guide © In Progress 2) What do you want participants to walk away knowing by the end of your workshop? 5) Wh...

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