Storytelling through Music Videos

Strand: Substrand
Language: Expressing and
developing ideas

Curriculum
Visual language
Year 3
Identify the effect on audiences of techniques, for example shot size, vertical camera angle and layout in
picture books, advertisements and film segments

Year 4
Explore the effect of choices when framing an image, placement of elements in the image, and salience on
composition of still and moving images in a range of types of texts (ACELA1496)

Year 5
Explain sequences of images in print texts and compare these to the ways hyperlinked digital texts are
organised, explaining their effect on viewers interpretations (ACELA1511)

Year 6
Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to
our understanding of verbal information in factual and persuasive texts (ACELA1524)

Literature: Creating literature

Creating literary texts

Year 3
Create imaginative texts based on characters, settings and events from a students own and other
cultures using visual features, for example perspective, distance and angle

Year 4
Create literary texts that explore students own experiences and imagining

Year 5
Create literary texts using realistic and fantasy settings and characters that draw on the worlds
represented in texts students have experienced

Year 6
Create literary texts that adapt or combine aspects of texts students have experienced in innovative
ways

Literacy: Creating texts

Creating texts
Year 3
Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing
control over text structures and language features and selecting print, and multimodal elements
appropriate to the audience and purpose

Activities
Watch movie segments (audio only/visual
only/together) and discuss how the music enhances
or matches the visual story
Listen to various songs (instrumental and vocal) and
discuss the mood or story within the song
As a class create a story for a vocal song, dot-point
and then elaborate, students to create storyboard
Listen to Battle Without Honor or Humanity
In groups students to dot-point what the mood of
the music is and what could be happening if it were
played in a scene
In groups - students write a story to go with the song
and make a list of pictures that might tell the story
Individually Students select pictures to go with their story
Discuss lighting, gesture
Students create video clip of pictures to go with
music
Focus on story told in pictures, not just
random pictures together
Some pictures may be rapid, others for a
longer time
Media: Arts Practice
Arts Skills and Processes: Skills, Techniques,
Processes and Technologies

Resources
Music Clips
Dr. Worm They Might Be Giants
Battle Without Honor or Humanity - Tomoyasu
Hotei
Other instrumental and vocal songs
YouTube Video Clips
Kill Bill Vol.1 - Arrival of O-Ren Ishii at "The
House of Blue Leaves"
(http://www.youtube.com/watch?v=sJlu_xo79k8
)
transformers camaro transformation
(http://www.youtube.com/watch?v=LO1FnN7dv
f4)
.Shrek 3 Trailer
(http://www.youtube.com/watch?v=3aZXVzUQ
GA4)
Computer Laboratory
Internet access
Windows Movie Maker software
Marking Rubric

Assessment
Anecdotal
Checklists
Marking Rubric for final presentation

Media forms and technologies: Print and photography

Year 4

Media: Arts Practice

Arts Ideas: Interpreting,
Developing and
Exploring

how to download digital images* (ICT) (eg on to a computer for viewing)

Year 5
how to download digital images* (ICT) (eg download into a software program
for editing)

Year 4
Plan, draft and publish imaginative, informative and persuasive texts containing key information
and supporting details for a widening range of audiences, demonstrating increasing control over
text structures and language features

Year 5

Developing Media:
Working cooperatively
Year 4
to set short-term goals (eg to
complete task within given
timeframe)

Year 6

Year 5

to explore functions of digital technology* (ICT) (eg how to manipulate focus

in digital images

to set short-term goals (eg

planning within a set timeframe)

Year 6

Plan, draft and publish imaginative, informative and persuasive print and multimodal texts,
choosing text structures, language features, images and sound appropriate to purpose and audience

to set short and long-term goals

(eg timelines and allocations for
different tasks)

Year 6
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting
with text structures, language features, images and digital resources appropriate to purpose and
audience

Literacy: Creating texts

Use of software
Year 3
Use software including word processing programs with growing speed and efficiency to construct
and edit texts featuring visual, print and audio elements

Media: Arts Practice

Arts Skills and Processes: Skills, Techniques,
Processes and Technologies

Creating Media
Year 4
techniques to enhance meaning* (ICT) (English) (eg gather information and
images and create a newspaper article)

Year 4

Year 5

Use a range of software including word processing programs to construct, edit and publish written
text, and select, edit and place visual, print and audio elements

techniques to enhance meaning* (ICT) (English) (eg incorporating images in

text, newspapers, posters and computer presentations)

Year 5

Year 6

Use a range of software including word processing programs with fluency to construct, edit and
publish written text, and select, edit and place visual, print and audio elements

techniques to enhance meaning* (ICT) (eg recording sound effects to create

atmosphere for a performance)

Year 6
Use a range of software, including word processing programs, learning new functions as required to
create texts

Media: Arts Practice

Arts Ideas: Creating and
Interpreting
Arts Skills and Processes:
Skills, Techniques, Processes
and Conventions

Media Codes: Symbolic

Year 4
to identify and use body language (eg how emotion can be expressed by large and small elements of
body language, such as eye expressions and body gestures)

Media: Arts Practice

Arts Skills and Processes: Skills, Techniques,
Processes and Technologies

to combine skills and techniques to create media productions* (ICT) (eg

produce computer presentations by assembling images)

Year 5

Year 5

to identify and use body language (eg stereotype characters display particular body language, such
as the posture of heroes and villains)

to combine skills and techniques to create media productions* (ICT) (eg

adjusting layout headline, by-line, picture placement, font size to create a
newspaper article)

Year 6

Year 6

to identify and use body language to develop character (eg characters from different genres
display certain elements of body language, such as the way a cowboy walks)

Media: Arts Practice

Arts Ideas: Creating and
Interpreting
Arts Skills and Processes:
Skills, Techniques, Processes
and Conventions

Creating Media
Year 4

Media Codes: Audio

Year 4

to combine skills and techniques to create media processes* (ICT) (eg use
software, such as Microsoft Photo Story 3 to incorporate digital images and
sound to produce a short photo story;
incorporate sounds that add emotion into a radio play)

Media: Arts Practice

Arts Ideas: Interpreting, Developing and Exploring

Developing Media: Using conventions

Year 4

music, sound effects and/or dialogue are used for emotional impact* (English) (eg using
particular music to indicate impending danger)

to prepare scripts, storyboards and layouts (eg using a familiar text such as
fairytale)

Year 5

Year 5

music, sound effects and/or dialogue are used for emotional impact* (English) (eg using a
narrator in a documentary to narrate serious content)

to prepare scripts, storyboards and layouts (eg from a reading book)

Year 6

to prepare scripts, storyboards and layouts for a particular genre (eg

backdrops, sequence of content and intro music for a TV news report)

music, sound effects and/or dialogue are used for emotional impact* (ICT) (eg choose appropriate
music to accompany a slide show on outer space)

Year 6

Media: Arts Practice

Arts Ideas: Creating and
Interpreting
Arts Skills and
Processes: Skills,
Techniques, Processes
and Conventions

Narrative Conventions
Year 4
narrative elements* (English) (eg
the character develops as the story
goes on)

Year 5
narrative elements* (English) (eg
using dialogue or changing the
point of view)

Year 6
narrative elements* (English) (eg
conflict between characters, such
as good versus evil in a western
shoot-out scene)