Audio Video
Music Video Lesson
Arts, AV and Technology Communication
Lesson Plan
Performance Objective
• Upon completion of this lesson, students will develop an understanding of how to organize, plan,
collaborate, and produce a successful music video.
Specific Objectives
• Students will be able to plan out and organize a successful music video shoot from conception to
completion.
• Students will be able to handle video equipment appropriately and professionally
• Students will be able to identify budgeting considerations for production, staff, and equipment.
• Students will be able to use various types of music and cinematography aspects to create an emotional
impact on an audience.
Terms
Cinematography
Filters
Lens
Depth of Field
Aspect Ratio
Framing
Lighting
Camera Movement
Budget
Emotion
Time
When taught as written, this lesson should take approximately 8 class periods to complete.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.91. (c) Knowledge and Skills
(11) The student develops a basic understanding of audio and video production. The students is expected to:
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(B.3) employ knowledge regarding use of audio by: explaining how various styles of music can create a
specific emotional impact
(C.4) employ knowledge regarding use of video by: understanding various video cables and connectors
(D) demonstrate various cinematography techniques by:
(1) demonstrating how to frame and maintain picture composition
(2) demonstrating focusing techniques
(3) demonstrating focusing techniques
(4) demonstrating proper exposure and white balance
Interdisciplinary Correlations:
English-English I
• 110.31(b)(1). Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing.
• 110.3(b)(11). Reading/Comprehension of informational text/procedural texts. Students understand
how to glean and use information in procedural texts and documents.
• 110.53(b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and
concisely
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Producers and Directors
O*Net Number: 27-2012.00
Reported Job Titles: Producer, Directors, Program Directors
Tasks: Produce or direct stage, television, radio, video, or motion picture productions for entertainment,
information, or instruction. Responsible for creative decisions, such as interpretation of script, choice of actors
or guests, set design, sound, special effects, and choreography.
Soft Skills: Critical Thinking, Judgment and Decision Making, Reading Comprehension
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
• Review and familiarize yourself with the terminology, website links, and video editing software.
• Be prepared to show a music video that evokes emotion, and portrays excellent cinematography.
• Have materials and websites ready to go prior to the start of the lesson.
References
Gibson, H. L. (1975). Close-up photography and photomacrography (2nd combined ed.). Rochester, NY:
Eastman Kodak Professional and Finishing Markets Division.
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Stockman, S. (2011). How to shoot video that doesn’t suck: Advice to make any amateur look like a pro. New
York, NY: Workman Publishing Company, Inc.
Instructional Aids
• Textbooks from Reference list
• Lesson: Music Video
• Music Video Slide Presentation
• Storyboard Handout
• Music Video Final Project Grading Rubric
• Instructor Computer/Projection Unit
• Online Websites (Teacher-directed)
• DSLR cameras (enough for each group), video editing software, access to downloaded music
• Lighting equipment (if needed)
Introduction
1. Show students a selection of music videos that evoke particular emotions. (possible examples: one
that is fun or lighthearted, one having to do with relationship/family, one dealing with death or
tragedy, etc)
NOTE: The teacher may choose to show all of the videos initially or spread them out and show one
video each day over the next 3-4 class periods.
2. After each video ask what emotions were portrayed in the characters, in the song (both lyrically and
musically), and what emotions were evoked in the audience.
ASK: What other elements do you notice in these videos?
(Possible answers include: lighting, filters, focusing effects, etc)
3. Identify specific ways in which the camera operator, cinematographer, and director collaborate to best
use light, movement, filters, focus effects, lenses, and framing effects to create the “mood” of the film,
or video.
SAY: All the elements that you are identifying are major contributing factors in cinematography.
4. Review common terms and vocabulary for each of these areas.
5. Cinematography is the art or science of motion photography. Explain that over the next two weeks,
students will learn about various cinematography components so they can create, film, edit, and
produce their own music videos.
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Outline
MI
Outline
I: General Overview
a. What is cinematography?
b. Various Aspects to be studied
II: Filters
a. Diffusion filters
b. Color filters
Instructor Notes
Note: During the next 3-4 class
periods, go through the slide
presentation with students to
review the aspects of
cinematography and discuss
the steps they will take in
completing their projects.
III: Lens Options
a. Wide angle
b. Long focus
c. Macro
d. Borescope
e. Prime
f. Zoom
g. DSLR
IV: Depth and Field of Focus
V: Aspect Ratio and Framing
VI: Lighting
a. Artificial
b. Natural
VII: Camera Movement
a. Panning
b. Tilting
c. Dollying
d. Tracking
e. Craning
f. Handheld
VIII: Evoking Emotion
IX: Student Assignment/Final Project
a. Requirements
b. Choice of music
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Multiple Intelligences Guide
Existenti
alist
Interpers
onal
Intrapers
onal
Kinesthe
tic/
Bodily
Logical/
Mathema
tical
Musical/Rhyt
hmic
Natura
list
Verbal/Ling
uistic
Visual/Sp
atial
Application
Guided Practice
Divide the class into small groups of 4 - 5 students in each group. Students will work together in groups to
choose a song and plan out the music video using basic storyboarding techniques. Students will plan the video
setting, time frame for filming, and editing to produce a completed music video.
Independent Practice
Students will work in groups to film/shoot their video, edit and align their video with their chosen music, and
finalize all production components. Students will present their final music video presentation to the class
during the last class period.
Pacing Recommendation:
Introduction to cinematography lesson and Slide Presentation
Review of concepts & skills from previous lessons
1.04 Video Camera Basics, 1.06 Basic Editing
4.01 Lighting Techniques
4.03 Crew Positions
Guided Practice--Small Group Work in Class
(choosing song, storyboarding, planning)
Independent Practice--Group Work
(filming, editing, and final production)
Final Presentations
1 lesson period
1 lesson period
2 lesson periods
3 lesson periods
1 lesson period
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Summary
Review
Review talking points and key terms from slide presentation.
Review cinematography elements that were discussed during the lesson.
Evaluation
Informal Assessment
Students will be informally assessed through the following methods :
• Instructor Observation during Guided Practice and Independent Practice
• Question and Answer during the Review
Formal Assessment
• Students will present their music video to the class upon completion.
• Assessment will be based on the attached rubric.
Enrichment
Extension
Students may like to create an “Intro” key for the music video including name of the song, artist, album title,
etc.
Students may also create a short credit key reel to run at the end of the video.
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Story Board Handout
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Music Video Final Project Grading Rubric
Criteria
Completeness
(10 pts)
Basic
(30 points)
Understanding
(20 pts)
Exceptional
Above Average
Below Average
Unacceptable
9-10 points
5-8 points
1-4 points
0 points
Work is
complete and
presents a fully
finished music
video.
Work is
complete, but
lacks a fully
edited music
video. .
Music video is
incomplete.
No attempt was
made to produce
the music video.
27-30 points
15-26 points
1-14 points
0 points
The student
group applied
aspects of
cinematography
discussed in
lesson.
The student
group applied a
few aspects of
cinematography
discussed in
lesson.
The student group
rarely applied
aspects of
cinematography
discussed in
lesson.
The student group
did not apply any of
the applied aspects
of cinematography
discussed in
lesson.
17-20 points
9 -16 points
1-8 points
0 points
The student
group chose
music and used
techniques very
effectively to
evoke emotion
in the audience.
The student
group chose
music and used
techniques in a
satisfactory way
to evoke some
emotion in the
audience.
15-26 points
The student
group’s music
choice and
techniques
evoke little
emotion in the
audience.
The student
group music
choice and
techniques do not
evoke emotion in
the audience.
1-14 points
0 points
No evidence of
creativity or
originality in
thought or
execution of
project.
0 points
27-30 points
Creativity
(30 points)
Professional
Appearance
(10 pts)
Comments:
Ideas are
original in
thought and
exceptionally
creative.
Ideas are
somewhat
original and
creative.
Limited
evidence of
creativity and
originality in
thought.
9-10 points
5-8 points
1-4 points
Excellent
project; neat
and professional
in appearance.
Good project.
Very few
corrections are
needed
Fair project.
Several errors
are evident.
Project is
unprofessional
and errors
distract
significantly.
TOTAL
POINTS:
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8
Points