Final Presentations Day

Unit Title: Cinematic Storytelling Project

Lesson 4 of 4
Year Level: Year 9
Subject: Visual Arts
Duration: 70 minutes
Class Size: 25 students

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🎯 Curriculum Links

Australian Curriculum – Visual Arts (Years 9 & 10)

• ACAVAM074: Plan and design artworks that represent artistic intention.
• ACAVAM075: Develop and refine techniques to represent ideas and subject matter.
• ACAVAM077: Evaluate how representations communicate artistic intentions in artworks they make and view.
• General Capabilities:
  • Literacy: Interpreting and presenting information
  • Critical and Creative Thinking: Reflecting and evaluating
  • Personal and Social Capability: Collaboration, teamwork, giving/receiving feedback

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🧠 WALT (We Are Learning To):

• Finalise our storyboards by incorporating peer and teacher feedback.
• Present our cinematic story to the class, communicating genre, conflict, and camera angles.
• Reflect on the creative process and the importance of collaboration and constructive feedback.

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✅ Success Criteria:

By the end of the lesson, students will be able to:

• ✔ Clearly explain their storyboard’s narrative, including conflict, resolution and genre.
• ✔ Justify their choice of camera angles and visual storytelling techniques.
• ✔ Demonstrate evidence of applied peer/teacher feedback in their final storyboard.
• ✔ Actively listen and give respectful, constructive feedback to peers.
• ✔ Reflect meaningfully on the collaborative process.

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🗂 Resources:

• Completed storyboards (digital or hardcopy)
• Group collaboration reflection sheets
• A3/A4 printed versions of storyboards for presentation
• Laptop/projector for displaying digital storyboards
• Timer or stopwatch for timing presentations
• Oral presentation scaffold (sentence starters, prompts)
• Dyslexia-friendly summary handout (large font, sans serif, high contrast)

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🧭 Lesson Breakdown (70 mins)

⏱ 0–10 mins: Welcome & Warm-Up

• Recap: What have we done in our cinematic storytelling journey so far?
  (Quick class brainstorm on key learning moments in the unit.)
• Revisit WALT and Success Criteria on the board.
• Teacher mini-model: A brief 1-minute sample storyboard presentation, modelling eye contact, strong narrative clarity and visual justification.

Differentiation Strategy: Visual prompts and icons on whiteboard for key terms (genre 🎭, conflict ⚔️, resolution 🕊, camera angle 🎥)

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⏱ 10–12 mins: Presentation Prep Reminder

Teacher distributes the following:

• Peer Feedback Cards (to be filled in during peer presentations)
• Presentation Roles reminder slips for groups: roles might include speaker, tech operator, emotional coach.
• 2-minute check-in with each group to verify readiness.

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⏱ 12–50 mins: Group Presentations (6–7 groups x 5 minutes)

Each group shares their completed storyboard:

• Explain their story summarised in 20–30 seconds
• Discuss the genre, conflict, and resolution
• Describe their use of camera angles or framing choices
• Explain 1–2 key pieces of feedback they received and how they responded to it

Audience Task: Each student fills in Peer Feedback Cards noting:

• 1 thing they liked
• 1 question they have
• 1 suggestion for improvement (if applicable)

Differentiation Strategy:

• Students with speech or processing challenges may use visual-only presentations with a written reflection.
• Offer audio-recorded or pre-written responses for students uncomfortable with oral presenting.

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⏱ 50–60 mins: Whole-Class Reflection Circle

Standing or sitting in a circle, guided by teacher prompts:

• "What was something a peer group did that inspired you?"
• "How did collaboration impact your final piece?"
• "What’s one thing you learned about visual storytelling through feedback?"

Can also include non-verbal contribution (thumbs up/mid/down), or written sticky-notes for individual contributions if preferred.

Dyslexia-Friendly Option: Use large-printed prompt cards and allow students to draw or use gesture instead of speak.

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⏱ 60–68 mins: Independent Reflection Activity

Students complete a Group Reflection Sheet, with questions like:

• What changed from your original idea to final storyboard?
• What worked well in your group process?
• If you could revise one thing, what would it be?

Extension Activity for Advanced Learners:

• Design a teaser poster or short logline for their storyboard, as if pitching to a studio.
• Pose deeper thinking prompt: "If your storyboard could be made into a full film, how would you adapt it for today’s world?"

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⏱ 68–70 mins: Wrap-Up & Homework (optional)

• Class votes (secretly) on “Most Compelling Conflict”, “Strongest Use of Angles”, “Best Teamwork”, etc.
• Surprise creative badges handed out next lesson!

Optional Homework: Students write a reflective journal entry styled as a director's commentary.

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👩‍🏫 Teacher Tips & Notes:

• Use a soft timer chime to keep presentations tight without stress.
• Encourage a mix of media across groups – digital storyboards, hand-drawn, use of app-based tools.
• Create a safe space: celebrate effort over perfection; validate all contributions during reflection.
• Consider revisiting this project again mid-year as prep for digital media projects or drama crossovers.

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🌈 Differentiation Summary:

Learner Need	Strategy
Visual Learners	Icons, visual stimulus, scaffolds
Auditory Processing	Allow pre-recorded presentation
Dyslexia	Dyslexia-friendly handouts, structured fonts, oral over written tasks
EAL/D or Low Literacy	Sentence-starter scaffolds and visual cues
High Ability	Extension logline/poster task and director’s commentary journal

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🧾 Assessment Opportunities:

• Observation of presentation skills and storyboard articulation
• Peer feedback card analysis
• Reflection sheet depth of thought
• Informal teacher notes during presentation Q&A

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📌 Reflection for Teacher:

After lesson, jot down:

• Which group presented the strongest understanding of cinematic language?
• Did the feedback-exchange feel authentic and helpful?
• Any students who need extra attention in collaboration/speaking?

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Let the credits roll — your students are the directors of their own creativity! 🎬