Storyboard Planning

Overview

Lesson 4 of 4 in the unit “Exploring Family Stories Through Art” focuses on planning a short media artwork using a storyboard. Students will outline their family story with clear beginning, middle and end, and decide what images, text/captions and sound will be included before creating their final artwork next session.

Learning intentions

Students will:

• plan a simple story sequence using a storyboard template (beginning, middle, end)
• describe their chosen character and setting from their family story
• decide what sounds (or captioned text) will support meaning in their artwork
• discuss how their plan communicates ideas for an audience using appropriate art/media language

Success criteria

Students can:

• complete a storyboard with 3–5 panels that show beginning, middle and end
• name their main character and explain the setting using at least two details
• choose a sound effect and one extra audio element (e.g. music, voice, silence) and explain why
• explain (or point to) how their images and sound will help the audience understand the story

Key vocabulary

storyboard, panel, beginning, middle, end, character, setting, caption, sequencing, sound effect, music, voice, silence, emotion, audience, media arts, planning, resolve, problem/turn, story moment

Curriculum links

• AC9AMA4E01: explore where, why and how media arts is created and/or distributed across cultures, times, places and/or other contexts (through planning meaning and discussing representations in their own story)
• AC9AMA4D01: develop media production skills by shaping ideas using media technologies, images, sounds and text (through deciding sound, sequencing and options that change meaning)
• AC9AMA4E01_E1: sequencing images/sounds/text to establish beginning, middle and end
• AC9AMA2C01_E3: capturing and sequencing images and text to create a media artwork sequence (preparation for the final product)
• AC9AMA4E01_E4: investigating digital or analog storyboarding as a planning tool (using and revising a storyboard to test meaning)

Lesson structure (60 minutes)

1. 0–5 min · Warm-up: Story recap Teacher asks students to recall yesterday’s key idea: “What is one moment from your family story you want the audience to understand?” Students do a quick think-pair-share, using one sentence or drawing a small icon.

2. 5–12 min · Model: What a good storyboard does Teacher shows an example storyboard (teacher-made or anonymised) with 3–4 panels, highlighting how each panel connects to beginning, middle and end. Teacher points out where sound and setting details go. Students turn and talk: “Which panel tells the beginning? How do you know?”

3. 12–22 min · Plan Panel 1–2 (Beginning and Middle) Teacher distributes storyboard templates and a simple planning checklist (character, setting, problem/turn, key sound). Students complete the first two panels: Panel 1 (beginning) and Panel 2 (middle). They draw their character and setting, then add a caption or 1–2 words for what happens.

4. 22–32 min · Add sound and meaning Teacher briefly teaches a “sound chooser” routine: pick one sound that matches the moment (e.g. footsteps, door knock, rain, crowd, lullaby hum) and one way sound supports meaning (calm, excited, surprised, brave). Students select and write one sound for each of their panels 1–2, plus an optional music/voice idea.

5. 32–44 min · Plan Panel 3 (End) Teacher reminds students to finish the story clearly: “How does the family moment change or resolve?” Students complete Panel 3 (end). They add a final caption and choose a final sound effect (or choose silence to create meaning).

6. 44–53 min · Peer feedback: ‘Glow and Grow’ Teacher sets norms for respectful feedback: kind, specific, actionable. Students swap storyboards with a partner and complete two prompts: “I can see your character and setting in…” and “One way your sound could make it clearer is…” If time allows, partners suggest one change to sequencing.

7. 53–60 min · Refine and submit plan Teacher circulates and checks that each student has beginning, middle and end, plus at least one sound decision. Students revise their storyboard, then hold it up for a quick teacher check before packing away.

Resources

• Storyboard template with 3–5 blank panels (printed)
• Planning checklist cards (character, setting details, beginning/middle/end, sounds)
• Coloured pencils/crayons, pens, erasers
• Sound word bank on a class poster (everyday effects, emotions)
• Example teacher storyboard (for demonstration)
• Clipboards or writing surfaces
• Optional: small set of picture cards (house, street, family member, celebration, seasons) to support ideas
• Student folders for storing drafts

Assessment

• Teacher observation during planning: students correctly identify beginning, middle and end in their panels
• Formative questioning: “What will the audience notice first?” and “What does your sound help them feel/understand?”
• Quick teacher check at the end of the lesson: storyboard includes character, setting, and at least one sound decision per key panel (beginning and/or middle and end)

Differentiation

• Support:
• Sentence starters for captions (e.g. “First, I see…”, “Next, the problem is…”, “Finally, we…”) and a mini sound bank with examples
• Provide a partially completed template for students who need structure (e.g. Panel 2 already has a problem/turn sentence)
• Allow students to use icons or symbols instead of detailed drawings
• Extension:
• Challenge students to add Panel 4 or refine the sound choices (e.g. “How would the story change if the sound were different?”)
• Students write an extra caption line describing audience feeling (e.g. “I want the audience to feel brave/sad/excited.”)
• EAL/SEN considerations:
• Encourage drawing-first planning, then add words gradually
• Use consistent feedback language (“Glow” for what works, “Grow” for one next step)
• Keep partner feedback prompt cards visible and model one example response