Practical Media Experimentation

Overview

This 60-minute session supports Year 7 students in developing practical media skills as part of the "Media Exploration Journey" unit. The lesson focuses on sketching and brainstorming initial ideas for a new media product, encouraging creativity, visual thinking, and communication. This scaffolded approach supports learners of diverse needs, including students with ADHD and autism, by incorporating hands-on, sensory, and structured activities.

National Curriculum Links

Subject: Media Studies / Creative Media Production (adapted within KS3 Art & Design and Computing)
Relevant Programme of Study Areas:

Art & Design: Develop creative skills through exploring and recording ideas (KS3 Art & Design, progression from KS2).
Computing: Design, use and evaluate computational abstractions (Design and development of software and media projects in KS3 Computing).
English: Use discussion to communicate and justify ideas (Speaking & Listening, Y7).
Personal Development: Cooperation and collaborative skills for working in small groups.

Learning Objectives

By the end of the lesson, students will:

Understand the importance of brainstorming and sketching in media product development (Art & Design focus).
Generate and visually communicate at least three rough media product concepts using sketching techniques.
Collaborate and discuss ideas clearly with peers, using appropriate media terminology.
Demonstrate creativity through hands-on media ideation while practising focus and self-regulation strategies.

Resources Needed

A3 rough sketch paper or sketchbooks
Pencils, coloured pencils, fine liners
Whiteboard and markers
Sticky notes / idea cards
Timer/visual countdown clock
Printed media product examples (magazines, apps, short video storyboard stills)
Noise cancelling headphones (for sensory accommodation)
Fidget tools/sensory doodle material (e.g. textured mats)

Lesson Structure

1. Starter (10 minutes) – Visual Inspiration & Brainstorm Warm-up

Begin with a brief interactive slideshow/task: Show varied examples of media products (e.g., magazine covers, app screens, short storyboard snippets).
Ask students to identify what they notice (layout, icons, colours, themes).
Use sticky notes to jot down simple key words about what appeals or inspires them (support students with prompts if needed).
Discuss as a pair: What kinds of media products would they like to design?

ADHD/Autism support: Use visuals, short clear instructions, and allow quiet time for personal reflection with sensory doodle materials.

2. Main Activity (40 minutes)

A – Brainstorm Concept Ideas (15 minutes)

On a large piece of paper, students write/draw 3 different ideas for a new media product linked to themes they care about (e.g., a music app, a youth magazine, a digital story).
Encourage mind mapping or sketch noting to visually organise ideas.
Prompt with questions: What is it for? Who is the audience? What features would it have?
Teacher circulates to facilitate ideas and provide individual support.

Adaptations: Provide graphic organisers or sentence starters for students who find open-ended tasks challenging.

B – Sketching Rough Drafts (20 minutes)

Using sketch paper, each student creates rough drafts of their favourite concept.
Encourage experimentation with layout, icons, logos, and titles; this does not need to be polished.
Emphasise “fail quickly and improve” mindset to encourage risk-taking without fear of mistakes.
Incorporate visual thinking prompts such as:
- What colours?
- What shapes?
- How do users interact with it?

ADHD/Autism support: Use time chunking with visual timers and offer frequent short breaks; allow students to use preferred sensory tools to maintain focus.

C – Peer Feedback and Refinement (5 minutes)

Students exchange sketches and give positive, constructive feedback using a simple ‘I like / I wonder’ feedback sheet.
Feedback focuses on clarity, creativity, and how well the idea meets a media product’s purpose.

3. Plenary (10 minutes) – Reflect and Share

Discuss: What did they learn about sketching ideas for media products?
Identify any challenges and how they overcame them.
Each student shares one sketch highlight or something they want to try improving next time.
Teacher summarises key skills practiced: brainstorming, sketching, peer review, and creative risk-taking.

Assessment / Success Criteria

Evidence of at least three initially generated media concepts.
Annotated sketches showing consideration of media product elements.
Clear verbal or written peer feedback exchanged.
Engagement in activities with strategies to support focus and communication.

Extension / Homework

Students complete a digital mood board or collage of imagery and text that inspires their chosen media product concept using a tablet or computer (if available).
Prepare brief verbal pitch for their media idea for next lesson.

Differentiation

Provide scaffolded templates and visual organisers for students who need structure.
Use paired work and verbal scaffolding to support communication.
Incorporate sensory breaks and quiet zones for self-regulation.
Offer alternative sketching tools (digital tablet or stencils) depending on motor skills.

Notes for Teachers

Encourage inclusion by valuing all ideas and emphasising process over product.
Use positive language to support self-esteem, especially for students who struggle with creative tasks.
Adapt pace flexibly according to student engagement, allowing longer for idea development if needed.

This lesson plan blends artistic media skills with collaborative and executive function supports aligned with the National Curriculum’s emphasis on creative development, communication, and computing fundamentals for Year 7 learners.

Teaching Instructions