This year, we made movies and music. Filmmaking was very mysterious to the students so we started with the absolute basics. We made zoetropes to understand the basic illusion of motion pictures. Each student made an experimental zoetrope that spun on a turntable. 

Our movie making began with drawings and storyboards. Each student was asked to create a basic story for their movie and then solve all of the obstacles in making the story into a film. Many of the students were interested in fighting movies and special effects so we watched Jackie Chan's "Police Story" in class. The students were introduced to Hong Kong cinema, stage combat, and editing. Our inquiry question came up directly related to this film. The students asked, "Is Jackie Chan real?" We then experimented with making our own fight scene and using editing to create illusions of fighting.

The students refined their storytelling ability throughout the year. We worked toward the idea that stories have a clear beginning, middle, and end. 

We engaged our inquiry question by making music with synthesizers. When we tell a machine to do something for us, is it real? Did we do it or did the machine? The students learned how to use a variety of music technology such as a step sequencer. A step sequencer is a machine that allows the students to create rhythms and melodies. The students engaged with the technology many times and gained a conceptual understanding of rhythm and loops over a long period of time. So even though the students might not be able to play an acoustic instrument like a guitar or piano, they can use technology to make music that sounds great and they are proud of. 

The students collaborated on making music for their movies throughout the year. They studied songs like Lady Gaga's "Bloody Mary" and "No Se Va" by Grupo Frontera. 

Marble Race

Thomas D's "The Robbers"

Making music

The Ring 1

The Ring 2