Lesson #10:

Creative

Essential Question(s) of this lesson that point to the big idea:

Commons

What media resources (video footage, images, sound) found online can I use in the
creation of my own original video for social justice purposes?

What does Creative Commons mean?

By the end of this lessons students will

K:

The definition of Creative Commons and Fair Use

Search for Creative Commons material online

D:

Plan for Learning Activity(ies) or Tasks, & Check for Understanding/Assessment:

Total time: (2) 50-minute periods
Hook/Intro (15 minutes):
Begin the lesson by putting up a screenshot on the smartboard of an error message that people receive on YouTube
when their material has been flagged or removed for using copyrighted materials. Ask if anyone has ever received
this type of message. If yes, ask the student(s) to elaborate on this experience and explain to the class the
circumstances that lead to this warning. If no one responds, instead ask students to think why this might happen to
someone after uploading a video to one of these websites.
Explain to the students that for their final video assignment they will be permitted to incorporate found footage and
music to better transmit their intended message, so they need to understand what they can and cannot use. Ask
students if it is possible to use a popular song in their videos? How much of it? Can you get away with using only 30
seconds or less? After they respond, explain that Fair Use determines what can be used and when material does
not belong to public domain. Extent or duration of the used material is considered, but it is relative and depends on
how the length of the chosen clip relates to the piece as a whole. Give the example of the 30 second myth. If it
was always acceptable to use 30 seconds of a song, would that seem fair if you were using the entirety of a 30-

second jingle versus a fraction of an epic 10-minute heavy metal song? Then explain that for this project because it
is for a school assignment they can use copyrighted music as long as they ask the teacher for permission in advance
and sign an agreement to ensure they will not upload their videos online and will only screen it in class. If anyone
wants to share their videos online, they must consider the issue of intellectual property and only use found footage
or music that is considered Creative Commons. Students should mention in the credits of their videos that it has
been created and screened for educational purposes.
Video Project Guidelines (5 minutes):
Hand out the guidelines and rubric for their summative assessment for this unit. Inform them that they will work in
teams of 3-4 people and will divide the work by each taking on roles. While everyone will be responsible for a
particular facet of the project, they should all give input on all aspects of the project to ensure that it is truly a
collaborative effort. Read through the instruction and the expectations for their products as outline in the rubric.
Allow students to field any questions or concerns they have about the project.
Search for Creative Commons Online (20-25 minutes):
To introduce students to Creative Commons, direct them to the YouTube Creator Studio. Ask everyone to login to
YouTube on their computers and follow the moves you demonstrate on the smartboard. The students can use the
Creator Studio to search specifically for Creative Commons materials by clicking on the tab marked CC. Ask a
student to supply the class with a social justice topic they might want to explore in their own videos and then as a
class list some keywords that could be useful search items. Scroll through the videos and ask students to choose one
theyd like to watch. If the students are happy with the chosen video, copy the link, open a new tab, and navigate to
www.keepvid.com to show students how to download YouTube videos onto their computers. Repeat the process
with another suggested topic. Inform students that if they are interested in using the audio of a YouTube video, they
can copy the video link and go to www.youtube-mp3.org to transform that video into a downloadable audio file.
Go to the website and model this process as you speak to them.
Brainstorm & Search for Inspiration (5-10 minutes):
Tell students to break into groups of people they would like to work with on the final project. Remainder of the first
period will allow students to work with their group members to search for inspiration online and start downloading
footage they may want to incorporate into their projects and to begin completing a brainstorm worksheet, that you
will then distribute, to really start formulating a solid concept for their videos. They should bring their brainstorms

home and continue to develop their ideas for homework.

Work Period & Conferences (50 minutes):
The next day will consist of a work period where all groups must continue to work on and complete their
brainstorms.
Assessment:
Throughout the period, each group will have a conference with the teacher to review their brainstorms, have their
topics approved, explain their ideas, plan for the video production process, and ask about any concerns they have
moving forward with their projects.

Materials Needed:

Set of Mac laptops

Smartboard
Copies of rubric
Copies of project guidelines
Copies of brainstorm worksheets

Appendices:
Screenshot used in Hook:

Video Project Guidelines:

In groups of 3-4 people, you will plan, film, edit, and screen a video that addresses a social justice issue that is
important to you and that you would like to explore. The message you try to convey and the stance you take on the
chosen issue must be well researched and any arguments you make should be substantiated with evidence. The
strength of your argument will be the most important criteria considered during your evaluation. Take into
consideration what you have learned about the codes and conventions of media and bias while developing and
creating your videos. You can choose to create a PSA, a short narrative film or documentary, or a music video.

Each group member should take on one (or 2) the following roles:

Writer
Director
Editor
Sound Design

While each of you should take charge of a particular facet of the project, decisions about your production should be
discussed and agreed upon by all members of the team.

Your video should be between 3-5 minutes long.

The content incorporated in your film must contain original footage (and still images if desired). You may,
however, additionally use Creative Commons videos and images found online that will really enhance the message
you are trying to convey. In terms of sound, you can record original voice-overs for your videos. You may also use
music and sound effects that are not Creative Commons as long as you have your choices approved by the teacher
and sign an agreement stating that you will not upload your video online. If the entirety of your video consists
of original and Creative Commons material, you do not have to sign the agreement and may upload your video if
you wish.

We will be screening all the videos in class. You will evaluate your own work as well as that of your peers/

Please read through the rubric for this project carefully to understand the requirements and expectations.

Video Project -- Summative Rubric:

Criteria
Production
Value

1
Student has created
their video product
using Final Cut Pro
Video is less than 3
minutes long or more
than 5 minutes long.

2
Video has been
created, edited,and
exported using Final
Cut Pro.
Quality of video is low
resolution and is
appropriately sized to
be viewed on cell
phones and tablets.
Video is between 3
and 5 minutes in
length.

Sequence of the
video is logical and
demonstrates a
familiarity with the
editing functions of
Final Cut Pro.

Editing is deliberate and

meaningful. The
sequence of the video is
logical and demonstrates
an understanding of
Final Cut Pro.

Editing is seamless and

meaningful. The
sequence of the video
demonstrates a mastery
of Final Cut Pro.

Quality of the video

is appropriately
sized to be viewed
on cell phones,
tablets, and
computer screens.

Quality of the video is

high resolution and
appropriately sized to be
viewed on cell phones,
tablets, computer
screens, and through a
projector.
Creative approach to the
video production results
in a visually appealing
product.

Codes and
Conventions
of medium

Sound and silence

are arbitrarily used or
ignored

Sound and silence are

used or ignored with
hazy intentions

Sound and silence

are used or ignored
with inconsistent
intentions

Framing, lighting,
camera angles and
movements are
unimaginative, dull,
and show a lack of
effort

Framing, lighting,
camera angles and
movements show
signs of indifference

Written word is used

multiple times out of
laziness

Written word is used

as a crutch at times
where it could have
been creatively
avoided

Setting, location,
props, and clothing
reflect a rushed and
indifferent production

Setting, location,
props, and clothing
show signs of
unpreparedness

8
Sound and silence are
deliberately used or
ignored

Framing, lighting,
camera angles and
movements show
signs of ignorance

Framing, lighting,
camera angles and
movements show intent
and an understanding of
the medium

Written word is
creatively used,
though it could have
been avoided even
more creatively

Written word is used only

when absolutely
necessary i.e. when
listing contact
information

Setting, location,
props, and clothing
show inconsistent
signs of
preparedness

Setting, location, props,

and clothing are carefully
chosen

Quality of the video is

high resolution,
appropriately sized, and
could be used in a
professional production.
Creativity and technical
knowledge of video
production results in a
sophisticated and
visually appealing
product.

10
Sound and silence are
deliberately and
creatively used or
ignored
Framing, lighting, camera
angles and movements
show signs of inspired
work bordering on
innovation
Written word is used only
when absolutely
necessary and done so
in a subtle way i.e. when
listing contact information
Setting, location, props,
and clothing show signs
of preparedness and
resiliency

Strength of
argument

Message is very
confusing or almost
non-existent; viewers
cannot understand
the big idea of the
media campaign.

There is an important
message or argument,
but it is sometimes
hard to understand.

Little or no research
is used to support the
arguments being
made.

Some research is used

to support the
message, but it is only
from one type of
source, and not always
relevant.

There is no call-toaction; viewers are

not pushed to think,
feel, or do anything.

Viewers are
occasionally
encouraged to act
and/or take a side.

12

Message is clear
and important.

Message is very clear

and powerful.

Multiple sources of
research are used;
all are relevant; only
one type of source
is used.

Multiple sources of
research are used to
support the message; all
are relevant; more than
one type of source is
used (i.e. newspapers,
journal articles, videos,
etc.)

Viewers are
consistently urged
to take a side.

Viewers are consistently

encouraged to take a
side, and might be asked
to consider an alternate
viewpoint as well..

15
Message is very clear,
powerful, and thoughtprovoking; viewers
immediately recognize
the big idea, why it is
important, and why they
should care.
Message is supported by
a large amount of
research; all sources are
relevant; at least 3
different types of sources
(i.e. newspapers, journal
articles, videos, etc.) are
used.

Viewers are consistently

encouraged to take a
side, but also asked to
consider all viewpoints
before making a final
decision.

Voice and
Targeted
Audience

Target audience is
difficult to identify and
insufficient attempts
are made to suit their
expectations.

Target audience is
identified and attempts
are made to shape the
video to suit their
expectations.

Target audience is
identified and video
is shaped to suit
their sensibilities
and expectations.

Target audience is
clearly identified and
video and accurately
reflects their sensibilities
and expectations.

Video demonstrates a
keen awareness of target
audience, deeply reflects
their sensibilities and
goes beyond viewer
expectations.

Voice is vague or
inappropriate and
does not appeal to
the target audice.

Voice is sometimes
inconsistent and
vaguely appeals to the
target audience.

Voice is consistent
and generally
appeals to the target
audience.

Voice is consistent and

thoroughly appeals to the
target audience.

Voice is consistent and

appeals to the target
audience in a highly
developed manner.

Brainstorm Worksheet:
Complete the following diagram with the members of your video production group. Once you have finished, you
will discuss your plans with the teacher in a mini conference to discuss how to proceed forward with your project.