Lesson Plan | Socioemotional Learning | Video and Photography

Objective

Duration: (10 - 15 minutes)

This stage aims to introduce learners to the theme of the lesson, clearly outlining the learning objectives focused on analysing the visual and emotional composition of audiovisual works. This sets the stage for learners to develop socio-emotional skills such as self-awareness and social awareness while exploring the emotional impact of visual elements.

Objective Utama

1. Analyze and describe the composition of scenes in audiovisual works, placing emphasis on video and photography creation.

2. Enhance the ability to recognize and understand the emotions expressed through various visual elements in film and photographs.

Introduction

Duration: (20 - 25 minutes)

Emotional Warmup Activity

Journey to Inner Calm

The Guided Meditation activity helps students connect with themselves, fostering a sense of calm and focus. This technique involves leading learners to close their eyes and follow instructions that help them relax their body and mind, concentrating on their breathing while envisioning peaceful environments. This practice effectively reduces anxiety and improves concentration, laying the groundwork for more meaningful learning.

1. Invite students to sit comfortably in their chairs, with their backs straight and feet flat on the floor.

2. Let them know they will take part in a short guided meditation to enhance their focus and presence.

3. Ask students to close their eyes and start paying attention to their breath, inhaling through their nose and exhaling through their mouth.

4. Guide them to take three deep breaths, filling their lungs completely and then exhaling slowly.

5. Encourage students to imagine a calm and safe place, such as a beach, a field of flowers, or a serene forest.

6. Slowly describe this place using sensory details, like the sound of waves, birds chirping, or the smell of flowers.

7. Prompt students to visualize themselves in that space, feeling calm and relaxed.

8. Allow for a few moments of silence so students can savour this feeling of tranquility.

9. After a few minutes, guide students back to the classroom by asking them to slowly move their fingers and toes.

10. Finally, ask them to open their eyes and share briefly how they felt during the meditation.

Content Contextualization

Artistry in photography and film isn’t merely about snapping pictures; it’s about storytelling and expressing emotions. When we view a film or photograph, we can be transported to another realm, sensing the feelings the creator wanted to share. For example, consider how a certain film scene can make you laugh, weep, or feel anxious. These emotions are thoughtfully crafted by the director and photographer through scene composition, lighting, and camera angles. By grasping how these emotions are generated, we not only grow as artists but also enhance our emotional awareness, learning to identify and manage our own emotions as well as those of others.

Development

Duration: (60 - 75 minutes)

Theory Guide

Duration: (20 - 25 minutes)

1. Visual Composition: Discuss how visual elements are arranged within an image or scene, including the placement of objects, people, lights, and shadows. Examples: Rule of Thirds, Symmetry, Leading Lines.

2. Lighting: Explain how lighting influences mood and the emotions conveyed by a scene. Soft lighting fosters calmness, while strong lighting can heighten tension. Examples: Natural Light, Backlighting, Front Lighting.

3. Camera Angles: Show how different angles change the perception of a scene. Low-angle shots convey power, while high-angle shots suggest vulnerability. Examples: Wide Shot, Medium Shot, Close-up.

4. Colors: Examine how colours can evoke emotions and meanings. Warm hues like red and yellow depict energy and passion, while cool colours like blue and green signify calmness and sadness. Examples: Colour Psychology, Colour Palette.

5. Context and Setting: Highlight how setting and context contribute to visual narratives. A thoughtfully chosen setting enhances storytelling and expresses specific emotions. Examples: Interiors, Exteriors, Natural Settings.

6. Narrative Elements: Explain how narratives are constructed by combining all these visual components. A visual narrative can communicate a story without words. Examples: Storyboard, Sequence of Images.

Activity with Socioemotional Feedback

Duration: (30 - 35 minutes)

Capturing Emotions through the Lens

In this activity, students will break into groups to create a series of photographs or a short video that expresses a designated emotion. Each group will be assigned a different emotion (like joy, sadness, fear, or surprise) and will apply the concepts learned in theory to capture that feeling through visual composition, lighting, camera angles, and colour.

1. Divide students into groups of 4 to 5.

2. Assign each group a specific emotion to portray.

3. Provide groups with cameras or mobile devices for capturing images or videos.

4. Guide students to plan the composition of their images or videos, considering the theoretical elements discussed (visual composition, lighting, camera angles, colours, and settings).

5. Give students 30 minutes to capture their visuals.

6. After shooting, ask groups to select their best photos or edit the video for presentation.

7. Each group will have 5 minutes to present their work, explaining the theoretical elements they used to convey the assigned emotion.

Discussion and Group Feedback

After all presentations, prompt a group discussion using the RULER method. Start by Recognizing the emotions expressed by each group, encouraging peers to identify emotions in each other's visuals. Next, Understand the triggers and outcomes of these emotions, exploring how various visual elements influenced emotional perceptions. Encourage students to Label the emotions accurately with proper vocabulary. Facilitate space for students to Express their emotions, sharing how they felt while creating and viewing these works. Finally, support students in Regulating their emotions by discussing coping strategies for intense feelings that may have surfaced during the creation and analysis of audiovisual productions.

Conclusion

Duration: (15 - 20 minutes)

Reflection and Emotional Regulation

To reflect on class challenges and how emotions were managed, ask students to write a paragraph about a specific moment when they experienced a strong emotion during the photography or video task. They should describe the situation, the feeling they had, their response, and the strategies they used to cope with that emotion. Alternatively, facilitate a group discussion allowing each student to share their experiences and listen to others. This exchange can pinpoint common and effective emotional regulation strategies.

Objective: This section aims to encourage students to evaluate their emotional responses during the lesson, promoting self-awareness and self-control. Through reflection and sharing, students can discover effective strategies for navigating challenging situations, applicable both in the classroom and beyond.

Glimpse into the Future

To conclude, have students establish personal and academic goals relevant to the lesson's topics. Explain that these goals should be SMART: specific, measurable, achievable, relevant, and time-bound. For instance, a personal goal might be 'to enhance teamwork during group tasks,' while an academic goal could be 'to utilise visual composition concepts in a final photography project.'

Penetapan Objective:

1. Enhance teamwork skills in group projects.

2. Apply visual composition concepts in a final photography project.

3. Grow the ability to recognise and express emotions through art.

4. Utilise emotional regulation techniques during stressful moments in artistic creation.

5. Deepen understanding of how visual elements shape emotional perception. Objective: This section aims to bolster students' autonomy and practical application of what they've learned, motivating them to set clear, achievable goals that facilitate academic and personal growth. Through defining and pursuing these goals, students can continue developing their skills in audiovisual arts and emotional intelligence, ensuring sustained progression in their learning.