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Filmmaking 101

An Introduction To Filmmaking

Learning Module

Abstract

Year 9 through 12 students in a traditional classroom setting with access to internet resources both at school and at home explore the creativity, camera techniques, preparation, and technology involved with making a film. School owned camera equipment including cameras, camera rigs, and sound recording equipment are made available to the students during class time. Students may use camera equipment during non class hours for their upcoming project work on a sign out basis. Students will learn about camera shots and techniques, and the three act narrative structure, and script writing. Students will apply this knowledge to the creation of a film project based on historical developments in the history of filmmaking.

Learning Objectives

Filmmaking 101: An Introduction to Filmmaking's learning objectives are based off of the ISTE (International Society for Technology in Education) standards for students; all of which can be found here: ISTE Standards for Students

ISTE Standards•S © 2007 International Society for Technology in Education.

There are six ISTE Standards:

  1. Creativity and Innovation
  2. Communication and Collaboration
  3. Research and Information Fluency
  4. Critical Thinking, Problem Solving, and Decision Making
  5. Digital Citizenship
  6. Technology Operations and Concepts

Specifically, after completing this course, students will be able to:

1. Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

1.A   APPLY EXISTING KNOWLEDGE TO GENERATE NEW IDEAS, PRODUCTS, OR PROCESSES

1.B   CREATE ORIGINAL WORKS AS A MEANS OF PERSONAL OR GROUP EXPRESSION

2. Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

2.A   INTERACT, COLLABORATE, AND PUBLISH WITH PEERS, EXPERTS, OR OTHERS EMPLOYING A VARIETY OF DIGITAL ENVIRONMENTS AND MEDIA

2.B   COMMUNICATE INFORMATION AND IDEAS EFFECTIVELY TO MULTIPLE AUDIENCES USING A VARIENT OF MEDIA AND FORMATS

2.D   CONTRIBUTE TO PROJECT TEAMS TO PRODUCE ORIGINAL WORKS OR SOLVE PROBLEMS

3. Apply digital tools to gather, evaluate, and use information.

3.B   LOCATE, ORGANIZE, ANALYSE, EVALUATE, SYNTHESIZE, AND ETHICALLY USE INFORMATION FROM A VARIETY OF SOURCES AND MEDIA

4. Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

4.A   IDENTIFY AND DEFINE AUTHENTIC PROBLEMS AND SIGNIFICANT QUESTIONS FOR INVESTIGATION

4.B   PLAN AND MANAGE ACTIVITIES TO DEVELOP A SOLUTION OR COMPLETE A PROJECT

4.C   USE MULTIPLE PROCESSES AND DIVERSE PERSPECTIVES TO EXPLORE ALTERNATIVE SOLUTIONS

5.  Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior

5.B   EXHIBIT A POSITIVE ATTITUDE TOWARD USING TECHNOLOGY THAT SUPPORTS COLLABORATIONS, LEARNING, AND PRODUCTIVITY

6. Students demonstrate a sound understanding of technology concepts, systems, and operations. 

6.A   UNDERSTAND AND USE TECHNOLOGY SYSTEMS

6.B   SELECT AND USE APPLICATIONS EFFECTIVELY AND PRODUCTIVELY

6.C   TROUBLESHOOT SYSTEMS AND APPLICATIONS

6.D   TRANSFER CURRENT KNOWLEDGE TO LEARNING OF NEW TECHNOLOGIES

Overview

src: wallpapercave.com

Filmmaking is the process of making a film. Filmmaking involves a number of discrete stages including an initial story, idea, or commission, through scriptwriting, casting, shooting, sound recording and reproduction,editing, and screening the finished product before an audience that may result in a film release and exhibition. (Wikipedia.com)

This learning module will explore the art and process of filmmaking and will cover classical filmmaking style in the sense of cinematic narrative and the three act narrative structure. Students will create their own stories and translate them into scripts. Camera shots, movements, framing, composition, and exposure will be explored. Finally, students will take the scripts they have written and use these as the basis for filming their own short film project.

From a big picture perspective, this learning module can be broken into three sections:

  1. Part 1 will concern itself with understanding the camera. This section will be broken down even further and will include the topics camera exposure, camera shots, and camera movements.
  2. Part 2 will concern itself with storytelling and script writing. This section will be further broken down to include storytelling, plot and shot sequencing, elements and structure of cinematic narrative, and script writing.
  3. Finally, Part 3 will take all of this into account as students use what they have learned and film their own short movie project.

The final project in this learning module will allow students to further utilize the skills they have learned from the "Introduction To Film Editing and Post-Production" class offered concurrently with this learning module in which you learned editing and post production techniques and methods using Apple's Final Cut Pro software.

 

Camera Exposure

For the student

 

You don't take a photograph, you make it. - Ansel Adams

THREE ASPECTS OF EXPOSURE:

Exposure is essentially how much light a picture will have.

The three aspects of exposure are: Aperture, ISO, and Shutter Speed. Each of these affects the exposure of a photograph or video shot. Each aspect has tradeoffs and understanding these will help in creating your desired shot.

Read the article below linked below:

http://www.cambridgeincolour.com/tutorials/camera-exposure.htm

Comment on the analogy given at the beginning of this article. Is it a good analogy and why? What aspect of exposure relates to which aspect of rain water and buckets in this analogy?



 

 

For the teacher

Teachers:

This section addresses a camera shot's exposure and explores the three tradeoff's of each. At the end of this section, students should have a clear understanding of aperture, shutter speed, and ISO and how these can be adjusted and why.

The learning objectives for this module are:

2. Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

2.A   INTERACT, COLLABORATE, AND PUBLISH WITH PEERS, EXPERTS, OR OTHERS EMPLOYING A VARIETY OF DIGITAL ENVIRONMENTS AND MEDIA

2.B   COMMUNICATE INFORMATION AND IDEAS EFFECTIVELY TO MULTIPLE AUDIENCES USING A VARIENT OF MEDIA AND FORMATS

Update for students:

Make an update researching and reporting on one of the following aspects of exposure: shutter speed, ISO, or Aperture. In your update, define one aspect of exposure, explain it's primary and secondary function (it's tradeoffs). In the camera of your choice, describe how you would adjust this aspect of exposure. Finally, while keeping the other two aspects of exposure unchanged, take 5-10 pictures of the same subject illustrating the different levels of the aspect of exposure you chose. Identify which picture is which at which level. Post the pictures as part of your update. 

Also, comment on two other students updates for this section.

Camera shots

For the student

Filmmakers and cinematographers use many types of camera shots to achieve their goals. Some of these shots are listed here:

Shot types & Abbreviations
Close Up CU
Medium Close Up MCU
Extreme Close Up ECU
Wide Shot WS
Extreme Wide Shot EWS
Medium Wide Shot MWS
Over The Shoulder OTS
Birds Eye View BEV

Each shot has a purpose and a meaning. For example, a wide shot can be used to set the location. A close up shot can be used to show thinking or emotion. 

Comment: Read and watch the two links below. Do you agree with both links assessment of the types of shots? Does one shot in one of the links communicate the intended message more effectively then what the other link recommends? Explain why you think this.

  1. Film Shots And Their Effect On The Audience and
  2. The Close-Up Shot in Videography & Cinematography 
Media embedded September 27, 2015

Update Assignment:

Students: Take five to ten pictures of various subjects with different types of shots. Make and update and upload them to your post. Explain what each shot is intended to communicate to the audience and why you chose the type of shot you did.  Also comment on the effectiveness of the type of shot of three of your peers as it relates to the intended purpose of the shot. Comment on whether the purpose of the shot was communicated effectively and what was done to acheive that or whether the purpose of the shot could have been communicated more effectively and how that could have been done.

For the teacher

Learning Objectives for this section:

1. Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

1.A   APPLY EXISTING KNOWLEDGE TO GENERATE NEW IDEAS, PRODUCTS, OR PROCESSES

1.B   CREATE ORIGINAL WORKS AS A MEANS OF PERSONAL OR GROUP EXPRESSION

In this section, students will learn about camera shots and from reading, seeing photos, and videos illustrating these shots.

Update Assignment:

Students: Take five to ten pictures of various subjects with different types of shots. Upload them to your post. Explain what each shot is intended to communicate to the audience and why you chose the type of shot you did.  Also comment on the effectiveness of the type of shot of three of your peers as it relates to the intended purpose of the shot. Comment on whether the purpose of the shot was communicated effectively and what was done to acheive that or whether the purpose of the shot could have been communicated more effectively and how that could have been done.

Camera movements

For the student

Similar to types of shots, types of camera movements also have purpose. If there is no purpose to move the camera, then it should not be moved. Movements are used to translate emotions.

Some basic movements include:

Movement:  
Tilt vertical movement
Pan horizontal movement
Tracking/Traveling/Dolly  any shot with where the camera is on wheels

 

The videos below provides a good illustration of when and why you would used different camera movements.

Watch: How To Create Emotion With Different Types Of Camera Movements. You only need to watch up to minute 4:50

Also Watch: Camera Movements

Media embedded September 27, 2015
Media embedded September 27, 2015

Update:

Pick a scene from movie on Youtube (try and keep it to around 5 minutes or less). Post the scene in your update. List the shots  Describe and analyze each shot and camera movement in the scene (is it a WS, an OTS, an ECU, MS, regular CU, etc. Are the camera movements tilt, pan, dolly, tracking, etc.) Discuss what you think the purpose of each shot is, what is it trying to communicate, and how is it doing that. HINT: try watching your chosen scene at least once without any sound. 

Also: make a comment on three other students updates. Would you agree with their analysis? Why or why not?

For the teacher

In this section, students will learn about camera movements and their purpose.

Learning objectives in this section include:

2. Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

2.A   INTERACT, COLLABORATE, AND PUBLISH WITH PEERS, EXPERTS, OR OTHERS EMPLOYING A VARIETY OF DIGITAL ENVIRONMENTS AND MEDIA

2.B   COMMUNICATE INFORMATION AND IDEAS EFFECTIVELY TO MULTIPLE AUDIENCES USING A VARIENT OF MEDIA AND FORMATS

Students will create the following update:

Update:

Pick a scene from movie on Youtube (try and keep it to around 5 minutes or less). Post the scene in your update. List the shots  Describe and analyze each shot and camera movement in the scene (is it a WS, an OTS, an ECU, MS, regular CU, etc. Are the camera movements tilt, pan, dolly, tracking, etc.) Discuss what you think the purpose of each shot is, what is it trying to communicate, and how is it doing that. HINT: try watching your chosen scene at least once without any sound. 

Also: make a comment on three other students updates. Would you agree with their analysis? Why or why not?

 

Storytelling with Cinematography

For the student

Using cinematography to aid the the telling of a story is key to a film being done well and makes the difference between what one would expect from an ametuer looking film and a professional looking film.  Review the link below which discusses the shot composition and watch the following two videos on cinematography from dslrguide.com. The first video discusses composition and framing of you shots. The second video discusses visual storytelling in film.

The 5 Basic Rules Of Shot Composition from smashandpeas.com

Composition and Framing

Media embedded September 27, 2015

Visual Storytelling

Media embedded September 27, 2015

Student Update:

Research shot composition and shot framing. Explain an aspect of shot compostion or shot framing. What is its intended purpose? Provide a couple examples from either a movie scene or a static photograph (upload them to your update) that illustrates principles of shot composition and framing. Take three photographs that illustrate a principle of shot composition and upload them as part of your update. Discuss how you composed/framed your shot. Comment on 3 other student's updates.

For the teacher

In this section, students will learn about shot composition and shot framing as it relates to communicating a story. They will be introduced to 5 basic elements of shot composition through reading an article and watching a video. They will also be introduced to the concept of visual storytelling in which the focus of the scene is communicating visually and not necessarily via dialogue or other means. 

The learning objectives for this section are:

1. Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

1.A   APPLY EXISTING KNOWLEDGE TO GENERATE NEW IDEAS, PRODUCTS, OR PROCESSES

1.B   CREATE ORIGINAL WORKS AS A MEANS OF PERSONAL OR GROUP EXPRESSION

2. Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

2.A   INTERACT, COLLABORATE, AND PUBLISH WITH PEERS, EXPERTS, OR OTHERS EMPLOYING A VARIETY OF DIGITAL ENVIRONMENTS AND MEDIA

2.B   COMMUNICATE INFORMATION AND IDEAS EFFECTIVELY TO MULTIPLE AUDIENCES USING A VARIENT OF MEDIA AND FORMATS

 

Students will make the following update:

Research shot composition and shot framing. Explain an aspect of shot compostion or shot framing. What is its intended purpose? Provide a couple examples from either a movie scene or a static photograph that illustrates principles of shot composition and framing. Take three photographs that illustrate a principle of shot composition and upload them as part of your update. Discuss how you composed/framed your shot. Comment on 3 other student's updates.

Plot and Shot Sequencing

For the student

Cinema is language. Shot sequencing is used to build suspense, draw out the the story, tease out what is happening, keep the audience guessing. Dramatic scenes function as a pyramid. The shot sequence progresses as the drama progresses. As the drama becomes more involved or intense, so do the sequence of the types of shots. Each shot must have a purpose to play in the drama of the storyline.

Make A Comment:

Watch the following scene from the Godfather where Michael shoots Sillazo. Pay attention to the shots. Discuss what each shot is trying to communicate. Is there any camera movement? If so, where and why? What is the significance of the doors going into the restroom? What is the significance of the train noise? Are there any color choices that stand out?

Media embedded September 27, 2015

Post an Update:

Pick a scene from movie that is available on Youtube (try to keep pick a scene that is around 5 minutes or less). Post the scene in your update. Create an update about the scene in that movie.   Analyse the overall shot sequence. Discuss the purpose of the shot sequence and what it's purpose is in relation to the storyline. What it is trying to communicate, and how it is doing that?  HINT: try watching your chosen scene at least once without any sound. 

Other class members: make a comment on three other students updates. Would you agree with their analysis? Why or why not?

 

 

For the teacher

In this section, students will learn about shot sequences. Shot sequencing is extremely important to the flow of the scene and how it contributes to the dramatic arc of the film.

The learning objectives for this section are:

1. Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

1.A   APPLY EXISTING KNOWLEDGE TO GENERATE NEW IDEAS, PRODUCTS, OR PROCESSES

2. Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

2.B   COMMUNICATE INFORMATION AND IDEAS EFFECTIVELY TO MULTIPLE AUDIENCES USING A VARIENT OF MEDIA AND FORMATS

 

Students will make the following update:

Pick a scene from movie that is available on Youtube (try to keep pick a scene that is around 5 minutes or less). Post the scene in your update. Create an update about the scene in that movie.   Analyse the overall shot sequence. Discuss the purpose of the shot sequence and what it's purpose is in relation to the storyline. What it is trying to communicate, and how it is doing that?  HINT: try watching your chosen scene at least once without any sound. 

Other class members: make a comment on three other students updates. Would you agree with their analysis? Why or why not?

Elements of Cinematic Narrative

For the student

Every film is made up of these specific elements which contribute to cinematic narrative:

  • Character - Think about who the characters are, they need to be developed and 3-Dimentional. They include protagonists and antagonists.
  • Locationthe location is significant. It means something. Make sure it tells a story, contributes to the story, or in someway, moves the main story forward.
  • Object - the catalyst for the dramatic arc of the film, one main hinge point. Often referred to as The MacGuffin
  • Situation or Conflict - serve to move the the plot forward. They are conflicts and frustrations (emotional, physical, violent or non-violent). Beyond that, these are the primary situations that moves the story along. They are the catalysts for the action.
  • Action - What the characters do to resolve the situation or conflict. The situation or conflict may be one specific situation or it can be the entire storyline (also known as the Line of Action). "The tactic the character takes, or the strategy the character uses to overcome his or her obstacle. Most often, it is the means by which the character tries to manipulate other characters into removing the obstacle to his or her objective." Key Terms For Analysing A Play 
  • Theme - The idea/concept that ties the film together. The concept that runs throughout the film... sometime very subtly. It is what the story is about at it's foundational level. 

 

Students:

Watch "The Lunch Date" by Adam Davidson. 

https://www.youtube.com/watch?v=epuTZigxUY8

Make an update discussing the theme of The Lunch Date.

Identify the characters, the location, the object, the situation, and the action of this short film. Explain how each of these elements are clearly seen and how they contribute to the storyline and overall theme of the film. Comment on three other student's updates.

 

For the teacher

In this section, students will learn about the elements of cinematic narrative.

The learning objectives in this section are:

2. Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Students will learn about the elements of cinematic narrative. They will then watch "The Lunch Date" by Adam Davidson. 

https://www.youtube.com/watch?v=epuTZigxUY8

Make an update discussing the theme of The Lunch Date.

Identify the characters, the location, the object, the situation, and the action of this short film. Explain how each of these elements are clearly seen and how they contribute to the storyline and overall theme of the film. Comment on three other student's updates.

Structure of Cinematic Narrative

For the student

The Three Act Structure & Dramatic Sequencing

The three act narrative structure is the basis for almost all classical hollywood style movies. It is also the basis for many plays throughout history. At it's basic level, the three act structure consists of:

  1. Beginning: Included in the beginning is the introduction of the characters, the catalyst or deciding incident that sets everything else into motion, and then a major action
  2. Middle: The rising action and the major confrontation
  3. End: The crisis caused by the major confrontation, the resolution, and the conclusion

The graphic below illustrates these concepts:

http://www.elementsofcinema.com/screenwriting/three-act-structure/

Students:

Comment on Speilberg's quote at the beginning of this section. Do you agree or disagree with Speilberg? If you agree, what examples can you think of that support his statement? If you disagree, why?

Make an update: Cite a hollywood film and summarize the film's storyline. Divide the storyline into where you believe the divisions between beginning, middle, and end are.

Also, comment on three other peer student updates and evaluate their storyline divisions.

 

For the teacher

In this section, students will learn about the three act structure and how to build a story

Learning Objectives for this section:

3. Apply digital tools to gather, evaluate, and use information.

3.B   LOCATE, ORGANIZE, ANALYSE, EVALUATE, SYNTHESIZE, AND ETHICALLY USE INFORMATION FROM A VARIETY OF SOURCES AND MEDIA

Student's assigned update and comments for this section:

Comment on Speilberg's quote at the beginning of this section. Do you agree or disagree with Speilberg? If you agree, what examples can you think of that support his statement? If you disagree, why?

Make an update: Cite a hollywood film and summarize the film's storyline. Divide the storyline into where you believe the divisions between beginning, middle, and end are.

Also, comment on three other peer student updates and evaluate their storyline divisions.

Script Writing

For the student

Students will now begin the process of creating the stories and scripts for their first film project.

1. Read the article from Writersdigest.com below:

http://www.writersdigest.com/online-editor/7-steps-to-creating-a-flexible-outline-for-any-story 

2. Read the following article from Writersstore.com

How to Write a Screenplay: Script Example & Screenwriting Tips

Comment:

Make a comment summarizing the main points of both of these articles

For further reading:

The following link will allow you to review the real scripts from real movies. Choose a couple movies of interest and look through portions of their scripts. Use these as examples as you begin to write your own scripts.

http://gointothestory.blcklst.com/free-script-downloads/

 

Update 1:

Based on what you learned from the article as well as the elements and structure of cinematic narrative in the previous sections, come up with a 2-3 minute, 2-3 character story summary and outline. Envision your story taking place with no film cuts. Your upcoming film project will be filmed without the use of cuts. It will all happen with one camera shot so plan your summary, outline, and script with that in mind. Write the summary/outline in a seperate Word Processor (MS Work, Pages, Google Docs) and save it as a PDF. Upload the PDF as your update. 

Also comment on 3 other student's story summaries/outlines based on how closely the story aligns with the elements and structure of cinematic narrative in the previous two sections. Make comments on how they might be able to improve their story summaries/outlines

Update 2: 

Using what you learned in this section, write a script based off of the story summary and outline you composed in Update 1 above.  Use an alternate Word Processor to make sure proper script formatting is followed and then save it as a PDF. Upload the PDF once completed.
Using the rubric below, make a comment assessing your own story/script and discuss how you might improve it. Also, make a comment assessing three (3) other students scripts as well.

 

For the teacher

In this section, students will do two things. 

  1. They will come up with a story summary and outline using what they learned from the assigned readings
  2. They will use examples of scripts to model their own script writing after.

Learning Objectives for this section:

1. Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

1.A   APPLY EXISTING KNOWLEDGE TO GENERATE NEW IDEAS, PRODUCTS, OR PROCESSES

1.B   CREATE ORIGINAL WORKS AS A MEANS OF PERSONAL OR GROUP EXPRESSION

2. Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

2.A   INTERACT, COLLABORATE, AND PUBLISH WITH PEERS, EXPERTS, OR OTHERS EMPLOYING A VARIETY OF DIGITAL ENVIRONMENTS AND MEDIA

2.B   COMMUNICATE INFORMATION AND IDEAS EFFECTIVELY TO MULTIPLE AUDIENCES USING A VARIENT OF MEDIA AND FORMATS

2.D   CONTRIBUTE TO PROJECT TEAMS TO PRODUCE ORIGINAL WORKS OR SOLVE PROBLEMS

3. Apply digital tools to gather, evaluate, and use information.

3.B   LOCATE, ORGANIZE, ANALYSE, EVALUATE, SYNTHESIZE, AND ETHICALLY USE INFORMATION FROM A VARIETY OF SOURCES AND MEDIA

Student Update 1:

Based on what you learned from the article as well as the elements and structure of cinematic narrative in the previous sections, come up with a 2-3 minute, 2-3 character story summary and outline. Envision your story taking place with no film cuts. Your upcoming film project will be filmed without the use of cuts. It will all happen with one camera shot so plan your summary, outline, and script with that in mind. Write the summary/outline in a seperate Word Processor (MS Work, Pages, Google Docs) and save it as a PDF. Upload the PDF as your update. 

Also comment on 3 other student's story summaries/outlines based on how closely the story aligns with the elements and structure of cinematic narrative in the previous two sections. Make comments on how they might be able to improve their story summaries/outlines

Student Update 2: 

  1. Using what you learned in this section, write a script based off of the story summary and outline you composed in Update 1 above.  Use an alternate Word Processor to make sure proper script formatting is followed and then save it as a PDF. Upload the PDF once completed.
  2. Using the rubric below, make a comment assessing your own story/script and discuss how you might improve it. Also, make a comment assessing three (3) other students scripts as well.

 

Lumiere Project

For the student

In this section, you will have the opportunity of creating a film from the script you've developed.

  1. Before you do this however, review the comments and feedback you received on your script from your peers and make any remaining edits you feel are necessary.
  2. Submit your final draft to your teacher. Be prepared to make copies for your acting talent.

Students: Watch the following videos. Your projects will be based off of the style of the Lumiere Brothers. In the history of filmmaking, the Lumiere Brothers were the first filmmakers. At that point in filmmaking history, the style was just beginning. There were no cuts, no multi-angle shots. There was simply one camera filming for about a minute.

Media embedded September 28, 2015

Now watch these examples of modern short films shot in this style:

Media embedded September 28, 2015
Media embedded September 28, 2015

Student's: Work on your Lumiere Film project:

You will be paired with your actors/actresses and your production crew. Your peers in this class will serve as your production crew. Acting talent will be obtained through the Thearter Department. You may volunteer to be an actor or actress for one of your peer's films or even for your own film. . 

  1. Schedule a time to meet with your acting talent and your production crew to go over the details of your script.
  2. Schedule the time and location to film your Lumiere project.
  3. Address any final details or expected challenges of your film such as location, props, costumes, obtaining any permissions you may need.
  4. Film your projects.
  5. Upload them onto your computers.
  6. Edit and produce them in Final Cut Pro installed on your computers. 

When finished, make an update and submit your film as the update. You will do a self assessment according to the rubric below. Submit the self assessment to the teacher. You must also make three comments assessing three other films to review based on the rubric below.

Lumiere Film Project Rubric

 

For the teacher

In this final section, students will coordinate with actors and production crew. They will film, edit, and produce their film projects.

Learning Objectives in this section:

1. Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

1.A   APPLY EXISTING KNOWLEDGE TO GENERATE NEW IDEAS, PRODUCTS, OR PROCESSES

1.B   CREATE ORIGINAL WORKS AS A MEANS OF PERSONAL OR GROUP EXPRESSION

2. Use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

2.A   INTERACT, COLLABORATE, AND PUBLISH WITH PEERS, EXPERTS, OR OTHERS EMPLOYING A VARIETY OF DIGITAL ENVIRONMENTS AND MEDIA

2.B   COMMUNICATE INFORMATION AND IDEAS EFFECTIVELY TO MULTIPLE AUDIENCES USING A VARIENT OF MEDIA AND FORMATS

2.D   CONTRIBUTE TO PROJECT TEAMS TO PRODUCE ORIGINAL WORKS OR SOLVE PROBLEMS

3. Apply digital tools to gather, evaluate, and use information.

3.B   LOCATE, ORGANIZE, ANALYSE, EVALUATE, SYNTHESIZE, AND ETHICALLY USE INFORMATION FROM A VARIETY OF SOURCES AND MEDIA

4. Use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

4.A   IDENTIFY AND DEFINE AUTHENTIC PROBLEMS AND SIGNIFICANT QUESTIONS FOR INVESTIGATION

4.B   PLAN AND MANAGE ACTIVITIES TO DEVELOP A SOLUTION OR COMPLETE A PROJECT

4.C   USE MULTIPLE PROCESSES AND DIVERSE PERSPECTIVES TO EXPLORE ALTERNATIVE SOLUTIONS

5.  Understand human, cultural, and societal issues related to technology and practice legal and ethical behavior

5.B   EXHIBIT A POSITIVE ATTITUDE TOWARD USING TECHNOLOGY THAT SUPPORTS COLLABORATIONS, LEARNING, AND PRODUCTIVITY

6. Students demonstrate a sound understanding of technology concepts, systems, and operations. 

6.A   UNDERSTAND AND USE TECHNOLOGY SYSTEMS

6.B   SELECT AND USE APPLICATIONS EFFECTIVELY AND PRODUCTIVELY

6.C   TROUBLESHOOT SYSTEMS AND APPLICATIONS

6.D   TRANSFER CURRENT KNOWLEDGE TO LEARNING OF NEW TECHNOLOGIES

Assigned Film Projects for students:

Student's: Work on your Lumiere Film project. You will be paired with your actors/actresses and your production crew. Your peers in this class will serve as your production crew. Acting talent will be obtained through the Thearter Department or you may volunteer to be an actor or actress for one of your peer's films or even for your own film. 

  1. Schedule a time to meet with your acting talent and your production crew to go over the details of your script.
  2. Schedule the time and location to film your Lumiere project.
  3. Address any final details or expected challenges of your film such as location, props, costumes, obtaining any permissions you may need.
  4. Film your projects.
  5. Upload them onto your computers.
  6. Edit and produce them in Final Cut Pro installed on your computers. 

When finished, make an update and submit your film as the update. You will do a self assessment according to the rubric below. Submit the self assessment to the teacher. You must also make three comments assessing three other films to review based on the rubric below. 

Lumiere Project Assessment Rubric