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Filmmaking 102: Storyboarding, Lighting, and Post Production

Learning Module

Abstract

Years 9 through 12 students in a classroom setting with access to computers, internet resources, and filming equipment both at school and at home explore storyboarding, lighting, and editing techniques, preparation, and technology involved with making a film. Students must have completed “Filmmaking 101: Introduction to Filmmaking” prior to completing this learning module. School owned camera equipment including cameras, camera rigs, lighting, sound recording equipment, computers, and editing software 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 storyboarding, 3 point lighting, sound techniques, and editing/post production techniques. Students will apply this knowledge to the creation of a film project based on historical developments in the history of filmmaking.

Abstract

Years 9 through 12 students in a classroom setting with access to computers, internet resources, and filming equipmentboth at school and at home explore storyboarding, lighting, and editing techniques, preparation, and technology involved with making a film. Students must have completed “Filmmaking 101: Introduction to Filmmaking” prior to completing this learning module. School owned camera equipment including cameras, camera rigs, lighting, sound recording equipment, computers, and editing software 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 storyboarding, 3 point lighting, sound techniques, and editing/post production techniques. Students will apply this knowledge to the creation of a film project based on historical developments in the history of filmmaking.

Learning Objectives

Filmmaking 102: Storyboarding, Lighting, and Post Production's learning objectives are based off of the National Core Arts Standards: 

  • Creating #1 - Generate and conceptualize artistic ideas and work
  • Creating #2 - Organize and develop artistic ideas and work
  • Creating #3 - Refine and complete artistic work
  • Performing/Presenting/Producing #4 - Analyze, interpret, and select artistic work for presentation
  • Performing/Presenting/Producing #5 - Develop and refine artistic work for presentation
  • Performing/Presenting/Producing #6 - Convey meaning through the presentation of artistic work
  • Responding #7 - Perceive and analyze artistic work
  • Responding #8 - Interpret intent and meaning in artistic work
  • Responding #9 - Apply criteria to evaluate artistic work
  • Connecting #10 - Synthesize and relate knowledge and personal experience to make art
  • Connecting #11 - Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
Retrieved from http://www.nationalartsstandards.org/

 

Course Description and Overview

In Filmmaking 101: An Introduction to Filmmaking, students were introduced to basic concepts such as creating a story summary, elements and sequence of cinematic narrative, basic camera movements, basic shot composition, and how to write a script. Students were then able to apply what they learned to create a 1-2 minute film project with one single camera shot that contained a clear beginning, middle, and ending.

In Filmmaking 102: Storyboarding, Lighting, and Post Production, students will explore professional techniques used to create more advanced film projects. This learning module will start with students creating a short story summary and a script which should be review from Filmmaking 101. From there, students will learn storyboarding, lighting techniques, and editing/post production techniques with the point of moving towards a final project of filming a 4-8 minute film utilizing the techniques learned in class.

Essentially, this learning module will have the following structure:

  1. Review Filmmaking 101 concepts such as: elements of cinematic narrative, sequence of cinematic narrative. Students will create a story summary.
  2. Students will create a script from the story summary
  3. Introduce, practice, and apply storyboarding concepts and techniques
  4. Explore, practice, and apply lighting concepts and techniques 
  5. Learn film editing software (Adobe Premier will be the software used in this class)
  6. Apply lighting, sound, editing and post production techniques to the filming and post production of your scripted and storyboarded project.

Review Filmmaking 101 Concepts

For the Students

In Filmmaking 101, you learned about

  • The three aspects of camera exposure (aperture, shutter speed, and ISO speed) and their trade-offs (depth of field, motion blur, and image noise, respectively)
  • Camera Shots such as Close Ups, Medium Shots, and Wide Shots and how each shot has a purpose and meaning
  • Types of Camera movement and examples of when to use them
  • Storytelling with Cinematography including shot composition and framing as well as other meathods of visual storytelling
  • Plot and shot sequencing for dramatic purposes (we will likely revisit these concepts later on in the editing and post production portion of this module)
  • The elements of cinematic narrative which include the characters, the location, the object, the situation, the action, and the theme
  • The structure of cinematic narrative as found in the three act structure of the introduction, the rising action, the conflict, and the resolution
  • Script Writing and how to format a script.

For review at any time, the entire learning module can be found here: Filmmaking 101: An Introduction to Filmmaking

Make an update:

1. Post your final published Lumiere film project from Filmmaking 101 to your update. 

2. Create a thoughtful, and reflective update on the concepts covered in Filmmaking 101. What have you learned (good or bad) from the experience of creating your first film project. What would you do differently next time? What would you do the same?  Talk about how specific concepts covered in Filmmaking 101 applied to your Lumiere Film project. How do you feel you could have improved your final project using those specific concepts covered. How would you apply them differently toward your next film project. What concepts really stood out to you and that you specifically attempted to apply.

All Students:

Comment on three other students updates. Suggest one concept they applied successfully and one concept they might apply differently. Make a recommendation for an alternative way they might have approached it.

For the Teacher

This section will provide an overview review of Filmmaking 101: An Introduction to Filmmaking.

Filmmaking 101 should be relatively familiar with this learning module. It is a prerequisite to the current learning module.

Students should be encouraged to go back and review the concepts covered in Filmmaking 101.

The learning objectives for this module include the following:

  • Responding #7 - Perceive and analyze artistic work
  • Responding #9 - Apply criteria to evaluate artistic work

In this section, student will do three things:

1. Post their final published Lumiere film project from Filmmaking 101. 

2. Create a thoughtful, and reflective update on the concepts covered in Filmmaking 101. What did they learn (good or bad) from the experience of creating their first film project. What would they do differently next time? What would they do the same?  They will discuss how specific concepts covered in Filmmaking 101 applied to their Lumiere Film project. How do they feel they could have improved your final project using those specific concepts covered. How would they apply them differently toward their next film project. What concepts really stood out to to them and that they specifically attempted to apply.

3. Comment on three other students updates. Suggest one concept they applied successfully and one concept they might apply differently. Make a recommendation for an alternative way they might have approached it.

Create A Film Script

For the Students

filmescape.com

The principles you learned in Filmmaking 101 do not go away. Take what you learned from Filmmaking 101 and apply those principles and steps to come up with a script for a 4 to 8 minute short film with a clear beginning, middle, and ending. This short film must contain all the elements of cinematic narrative and will be a multi-shot, multi-sequence film. Incorporate as much of Filmmaking 101 principles into the creation of this film as you can. For your reference, the Filmmaking 101 learning module can be found here: Filmmaking 101: An Introduction to Filmmaking

On your own, come up with a story summary, an outline, and a script. Create these in Google Docs and share it with your three other team members. Each person in your team needs to evaluate each other person's work and offer suggestions on how to improve it. After feedback from your team, make any changes you feel necessary. 

When finished, make an update in Scholar in which you upload a copy of your script as a PDF. Evaluators, you may reference the script rubric used in Filmmaking 101 as a guide and which will be posted for your reference by the teacher.

For the Teacher

Learning Objectives:

  • Creating #1 - Generate and conceptualize artistic ideas and work
  • Creating #2 - Organize and develop artistic ideas and work
  • Creating #3 - Refine and complete artistic work
  • Responding #7 - Perceive and analyze artistic work
  • Responding #9 - Apply criteria to evaluate artistic work
  • Connecting #10 - Synthesize and relate knowledge and personal experience to make art

Students will create a story summary, an outline, and a film script for a 4 to 8 minute short film with a clear beginning, middle, and ending. This short film must contain all the elements of cinematic narrative and will be a multi-shot, multi-sequence film. Incorporate as much of Filmmaking 101 principles into the creation of this film as you can. For your reference, the Filmmaking 101 learning module can be found here: Filmmaking 101: An Introduction to Filmmaking

Seperate students into teams of four each.

Students are to then share their scripts with their assigned team members. Team members are to evaluate each other's story summaries, outlines, and scripts via Google Docs and provide suggestions for improvement for each other based on the rubric below which can also be found as the script writing rubric in the Filmmaking 101 class. Students will submit a finalized script in PDF form as an update in Scholar.

 

The (Art) of Storyboarding

For the Students

http://accad.osu.edu/womenandtech/Storyboard%20Resource/

A big part of creating a film is planning. The creation of a storyboard is a visual way to plan a film. A storyboard is 

essentially a large comic of the film or some section of the film produced beforehand to help film directors, cinematographers and television commercial advertising clients visualize the scenes and find potential problems before they occur. Besides this, storyboards also help estimate the cost of the overall production and saves time. Often storyboards include arrows or instructions that indicate movement.

In creating a motion picture with any degree of fidelity to a script, a storyboard provides a visual layout of events as they are to be seen through the camera lens. (Wikipedia, Storyboarding)

Storyboarding Overview:

Students:

Read the Wikipedia article that the quote above comes from. It describes the origin, usage, benefits, and creation process and can be found here: https://en.wikipedia.org/wiki/Storyboard

Read through and watch the videos on this blog post which more specifically illustrate the considerations and process involved with creating a storyboard.

Browse the examples of storyboards from popular films found at any and all of the links below:

http://screencrush.com/movie-storyboards/

http://flavorwire.com/349534/awesome-storyboards-from-15-of-your-favorite-films

http://twistedsifter.com/2012/12/storyboards-from-popular-films/

Assignment: Create a storyboard of your script that you've written. Once finished, join up with the three other students in your team. Work as a team to help each other fine tune each of your storyboards to be the clearest and closest visual representation of your script as possible. Offer suggestions on how to improve each other's storyboards. You may choose an electronic storyboarding tool or simply hand draw your storyboards.

Make a comment:  Why is storyboarding important? Is it important or is storyboarding a waste of time? Give reasons to back your position.

Resources you may find helpful:

Online Storyboarding Software (Storyboard That)

Storyboard Templates

http://www.printablepaper.net/category/storyboard

http://karenjlloyd.com/blog/free-storyboard-template-downloads/

 

For the Teacher

Learning Objectives:

  • Creating #1 - Generate and conceptualize artistic ideas and work
  • Creating #2 - Organize and develop artistic ideas and work
  • Performing/Presenting/Producing #5 - Develop and refine artistic work for presentation

Student's Assignment:

Create a storyboard of your script that you've written. Once finished, join up with the three other students in your team. Work as a team to help each other fine tune each of your storyboards to be the clearest and closest visual representation of your script as possible. Offer suggestions on how to improve each other's storyboards. You may choose an electronic storyboarding tool or simply hand draw your storyboards.

Make a comment:  Why is storyboarding important? Is it important or is storyboarding a waste of time? Give reasons to back your position.

The purpose of the assignment is 1. to learn about storyboarding and then apply that learning by completing the storyboard for their upcoming film project and 2. to help them see the benefit and purpose of creating a storyboard. 

Lighting Your Scenes

For the Students

LIGHTING

Watch the following videos on lighting:

Media embedded October 30, 2015
Media embedded October 30, 2015

Lighting in bright sunlight using filters and reflectors:

Media embedded October 30, 2015

Read:

Understanding Light by David Peterson in which he talks about natural vs. artifical light, the characteristics of light, color temperature, light direction, intensity, and properties of light.

Comment:

What are some of the common tips, techniques, and equipment recommendations in these videos and in the article for achieving the correct lighting? In what situations would you use specific techniques? Discuss what techniques are useful in which specific situations.

Make an Update:

What is Keylight? What is Backlight? What is Fill Light? Research and describe 3 point lighting technique. Take before and after photos of lighting three different scenes with at least one indoor and one outdoor scene. Describe how you acheived the lighting you got. Draw the setup of the lights and any reflectors you used. Scan that document into an electronic version and upload it into your update as well.

 

For the Teacher

Learning Objective:

  • Creating #1 - Generate and conceptualize artistic ideas and work
  • Creating #2 - Organize and develop artistic ideas and work
  • Creating #3 - Refine and complete artistic work
  • Connecting #10 - Synthesize and relate knowledge and personal experience to make art

In this section, students will learn about lighting principles used in film projects and how they can begin to apply lighting to their own film projects. It is also designed to help them begin to identify where lighting could be improved and also to simply get in a lot of practice time at lighting a scene or subject. Lighting is one of those skills that students simply need to try it out and figure out how it works when actually shooting a scene or shot or taking a picture. The more they can practice it, the better it will get for them.

Practice Lighting Your Scenes

For the Student

LIGHTING PRACTICE

Update 2:

Using the principles in the last section on lighting, film four shots in the following contexts: 

  1. indoor with no windows
  2. indoor with windows
  3. outdoor mid day (not cloudy if possible)
  4. outdoor right before sunset or right after sunrise

The film shots do not need to be long. Create the most optimal lighting you can. Ask another student to be your subject. Remember to use your camera exposure settings to your benefit as well. You can reveiw exposure settings in the FIlmmaking 101 Learning Module.

Post these four videos explaining how you acheived the lighting you did. 

Comment 2: Comment on 3 other updates. Make suggestions on how the lighting in these clips could be improved.

 

For the Teacher

LEARNING OBJECTIVES

 

  • Creating #1 - Generate and conceptualize artistic ideas and work
  • Creating #2 - Organize and develop artistic ideas and work
  • Creating #3 - Refine and complete artistic work
  • Connecting #10 - Synthesize and relate knowledge and personal experience to make art

Essentially, students will simply continue to apply their learning of lighting principles used in film projects and begin to apply lighting to their own film projects. It is also designed to help them begin to identify where lighting could be improved and also to simply get in a lot of practice time at lighting a scene or subject.  The more they can practice it, the better it will get for them.

Film Editing & Post Production

For the Students

Adobe Premier is the film editing software package that you will be using in this learning module.

Watch the following tutorial on using Adobe Premier.

Media embedded November 24, 2015

Practice:

Click on the following link and download the practice footage. Follow the short instructional videos on the website to get you started. 

https://helpx.adobe.com/premiere-pro/how-to/create-video-story.html?set=premiere-pro--get-started 

Update:

Make an update on the aspects of the editing practice assignment that you found most helpful. Also comment on what you found as most challenging. Based on your scripts and storyboards, what aspects of Adobe Premier would you like to know more about in preperation for your upcoming film project? Comment on three other student's updates by researching topics they mention that they would like to know more about. Post tips, links, and suggestions from your research that might help them out.

To dive in deeper with Adobe Premier, you can view an additional and more thorough Adobe Premier tutorial series. You can also download the excercise files to practice with here:

https://www.youtube.com/playlist?list=PLOJrc9IhPiwW16gmn3Ob27afO4WOTR8_T

For the Teacher

Learning Objectives:

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

  • Performing/Presenting/Producing #4 - Analyze, interpret, and select artistic work for presentation
  • Performing/Presenting/Producing #5 - Develop and refine artistic work for presentation
  • Connecting #10 - Synthesize and relate knowledge and personal experience to make art

Students will download video footage and practice the editing techniques they learned through watching the embedded video. The footage is here: 

https://helpx.adobe.com/premiere-pro/how-to/create-video-story.html?set=premiere-pro--get-started 

Following the students working with the practice footage, students will make the following updates and comments:

Update:

Make an update on the aspects of the editing practice assignment that you found most helpful. Also comment on what you found as most challenging. Based on your scripts and storyboards, what aspects of Adobe Premier would you like to know more about in preperation for your upcoming film project? Comment on three other student's updates by researching topics they mention that they would like to know more about. Post tips, links, and suggestions from your research that might help them out.

Additional editing practice: (optional)

To dive in deeper with Adobe Premier, you can view an additional and more thorough Adobe Premier tutorial series. You can also download the excercise files to practice with. Look for them in the comments:

https://www.youtube.com/playlist?list=PLOJrc9IhPiwW16gmn3Ob27afO4WOTR8_T

Final Film Project: Putting It All Together

For the Students

www.judsonisd.org

It is now time to put your script writing, directing, storyboarding, camera work, lighting, editing, and post production skills to work. 

Project Assignment: Create a film

Create a film of 4-8 minutes in length based off your script and storyboard. It must have a clear beginning, middle, and ending and should be limited to no more then 6 actors or actresses. Use the rubric shared with the teacher as a guide to help you as you create your film.

To Do:

  1. Make contact with the list of available acting talent from the drama and acting classes. The teacher will provide you with available student actors names and contact info. There will be some overlap in recruiting your acting talent so coordinate with each other, the actors, and the drama teacher to make sure everyone has the actors and actresses they need.
  2. Your previously assigned team members will act as your production crew. Each member of the team will not only direct their film but also function as camera, lighting, sound crew for each other. Please coordinate with each other as to what you would like your production crew to do. Remember that a few practice times running through a scene you need is never a bad idea.
  3. Now go film!
  4. Bring your footage back and upload the footage into Adobe Premier. Remember to organize your footage and name it appropriately. Assemble the rough cuts on your timeline and fine tune. Add any additional effects or sound track. Complete your editing work.
  5. Export to .mp4 format and upload it to Youtube and then link to it in Scholar. Be prepared to share with the class.

Update: There is always room for improvement and refinement. Make an update that embeds your final product and discuss what would you have done if you could have done it over. Are there areas that you wish would have come out better and why? What would you do differently for you next film?  

Comments: Comment on three other films from your classmates. What did you like? How could they have improved? Reference the shared rubric where appropriate.

 

For the Teacher

Learning Objectives:

  • Creating #1 - Generate and conceptualize artistic ideas and work
  • Creating #2 - Organize and develop artistic ideas and work
  • Creating #3 - Refine and complete artistic work
  • Performing/Presenting/Producing #4 - Analyze, interpret, and select artistic work for presentation
  • Performing/Presenting/Producing #5 - Develop and refine artistic work for presentation
  • Performing/Presenting/Producing #6 - Convey meaning through the presentation of artistic work
  • Responding #7 - Perceive and analyze artistic work
  • Responding #8 - Interpret intent and meaning in artistic work
  • Responding #9 - Apply criteria to evaluate artistic work
  • Connecting #10 - Synthesize and relate knowledge and personal experience to make art
  • Connecting #11 - Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Students will:

Create a film of 4-8 minutes in length based off your script and storyboard. It must have a clear beginning, middle, and ending and should be limited to no more then 6 actors or actresses.

Students will do any remaining prep work, film, edit, and upload the final project to Youtube.

Student Teams will function as the production teams for each other to include sound, lighting, camera, etc. Acting talent will be obtained through the Theartre and drama classes.

Students will reflect on their film project by making an update that embeds their final product. They will discuss what they would have done if they could do it over. They will discuss areas that they wish would have come out different and why. What would they need and want to do differently for their next film?

Rubric: (To be provided to students as they evaluate theirs and others film projects)

  Getting Started 65% Developing 75% Proficient 90%

Transferrable 100%

Storyboard I have a storyboard. I have a storyboard which depicts the basic scenes for my film. I have created a storyboard which accurately reflects the scenes, the shots, the actions in the shots and scenes, the camera movements in the shots and scenes. I have created a storyboard which is followed very closely. Scenes are transferred accurately from the storyboard to the film. Movements and actions are depicted in the film as they are drawn in the storyboard. Scenes are numbered and lettered correctly.
Planning/Preparation I had some idea of what I would need to do in preparation for filming I identified the details I would need to work through in preparation for my film project. I took most of the steps necessary to complete the tasks I listed I identified all the details I anticipated would need to be addressed prior to filming. I anticipated some of the plans that might not go accordingly.  I anticipated all the logistical details involved with prepping for my film. I created a PLAN A & a PLAN B for all of my anticipated tasks and details and took specific steps to address as many of these as possible. I anticipated and planned for the unexpected. 
Lighting I used lighting sources I was able to use lighting to improve the natural look of the scene but I wasn't able to achieve exactly the look I wanted. I used lighting to effectively enhance the look and feel of the scene. I was able to use reflectors and 3 point lighting to augment the scene. I was able to effectively enhance the look and feel of multiple scenes to acheive the intended goal. I was also able to successfully assist/advise others with lighting for their scenes.
Editing I completed basic editing with basic, rough cuts I edited my scenes with use of multiple creative editing elements that contributed to moving the look and feel of the film forward. I edited my scenes to be very exact. The timing on cuts was exactly as intended. Effects were used to enhance the film project. Music was timed precisely. The scene editing, the music, the effects were all clean and purposeful and served to enhance the film. I am comfortable with helping others to use editing software with advanced techniques to aid in the creation of a final film project