Jennifer Larson

I'm going to be trying this idea out in class in about a week. The theme for this trimester in my class is power; we have read Things Fall Apart and will read Antigone, and we are finishing up a unit on persuasive writing. We haven't done anything with power and media, though, and I'm not keen on examining the power in politics, which is all over the media now. I've decided to show my students an episode of my favorite TV show, Buffy the Vampire Slayer, and use that as a way of seeing how power and powerlessness are visually created and emphasized.

Since so few students have had any media classes such as the Art of Film, I plan on introducing then at a basic level to how the shots, by camera angle, movement, and framing, can display power and powerlessness. (I might add other film techniques such as lighting to the info share, but I'm not sure.) The shots are a big thing in Buffy, where the main character is often given the "hero shot" from an angle below.

After the information sharing, students will pair with another student and note places where the shots emphasized power and lack of power in characters as they view the episode. Each pair will present one idea to the class after viewing and discussing with each other. The episode I'll show is "Band Candy," where all the adults start acting like teens after eating tainted band candy. If I remember correctly, the shots illustrate their transition from powerful to powerless for the adults and vice versa with Buffy, who has to become the adult in the episode.

Louise Covert and Rebecca Robertson

Romeo & Juliet: Using film technique to communicate culture and custom
To help our eighth/ninth grade students understand and interpret Shakespeare’s Romeo and Juliet, we would create a Webquest about 16th century English culture and customs that they would explore in advance of asking them to read/view the play.

The Webquest would give them choices concerning what aspect or area of Elizabethan England they want to examine via the Internet. The choices would include:
- Biographical information about Shakespeare himself
- Entertainment in 16th Century England
- Marriage and courtship
- Friendships for males and females
- Gatherings - parties, holidays, funerals, and customs common to these kinds of events
- Religion and religious customs & rituals
- Family Ties roles and responsibilities of family members in society
- Other options as presented by individual students or partners

Students would report-out their Webquest findings using one of several methods:
Presentation
Video
Written report (also posted on class web site)
Mind map with oral interpretation for the class
Then, to incorporate elements of teaching film technique /analysis/ appreciation, students would be asked to connect the focus of their Web-based inquiry about Elizabethan England to a scene from the movie, Romeo and Juliet, set in contemporary times.

Students would be asked to look at similarities and differences (compare and contrast) and talk about how the contemporary context for this film either made no difference at all or somewhat or greatly altered how that scene unfolded in relation to what their research told them about the custom and/or culture of Romeo and Juliet’s time.

A part of the narrative about the scene would include information about the lighting, sound, special effects, camera angles & shots, and how these are other film techniques served to communicate and support a particular time period and cultural perspective of this Shakespeare tragedy.

Students would present their research and findings by showing the class the film clip of their scene and talking over the tape about one or more techniques that support their Webquest research findings.

Kathryn Connors and Amy Gustafson

This idea would come towards the middle or end of a language arts or media studies class. In order for the students to show that they have learned and understood all the film elements we've discussed in class, they would be asked to create a short video segment (at least 5 minutes).
We would require that they have at least four-six of the discussed film elements/techniques such as close-up, long-shot, tilt, sound, etc. The film would be tied into a novel/short story/poem that the students had already studied in the class. For example, the students might choose to take characters from a novel and create a "missing scene."

Once finished, the students would present their videos to the class, highlighting why they chose to use the techniques that they did. They would also be required to write a 1-2 page reflection talking about both why they used the film techniques they used and how it aided or enhanced their understanding of both the text they chose to build their video off of and the power of media.

Jamie Pehl

This activity would come after students have learned the terminology required to discuss film-editing technique. A 3-minute-clip must be chosen, but chosen carefully. This is so because one is needed that has a variety of different types of techniques. Students will be in groups of 3-4. The clip will be played 3-4 times. Each time, each individual group member is responsible for focusing on one specific technique. He or she must describe the technique, how it is done, and just as importantly why it is done. For example, a student examining the use of close-ups would describe a specific close-up shot and the purpose for that shot in the context of the scene. After each showing, students rotate roles within their groups and do the same type of analysis for a different technique. Once everyone has completed an analysis for all of the presented techniques, a discussion takes place in which students compare, contrast, and even argue their rationales.

Lindsay Kroog and Jodi Laframboise

As far as the teaching idea goes, I was reading in our class textbooks and came across something that might work nicely. I have recently been challenged in my thinking concerning teaching genre. As a reading teacher this concept for middle school students (all seventh graders) seems more difficult than I expect. It is harder to give examples of genre from written material (using excerpts) than it would be using visual material.

The more I think about this the more intrigued I am. I would really like to incorporate a unit study using media to parallel the different genre's kids read all the time. In fiction, target mystery, suspense, realistic fiction, science fiction, humor, romance...the list could go on and on. So my idea is to design a mini unit studying genre using media. Share examples with the students before allowing them to build their own presentation using clips of movies that display the features in the movie that create that specific genre. In doing this, the students need to learn the basics of viewing video/DVD to dissect the movie.

Meghan Scott and Megan Dwyer-Gaffey

We decided to look at this prompt in a slightly different light. Instead of thinking in terms of a film studies or media studies course, we wanted to incorporate film technique into our standard English courses. We wanted to use the tableau or snapshot activity to act out a scene from a text we are studying. For those of you who are unfamiliar with this technique it is basically acting out a scene without using dialogue to get a better feel for where people are positioned within the scene, the gestures they are making, their facial expressions, their relationship to each other, etc. We would do this as a large group to get students thinking about how they look at texts and, more importantly, why they view things as they do. Then, after introducing the necessary terminology (tilt, tracking, camera angles, etc.) we would ask students to film a scene of their choosing in the tableau format. They would string a long set of these snapshots together to form a complete scene. They would then present these films to the class and give oral presentations explaining why and how they shot and arranged how they did.

Tamela McCartney and Kimberly Sy

Old vs. New
This activity can be used as a way to introduce film and its technologies or as an advanced application of film knowledge.

Show portions of two movie versions of the same story, particularly two that are quite a few years apart (ex: Ocean's Eleven & Ocean's Eleven, The Wizard of Oz & The Wiz, two versions of Romeo and Juliet). Have students view the oldest version of the film first, using a viewing guide that instructs them to write down any visual or auditory components that catch their eyes. Then, have them watch the same part of the story using the newer film version and fill out the same viewing guide.

After the viewing, facilitate and participate in a discussion with the class about the differences between the films:
What technological differences exist?
Why have films changed throughout time?
Which film portrays the story line most affectively?
Why did the directors make such different or similar decisions about the film's portrayal?
How does the time period in which each of the films were created affect the film?
As a follow-up assignment, students could watch their favorite movie and fill out a generic viewing guide that helps them see the similarities between the movies they watch today and movies from the past.
OR
Students could produce a short segment of a film, using some of the techniques that the older film displayed.
OR
Students could pick one aspect of film technology that they think has had a most significant impact and write a short report on its role in film development over the years.

Anne Holmgren and Dixie Boschee

We wanted to think of a culminating activity to a critical film class--during the unit we will have taught film techniques (camera shots, lighting, sound/music, editing, etc) and then focused extensively on how these techniques convey meaning in the film. As it's an English class, we will be specifically interested in how the students can identify themes based on film techniques (heavy use of dark colors, for example, creating a mood that reflects the main character's feelings of hopelessness).

As a culminating activity, we will have a film festival--maybe two or three days long, depending on the length of film clips we require. Each student will identify a film clip, much as we have in class, and bring it in to share with the class. There will be a list of things they must comment on (we can use this list as a rubric for grading, too) either before, during or after the clip. As a way of preparing for the film festival (and just something fun to do with the students), they could create posters a week or so in advance illustrating some of the themes in their movie.

Not only will this just be a fun way to culminate a film unit, the students will have to be ultra-prepared and fluent in their knowledge of film techniques, as there is nothing more intimidating than presenting in front of a group of peers. This activity is assuming a 3-4 week unit on film and extensive use of clips during the unit to illustrate these techniques to the students. They could even bring popcorn...

Daniel Gough and Adam Banse

We would have students re-shoot scenes of their choosing from films that they liked in order to emphasize certain themes that they have identified within their movie.

Many movies, like any text, can be interpreted in a number of different ways. Students may disagree about who has the power in particular scene for instance, or on the intentions of certain characters.

Students would have to select a scene from a movie and then re-shoot it using a storyboard technique to isolate the technical changes that they would make. For each adaptation, students would need to explain what technical aspect of the shot they are changing and their motivation for doing so (what impact does their decision have thematically?)
It would be easy to stipulate specific number or types of adaptations that need to be used and this activity could be scaffolded to fit the technical know how of the students.

Erin Grahmann and Erin Warren

We wanted to start our media studies planning with a very basic lesson that would introduce a basic topic of film studies: use of camera angles. A great beginning and well-known clip to demonstrate this with would be the emotional death scene of Boromir at the end of Lord of the Rings: The Fellowship of the Ring.

Begin the class by showing the students this clip without intro. Then do a mini-lecture on the usage of camera angles: how they can frame the shot, convey intimacy or solitude, and the presence or absence of power in a character, and how all these things can create moods non-verbally. Then review the clip, with the students generating ideas on how the camera angles are used in the scene. What will probably be stated first is that the camera is tight on the faces of both characters, creating a feeling of intimacy. They will see how Boromir is put in a weak position, as he is dying, and how Aragorn is viewed as above him, in the strong position as a healthy warrior. Also noted will be the fact that the weaker, lower-viewed Boromir is admitting for the first time that Aragorn is not only the rightful king, but HIS leader- he becomes vulnerable. The subtle camera angles emphasize these important moods in ways that the students probably never noticed, but now feel empowered to identify and learn from. This would be a great way to intro a film study unit, or even a whole year of class.

Amanda Furth

Introduce & discuss specific advertising techniques.
Have students find two examples of each advertising technique.
For each example, students should answer the questions 1) how is the specific advertising technique being demonstrated in this example, 2) what is the meaning / message being expressed by the advertisement, and 3) is the advertisement effective and why or why not.
Introduce & discuss specific film techniques: extreme close-up, close-up, medium shot, tracking, lead space, head room, long shot, extreme long shot, etc.
Use television advertisement to discuss the advertising & film techniques that have been considered.
Have students develop their own television advertisement using the advertising & film techniques considered as student expectations and criteria for grading.

Rachel Godlewski and Jessie Dockter

Poetic Images Through Film
This activity was developed through the idea of teaching poetry and film simultaneously, with special emphasis on the images created through poetry.

This could work one of two ways: 1) students could select images from poetry to express in film or 2) students could analyze images from film, and create poetry around those. By creating “cinematic poetry,” students would think carefully about the images created through words in poetry in order to duplicate the meaning on screen. Doing this would force students to think critically about the messages images convey to an audience. Through their use of music, lighting, voice over, and even text, students could build a visual representation of the images that poetry creates. Not only would this activity demonstrate students' analysis of the poems, but it would also allow them to apply film techniques.

If teachers have less time to work on this with students, another version of the activity would be to create slideshows of a poem using computer software programs such as Microsoft PowerPoint. Students could still experiment with the use of color, sound, and timing to create mood and meaning.

Adrien Everest

In the reading of Edgar Allen Poe's dark stories, I've always noticed the precision he uses in writing specifically separate scenes. For a class film activity, I would like my class to relate a scene in one of Poe's short stories or poems in a digital movie or slideshow. By using images and sounds that they think convey Poe's ideas, the students can get an idea of what is so scary or troubling about his writing.

For example, in reading “The Fall of the House of Usher,” the last scene of our protagonist's realization that his friend has buried his sister alive, is a very disturbing but potent scene. I would show still images of two men in fear and confusion and darkness, with scary music of course. This activity would allow students to express visually what they see in Poe's words and in the world he creates for them.

Josh Wetjen and Tom Deshotels

Today, in a film studies class I observed, I noticed how students are quite savvy about film techniques and remember scenes from favorite movies vividly. One method of teaching film could be to start with the basics of film production. The unit could start by going over the basics of framing, editing and lighting. Students could meet in small groups and the teacher could assign each a film technique. The students in the small group would then have to select a clip demonstrating that technique and present it to the class. A variation on this idea would have students do something similar, but at the end of a unit. In this case students could film their own movie segments that make use of their assigned technique. They would still present this to the rest of the class and explain why they chose to film the segment in that particular manner.

Kari Gladen and Katie Schultz

For our lesson plan, we decided to incorporate the 1994 movie, Muriel’s Wedding, directed by PJ Hogan. The movie is a somewhat dark comedy following the life of Muriel as she struggles to find happiness and fit into a culture full of impossible expectations. As an introduction to the film, we would ask kids to find video clips, magazine ads, or other artifacts that convey images of brides, fairy tale weddings, and cultural symbols of marriage.

As we show the film, we would ask students to take note of the ways Muriel feels pressured to buy into all these images in order to find true happiness. We would ask students to focus on the ways that emotion can be conveyed without words through camera angle, lighting, color, etc. Cinematic elements such as how the camera focuses on physical appearance and body language as well as how camera positioning helps to portray Muriel's feelings of being either an outsider or an insider, depending on her circumstances within the film would also be addressed. As a final part of the project, we would ask students to make a make up a poster board collage using their own art and magazine clippings to convey the societal pressures Muriel feels throughout the movie. The project would be like a storyboard, but all symbols. As a group we would have students discuss and ask questions about each other’s final work.

Scott Devens

For my activity I was already thinking of designing something related to students creating flip books when I realized similar idea was mentioned in module 3. Except I was thinking of doing the activity as a way to introduce the whole concept of what a film really is to young middle-schoolers, not just animation concept. I could even show them a short DVD that my brother-in-law created after a recent family gathering. There are sections where not much happens that need editing to create interest and then there are sections (with music) that involve short cuts that are MUCH more interesting to view. Anyway, using flip books would give students a hands-on way to realize that a film is really a series of still shots assembled to give the illusion of goings on. Would use it to discuss the term "motion picture". Flip books help us to understand that slowly "changing" picture is really what gives the illusion of often fast-moving "motion" pictures.

Module 3: Word document

Visual Literacy: Starting with the Image

Studying Images through Still Photography

Comics and Film Technique

Film Techniques

Lighting

Editing

Sound

Using Film Techniques to Convey Cinematic Meanings

Defining Purposes for Editing Decisions: Creating Storyboards

Analysis/Evaluation of Film Technique

Film History

Television History

Accessing On-line Films / Film Reviews / Ratings / Information

Animation and Special Effects

Film Study Methods

Writing about Films

Film Study Resources

Film Journals/Magazines

References

Teaching Activities