UNIT TOPIC: Language for the Screen
YEAR 10 STUDENTS
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Overview of Unit and Assessment
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Film has its own language that has been developed from certain codes and conventions that combine to create meaning, to convey emotions, share experiences and ultimately "tell a story".
In this unit we analyse and evaluate how film constructs, represents, and stereotypes teenage characters and their identity through applying technical and symbolic elements within film. We will look at the cultural context films are made in and further examine the teenage character through the lens of social values and beliefs. Once we know the cultural context, the language and codes to use, we can apply them or challenge them when making our own films. UNIT FOCUS : CONTENT
This unit is designed to be a personal and creative journey for you to reflect, analyse and create. Unit Topic: Lessons and Resources
Students Year 10: LANGUAGE FOR THE SCREEN
OVERIVIEW/ASSESSMENT MATERIAL LESSON 1: Representation, stereotypes, identity and self LESSON 2: Film Comparison analysis: Mean Girls (2004) Love, Simon (2018) LESSON 3: Film Comparison analysis: Looking for Alibrandi (2000) Bend It Like Beckham (2001) Beneath Clouds (2002) LESSON 4: Quiz and 5-Shot sequence exercise LESSON 5: Pre-production: planning, storyboarding LESSON 6: Production: Filmmaking: 'Making A Teen Short Film' LESSON 7: Post-Production: Editing LESSON 8: Finish film, evaluation and screening EXHIBITION PAGE - Launch your film for assessment |
By the end of the unit students will be able to:
Assessment: Unit Plan
FORMATIVE collaborative activities, class discussions, group interactions:
TOTAL: 40% SUMMATIVE
TOTAL: 60% |
LESSON 1: Representation, Stereotypes, Identity and Self
Culture and Context - Social Values, beliefs and representationThe word 'culture' is used to refer to whatever is distinctive about the 'way of life' of a person, group of people, community, nation or social group. Culture can be used to describe the 'shared values' of a group or of society which is in part social beliefs. (Hall 1997, p. 2)
Language is one of the ‘mediums’ through which thoughts, ideas and feelings are represented in a culture. Representation is central to the processes by which meaning is produced. That is why images have meaning and why we call Film a Language. In a film the signs, symbols, technical elements work together to make meaning. How images and film create meaning and represents the world is part of a cycle. Stuart Hall has created this cycle of culture that relates connection of identity, representation, productions, regulation and consumption. 
Stuart Hall, 1997, Representation: Cultural Representations and Signifying Practices, p. 1
C. Steward and A. Kowaltzke, 2008, Media: New ways and meanings (3rd Edition), Page 6
TEXTBOOK: Steward C, and Kowaltzke, A, 2008, Media: New Ways and Meanings(3rdEdition), John Wiley and sons Australia Lty Ltd.
Steward, 2008, page 35-37 "Representation" below: Representations How does it work ? Representations work in the following ways:
Analysing representations There are at least four main ways of analysing rep- resentations, according to sociologist Eoin Devereux. These are:
Representation and Media Production
Dependant on these factors:
SYMBOLIC CODES Meaning culture and context – meaning is also attached to images through culture and society. Visual codes are technical and symbolic elements in images, and in action: Meaning=image/word connotation=object denotation (Reference: Dunscombe. R, Giummarra. V, Lamb. B, Tibaldi . K, Young . R, 2018, Heinemann Media(3rdEdition), , Pearson Australia, p. 5) A film exists in society so it can reflect views and values from the time it was made. The narrative, story and characters point of view can be what drives the filmmakers towards a particular meaning. EXTRA ACTIVITY
On a sheet of chart paper with a marker draw a frame or something similar that holds a “mirror.” Look in the “mirrors” and list what you “see” in yourself that makes you unique—interests, friendships, social connections, school, work, beliefs, racial and sexual identity. List these qualities on the “mirrors.” 
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Learning Intentions:
Identity - How do we Define It?
Identity is closely connected to both culture and language. Thinking and talking about the self is influenced by the cultural frames, which are offered by different languages and cultural systems. Identity is not fixed. A person’s conception and expression of individuality or group affiliation, self-concept and self-representation. (ACARA 2019) Context: The Construction of Identity can change with context can be influenced and shaped by these factors:
Essential Activity 1 - Identity
QUESTIONS:
WORK SHEETS
Feel in the table below and discuss the images on Activity sheet 1 below 
Teens in Film Stereotypes Presentation:
Representation of Teenagers : extra activity and resource.
Stereotypes
It is a highly judgemental type of representation. The word stereotype comes from the printing trade. Stereotypes are an extreme form of representa- tion. They are constructed by a process of selection. Certain aspects are focused on and then exagger- ated. At the same time, an evaluation is made and the audience is invited to make a judgement, which is often based on prejudice. Repetition establishes stereotypes and over time allows them to appear ‘natural’. Many groups in society have stereotypes associated with them. These contain limited and distorted views. Stereotyping is often evident when there is a power imbalance between members of society. Relations between men and women, for example, can encourage the development of stereotypes on both sides. In the same way, disadvantaged minority groups often have stereotypes associated. (P. 5) Women/Girls
Getting the representation of women right has been one of the most difficult balancing acts.
Men/Boys
Aborigines and Torres Strait Islander Representations of Indigenous Australians are often used to relate to the land and assicated “romanticised tribal Aborigines", says director and actor Wesley Enoch of Brisbane’s Kooemba Jdarra theatre group.
ACTIVITY QUESTIONS:
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END OF LESSON 1 WRAP-UP:
HOPE YOU HAVE GAINED SOME IDEAS FOR YOUR ASSESSMENT .
HOME WORK: WATCH FILM ANALYSIS VIDEO CLIP AND MEAN GIRLS (2004)
NEXT LESSON WE analyse TEEN REPRESENTATION IN FILM
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LESSON 2: Representations: Film Comparison Analysis
Poster analysis
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Extra Activity
How are the techniques or style of the film different (if at all)?
- In comparing the posters there are some similarities.
- Can you identify them?
- What does this say about the character and their identity?
- There is a 14 year difference between date of production.
How are the techniques or style of the film different (if at all)?
Trailer analysis
Mean Girls (2004)
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Love, Simon (2018)
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Essential Activity 1 Groups (4 students per group) Create a Mind Map of ideas/answer around these questions:
e.g Discuss use of narration and voice/over as tool to communicate. |
ACTIVITIES WORK SHEETS: MIND MAPS
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Film Clip Analysis
Opening scene
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Opening Scene
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Essential Activity 2: Clip analysis. Theme: Sub-culture and teens.
Mean Girls (2004) – middle class values, social status, female identity Love, Simon (2018)- sexuality, male identity, middle class values |
FILM CLIP
Each of the films uses a variety of film elements (technical and symbolic choices), such as camerawork, editing, audio and narration to produce meaning that is significant and powerful in representing their story and identity. Analyse these choices by considering each element in isolation and then in combination to effectively evaluate how they have been used to influence audiences and communicate meaning. (SBS 2016, P. 7) PRINCIPLES OF VIEWING AND ANALYSING:
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END OF LESSON 2 WRAP-UP:
HOPE YOU HAVE GAINED SOME IDEAS FOR YOUR ASSESSMENT .
HOME WORK: WATCH FILM ANALYSIS BENEATH CLOUDS (2002)
NEXT LESSON WE CONTINUE TO analyse TEEN REPRESENTATION IN FILM
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LESSON 3: Representations: Film Comparison Analysis
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Learning Intentions:
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Looking for Alibrandi
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Poster analysis
Bend It Like Beckham
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Beneath Clouds
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Activity
- In comparing the posters there are some similarities and some differences. What are they?
- What does the posters say about the character and their identity? Do the images convey a sense of belonging? Why or why not?
- How does the posters make you feel?
Trailer analysis
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Looking for Alibrandi
(2000) - AUS |
Bend It Like Beckham
(2002) - UK |
Beneath Clouds
(2002) - AUS |
Essential Activity 1In Groups (4 students per group):
Create a Mind Map of ideas/answer around these questions:
e.g Discuss use of narration and voice/over as tool to communicate. |
EXTRA ACTIVITY: Watch the video clips (above and below) and do a mind map on key themes, viewpoints, cinematic techniques. Then answer essay question:
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Film Clip Analysis
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Looking for Alibrandi
(2000) - AUS |
Bend It Like Beckham
(2002) - UK |
Beneath Clouds
(2002) - AUS |
Essential Activity 2
Watch Clip. Theme: Sub-culture and teens.
Ideas to get you started:
Alibrandi–female identity, class, racism, social status, ethnic identity, love story, coming-of age, outcast, Italian culture, belonging
Bend It like Beckham– female identity, gender-roles, middle class, Indian culture, women’s football, belonging
Beneath Clouds– Australian Indigenous teen, identity, belonging
Watch Clip. Theme: Sub-culture and teens.
- How are values and beliefs portrayed?
- How are Italian and Indian culture portrayed?
- Examine ethnicity, gender, cultural and social representations
- What technical or symbolic techniques are used? Consider music, camera techniques, and mise-en-scene.
- Australian vs British cultural context. What seminaries to you see? Explore
Ideas to get you started:
Alibrandi–female identity, class, racism, social status, ethnic identity, love story, coming-of age, outcast, Italian culture, belonging
Bend It like Beckham– female identity, gender-roles, middle class, Indian culture, women’s football, belonging
Beneath Clouds– Australian Indigenous teen, identity, belonging
Extra Scenes and Resources for Bend It Like Beckham (in your own time)
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Extra Scenes and resources for Alibrandi, Beneath Clouds, Lady Bird (in your own time)
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END OF LESSON 3 WRAP-UP:
HOPE YOU HAVE GAINED SOME IDEAS FOR YOUR ASSESSMENT .
HOME WORK: PREPARE FOR QUIZ
HOPE YOU HAVE GAINED SOME IDEAS FOR YOUR ASSESSMENT .
HOME WORK: PREPARE FOR QUIZ
Extra resources for Quiz prep
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Genre (from the French word meaning type, classification or category) are represented by repetition of codes and coventions. All contributes to story-telling.
Types of genre:
Text book work:
C. Steward and A. Kowaltzke, 2008, Media: New ways and meanings (3rd Edition), John Wiley and sons Australia Lty Ltd. page 135
REMEMBER THE PRINCIPLES OF VIEWING AND ANALYSING:
NOTE: for further study options refer to:
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Constructing Reality: symbolic, codes, conventions, narrative and characterssource: www.Lessonbucket.com
THREE ACT STRUCTURE:
1. FIRST ACT: ORIENTATION 2.SECOND ACT: COMPLICATION/CONFLICT STAGE 3. THIRD ACT: RESOLUTION STAGE There are plot lines and climax to these plots. See if you can track this in the next film you watch. 
Mise en scene is a French word and it means ‘everything within the frame’. In order to analyse and understand mise-en-scene:
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LESSON 4: QUIZ ASSESSMENT and 5-SHOT STILL SEQUENCE EXERCISE
QUIZ : link to Zahoot pageREMEMBER PRINCIPLES OF VIEWING AND ANALYSING:
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Learning Intentions:
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ASSESSMENT 2: "MAKING A SHORT FILM ASSESSMENT AND EXPECTATIONS.
Task will be grouped in teams by teacher.
Task will be grouped in teams by teacher.
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PREPARING FOR YOUR ASSESSMENT SHOOT:
INSTRUCTIONS: Your Assessment Task: Create a 2-3-minute short film about a teenager’s experience that incorporates technical and symbolic elements and techniques. You can be creative, but your productions should have the following:
This time allowed for this task is approximately: · Lesson 1: 70-minute pre-production; storyboard · Lesson 2: 80-minutes to shoot film · Lesson 3 and 4: 80-minutes to edit and complete film LOOK AT CLIP BENEATH CLOUDS (2002)
good example of 2 -minute scene based on shot selection and character representation, attitudes, costume. Look at the story-telling in this clip along. The pacing, angles and performance link to be informative. You can do something similar? talk in your groups. |
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Activity 2: GROUP ACTIVITY
INSTRUCTIONS: In your assessment groups (that you have been assigned):
HAVE FUN! Be sure to: Name your group. Upload to exhibition page in your group folder |
Shot size
C. Steward and A. Kowaltzke, 2008, Media: New ways and meanings (3rd Edition). p. 11
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END OF LESSON 4 WRAP-UP:
HOME WORK: PREPARE FOR ASSESSMENT PLANNING
HOME WORK: PREPARE FOR ASSESSMENT PLANNING
LESSON 5: PRE-PRODUCTION, PLANNING, STORYBOARD - FOR YOUR
SHORT FILM SHOOT
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“A goal without a plan is just a wish.” the artist’s choices are informed and constrained by the rules and roles of artmaking" |
Lesson Structure
Timeline for your assessment:
This time allowed for this task is approximately: · Lesson 1: 70-minute pre-production; storyboard · Lesson 2: 80-minutes to shoot film · Lesson 3 and 4: 80-minutes to edit and complete film |
Remember to email your teacher your assessment documentation for
feedback
Be sure to refer to task description and rubric for guide. Make sure you apply
technical and symbolic elements in your film.
WORKSHEETS TO USE BELOW:
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Resources and videos to assist with your film shoot
CompositionClip: Good video for description of composition and shot sizes.
Depth of fieldExplaining depth of field for photography and cinematography.
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Composition and framingFrom Motion Array tutorials.
Camera MovementCine fix
Camera Movement List: 1) The Assassination of Jesse James by the Coward Robert Ford 2) 20th Century Women 3) Marnie 4) The Passenger 5) The Candidate (short film by David Karlak) |
Lighting Techniques and Visual Style
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There are many variety of lighting techniques used. Natural lighting exists with minimal lighting equipment is needed and minimal set up required - common in documentary or news reporting.
In mainstream filmmaking, there is a higher level of set up and equipment required. The most common set up -The Three point lighting: Key Light, Back light and Fill Light. The more advanced and skilled the cinematographer are the more dynamic the image can be, matching lighting techniques, with depth of field, with camera positions. Lighting qualities are:
https://fulltimefilmmakercourses.com/- they demonstrate easy, practical ideas and techniques all students can try in their next media project.
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Lighting 101: How to do 3 point lighting video, Published 27th January 2014, https://www.reelmarketer.com/lighting-101-basic-lighting-setup-for-video-shoot/
Cinematic lighting - introduction |
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END OF LESSON 5 WRAP-UP:
HOME WORK: EMAIL PLANS TO TEACHER. NEXT WEEK FILM SHOOT |
LESSON 6: Filmmaking: "Making A Teen Short film"
PRODUCTION: PROCESSES AND PROTOCOLS
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THINK SAFTEY AND LOOK AFTER YOUR TEAM. BE SAFE
some shot size and composition revision
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END OF LESSON 6 WRAP-UP:
NEXT WEEK EDITING
NEXT WEEK EDITING
LESSON 7: ASSESSMENT POST-PRODUCTION: EDITING |
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Learning Intentions:
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Editing - shot by shot relationship
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The editing is a silent process, when we watch a film we see shots sequenced together that seem effortless. The responsibility of pacing, timing, sequencing to tell a story is the role of the editor. And is part of what contribute "cinematic language". The sequencing of shots together to make meaning.
The types of editing and terms used to describe editing include: 1. cut A visual transition created in editing in which one shot is instantaneously replaced on screen by another. 2. continuity editing Editing that creates action that flows smoothly across shots and scenes without jarring visual inconsistencies. Establishes a sense of story for the viewer. 3. cross cutting Cutting back and forth quickly between two or more lines of action, indicating they are happening simultaneously. 4. dissolve A gradual scene transition. The editor overlaps the end of one shot with the beginning of the next one. 5. fade A visual transition between shots or scenes that appears on screen as a brief interval with no picture. The editor fades one shot to black and then fades in the next. Often used to indicate a change in time and place. 6. jump cut A cut that creates a lack of continuity by leaving out parts of the action. 7. matched cut A cut joining two shots whose compositional elements match, helping to establish strong continuity of action. 8. montage Scenes whose emotional impact and visual design are achieved through the editing together of many brief shots. |
TEXTBOOK WORK
C. Steward and A. Kowaltzke, 2008, Media: New ways and meanings (3rd Edition), John Wiley and sons Australia Lty Ltd. Page 21 Page 25 Concept of montage and shot by shot explained Classic continuity editing is explained Thomas Caldwell, 2017, Film Analysis HandBook, 2nd Edition, Insight Publications, Victoria, Australia Chapter 4: editing – breaking down cuts, wipes, transitions and the “language of editing”. |
Sound Design and Music Composition
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Elements of Sound Design and Music Composition enhance the storytelling. It can heighten the experience for the audience - signals to think and feel a specific way. In a horror film , sci-fi or fantasy film these signals are set of conventions we become expected to hear. The theme of the bad guys, or the romantic moment. It adds to the viewing experiences by tapping into the emotion and experience of the characters within the story.
The elements of sound design are:.
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Annie Breslin Sound Designer |
END OF LESSON 7 WRAP-UP:
ASSESSMENT "A TEEN SHORT FILM" IS DUE WITH PRODUCTION DOCUMENTS
ASSESSMENT "A TEEN SHORT FILM" IS DUE WITH PRODUCTION DOCUMENTS
LESSON 8: ASSESSMENT DUE
FINAL EDITING, SCREENING, EVALUATION
Learning Intentions:
- Apply technical and symbolic elements in short film: camera techniques, editing, sound (sound rhythm), mise-en-scene, costumes and music
- Identify ethical understanding when applying technical and symbolic elements to represent teens on film.
- Develop problem-solving and collaboration skills
- Finish making short piece (2-3 minutes maximum in duration) that manipulates codes, challenges conventions, and appeals to specific audience.
- Present pre-production planning documents as brainstorming notes, storyboards, shortlist, equipment list, script and other relevant documentation
- Upload film onto webpage
- Self-evaluate on the creative process and contribution on making a media film product.
UPLOAD FINAL COMPLETE FILM TO EXHIBITION SPACE
COMPLETE EVALUATION FORM
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RUBRIC TO REMIND YOU OF PROCESS
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MAKE SURE YOU HAND IN ALL NOTES AND WORK TO TEACHER FOR ASSESSMENT AND COMPLETE SELF-EVALUATION
END OF LESSON 8 WRAP-UP:
YAY! YOU DID IT "THAT'S ALL FOLKS"
YAY! YOU DID IT "THAT'S ALL FOLKS"