A TEACHING & LEARNING RESOURCE
  • Welcome
  • FOR MEDIA ARTS TEACHERS
    • MEDIA ARTS ADVOCACY >
      • Flyer For electives Night
    • MEDIA ARTS CURRICULUM
    • Pedagogy/ Strategies
    • RESOURCES FOR TEACHERS
    • ASSESSMENT
    • PROFESSIONAL DEVELOPMENT
  • FOR MEDIA ARTS STUDENTS
    • LESSON RESOURCES FOR STUDENTS YEARS 7-10 >
      • YEAR 7-8 TOPIC 1: Language for the Screen
      • YEAR 7-8 TOPIC 2: Filmmaking
      • YEAR 10 Unit: Representation of Teens in Film
      • YEAR 10 Student work Exhibition
    • LESSON RESOURCES FOR VCE STUDENTS >
      • VCE UNIT 1 & 2 RESOURCES
      • VCE UNIT 3 RESOURCES
      • VCE UNIT 4 RESOURCES
      • VCE Agency and Control learning sequence >
        • Week 1: lesson materials
        • Week 2: lesson materials
        • Week 3: lesson materials
        • Week 4: lesson materials
        • Week 5: lesson materials
    • Blog
  • ENGLISH
    • My Writing Classroom - Ms Smit
  • About me - site curator
  • REFERENCES

UNIT TOPIC: Language for the Screen 

Representation of Teens in Film


YEAR 10 STUDENTS

In this unit you will analyse and evaluate how teens are represented in film. Examine how social values and beliefs, codes and conventions contribute to construct the teenage character and their identity.
You will look at your own sense of identity, relating to your life experiences to determine if your 'voice' is reflected in and through film. We will analyse the technical and symbolic elements in contribute to representation, stereotypes and identity .
You will integrate technical and symbolic elements into your own three-minute group film, as part of an assessment. This unit is designed to be a personal journey to reflect, analyse and create.


Students you will be both audience and artist. 
Please note - this topic can be used to draw materials from
​Year 7-8 topic 1 and topic 2 - filmmaking.
Teachers  topic covers VCAA-
Respond and Interpret strand (VCAMAR045) and Media Arts Practice (VCAMAM042)

Overview of Unit and Assessment

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 ​
  • Identity and self 
  • Representations – community and institutional context.
  • Stereotypes – culture dependant and country dependant.
  • Social beliefs and values reflected in film (film examples from Australia, America and Britain).
  • Technical and symbolic elements: camera techniques, editing , sound , music, mise-en-scene - techniques that shape or manipulate teen representations in film including genre conventions.
  • Ethical responsibilities in filmmaking and representations of teen characters in film.
  • Story structures (including themes) – prior knowledge
  • Genre conventions of films – prior knowledge
  • Ethical responsibilities in filmmaking and representations
​
​
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
  • Representation of Teens in Film
  • 'Making A Teen Short Film' ​

​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:

Picture
Picture

Assessment: Unit Plan
FORMATIVE 
collaborative activities, class discussions, group interactions:
  • Student own Self-assessment of their contribution to the film production AND creative process. 20%
  • Feedback – teacher to student during unit and observations during assessment task completion. 20%
​        (Students and teacher to complete form)
         TOTAL: 40%
 
SUMMATIVE
  • Technical and symbolic – teens in film. Quiz 20%
  • 'Making a Teen' Short Film - Product and process mark 40%. 
​         (Rubric used to grade film assessment)
         TOTAL: 60%

THE SHORT FILM ASSESSMENT TASK
Student Self-Evaluation Form A
RUBRIC GUIDE FOR ASSESSMENT
Teacher Observation Form




LESSON 1: Representation, Stereotypes, Identity and Self 


Culture and Context - Social Values, beliefs and representation

The 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. 
Picture
Stuart Hall, 1997, Representation: Cultural Representations and Signifying Practices, p. 1
Picture
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: 
  • A representation consists of repeated elements: will appear to be natural or normal. 
  • We are invited either to identify with or to recognise the representation: a view of the world constructed by media that is similar to our own. 
  • The media make categories of people, events or ideas. Categories include labels or stereotypes. Rep- presentations are generalisations about categories and why events, ideas or people belong in them. These categories then become part of our thinking processes. 
  • Representations contain a point of view. The meaning in a representation will be selected and constructed, already containing built-in value judgements. All representations contain the point of view of the people who made them. 
  • Representations have a mode of address. There will be some assumptions about who you are. For example, a news item about youth may address you in a manner that assumes you are a middle-aged businessperson rather than a young person. 
(Steward, 2008, page 35-37 "Representation")

​Analysing representations 

There are at least four main ways of analysing rep- resentations, according to sociologist Eoin Devereux. These are: 
  • Codes and conventions. Representations can be understood by analysing the technical and sym- bolic codes that are used to communicate (analysed by looking at the symbolic codes of costume and also the technical codes of shot angle and shot size). 
  • Discourses. Understanding the discourse that a representation is part of can help explain how it works (such as political issues as immigration or the ‘war on terror)’. 
  • Framing. A representation can be framed within a certain viewpoint or it can be shown only within a certain context. 
  • Narrative analysis. Often a person or an event can be packaged as belonging to a certain kind of familiar story or pattern. e.g ‘bad guys’ or ‘good guys’ .

​​Representation and Media Production
Dependant on these factors:
  1. Production – who produced it and why?
  2. Reception – the audience response. E.g self deperating crude comedies stereotype however the purpose matches with the intended audience.
  3. Media – the trends and framework in current media.
  4. Social and Political context – social values and beliefs.


​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

​

POV Identity: Define Self and Choosing friends, POV “only the young 2004, read, write think NCHE/IRA):
​


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.” 
free-blank-mind-map-template-model-images-word.jpg
File Size: 12 kb
File Type: jpg
Download File

Picture

Learning Intentions:

  1. Explore and reflect on personal experiences; who are they? Themes: self-Image, Identity, belonging.
  2. Explore representation and stereotypes of teens in the media.
  3. Examine how social beliefs and cultural context can shape representations.
  4. Identify the difference between personal and social representations.
  5. Understand the assessment task expectations. ​​

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:

  1. Medium, the form; e.g social media page or formal essay
  2. The audience e.g peers, parents, friends.
We can consider it in categories of influences or forces:
  • Individual
  • Social groupings (genre, family, friends, ethnic groups)
  • Institutions – (law or school)
  • Ideas (e.g freedom, equality, social justice)
  • Events (e.g wars)
  • Issues e.g climate change
It is important to understand what identity means to you, as well as others. 
Essential Activity 1 - Identity
​QUESTIONS:
  • How do you define or explain your identity? 
  • What people, places, events, experiences or other factors have influenced you at this stage in your life? Does these connection make you feel you Belong? 
  • Write down sentence what identity means to you?
Teen Identity, You?
  • What is it like being a young Australian?
  • What are some of the issues (local/national/global) that are important to you?
  • What issues might influence the experiences of young Australians in regions or communities different to your own? 
WORK SHEETS
Feel in the table below and discuss the images on Activity sheet 1 below
Picture
lesson_1_activity_sheet-_identity_and_impact.jpg
File Size: 882 kb
File Type: jpg
Download File


Picture
lesson_1_activity_sheet.jpg
File Size: 3803 kb
File Type: jpg
Download File


Picture

Teens in Film Stereotypes Presentation:
teens_in_film_stereotypes_presentation.pptx
File Size: 1706 kb
File Type: pptx
Download File

Representation of Teenagers : extra activity and resource.

the_representation_of_teenagers.ppt
File Size: 433 kb
File Type: ppt
Download File


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.
  • good household management, lots of cosmetics and impeccable grooming. Career women, nurturing.
  •  How do we see girls represented in the media? What kinds of behaviours and stereotypes do they show? 

Men/Boys
  • Masculine, protector, bread-winner, tough
  • How do we see boys represented in the media? What kinds of behaviours and stereotypes do they show? 

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. 
  • How can we capture identity and experience that is true and authentic? Discuss

​ACTIVITY QUESTIONS:
  1. In what ways is stereotyping linked to prejudice ? 
  2. As a young Australian, what can you do to challenge stereotypes?  


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​
​

Picture
By Shalie-Terrill

​EXTRA ACTIVITY FURTHER LEARNING
VIDEO CLIP: HOW TO ANALYSE A FILM SCENE.
The decision making process to "tell the story" and represent characters in a film.
​This video will help with your assessment tasks

END OF LESSON 1: BACK TO TOP

LESSON 2: Representations: Film Comparison Analysis


Poster analysis

Picture



​

Mean Girls
​(2004) - USA
 
Picture
Love, Simon
​(2018) - USA

​
​Learning Intentions:


  1. Identify codes and conventions that comprise teen film genre
  2. Examine how social beliefs and cultural context can shape representations: American popular culture context and institutional context of school.
  3. Identify the themes of the film (trailer/clip analysis) and how identity, cultural background and belonging as portrayed in these films.
  4. Begin to Identify how representations, stereotypes can be manipulated.
  5. Analyse and evaluate technical and symbolic elements utilised to portray teen characters.
  6. Reflect and communicate their personal response to these film comparisons. Does these films reflect your experiences as a teenager?
Extra Activity 
  1. In comparing the posters there are some similarities.
  2. Can you identify them?
  3. What does this say about the character and their identity?​
  4. There is a 14 year difference between date of production. 
      Does this​ change your perception as audience towards these characters?  
​      How are the techniques or style of the film 
different (if at all)?

Trailer analysis


Mean Girls (2004)
​Trailer

Love, Simon (2018)
​Trailer



Essential Activity 1
​ Groups (4 students per group)

Create a Mind Map of ideas/answer around these questions:
  • How are the teenage characters represented? (First impressions)
  • Are there any social, cultural beliefs or viewpoint portrayed?
  • What are the technical or symbolic techniques are used? 
(mise-en-scene, costume, music, camera techniques, editing)
e.g Discuss use of narration and voice/over as tool to communicate.
ACTIVITIES WORK SHEETS: MIND MAPS
Mind Map Worksheet
technical & symbolic worksheet
mind-map-template-free-download-or-free-blank-mind-map-template-best-blank-game-card-template-board-of-mind-map-template-free-download.jpg
File Size: 17 kb
File Type: jpg
Download File

free-blank-mind-map-template-model-images-word.jpg
File Size: 12 kb
File Type: jpg
Download File


Film Clip Analysis

Opening scene
​Mean Girls (2004)

Opening Scene
​Love, Simon ​(2018)


​
​Essential Activity 2: Clip analysis. 
Theme: Sub-culture and teens.
  • American culture. How are values and beliefs portrayed?
  • What and how are attitudes to difference, portrayed?
  • Stereotypes -what and you identify?
  • How are the characters portrayed? How are the characters represented? 
  • What viewpoints are made? ​
  • What technical or symbolic techniques are used?
​Analyse how technical (e.g. camerawork, editing) and symbolic (e.g. mise en scene) elements are used in the films to represent aspects of identity and teen character?
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:

  • THINK: What ideas, emotions or situations did this film make you think about?
  • EVALUATE: What ideas, people or situations in the film clip puzzled you? make the connections for yourself.
  • EXPLORE: What ideas presented in the film clip would you like to explore further?    (SBS 2016, P.7)
technical & symbolic worksheet



​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​
​

Picture
Picture
Picture
Picture

END OF LESSON 2: BACK TO TOP

LESSON 3: Representations: Film Comparison Analysis
​

Picture

​Learning Intentions:

  1. Examine how social beliefs and cultural context can shape representations: British and Australian cultural context. Consider institutional factors.
  2. Identify the themes of the film (trailer/clip analysis) and how identity, cultural background and belonging are portrayed in these films.
  3. Identify how representations, stereotypes are manipulated using techniques.
  4. Analyse and evaluate technical and symbolic elements utilised to portray teen characters.
  5. Reflect and communicate their personal response to these film comparisons. Does these films reflect your experiences as a teenager?
  6. Evaluate what ethical considerations are there when representing identities, sub-cultures, groups such as Indigenous characters or ethnic specific groups.

Picture

Looking for Alibrandi
​(2000) - AUS

Poster analysis

Picture

Bend It Like Beckham
​(2002) - UK

Picture

Beneath Clouds
​(2002) - AUS

 Activity 
  1. In comparing the posters there are some similarities and some differences. What are they?
  2. What does the posters say about the character and their identity?​ Do the images convey a sense of belonging? Why or why not?
  3. How does the posters make you feel?

Trailer analysis

Looking for Alibrandi
​(2000) - AUS
Bend It Like Beckham
​(2002) - UK
Beneath Clouds
​(2002) - AUS

Essential Activity 1

​In Groups  (4 students per group): 
Create a Mind Map of ideas/answer around these questions:
  • How are the teenage characters represented? (First impressions)
  • Are there any social, cultural beliefs or viewpoint portrayed?
  • What are the technical or symbolic techniques are used? 
(mise-en-scene, costume, music, camera techniques, editing)
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:
  • How is meaning portrayed – use of shots, angles, colour and composition?
  • What does it say about the characters?
  • Consider the music techniques used, how does this enhance characters representation?
  • Are there any similarities in the structure of the cinematic storytelling?
  • Indigenous characters and viewpoints - consider Beneath the Clouds and representations

Film Clip Analysis

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.
  • 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)


Extra Scenes and resources for Alibrandi, Beneath Clouds, Lady Bird (in your own time)


END OF LESSON 3 WRAP-UP:
HOPE YOU HAVE GAINED SOME IDEAS FOR YOUR ASSESSMENT .
HOME WORK: PREPARE FOR QUIZ​
​​

Extra resources for Quiz prep


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:
  • Action. Adventure, Crime, Thriller, Horror
  • Drama, Mystery, Film Noir
  • Musical, Romance, Animation, Comedy, Family
  • Sci-Fi,  Superhero, Fantasy.
  • War, Western, Historical
How an audience responds and views these genre films are based on expectations of the narrative structure, conventions and character representations.


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
  • Representing reality – resource topic p. 35 to 37 how to analyse representations: codes/conventions, discourses, framing, narrative analysis.
  • Story analysis – plot, character, hero journey. p.145 ​
REMEMBER THE PRINCIPLES OF VIEWING AND ANALYSING:
  • THINK: What ideas, emotions or situations did this film make you think about?
  • EVALUATE: What ideas, people or situations in the film clip puzzled you? make the connections for yourself.
  • EXPLORE: What ideas presented in the film clip would you like to explore further? ​(SBS 2016, P.7)

NOTE: for further study options refer to:
Topic 1: language for screen Topic 2: filmmaking 


Constructing Reality: symbolic, codes, conventions, narrative and characters

source: 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.
shot_types_|_acmi.pdf
File Size: 1496 kb
File Type: pdf
Download File

Mise en scene is a French word and it means ‘everything within the frame’. In order to analyse and understand mise-en-scene:
  • Set Design (production design elements)
  • Costume (costume design and hair/make up)
  • Props (production design elements)
  • Staging and Composition (how is actors placed)
  • Setting and location -( look and feel)

END OF LESSON 3: BACK TO TOP

LESSON 4:  QUIZ ASSESSMENT and 5-SHOT STILL SEQUENCE EXERCISE
​


QUIZ : link to Zahoot page

GO TO QUIZ
​Worth 20% of overall mark.
Quiz Done in-class
30-minute time allocated.
REMEMBER PRINCIPLES OF VIEWING AND ANALYSING:
  • THINK: What ideas, emotions or situations did this film make you think about?
  • EVALUATE: What ideas, people or situations in the film clip puzzled you? make the connections for yourself.
  • EXPLORE: What ideas presented in the film clip would you like to explore further? 
          (SBS 2016, P.7)

Learning Intentions:

  1. Analyse and evaluate how social beliefs and cultural context can shape representations: from examples in test of different cultural context
  2. Identify and explain how identity, cultural background and belonging shape perspectives and viewpoint in film texts.
  3. Analyse and evaluate technical and symbolic elements utilised to portrayed teen characters. (camera techniques, editing, sound (sound rhythm), mise-en-scene. Costume and music are used to enhance or subvert experience and representation).
  4. Identify ethical understanding when applying technical and symbolic elements to represent teens on film.
  5. Students apply technical and symbol technics to a 5 shot stills sequence. 
  6. Develop problem-solving and collaboration skills


ASSESSMENT 2: "MAKING A SHORT FILM ASSESSMENT AND EXPECTATIONS. 
Task will be grouped in teams by teacher.
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:
  • Must be a short piece (2-3 minutes maximum in duration) that either complies with or manipulates codes and challenges conventions.
  • Use stylistic techniques, camera techniques, music/sound, mise-en-scene. 
  • Must have a clear purpose, a story or underlying message and theme. 
  • Have strong evidence of pre-production planning and working collaborately as a team such as brainstorming notes, storyboards, shortlist, equipment list, script and other relevant documentation. 
Timeline:
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.

Picture
Picture

Activity 2: GROUP ACTIVITY

​
Warm-up Exercise: 5 shot sequence 


​INSTRUCTIONS:
In your assessment groups (that you have been assigned):
  • Develop a 5 shot-sequence (still or moving) that 'tell a story' involving teen's journey using technical or symbolic elements. 
  • apply some technical elements learnt so far, before you have to shoot your assessment film.
  • must finish before end of lesson
​

HAVE FUN!
Be sure to:
Name your group.
Upload to exhibition page in your group folder

EXHIBITION PAGE

Shot size

Picture
C. Steward and A. Kowaltzke, 2008, Media: New ways and meanings (3rd Edition). p. 11

END OF LESSON 4 WRAP-UP:
HOME WORK: PREPARE FOR ASSESSMENT PLANNING

END LESSON 4: BACK TO TOP

LESSON 5:  PRE-PRODUCTION, PLANNING, STORYBOARD - FOR YOUR  

​                                                             SHORT FILM SHOOT 
​

​
​Learning Intentions:

“A goal without a plan is just a wish.” 
― Antoine de Saint-Exupéry
the artist’s choices are informed and constrained by the rules and roles of artmaking"
Bordwell, 1997, p. 151
  • Plan and document film 2-3 film shoot – refer to assessment task criteria
  • Apply technical and symbolic elements in short film: camera techniques, editing, sound (sound rhythm), mise-en-scene, costumes and music.
  • May offer and alternative view, voice or perspective
  • Apply ethical understanding when working in a production team and applying technical and symbolic elements to represent teens on film.
  • Develop problem-solving and collaboration skills

Lesson Structure

  1. Recap on lesson 4 stills sequence. Discuss as group in class. Feedback as a class group on creative task.
  2. Activity 1: Students in assessment team groups: Plan.
  • Storyboard, shot list, equipment list templates.
  • Remember to consider limitation and rules to maximise creativity and application of technical and symbolic genre code

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:
Picture
Picture

Resources and videos to assist with your film shoot


Composition

Clip: Good video for description of composition and shot sizes.

Depth of field

Explaining depth of field for photography and cinematography. 

Composition and framing

From Motion Array tutorials. 

Camera Movement

Cine 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

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:
  • Low lighting
  • High Key lighting
  • Day for night
  • Colour, direction, source and texture of the light
THE NEXT SUB-TOPIC MISE-EN-SCENE WILL COVER MORE ABOUT ANALYSIS OF LIGHTING WITH SETS, PROPS, COSTUMES
​https://fulltimefilmmakercourses.com/- they demonstrate easy, practical ideas and techniques all students can try in their next media project.
Picture
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


END OF LESSON 5 WRAP-UP:
HOME WORK: EMAIL PLANS TO TEACHER. NEXT WEEK FILM SHOOT 

END OF LESSON 5: BACK TO TOP


LESSON 6: ​Filmmaking: "Making A Teen Short film" 


PRODUCTION: PROCESSES AND PROTOCOLS
THINK SAFTEY AND LOOK AFTER YOUR TEAM. BE SAFE

some shot size and composition revision


Picture

​
​Learning Intentions:

  1. Apply technical and symbolic elements in short film: camera techniques, editing, sound (sound rhythm), mise-en-scene, costumes and music
  2. Identify ethical understanding when applying technical and symbolic elements to represent teens on film.
  3. Develop problem-solving and collaboration skills
  4. Make short piece (2-3 minutes maximum in duration) that applies or manipulates codes, challenges conventions, and appeals to specific audience.
  5. Use stylistic techniques, camera techniques, music/sound, mise-en-scene. 
  6. Must have a clear purpose, a story or underlying message and theme. 
  7. pre-production planning and working collaborately as a team such as brainstorming notes, storyboards, shortlist, equipment list, script and other relevant documentation


IMPORTANT TIPS FOR ON-SET

 1)Block
 – determining where the actors will be on the set and the first camera position
2) Light – time for the DOP to light the set and position the camera for the first shot
3) Rehearse – camera rehearsal of the first set-up with the actors and crew
4) Tweak – make lighting and other adjustments
5) Shoot – shooting the first scene (then repeat the process)
BE CALM, WORK TOGETHER AS A TEAM! HAVE FUN AND CREATE!


Source: 
http://actioncutprint.com/filmmaking-articles/filmmakingarticle-05/
​

END OF LESSON 6 WRAP-UP:
 NEXT WEEK EDITING

END OF LESSON 6: BACK TO TOP

LESSON 7:   ASSESSMENT POST-PRODUCTION: EDITING 


Picture

​Learning Intentions:

  1. Apply technical and symbolic elements in short film: camera techniques, editing, sound (sound rhythm), mise-en-scene, costumes and music
  2. Edit their rushes from film shoot 
  3. Consider ethical understanding when applying technical and symbolic elements to represent teens on film.
  4. Develop problem-solving and collaboration skills

Editing - shot by shot relationship

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. 


Picture
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

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:.
  1. Dialogue
  2. Sound Effects 
  3. Music
  4. Silence

Annie Breslin Sound Designer

END OF LESSON 7 WRAP-UP:
 ASSESSMENT "A TEEN SHORT FILM" IS DUE WITH PRODUCTION DOCUMENTS

END OF LESSON 7: BACK ON TOP

LESSON 8:   ASSESSMENT DUE
​ 
                                              
FINAL EDITING, SCREENING, EVALUATION

​​Learning Intentions:

  1. Apply technical and symbolic elements in short film: camera techniques, editing, sound (sound rhythm), mise-en-scene, costumes and music
  2. Identify ethical understanding when applying technical and symbolic elements to represent teens on film.
  3. Develop problem-solving and collaboration skills
  4. Finish making short piece (2-3 minutes maximum in duration) that manipulates codes, challenges conventions, and appeals to specific audience.
  5. Present pre-production planning documents as brainstorming notes, storyboards, shortlist, equipment list, script and other relevant documentation
  6. Upload film onto webpage
  7. Self-evaluate on the creative process and contribution on making a media film product.
UPLOAD FINAL COMPLETE FILM TO EXHIBITION SPACE
UPLOAD TO EXHBITION PAGE HERE
Picture
COMPLETE EVALUATION FORM
Picture
RUBRIC TO REMIND YOU OF PROCESS

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"

END OF  LESSON  8 AND UNIT

BACK TO TOP

Proudly powered by Weebly
  • Welcome
  • FOR MEDIA ARTS TEACHERS
    • MEDIA ARTS ADVOCACY >
      • Flyer For electives Night
    • MEDIA ARTS CURRICULUM
    • Pedagogy/ Strategies
    • RESOURCES FOR TEACHERS
    • ASSESSMENT
    • PROFESSIONAL DEVELOPMENT
  • FOR MEDIA ARTS STUDENTS
    • LESSON RESOURCES FOR STUDENTS YEARS 7-10 >
      • YEAR 7-8 TOPIC 1: Language for the Screen
      • YEAR 7-8 TOPIC 2: Filmmaking
      • YEAR 10 Unit: Representation of Teens in Film
      • YEAR 10 Student work Exhibition
    • LESSON RESOURCES FOR VCE STUDENTS >
      • VCE UNIT 1 & 2 RESOURCES
      • VCE UNIT 3 RESOURCES
      • VCE UNIT 4 RESOURCES
      • VCE Agency and Control learning sequence >
        • Week 1: lesson materials
        • Week 2: lesson materials
        • Week 3: lesson materials
        • Week 4: lesson materials
        • Week 5: lesson materials
    • Blog
  • ENGLISH
    • My Writing Classroom - Ms Smit
  • About me - site curator
  • REFERENCES