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Unit Title: Movies and You
By: Shawn Robinson

Prefatory statement: Everyday multimedia becomes a richer resource for the classroom. Teachers are continually using film as an instructional tool to aid students in learning. Well, why not go one step further? Why not let the students make their own film? In this unit, students will come together to make one ten-minute movie. First, the students must learn the basics of what goes into making a motion picture. They will receive two major handouts in class: The Language of Film and The Artists of motion pictures. These two handouts will be studied the first and second week of class in conjunction with the movie Raiders of the Lost Ark. Once they have learned the basics of film (the students will take a test which covers both worksheets), they will be split into five groups. These five groups are actors, set/costume designers, publicity, scriptwriters, and assistant directors. During the last two weeks of the unit, these groups will do in class work on their portion of the film. For example, the actors will meet with a drama teacher and be given basic instructions while the costume/set designers paint and create backdrops. **Note-The scriptwriters must begin working on a short script (enough to fill 10 minutes of a movie) as soon as possible. ** All groups must be finished on Thursday or Friday of the last week because an entire day will be reserved top shoot the movie.

Class/ age specifications: This unit could be scaled down for middle school students; however, this unit is ideal for upper level high school students who are proven high achievers. Behavior problems could be an issue, so you would want to make sure that you know your classroom will be able to handle all involved in this film unit. Also, this unit does require a lot of resources, but a teacher could use only portions of this unit. For example, one could do only the script writing or the costume creation portion of this unit. Also, the teacher of the class should the director because he/she would be giving everyone directions and he/she is already an authority figure.

Desired Outcomes/standards/objectives to be met: Students will be able to demonstrate specifications listed under the Minnesota Graduation Standard creative writing/performance. In creative writing, a student shall create or perform, or both, an original creative writing presentation including a single complex, or multiple works, work that:
1. Demonstrates skills and elements of creative writing
2. Demonstrates artistic decisions to communicate intent
3. Demonstrates a sense of artistic whole
4. Demonstrates a consideration for audience
Uses multiple sources for critique and feedback
This unit could be tailored to meet several standards in the Arts 3 categories such as arts performance/creative writing, arts analysis/interpretation, or arts creation. I have chosen to tailor it to the creative writing/performance standard.
In this unit students will have learned- the history of motion pictures, films effects on society in business and art. Also students will learn one or more of these depending on their group: how to write a movie script, how to operate a video camera, how to create costume, how to create sets, how to perform in front of a camera, and how to create publicity for an event. All students will become more aware of the techniques used in the movies that they will view.
Students will be able to demonstrate-their ability to take what they have learned about films and use their own talents and creativity to cooperate and make a 10-minute in class film.
Possible whole class activities:
· Discussion (Movie observation worksheet)
· Discussion/lecture-Language of Film Worksheet (used in conjunction w/Film)
· Discussion/lecture-The motion Picture Artists Worksheet (used w/Film)
· Classroom created movie
Possible small group activities:
· Classroom movie groups (Daily Progress sheets)
· Group Evaluations
Possible individual activities:
· Paper-"What is your favorite movie and why?" Students must describe their favorite movie and use examples from handouts defending the movie.
· End of week one test-Test on Material on Language of Film and Motion Picture artist handouts.
Ongoing activities:
· Film-Raiders of the Lost Ark (20 min per day)
· Classroom created movie
Student Resources:
· Worksheets (Language of Film, Motion Picture Artists)
· Notebook/writing utensil
· Access to word processor
· Two video cameras, drawing supplies (color pencils), paper, used clothes
Unit Launch: Week one, Day one, 60-minute lesson.
Objectives- By the end of the lesson students will be able to:
· Define the term's frame, shot, scene, and sequence.
· consider what makes a good film based upon input from other class members and discuss at length
Methods:
1. Classroom Discussion-Teacher hands out movie discussion works sheet begins playing the first 20 minutes of the movie (Raiders of the Lost Ark). (25 min)
2. Handout/Lecture-"The Language of Film." Teacher covers part one of the worksheet "The Parts of a Film". Teacher explains frame, shot, scene, and sequence. (15 min)
3. Film-Raiders of the Lost Ark-class re-watches 1st 20 minutes of the film while the teacher points out examples in the movie of terms listed above. (25 min)
Homework-none.
Assessment- I know students have met objectives if:
· They actively participate in discussion in class/turn in their discussion handout.
· If they can be seen taking notes during lecture and film
· If students can be observed using correct movie terminology during when creating the classroom movie.
Organization of Unit:
"Movies and You Unit"-Weekly schedule.
Week one: The basics of film (language of film and movie artists)-
-Class discussion- (notes on movie handout)
-Watch film, Raiders of the Lost Ark (20 min per day).
-Handout Language of film worksheet and Motion picture artist worksheet. Each day the class will watch twenty minutes of the movie Raiders of the Lost Ark. Each day there will be a new subject from the language of film worksheet to be focused on. For example, on day one of watching the film, students will be lectured on part one of the language worksheet-The parts of film. Then, the students will watch the first twenty minutes of the movie and will be shown by the teacher how the movie has examples of "the parts of film" of the worksheet.
-On Friday of the first week of class, there will be a multiple-choice test, which covers the entire "Language of Film" worksheet.

Week 2: Motion Picture Artists
-Students will receive "Motion Picture Artists" handout. This handout will be used in a discussion in conjunction with the film Raiders of the Lost Ark. For example, the students will discuss how Steven Spielberg fulfilled the requirements of "the director" portion of the worksheet.
-Students hand in 1 paragraph paper detailing what they'd like to do.
-Students will be split into 5 groups (actors, publicity, scriptwriters, assistant directors, and set/costume designers. They will be split up in a lottery fashion (the only fair way to do it.) Students will be allowed to trade groups only once, if approved by teacher.
-Scriptwriter group will receive "Film Adaptation" worksheet as a format to follow. The scriptwriters must begin earlier than the other groups because the other groups are based on what the scripts is. Groups who aren't scriptwriters must work on their own projects. For example, the actors will do acting exercises with a drama teacher, while the set/costume designer group begins brainstorming ideas. Also, at the beginning of each class the director/teacher must receive a progress report from each group. Every student must be working in his or her groups every day. If a group has completed their work for the day, they will aid another group.
Lesson Plan: Day one, week two, 60 minutes
Objectives- By the end of the lesson students will be able to:
· Identify the responsibilities and duties of (the movie) producer, the writer, the director, the film editor, the script supervisor, the director of photography, the art director, the makeup artist, the actors, and the music directors.
Methods-
1. Handout- "The Motion Picture Artists" worksheet. (1 minute)
2. Lecture/discussion-Teacher will lecture about each term/title on the sheet and use Raiders of the Lost Ark as an example. (40 minutes)
3. In class activity-Teacher explains how students will be creating their own movie and tells students how their class will be split into 5 groups to create the movie. Students write a paragraph about what group they would like to have and why. (19 min)
Homework: None
Assessment-I know students will have met objectives if:
· Students hand in their paragraph paper about what they want to do in the movie.
Students can be seen taking notes during the lecture/students ask questions
Week 3: Making the Movie
-Group work continues…(daily progress reports from each groups due)
-Paper assigned (What is your favorite film and what makes it a good film?)
-Wednesday wrap up/ prepare for Thursday
-Thursday shooting
-Friday-group evaluations due/paper due-set up publicity items-watch film

Lesson Plan: Week three, day two
Objectives- By the end of the lesson students will be able to:
· Identify their favorite movie and explain their choice by employing terms that they have learned in this class from "The Language of Film" and "The Motion Picture Artists" worksheet.
Methods-
1. Lecture/discussion-teacher will discuss ask the students to discuss and compare what they knew at the beginning of the Unit compared to what they know in the 3rd week. The teacher will put student's answers on the board. The teacher will try to get students to answer using examples with terminology previously learned in the unit. (15 min)
2. Handout - "Your favorite movie."
3. In class activity-Teacher will tell students to take out a piece of paper. Student's will brainstorm and outline their favorite

Homework-"Your favorite movie" paper. Due Friday of week 3.
Assessment-I know students will have met objectives if:
· Students hand in a 2-3 page paper on their favorite movie meeting the guidelines explained in the handout.

Grading for this unit is determined as follows:
Class participation: 25% (in class discussion, 1st day discussion handout, attentive)
Favorite movie paper: 20% (Due end of 3rd week)
Movie terms test: 10% (End of 1st week based on "Language of Film" Handout and in class lecture).
Final classroom created movie: 45% (daily progress reports, end of Unit group evaluations).

Supporting Materials

So you want to be in movies?

In class we have just studied a worksheet that described the main jobs that are involved in making a movie. Also, you have just learned that we will be creating our own movie in this class. In order to make our classroom movie efficiently we will be splitting up into 5 groups, these groups' are-actors, assistant directors, set/costume designer, publicity, and scriptwriters. Based upon the "motion picture artist" handout and what I have told you about the 5 in class groups, what group would you like to be in? Pretend that I am about to cast in the movie and write a paragraph application telling me what duty or job you would like to have. Be sure to include your talents and ambitions. After the in class lottery, if you are not happy with the job you received I will allow you to trade based upon what you wrote in your paragraph.
Please write 1 to 2 paragraphs. Good Luck

Daily progress report
As the director/teacher of our classroom, it is my job to make sure everything is running on schedule. Since I cannot be with every group at once, it is necessary that you hand in this progress report at the beginning of each class detailing your work done from the previous day. I will be around to visit you group during class to discuss any problems or questions you have written down. Also all members of your group must agree and sign the progress report.

Group name (actors, scriptwriters, etc.)-

What you accomplished yesterday-

What you will accomplish today-

Things you are having trouble with-

Questions for me or other groups-

Signatures-

Group Evaluation-By now you are finished or nearly finished doing your part to create our in class movie. Please fill out this form and keep in mind that you need to turn this sheet in to receive your percentage for your contribution to he movie. Please answer the questions at length and not just with a few words. I want details. Use another piece of paper if you need to.

Group involved with-

How did you think the overall experience went?

What were the positives and negatives of your experience?

Was there anyone in your group that didn't pull their weight?

Was there anyone who did above and beyond what was required?
What was the best part of creating the movie?

Were their any groups that were difficult to work with?
Were their any groups that were really good to work with?

How did the actual experience compare to what you thought it would be like?
If you had to be in a different group would you? Which group and why?

Your favorite movie-

Every one has their favorite movie. These movies may be new favorites or movies that you have loved since you were a child. Hopefully, this unit has given you a new perspective when it comes to watching movies. Now instead of saying "I hated that film, it was boring." You can now utter phrases like, "I didn't think that the film sequences were fast enough and the dissolves were distracting." Your assignment is to write a 2-3-page paper about your favorite movie. In the paper you must include a brief plot summary. Then you must describe what makes your favorite film "a good movie." Be sure to include terms that we have used in class (plot, tone, pace) as well as technical terms such as frame, shot, and dissolve. Be sure to name the main people involved with the film (director, writer, actors, etc.) and critique their performances. Please do not use three pages to summarize the film and then randomly drop in terms from class. Please use the only 1 to 2 paragraphs to summarize the film. The rest of the paper should be an in depth and thoughtful analysis of the film as an art form. Good luck.

Movie Terms Test

On a separate sheet of paper, define the following terms and explain what they are used for in film-
1. Frame-
2. Shot-
3. Scene-
4. Sequence-
5. Cut-
6. Dissolve-
7. Fade-
8. Iris-in-
9. Wipe-
10. High angle-
11. Low angle-
12. Flat angle-
13. Long shot-
14. Close shot-
15. Medium shot-

THE MOTION PICTURE ARTISTS

The completed motion picture is the work of many specialists. These creative artists whose talents vary directing to editing need someone to organize this group of specialists into a team.

That is the function of the PRODUCER. In some cases the producer works independently. He will then choose a script in which he believes, engage a director and the actors and technicians, allow them to use their creative gifts to make
the picture, and then sell the final product to exhibitors, or release it through one of the major studios. In other cases a major studio will produce the picture, the story of which is chosen by the studio executives and then assigned for production to a producer on the staff. Some directors attain so much prestige that they actually function as producer-directors of their films, e.g. John
Huston, Fred Zinneman, George Stevens. Some European directors write, produce
and direct their own pictures, e.g. Fellini, Bergman and Kurosawa. These pictures generally have a unity and integrity far above the usual product.

Even the so-called low budget moving picture costs a considerable amount
of money to produce; so there must be a business man involved in the production. The producer is the business man of the team. He must obtain the production money. Few individuals have enough money to finance a major moving picture production. The money is invested by a corporation, borrowed from a bank or supplied by a major studio. This method of financing brings about problems for the producer and the artists. Since the moving picture industry is a business
as well as an art, the business men may try to impose their will over the artistic men for business reasons. One of the functions of the producer is to defend
the artistic integrity of the creative people from interference by the business people. This is often very difficult to do. The producer will sometimes have
to compromise, and this is a real detriment to realizing the artistic ideals of
the moving picture. This problem is most severe in commercial television, where the final decision may be made by someone who is primarily concerned with selling a product through the medium, rather than perfecting an artistic achievement in the medium. Though the whole creative team must work in harmony to produce the final work, the film begins with the writer.

THE WRITER

A screenplay is essentially the same as a poem, a novel, a short story or a
play. It must have a beginning, middle and an end. It must have characters
who are believable, dialog, which is apparently real. Note that we say "apparently real" not "real". The dialog we hear or overhear in ordinary conversation is usually rather dull. It would not intrigue us on the stage or on the sound track of a film. We might consider the characters in "A Streetcar Named Desire."
Blanche Dubois is a neurotic in the verge of becoming psychotic. Stanley Kowalski is a slob. Their conversation would be very boring in real life; but we listen to them, enthralled in the play and movie made from the play. The writer makes them seem to speak real dialog but it is not the way people like that actually talk; it is the way they would speak if they're poets. However, it sounds authentic in the play or movie.

The dialog must fit the size of the production. For a film like "Becket" which is on a wide screen with elaborate backgrounds, and which tells a story of historic importance, the dialog must be heroic. Bland words would fall flat in
this setting. For "Marty," a story of obscure people in plain surroundings, the dialog is plain. A film does not depend as much on dialog as does a play, for much can be revealed by action, gestures and facial expressions in a film. However, though there is less dialog in a film than in a play, film dialog must
be good. Dialog is the chief means by which a writer establishes a characterization

The screenplay must have unity. Unity does not mean merely that it hold to
one story line; it means that there must be unity of style and of characterization. Unity is most often attained when one writer does the screenplay. The one writer sees the work as a whole and understands each character. When writing is done
by a committee, someone may take out a line in scene 34 which the one writer set
up in scene 6. Each character must do and say only the things which this character would do and say and only in the way this character would do and say them. Good, artistic, dramatic action comes out of the characters; it is not imposed on them. The author must not use characters as ventriloquist dummies; he must make all the words and actions arise from the character in a particular situation.

Some writers present the director with only the story, the characterizations scenes and dialog. Other writers, who themselves have a fine film sense, will
write in all the shots and angles for the scenes, much as George Bernard Shaw and Tennessee Williams did in their plays. But whichever method he uses, it is that script which the other members of the team must interpret. If the script is a work of art, the picture may be a work of art; but if the script is not a work of art, all the skill of the other members of the team will not be able to make it one.
You can make a bad moving picture from a good script but not a good moving picture from a bad script. Sometimes, a mediocre script can be made to seem better than
it is by fine photography and acting and interesting settings; then it is what the critics call "slick." It is slicked over, and fools the audience for a while.
But it is not memorable, not a moving experience, not a work of art. The great pictures, such as "La Strada," "Open City", "Grand Illusion," could only be made from great scripts.

No matter how good the writer is, however, he cannot write a moving picture; he writes a "script." When a writer writes a novel, poem or short story, it is finished; all the creative work is done. But a play is not finished until it is acted out on a stage, and a moving picture is not finished until it is acted, photographed, edited, dubbed and printed. Many experts must contribute to the work after the writer finishes the script.

THE DIRECTOR

We might compare the making of a moving picture to the playing of a symphony at
a concert. The writer is the composer. The work will not have more in the playing than the composer put into it. You cannot make Beethoven's Fifth Symphony out of Jingle Bells. But, if the concert is to realize the potential of the composition, each musician must play every note on key and in time, which canonry be accomplished if the conductor is equal to the task. It is the same with a moving picture. The director will control the film once the production begins. The director must mold the team into a unit. He interprets the script, gives it his own style. More than anyone else involved, the director stamps the work with his own personality. He chose the camera angles for each scene, builds the scenes into properly-paced sequences and welds the whole into a representation of a valid human experience. Each of the other artists and technicians will see the film from his own point of view, and make his own contribution "right". But the director, like the writer, must see the whole films as it will be seen by the audience, and grasp the finished product in his imagination before the first scene is photographed. When the true work of film art is shown at the premiere, the audience will see script, acting, art direction, musical backgrounds and photography united to
portray a vision of life which the director saw as he read the script for the first time.
Kurosawa films bring violent action to the screen with great power; Bergman's films deal with inner conflicts but are visually interesting because of the fine lighting, powerful creation of moods and expressive gestures, symbols and revealing closeups caught by the camera. The photographer achieves true artistry in such films.

THE ART DIRECTOR

The art director contributes much to the interpretation of a film. He oversees
the set design, the costumes and the furnishings of the sets. He must create an atmosphere in which we believe that the situation would actually develop. He must put in a visual motif which will symbolize the mood and feelings in the script. He must create a background which adds to the illusion of reality.
Even minor details and properties can be important. For example: though the Western movie takes much of its tradition from the early Western movies rather than from authentic history, the audience accepts this Western Movie World; yet, a Western must appear real according to that accepted world. If the audience should see a tall, thin pilsener glass instead of a mug on a Western bar, it would ruin the illusion. The art director must know the period of furniture
and costumes of the story, choose symbolic items to lend emphasis, select settings which help create mood, and prepare costumes which help define character. Many other technicians: designers of costumes and sets, property men and craftsmen work under his direction.

The MAKEUP ARTIST

In the golden age of the theater, character actors did their own makeup. In fact, even in the early days of Hollywood, actors did their own makeup. A great star became famous in fact for his makeup Lon Chaney. However, the art of makeup has now become a specialized art. The makeup is very important in visualizing the character in a moving picture because the camera reveals so much detail. A makeup artist on a major production will have several assistants working under him. Because of the heat generated by the lights, makeup must be constantly refreshed during the filming. And if one part of a scene is shot days or weeks later than another it is the makeup artist's task to match the makeup.

ACTORS

The actor is a true artist; his contribution is essential to the making of an artistic moving picture. We do mention an exception in the "Elements of the Film, but that approach is taken only in a particular type of film and can be successful only when used by a very few directors. In "The Bicycle Thief" Vittorio de Sica used an amateur actor with great success. However, we must keep in mind that de Sica is not only one of the greatest directors of our
time but also one of the great actors and acting teachers. He himself created the role, taught the actor every inflection, every gesture and every action and expression. Few directors could do that. De Sica also wanted a documentary quality in this particular film, so a non-actor served his purpose well. When de Sica makes a dramatic film he casts people of the professional experience of Marcello Maistroianni in the leading roles. De Sica would hardly try to make "Becket" with Tommy Sands and Frankie Avalon in the roles played by Peter O'Toole and Richard Burton.

There are hazards for the professional actor in moving pictures. He may become "'typed". Often a fine actor gets stuck in bit parts as a type. An actor named James Burke played a film police man scores of times. Actually, he is a talented singer, dancer, comedian and dramatic actor. But it is easier to type cast than to seek out talent, so he was stuck.

Learning area: Literature and Arts
Content standard: Literary and Arts Creation and Performance-creative writing.
Educational level: High school
Standard:
In creative writing, a student shall create or perform, or both, an original creative writing presentation including a single complex, or multiple works, work that:
5. Demonstrates skills and elements of creative writing
6. Demonstrates artistic decisions to communicate intent
7. Demonstrates a sense of artistic whole
8. Demonstrates a consideration for audience
9. Uses multiple sources for critique and feedback

Products/evidence of learning:
5 submitted plot outlines
1 screenplay/shooting script based on chosen plot out line
Performance or contribution of or to the screenplay
Evaluation/analysis of process of creating performance or contribution

Overview: Students are to create a classroom movie. Students will split up into five groups-Actors, publicity, assistant directors, scriptwriters, and set/costume design. These five groups will then work for 2 weeks to create a movie based on the script that the scriptwriters created. On the last Thursday of class, the students come together to shoot their short, 10-minute movie.
Task description:
1. On the very first day of the second week, our class has a lottery. You will be placed into one of five groups.
2. The scriptwriters group members (no more than 3 in the group), immediately think up of 3 plotlines that center on a big event in high school (homecoming, graduation, etc.).
3. Once the 3 plotlines have been drawn up we will (all five groups) vote on which plotline they like the best. Knowing the plotline, all 5 groups will immediately begin to work on what is needed. For example, the actors choose your roles, the designers should begin to plan costumes and set ideas, the publicity should be brainstorming promotions, and the script writers create a short shooting script.
4. The rest of the week and all of next week is group work. The teacher/director requires that each day each group will turn in a daily progress report. This is the only written work that you will be responsible for while working in your groups and can be picked up from me, your teacher/director. It is important that you fill out these forms because it is the assistant directors duty to make sure that each group in conferring with each other. For example, if the actors have a question about a certain line then the actors group needs to write down on their daily progress that they need to talk to the scriptwriters. It is then the assistant directors job to mediate a meeting between groups.
5. Once the movie is shot, on the last Thursday of the unit, everyone in class is responsible for turning in a group evaluation form. This form is to be used as a reflection on your experience. It is also to be used in case the workload was uneven in a group. For example, if your group member didn't do any work then write it down on your group evaluation forms. These forms will only be seen by me.

Checklist for task list 1:
*** This needs to be completed for each student for him or her to receive their percentage for the project****
Teacher Students
_____ Student's group handed in a daily progress report every day of group work. ______
_____ Student completed the group evaluation /reflection paper. _______
_____ Student was observed by teacher as actively participating in daily group work. ___
_____ Student work demonstrated either-skill and elements of creative writing, artistic___ decisions to communicate intent, a sense of artistic whole, and consideration for audience.

Learning area: Literature and Arts
Content standard: Literary and Arts Creation and Performance-creative writing.
Educational level: High school
Standard:
In creative writing, a student shall create or perform, or both, an original creative writing presentation including a single complex, or multiple works, work that:
1. Demonstrates skills and elements of creative writing
2. Demonstrates artistic decisions to communicate intent
3. Demonstrates a sense of artistic whole
4. Demonstrates a consideration for audience
5. Uses multiple sources for critique and feedback

Products and evidence of learning:
-Movie review paper

Overview- you have just completed the 10-minute movie for this class. Now it is time to be the movie critic. It is your job to write a movie review.
Task description-
1. Take notes while watching the film. Note what you like and didn't like.
2. After viewing the film, write a review in a creative fashion. You can use any writing technique you would like as long as the technique conveys your feelings about the film. For example, you can write a poem expressing your feelings of the film, or you can write a review like you would see in the newspaper. Make sure to use terms we have learned in class in your review.
3. Take the review you wrote in class, and rewrite it using a word processor.

Checklist for task 2:
Teacher Student
___ Student is viewed taking notes during film____
___ Student turns in movie review _____
___ Student has adequately reviewed film using correct terminology _____

Scoring Criteria

Arts and Literature

The High School Level

Scores are ranked 4-0 with 4 being highest score and 0 being lowest.

Scores reflect a professional judgement based on multiple evidence of sustained student work over time.

Important! All parts of the listed criteria must be met for a specific score to be given.

Exemplary- To receive a score of 4, a student:

Demonstrates precise and fluent knowledge of the tools, skills, elements, principles and history. Makes artistic choices that are based on expanding, transforming or combining options to improve or refine the work.
Is creatively expressive through synthesized use of elements, principles, skills, techniques and materials in creation or performance.

Proficient- To receive a score of 3, a student:

Demonstrates accurate and articulate knowledge of the tools, skills, elements, principles and history
Makes artistic choices that are based on informed intent to improve or refine the work.
Is creatively expressive through crafted or modified use of elements, principles, skills,
techniques and materials in creation or performance.

Novice- To receive a score of 2, a student:

Demonstrates correct knowledge of the tools, skills, elements, principles and history.
Makes artistic choices that are based on a considered range of options.
Is creatively expressive through conventional use of elements, principles, skills,
techniques and materials in creation or performance.

Emerging- To receive a score of 1, a student:

Demonstrates general and/or commonplace knowledge of the tools, skills, elements,
principles and history.
Makes artistic choices that are based on automatic responses to personal likes and
dislikes.
Is creatively expressive through mechanical use of elements, principles, skills, techniques and materials in creation or performance.

Teacher Resources

This is a great web site that will be useful for this unit-
http://www.media-awareness.ca/eng/med/class/teamedia/moviess.htm

Helpful books:

Movies and You Unit Plan

Supporting Materials

So you want to be in movies?

Group name (actors, scriptwriters, etc.)-

What you accomplished yesterday-

What you will accomplish today-

Things you are having trouble with-

Questions for me or other groups-

Signatures-

Group involved with-

How did you think the overall experience went?

What were the positives and negatives of your experience?

Was there anyone in your group that didn't pull their weight?

Was there anyone who did above and beyond what was required?
What was the best part of creating the movie?

Were their any groups that were difficult to work with?
Were their any groups that were really good to work with?

How did the actual experience compare to what you thought it would be like?
If you had to be in a different group would you? Which group and why?

Your favorite movie-

Movie Terms Test

THE MOTION PICTURE ARTISTS

The completed motion picture is the work of many specialists. These creative artists whose talents vary directing to editing need someone to organize this group of specialists into a team.

THE WRITER

THE DIRECTOR

THE ART DIRECTOR

The MAKEUP ARTIST

ACTORS

Learning area: Literature and Arts
Content standard: Literary and Arts Creation and Performance-creative writing.
Educational level: High school
Standard:
In creative writing, a student shall create or perform, or both, an original creative writing presentation including a single complex, or multiple works, work that:
1. Demonstrates skills and elements of creative writing
2. Demonstrates artistic decisions to communicate intent
3. Demonstrates a sense of artistic whole
4. Demonstrates a consideration for audience
5. Uses multiple sources for critique and feedback

Products and evidence of learning:
-Movie review paper

Scoring Criteria

Arts and Literature

The High School Level

Scores are ranked 4-0 with 4 being highest score and 0 being lowest.

Scores reflect a professional judgement based on multiple evidence of sustained student work over time.

Important! All parts of the listed criteria must be met for a specific score to be given.

Exemplary- To receive a score of 4, a student:

Proficient- To receive a score of 3, a student:

Novice- To receive a score of 2, a student:

Emerging- To receive a score of 1, a student:

Teacher Resources

This is a great web site that will be useful for this unit-
http://www.media-awareness.ca/eng/med/class/teamedia/moviess.htm

Helpful books: