Part of Unit: Basic Narrative Production
Lesson Plan Overview / Details
This is a companion lesson to TMT Pt.1. This lesson will continue to give the students a better understanding of how images are contextual.
Students get hands-on experience with pocket cameras by creating a video, in teams of 2, of an edited version of their slide presentation - "This Means That - part 1". In the process, they learn more about cinematography, the different ways that shots can be framed, and the purpose and effects of different types of shots.
Also included is a brief review of the elements and principles of design.
Activities in this Lesson
- Review of TMT part 1 - Check Understanding
1. Review the best parts of TMT part 1:
Review the idea behind the "Words" video and refer to the most effective slide presentations from "TMT Part 1" and have a brief class discussion about why they worked.
Also include a quick review of the Elements and Principles of Design based on the "Elements and Principles" handout, if it has not been done recently, and answer questions.
- Elements and Principles of Design Handout [ Download ] This handout offers a review of the elements and principle of design that should already be a part of the students' foundation knowledge base.
- Activity and Benchmarks - Projects
2. Activity and Benchmarks and Critique (grading) guidelines:
Give students a handout for the assignment: "TMT Part 2". Using the handout as an outline, explain that they will work in pairs to create a shot list using their slide presentations as a reference. All shooting will be done on campus, and all shots should be created using techniques from the list on their handout. Together with the students, look at a calendar and set benchmarks for production.
Also give the students the guidelines with which their work will graded, before they start, to better inform their process. This handout is titled "TMT part 2 Critique".
- Beginning to Learn the Language - Lecture
3. Learning the Language:
Distribute the "TMT Project Vocabulary" handout and have students read the definitions of the vocabulary listed. Have a brief discussion about what these definitions mean. Let the students know that this vocabulary will be used throughout the rest of the unit/course.
- tmt-pt2-vocabulary.pdf [ Download ] This is vocabulary that will be referred to through the course. It is vocabulary that the students will acquire and integrate into their own language as they begin to produce and assess their own work and the work of others.
- Creating Shot/Prop lists - Group Work
4. Creating the Shot lists:
Working in their teams (of 2), students will cooperatively go through their presentations from TMT part 1, choose a list of words/concepts to use for the video, and develop a shot list and a props list. Attached is a worksheet that can be used for this activity.
- shot:prop list.pdf [ Download ] Students work with their partners to develop the shot list for their video. They should be able to select ideas/words/concepts from the slide presentations done in part 1.
- 1,2,3 Shoot! - Projects
5. 1,2,3 Shoot!
After going over the techniques listed on the handout for shooting, i.e. keeping a log and the list of techniques, check out cameras and tripods and get the students shooting.
- The Critique - Assessment
6. Looking at and evaluating the Footage:
After uploading their footage, students watch and analyze their own and one another’s TMT videos.
They will talk about the process of making the videos, and identify challenges to watch out for as they create the unit’s other video projects.
Students will write an assessment of their own work using the critique sheet supplied. The teacher will assess each student's work and write on the sheet as well.
California Career and Technical Education Standards
- AME.A.A184.108.40.206 Proficient - Solve a visual arts problem that involves the effective use of the ...
- AME.A.A220.127.116.11 Proficient - Develop and refine skill in the manipulation of digital imagery (ei...
- AME.A.A18.104.22.168 Advanced - Demonstrate in their own works of art a personal style and an advance...
- AME.A.A22.214.171.124 Advanced - Use innovative visual metaphors in creating works of art.
- AME.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
- AME.FS.5.4 Use the elements of the particular art form to observe, perceive, and respond.
- AME.FS.9.3 Understand how to organize and structure work individually and in teams for effe...
California Academic Content Standards (Reinforced)
- ELA.11-12.LS.2.4d Deliver multimedia presentations that test the audience's response and revise th...
- ELA.11-12.LS.ODOC.1.10 Evaluate when to use different kinds of effects (e.g., visual, music, sound, gra...
- VA.9-12 (advanced).AP.AAEPD.1.6 Describe the use of the elements of art to express mood in one or more of their ...
- VA.9-12 (advanced).CE.CETOA.2.4 Demonstrate in their visual artworks a personal style and an advanced proficienc...
- VA.9-12 (advanced).CE.CETOA.2.5 Use innovative visual metaphors in creating artworks.
- Review of TMT part 1 & elements and principles of design
- 30 Minutes
- Activity and Benchmarks
- 30 Minutes
- Basic Camera Operation
- 30 Minutes
- Creating Shot/Prop lists
- 30 Minutes
- Beginning to Learn the Language
- 20 Minutes
- 1,2,3 Shoot!
- 50 - 80 Minutes
- The Critique
- 50 Minutes
- Filmmaking for Teens - Pulling Off Your Shorts, 2nd edition [ Go to Site ] This is a very accessible filmmaking guide. It's an easy read, hugely practical and very useable in the classroom.
- Filmmaking For Dummies [ Go to Site ] Yes, it's one of those "yellow books", very useful, very up to date (make sure you get the 2nd edition), and easy to translate into the classroom experience.
- This Means This This Means That [ Go to Site ] I have read through this twice and regularly thumb through it. A perfect read for any high school teacher, and especially any art teacher, who's mantra is "Context is everything", as mine is.
- Assessment Types:
- Rubrics, Projects, Journals, Demonstrations, Observations,
Assessment for this lesson is mainly formative, with a summative assessment at the end in the form of a written critique. The written critique is a self assessment as well as a teacher assessment.
- this means that part 2 assessment.pdf [ Download ]