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Maddie Hicks

Build Your Own Movie?


12th Grade
NVAS:
VA:Cr1.1.IIIa:
Visualize and hypothesize to generate plans for ideas and directions for creating art
and design that can affect social change.
VA:Cr2.3.IIIa:
Demonstrate in works of art or design how visual and material culture defines,
shapes, enhances, inhibits, and/or empowers people's lives.
VA:Cr3.1.IIIa:
Reflect on, reengage, revise, and refine works of art or design considering relevant
traditional and contemporary criteria as well as personal artistic vision.
VA:Pr4.1.IIIa:
Critique, justify, and present choices in the process of analyzing, selecting, curating,
and presenting artwork for a specific exhibit or event
VA:Re.7.1.IIIa:
Analyze how responses to art develop over time based on knowledge of and
experience with art and life.
VA:Re.7.2.IIIa:
Determine the commonalities within a group of artists or visual images attributed to
a particular type of art, timeframe, or culture.
VA:Cn10.1.IIIa:
Synthesize knowledge of social, cultural, historical, and personal life with artmaking approaches to create meaningful works of art or design.
GLE:
1.1.C. HS Level 4:
Select and apply digital/computer media that demonstrate
sensitivity and subtlety in use of media
engagement with experimentation and/or risk taking
informed decision-making
Art software refers to a program such as Adobe Photoshop
All of Strand II: Elements and Principals
All of STRAND III: Artistic Perceptions
All of STRAND IV: Interdisciplinary Connections
All of STRAND V: Historical and Cultural Contexts
Goals and Rational:
Choices will make or break viewing standards and viewing quality. With our
knowledge of film and production techniques, we can produce our own films
relating to chance.

Enduring Big Idea:


We have studied the basics of film making, from scripts to lighting, from acting to
editing. We can now put our knowledge to the test by making films.
Essential Questions:
How can you find actors?
How can scenes change from the mind to reality?
What can we do to work together to make the film process easier?
Key Concepts:
Concepts from the past 3 lesson plans
Working as teams
Job assignment
Time management
Objectives:
Students will be able to
Work together in small groups
Light, shoot, edit a short film
Apply all old objectives
Put together a showing of their short films
Communicate about their choices when making their films (During
and post)
Vocabulary:
All Past Vocabulary

Speed: the

light-gathering power or f-number of a camera


lens. The duration of a photographic exposure. The
sensitivity of photographic film to light. Used to inform
the set that film is up to speed to record.
Grip: a member of a camera crew responsible for moving
and setting up equipment, typically lighting

Lesson Vignette: Rest of Semester


Up until this moment, we have been working full steam towards the idea that
we can make film while young. Now with the tools we have worked on, we will
work together in teams to make a film of 15-30 minutes, using the script we have
written. Each week will be filled with critiquing as a class and in individual groups,
along with LOTS of class time to be editing and working in their groups. We will still
continue to read and explore the programs and devices we will be using to create
our films. Each week we will focus on a new element to discuss and develop as a
class and in groups.

Ideal class examples:


1 Class period: Students come in and present the work they have made so far on
their films. As class we discuss development of their pieces. We will discuss ways to
work through struggles and new editing ideas.
1 Class period: Students will come in and begin to work on their own. Students will
have free range for research and will be free to bring questions and ideas to me/ the
class for extension and explication. During this time we might explore editing
tutorials and other film tutorials.
1 Class period: We will watch a short clip/film/ episode and discuss like we did in
the first lesson plan. Now that we have been making, we will be able to shed new
light on the creation of these pieces and on our own.
This lesson plan will be going on until the end of semester. As the semester nears its
close, I will be interfering with the students work less and less, with the expectation
that they will be able to problem solve as a team. The last few weeks we will stop
doing critiques to create an element of surprise for a showing. With school
permission, we would use the auditorium to premier the films (hopefully as a
fundraiser) and have Q&A style audience interaction.
Assessing:
Grading will be a lot during this lesson plan, with the heaviest weight as their final
film. They will have to complete readings (over their software and maybe others).
do journaling, participate in critiques, be a team player and pull their weight. They
will have to actively participate. Their film must be finished to pass the class.
Adaptation: Students will be working with what they feel best at, but also in teams
to support each other.
Materials:
Computers
Cameras
Lenses
Final cut pro
Lighting equipment
External memory
Memory cards
Sets
Tripods
Camera accessories
Teacher Reflection:

This course is fast paced. Students will have to stay on track to complete this class.
Since students know this coming into the class, I think that they can easily become
successful. It will be powerful to have students that feel confident in their own
choices, which they can further add to their art. My hope is that students will learn
to believe in their choices, but also understand what they are capable of.