Lesson+2


 * __ LESSON 2 __**


 * The Assignment: **Deconstruction and analysis of elements in a short film, using film metalanguage


 * Purpose **** : **

Students generally watch movies and films without thinking about the painstaking manner in which such films were constructed in order to influence them. Students need to learn about the design tools that film producers (and other media designers) use to create particular effects, just as writers use literary design elements such as word choice, sentence structure, and varied punctuation to create particular effects. Students also need to learn how to infer media producers’ purpose and target audience so that when students watch movies or films, or use other media, they can consciously consider the ways that media may be subtly influencing them through expert application of the designers' techniques. The goal of this lesson is to help students learn a metalanguage for discussing film, as well as how to critically analyze the constructive processes of film production.


 * Content Objectives: **

Students will ▪ identify various camera shots, angles, and movement (as well as lighting, sound, and editing) in a short film ▪ draw conclusions about how design elements in the film manipulate the information ▪ identify at least 2 design elements that contribute to the effectiveness of short film advertisement


 * Language Objectives:**

Students will ▪ use listening and thinking strategies to interpret and evaluate a film’s design techniques ▪ discuss the effectiveness of particular elements in a film, using the metalanguage of film ▪ summarize the messages the film is promoting and suggest its most effective design elements in a group paper, using film metalanguage

Students will LA.C.1.4.1 select and use appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, […] LA.C.1.4.3. use effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others LA.C.2.4.2. understand factors that influence the effectiveness of nonverbal cues used in non-print media, such as the viewers’ past experiences and preferences, and the context in which the cues are presented. LA.D.2.4.3 recognize production elements that contribute to the effectiveness of a specific medium LA.D.2.4.5 critically analyze specific elements of mass media with regard to the extent to which they enhance or manipulate information.
 * Sunshine ** ** State **** Standards: **

** Overt Instruction: **

Using a PowerPoint slide show to provide visual cues, the teacher will remind students of the purpose for studying media texts—to learn critical and creative thinking skills that will support the students’ informed decision-making in their daily lives. The teacher will ask for student volunteers to read the content and language objectives for the lesson (which will already be written on the chalkboard or whiteboard). She will then talk about the concept that "all media express a point of view" (Pace, Class notes, 2010) and highlight films as a popular medium for transmitting information and culture. She will explain that we, as media users, need to know how to read the messages that media present and be aware of techniques used to convey those messages. To build background knowledge, the teacher will compare the film director’s purpose, target audience* and use of film design tools to the medium of book-writing. (*She will make sure students understand the idea of target audience by asking, “Who can explain //target audience//?”) She will then ask students to describe some of an author’s tools and audiences (and perhaps see if they can also suggest some tools and target audiences of advertisement designers).

The teacher will remind students of the purpose of using a metalanguage in understanding and discussing different media (Pace): The teacher will then distribute a film metalanguage handout and explain that the first term, //framing//, is a **transmedia** concept. Framing is defined as "a space in which information appears" (Pace, Class notes, 2010). She will further explain that frames work to
 * it helps you pay attention to details in a film (or other media) and organize what you see
 * it gives you a language for talking about images & texts and for making meaning of concepts in media
 * highlight content
 * show movement
 * illustrate power (low shots make us feel weaker than what the camera is looking at)
 * define screen space (on and off-screen space)

She will show frames from popular films (Film Frames PowerPoint) on the overhead screen while introducing the new film vocabulary, or metalanguage (pointing out examples of the specific camera shots, angles, lighting, and editing terms). She will also briefly state the purposes for using each of these particular elements (which is also described in the Film Terms Handout).

.


 * Situated Practice: **

The teacher will show the short film, “//Pattie Maes and Pranav Mistry demo Sixth Sense//” (This film could be called an //expository documentary// or a //short advertisement film//, or something else, but in any case, it is a type of short film.) [] The teacher will then have the students move into groups of 4 or 6. Students will watch the film again, using at least one laptop per group, and will discuss basic design elements in the film (camera shots, angles, and movement; lighting and editing, etc.) This will be followed by a brief sharing (with the class) of what they observed. The teacher will then distribute a second graphic organizer for film analysis and have students complete the graphic organizer as they view the film again, filling in details they notice about camera shots, editing techniques, etc, and their effects. Each student will then talk with a partner about what he or she observed and wrote down. After this, the teacher will ask partners to rejoin their groups, where they will discuss the film director's intentions and target audience and how these influenced how the film was produced. Throughout student interactions and discussions, the teacher will walk around and answer questions and give feedback. Finally, she will ask students to share with the class what they observed and she will provide further feedback.

The teacher will then show a segment of the film and ask students to look for examples of how design elements (shots, camera angle & movement, or editing) are used to manipulate information in the film or enhance the information. Students will raise their hands when they see particular design elements in the film that manipulate or enhance the information and the teacher will pause the film and discuss the frame with the class. Each group will then use film metalanguage to complete a paper that summarizes the messages the film is promoting and some of its most effective design elements (for example, they may explain why the low angle shot of Pattie Maes in the opening frame gives the viewer a sense of her authority or power, or how the juxtaposition of Pattie Maes narrating and Pranav operating the device is effective in connecting their purposes, etc.). If students need help, she will show them particular frames of the film and pose questions about what effects they see due to the particular film design tools used there.


 * Critical Framing **:

To review the lesson’s purpose and objectives and what they learned, the teacher will ask for student volunteers to read the objectives out loud. After each one is read, she will pause and ask the students to say whether or not they accomplished the objective. In this way, students are reminded of what they have learned and accomplished in the lesson and the information will become more deeply rooted in their minds.

To help students take this knowledge a step further, the teacher will explain their next assignment, the Film Analysis Voice Thread project, and will give students a mini-lesson in using Voice Thread, showing them (on the class screen) how to navigate the system and record a message. She will also tell them about the process of uploading images and inviting group members to join and view particular images, etc. She will either assign groups or let students choose who will be in a group.

__The assignment:__ for the Voice Thread project, students will be required to select and save a still image from the Sixth Sense film, upload it to Voice Thread ([] ) and record a question about the frame in relation to a film design element or its intended impact. Students should tell the time frame (0:4:05) of the shot and explain something about it before asking their question. The teacher will also suggest that students think for some time about what they want to say before they record (though she will inform them about the option of deleting unwanted recordings). Each student will also be required to respond to questions posed on Voice Thread by the other students in their group. Students will be given a week to complete the assignment and will get some class time to do it (though it may be quieter to record at some other place and time).

** Informal assessment of learning will take place by the teacher listening to group discussions and class sharing about identification of specific film design elements in the film (and their effects) and by looking at students’ completed graphic organizers and group summaries. Participation and completed graphic organizer chart is worth 30 points. Summary is worth 20 points. Formal assessment of student learning will be through students’ Film Analysis Voice Thread project. Voice Thread assignment is worth 50 points.
 * Assignments and Assessment:
 * Extension:**

To provide further practice using this knowledge, here are a few other activities that may be used or provided as choices to the Voice Thread activity.

Students will write a paper synthesizing what was learned in this lesson (including at least five elements of the film and how they were used effectively to fulfill the film director’s purpose and impact the intended audience). Students will use film metalanguage (new vocabulary). Activity is worth 50 points.

Or, students may create their own short “film” at []. Students must use at least 3 different camera shots, 3 different animations, and at least 2 sounds and 1 expression or look. Students may choose short text from a famous person, a speech, or a poem, and copy and paste into text box (or you may require students to use metalanguage in a short speech- a paragraph or two--that they personally write). Activity is worth 50 points.