{"id":15266,"date":"2015-02-25T14:25:07","date_gmt":"2015-02-25T19:25:07","guid":{"rendered":"https:\/\/www.frankwbaker.com\/mlc\/?page_id=15266"},"modified":"2023-12-07T10:02:36","modified_gmt":"2023-12-07T15:02:36","slug":"cinematic-storytelling-how-filmmakers-tell-a-story-understanding-the-language-of-film","status":"publish","type":"post","link":"https:\/\/www.frankwbaker.com\/mlc\/cinematic-storytelling-how-filmmakers-tell-a-story-understanding-the-language-of-film\/","title":{"rendered":"Cinematic Storytelling- How Filmmakers Tell A Story: Understanding the Language of Film"},"content":{"rendered":"\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Lesson Title & Arts Area<\/strong><\/td>\n\u00a0Cinematic Storytelling- How Filmmakers Tell A Story: Understanding the Language of Film<\/td>\n<\/tr>\n
School & Grade Level <\/strong><\/td>\n\u00a0Grades 5-12<\/td>\n<\/tr>\n
Arts Educator <\/strong><\/p>\n

Lesson Designer<\/strong><\/td>\n

\u00a0Frank Baker<\/td>\n<\/tr>\n
Short statement about designer & lesson development\u00a0 & place in Long Range Plans<\/strong><\/td>\nFrank Baker is a national media educator who teaches visual, media and film literacy. He maintains the Media Literacy Clearinghouse website (www.frankwbaker.com<\/a>). He has used this activity many times as an introduction to film literacy, and the language of film.<\/p>\n

LRP: If the teacher is introducing techniques used in other media, this lesson plan on film making would be a nice follow-up. After the lesson, the teacher could post the “languages of film” in the classroom as a guide for future analysis of any video or film.<\/td>\n<\/tr>\n

Unit Description <\/strong><\/p>\n

Big idea?<\/strong><\/p>\n

Essential questions?<\/strong><\/td>\n

UD: Using a film clip from a popular culture text (found online) students will use critical viewing skills to begin the process of “reading” a film
\nBI: Watching a film actively rather than passively
\nES: What\u00a0 are the techniques and tools\u00a0 filmmakers use to create meaning in their works?<\/td>\n<\/tr>\n
South Carolina<\/strong> Visual and Performing Arts Standards Addressed<\/strong><\/td>\nStandard 3: <\/strong>The student will access, analyze, interpret, and create media texts
\nMA5-3.5\u00a0–MA8-3.5\u00a0 Identify creative techniques used in a variety of media texts (for example, television, film, radio, Internet).
\nMAHS1-3.4 — MAHS4-3.4 \u00a0Identity the codes and conventions used in media texts and explain the ways that they help to create meaning.<\/td>\n<\/tr>\n
\u00a0<\/strong><\/p>\n

Instructional Objectives<\/strong><\/td>\n

Introduce the language of film
\nHelp students to “read” (analyze, interpret, deconstruct) film
\nHelp students understand how filmmakers use tools and techniques to communicate meaning
\nHelp students become active, critical viewers and listeners<\/td>\n<\/tr>\n
Description of Instruction\u00a0 <\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

Student viewing of a film clip followed by discussion and analysis of same<\/td>\n<\/tr>\n
\u00a0<\/strong><\/p>\n

Teacher Procedures <\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

\u00a0The teacher will be using a popular culture text as the hook to help students appreciate how filmmakers tell stories, create meaning and to better understand the languages of moving images (see full explanation below the lesson plan).<\/p>\n

A discussion might start with the question: “how are films made”. Many students don’t know that a script (screenplay) must first be written; storyboards (visual representations) are created, and both are used by each member of the crew to create the film.<\/p>\n

The director has a number of tools (and techniques) at his\/her disposal. I call these the “languages of moving images” or the “languages of film.” They are detailed below the lesson plan. They are not shared with the students initially. The lesson starts with the screening of a popular culture text–to get students accustomed to recognizing and understanding the tools and techniques.<\/p>\n

The opening scene of “ET: The Extra Terrestrial” is shown with no prior instruction-students will watch passively, much the same way they do now. (NOTE: Because the scene is very dark, the classroom should be as dark as possible to get the best resolution on the projection screen.) At the end of the first showing, the teacher disseminates a series of index cards, (pasted below the lesson plan template) one card to groups of students seated together. The cards have specific instructions (about one of the languages of film) for students to follow. Teachers should provide time for the index card to be passed around so that each student in each group has read it. Next, she instructs students to pay close attention as she plays the clip again.\u00a0 Some students may wish to take notes based on what their index card says. After the second screening, give students in each group time (say 5 minutes) to collaborate and discuss what they saw.\u00a0 At the appropriate time, the teacher calls on each group. A leader in the group should first read aloud his\/her card-because other groups won’t know what the cards say. After reading the card aloud, the leader and members of the group share what they saw\/heard.<\/p>\n

To conclude, the teacher may initiate a discussion about other films and the specific tools and\/or techniques they use to communicate meaning. The teacher may also assign students to select their favorite film and to write a “film analysis” essay\/blog post using the language of film as the focus of that analysis.<\/td>\n<\/tr>\n

\u00a0<\/strong><\/p>\n

Student Activities<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

Students will watch the first 8 minutes of the film “ET: The Extra Terrestrial.” They will watch initially with no instruction. After receiving index cards with specific instruction on one of the languages of film, they will watch a second time with a focus on one of the languages of film. In groups, they will discuss their index card assignment with one another. When called on by the teacher, they will share their findings with the entire class.<\/td>\n<\/tr>\n
Assessment <\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

Activity Rubric\/Checklist
\nClass discussion<\/td>\n<\/tr>\n
Materials Needed<\/strong><\/td>\nComputer (connected to the Internet)
\nAccess to YouTube (or ability to download and save clip for playback)
\nET clip via YouTube: http:\/\/www.youtube.com\/watch?v=aS-K6OxZ8Gg<\/a>
\nVideo Projector
\nSound system (e.g. speakers connected to computer playing back the video)
\nHandout: Languages of Film (pasted below)
\nLanguage of Film Index Cards (pasted below)<\/td>\n<\/tr>\n
Resources<\/strong><\/td>\nTeaching Critical Thinking With The Movies
\nhttp:\/\/usatodayeducation.com\/teacherslounge\/index.php\/2012\/02\/teaching-critical-thinking-with-the-movies\/
\n<\/a>The Language of Film Website\u00a0 www.frankwbaker.com\/language_of_film<\/a>
\nCinema: How Hollywood Films are made http:\/\/www.learner.org\/exhibits\/cinema\/
\n<\/a>Teacher Guide: Academy Award series\u00a0http:\/\/www.oscars.org\/education-grants\/teachers-guide-series<\/a>Texts:
\nMoving Images, Making Movies, Understanding Media, ISBN: 1435485858
\nComing Distractions: Questioning Movies\u00a0 Frank Baker, Capstone Press,\u00a0ISBN: 9780736867665
\nGreat Films and How to Teach Them William Costanzo NCTE,\u00a0ISBN: 0-8141-3909-4
\nReel Images Film and Television (2nd Ed) Barrie McMahon, Robyn Quin \u00a0ISBN: 0-7329-2944-X
\nTeaching Scriptwriting, Screenplays and Storyboards for Film & TV Production\u00a0BFI, ISBN 0-85170-974-5
\nUnderstanding Film Texts Meaning and Experience BFI ISBN 0-85170-799-8
\nHow to Read a Film: The World of Movies, Media, and Multimedia: Language, History, Theory
\nJames Monaco, Oxford University Press; ISBN: 019503869X
\nFilm Art, An Introduction (5th Ed) <\/em>David Bordwell, Kristin Thompson McGraw Hill College Div; ISBN: 0070066345<\/p>\n

Additional resources can be found in the support document for this standard:
\nhttp:\/\/www.frankwbaker.com\/media_literacy_supportdoc.htm<\/a><\/p>\n

 <\/td>\n<\/tr>\n

Attachments<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

\u00a0See Languages of Film explanation and ET Index Cards pasted below lesson<\/td>\n<\/tr>\n
Curriculum Connections<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

ELA: \u00a0Informational texts, as defined in the most recent SC standards include: news, magazine articles, advertisements, movie reviews,
\nphotos, commercials, documentaries, and other forms of multimedia informational texts.IRA\/NCTE Standards for The English Arts
\nhttp:\/\/www.readwritethink.org\/standards\/<\/a>
\n6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

THE LANGUAGES OF FILM\/MOVING IMAGES (video, television and film)
\n
\nCAMERAS:<\/strong>
\na. camera position: far away; close up; up high; eye level; down low
\nb. camera movement: pan; tilt; truck
\nc. camera lens: wide angle; normal; telephoto
\nGood explanations of above can be found here<\/a><\/p>\n

LIGHTS<\/strong>
\nGood explanations can be found here<\/a><\/p>\n

SOUND<\/strong> (including music)
\nGood explanations can be found here<\/a>
\nAnother good explanation here<\/a><\/p>\n

EDITING<\/strong> (and other post-production techniques)
\nediting glossary here<\/a><\/p>\n

SET DESIGN
\n<\/strong>full explanation found here<\/a><\/p>\n

ACTORS<\/strong>:
\na. wardrobe- the clothes they wear (Costume Designer<\/a>)
\nb. expressions- what their facial expressions reveal
\nc. body language- how they hold themselves, sit or stand
\nd. makeup<\/p>\n

LANGUAGE OF FILM INDEX CARDS
\nCUT OUT EACH OF THESE AND PASTE ONE PER CARD FOR DISTRIBUTION<\/p>\n\n\n\n\n\n\n

\nLIGHTING<\/span>
\nWhat time of day it is?
\nWhat are the clues?
\nWhat effect does lighting have?
\nUse two or three adjectives
\nto describe the lighting.<\/td>\n		SOUND EFFECTS<\/span><\/span><\/p>\n

CLOSE YOUR EYES
\nYou are only to listen to the scene,
\nafter which you will be asked to make
\na list of everything you heard,
\nand then share.<\/td>\n<\/tr>\n

MUSIC<\/span>
\nDescribe the music at the beginning–
\nmiddle\u2014and end of the scene.What happens and why?
\nHow does the music contribute
\nto the mood or feel?
\nIs the music effective?<\/td>\n		CAMERA: MOVEMENT<\/span><\/span><\/p>\n

Document when the director\/
\ncinematographer uses:
\nPan (left or right move)
\nTilt ( up or down move)
\nA crane shot (high above)What is the purpose of these actions?<\/td>\n<\/tr>\n

EDITING<\/span>
\nMost of us never notice editing,but it is important.
\nCount the number of edits
\nin this scene. What
\nimpact does editing have?<\/td>\n		CAMERA: LENS<\/span>
\nDocument when the director\/
\ncinematographer uses:
\nWide shot
\nMedium Shot
\nClose Up
\nZoom in or outWhy does he use these shots when
\nhe\/ she does?<\/td>\n<\/tr>\n
MOOD<\/span>
\nWhat mood does this scene put you in?How do you feel?
\nWhy do you feel this way?
\nWhat has the director done
\nto push your emotional buttons?
\n(be specific)<\/td>\n		NON \u2013VERBAL LANGUAGE<\/span>:
\nACTOR EXPRESSIONSNotice the expressions on the
\nfaces of each of the actors.<\/p>\n

Watch for any changes.<\/p>\n

Be prepared to discuss
\ntheir expressions
\nand what they might mean.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

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