Film & Video Production 12
Mr. D. Jones
Course Description
Film & Video Production 12 is an innovative multidisciplinary course. Students synthesize and apply knowledge and skills developed in other courses, including English/Language Arts, Social Studies, Sciences, Visual and Performing Arts, Mathematics, and Technology. Film & Video Production 12 (FVP) is characterized by experiential learning, supports student ownership of learning, provides students with opportunities for review and reflection. Students learn not only how to develop a script but, also, as members of a production team, how to assume all the roles that are critical in the creation of a video. Students are expected to work independently, collaboratively with a variety of partners and cooperatively in groups.
Course Designation
Film & Video Production 12 is an academic course that can be used as either a Technology credit or as an Art credit (FVP 12 does not meet the requirements for a Fine Arts credit).
Teacher Expectations
I am very mentally organized and will expect this of you too. You will need to organize your time for this course. Assignments that reflect a lack of effort will not be marked. I expect you to take pride in your work. Here is a list of things that make me go “uh-oh”:
* improper framing of your shots and poor audio or lighting quality;
* spelling mistakes in your film credits;
* not knowing where you saved a file or what you called it;
* not fading music out of your video if it carries beyond your images;
* not including details in your credits, such as the title of songs;
* swearing, violence, alcohol (including bottles), smoking, or any sort of illegal activities and brand names are not permitted--and deleting these elements takes unnecessary time.
Student Outcomes
The Department of Education organizes the courses by using specific student outcomes that are expected to be achieved. These outcomes are presented below
Module 1: Fundamentals. Students will be expected to demonstrate a basic understanding of key aspects of film and television drama including roles and responsibilities.
By the end of this module, students will be expected to:
1. describe the film process from pre-production, through production, to post-production;
2. identify the roles and responsibilities of each member of the production team;
3. demonstrate an understanding of the support that each production element lends to the entire creative endeavour;
4. demonstrate an understanding of and ability to use basic screen production terminology;
5. identify key elements of story as expressed in film;
6. identify all the production elements in a short movie that require attention from production team members;
7. demonstrate basic technical abilities with camera, sound, lighting, and editing;
8. participate in the process of writing and shooting a short movie.
Module 2: Production Team Skills. Students will be expected to develop basic strategies for creating and critically reviewing films.
By the end of this module, students will be expected to:
1. explore a range of roles within the production team;
2. demonstrate a working knowledge of the responsibilities of the producer, director, camera operator, sound/music technician, editor, and production designer;
3. demonstrate specific functions within their assigned role(s);
4. analyze short scenes, character histories, and movie reviews in order to create their own work;
5. analyze characters and scenes and work with actors in the role of director;
6. demonstrate an understanding of the operation of a video camera and anticipate and convey any technical difficulties;
7. operate sound equipment and record sound scores for scenes;
8. express thoughts, experiences, and feelings through acting and collaborating with the creative production team;
9. demonstrate a working knowledge of the editing process.
Module 3: Film Industry and Careers. Students will be expected to examine cultural/historical influences on the local and national film industries, consider career opportunities, and collaborate with industry personnel.
By the end of this module, students will be expected to:
1. develop an overview of film and video production in Nova Scotia and in the broader Canadian context;
2. analyze the impact of provincial and national organizations on the industry;
3. demonstrate a critical awareness of the social/cultural impact of film and television on today’s society;
4. explore various educational and career paths in film and television production available locally and nationally.
Module 4: Film Development and Production. Students will be expected to demonstrate their abilities, skills, and techniques in every aspect of the development of their own short films.
By the end of this module, students will be expected to:
1. demonstrate an understanding of the script-to-screen process from research to the final production;
2. in their specific roles, manage logistical, creative, technical, and/or promotional aspects of a movie;
3. demonstrate an understanding of story structure and the script-writing process;
4. manage all logistical, creative, technical, and promotional aspects of the production of a film;
5. interact with sensitivity to and respect for their own work and that of other team members;
6. manipulate ideas, tools, and materials in expressing their understanding;
7. bring personal meaning to and communicate discoveries by reflecting on their learning at the end of each video assignment and at the end of the course.
Nova Scotia Department of Education and Culture. (2003). Film and Video Production 12. Halifax: Nova Scotia Department of Education.
Inclusive Language
I expect an environment where communication is free of sexist language and sex stereotyping. I do not accept or tolerate lifestyle choices or beliefs to be criticized within the classroom as it becomes a way of legitimizing such attitudes. I am asking you to make a conscious choice to learn and use inclusive terms and become more aware of how your language affects others around you
Plagiarism
Plagiarism is the use of others’ ideas and words without acknowledging the source of that information. Students who plagiarize will be given a mark of zero on their work and will not be allowed to resubmit the assignment. The CKRHS English Department has prepared reference material to assist students with how to reference a source in your writing. I will provide additional resources about copyright regulations for using multimedia in your video productions.
Course Evaluation
The course will have a mix of written assignments as well as various video assignments. As Executive Producer, I will decide whether or not a task has been satisfactorily completed. In the event your completion of a task is unsatisfactory, I will explain why and indicate what is necessary in order to revise the task. Your final grade will reflect the level for which you have successfully completed all tasks. My intention here is to provide a great deal of flexibility to accommodate individual student interests. Video projects will require storyboard and a photo shoot schedule in advance.
Notes:
1. Each of the assignments is briefly described on the next page. More detail about each of these assignments will be provided in class.
2. The following assignments MAY be done IN ADDITION to those required and will add up to 10 points to your final grade. Projects must be approved before March 12th.
Volunteer to create a video for another class or school event;
Create musical scores or other audio files using software
Build a piece of equipment for the course.
Independent film: This task requires students to create their own video and oversee the entire process from script to screen. Many parameters apply (i.e., class time, subject of film, shooting locations, and the use of language, violence, and substance abuse). The film may be in one of the following forms:
a) Live Action Short Films: This can include various genres of fiction, from drama to comedy, based on an original screenplay. The short should be under 7 minutes.
b) Experiential: This category has a lot of flexibility and deals with using video as a medium of
artistic expression. Examples include visual poetry or artistic video filters to express ideas. Should be under 6 minutes.
c) Music Video: Based on an original song or music score, with the focus on the visual
presentation. Should be under 6 minutes.
Description of components of the course
1. Film Review: A 200-word typed review of films viewed during the semester.
2. Technical Test: You will be expected to demonstrate how to use various pieces of equipment used in the course.
3. Ken Burns project: Moving images from digital stills with narration.
4. Commerical Parodies or Public Service Announcement: This project deals with a video production that run in a or 30-second TV spot and focuses on a positive social message.
5. Research Presentation: Various topics about the Canadian Film Industry
6. How to: This short video explains “How to …” create or do something (i.e. “How to knit a pair of socks.”)
7. Learning Log/Blog: An overview of your perspective on elements/skills of this course.
8. Two Minute Tribute: This 2 minute video imitates the cinematic style of a specific producer or genre. Pre-approval of this assignment is required.
9. Documentary/Instructional Video: This can include any video that focuses on a single issue with a mixture of news style interviews and footage, demonstrating knowledge of visual literacy. This can also focus on other non-fiction pieces that support the curriculum in any course such as a video explaining a scientific principle or a mathematical concept. Should be under 10 minutes.
10. Independent Film: From script to screen, working in collaboration with others, produce a short video for viewing in class. Teams of 4 (extras not included). Should be 10-12 minutes long.
11. Documentary: Using documentary style of filming, choose a topic/subject for a 5-15 minute presentation.
TIPS: Watch TV shows like Law&Order or other drama productions and identify the way in which the camera moves. Watch W5, The Nature of Things, or other documentary shows to gain a sense of how a documentary is filmed. Watch Seinfeld to see how to capitalize on “What we don’t see”.