DMD 9th Grade M Cubed "Magical Movie Making"
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Summary
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Project Title: Magical Movie Making Teacher(s): Mrs. Clay, Ms. Tally, Mrs. McCarthy, Ms. Andrews, Ms. Wisniewski, Mr. Meza-Ehlert, Mr. Weatherly & Mr. Johnson School / Academy: DMD Grade Level(s): 9th Grade Core Subject(s): English, You and the Law, Drama and Digital Media Career Technical Education (CTE) Class(es): {{{classes}}} |
Contents |
Theme
Using film to interpret universal themes.
We are introducing our 9th graders to the critical design and production process that they will be working with throughout their high school career and beyond.
Content Standards
Identify the content standards that students will learn in this project (two to three per subject).
| Subject | Content Standard | Assessment |
| English | Literary Response and Analysis 3.2, 3.4-5, 3.9-10 | Script and Treatment Rubrics |
| Drama | Drama Standards 1.1-2, 2.1-2 3.1, 4.2, 5.2 | Media:Rubric for Presentation.doc |
| Art | Visual Arts Standard 1.1, 1.4, 1.6, 2.1, 2.3, 3.2, 4.3, 5.1 | Media:Rubric for Art.pdf |
Begin with the End in Mind
- A. What is being produced?
- Student groups will produce a high quality short film that effectively portrays a key theme taken from English or You and the Law.
- B. How is that being assessed?
- A panel of students and staff will use a rubric to score each group's film and production process presentation.
- C. What is the individual student producing?
- Each student will produce a treatment and a script.
- D. How is that being assessed?
- The treatments will be assessed by peers and teachers using a rubric. Only the top treatments will be written as a script.
- E. What is the group producing?
- Each group will produce an approved script, raw video and an edited film.
- F. How is that being assessed?
- The script and final film will be assessed by peers and teachers with a rubric.
SCANS Skills
Identify key SCANS skills students will demonstrate in this project.
| SCANS Skill | Assessment |
| Resources: identifies, organizes, plans, and allocates resources; time, material and facilities, human resources | Delegation of roles and responsibilities within groups; shooting schedules; meeting deadlines; regular project manager meetings to track progress and organization as documented in their production binders. |
| Interpersonal: Works with others; participates as member of a team; teaches others; exercises leadership; works with diversity | Group members evaluate project manager performance; project manager provides regular feedback on group dynamics and each member's contribution as documented in their production binder; teachers evaluate and provide feedback on a regular basis to project managers. |
| Information: Acquires and uses information; evaluates, organizes and maintains, interprets and communicates and uses computers to process information | Students use outlines in the creative process, develop treatments, scripts, storyboards to organize information and communicate key themes. All steps are assessed based on a rubric. |
| Technology: works with a variety of technologies. Selects technology, applies technology to task, maintains and troubleshoots equipment. | Successful use of word processing software, video equipment and Final Cut and Soundtrack software will be evident in high quality products as scored on rubrics at each step of the process. |
| Basic Skills: reads, writes, listens, speaks. | Rubrics will be used to evaluate each major artifact in the production process: treatment, script, storyboard, final film, and group process presentation. |
| Thinking Skills: thinks creatively, makes decisions, solves problems, visualizes, knowledge of how to learn, reasoning. | Rubrics for treatment, script and storyboard have these major habits of mind built in. Project manager and teacher evaluation of decision-making and problem solving to be tracked in production binders. |
| Personal Qualities: displays responsibility, self-esteem, sociability, self-management, integrity and honesty | Group members evaluate project manager performance; project manager provides regular feedback on group dynamics and each member's contribution; teachers evaluate and provide feedback on a regular basis to project managers. |
Driving Question
How do you tell a story through film?
Significant Question
What is the production process for making a successful film?
Plan the Assessment
Step 1
(Define the products and artifacts for the project)
Early in the Project:
Students will produce a treatment for a film concept based on a key theme from their studies in English or You and the Law.
During the Project:
Students will produce a script for their film.
Student teams will produce a detailed storyboard for their film.
End of the Project:
Student teams will produce a high-quality short film that effectively portrays a key theme taken from their studies in English or You and the Law.
Student teams will present their final film and discuss the production process for a panel of staff and students.
Step 2
State the criteria for exemplary performance for each product
Product: Treatment (story synopsis)
Criteria: An exemplary treatment clearly and concisely presents the plot/purpose of an original film idea with a specific audience in mind. The content of the treatment is clearly based on a universal theme. The ideas expressed in the treatment show great potential to become a successful student-produced film. The treatment follows the conventions of written English.
Product: Script
Criteria: An exemplary script clearly tells an engaging, original story that follows the plot /purpose expressed in the treatment. The script demonstrates a clear understanding of what a universal theme is and how to appropriately develop it through dialogue for a specific audience. It follows the conventions of written English and the format of a script. The final script has clear directions for film production.
Product: Storyboard
Criteria: An exemplary storyboard clearly lays out a visual representation of what is to be filmed. It has clear directions for camera placement and movement in relation to the actors and setting. The storyboard includes dialogue for each shot and demonstrates thoughtful decision-making about how shot choices will enhance the telling of the story for a specific audience. It is created with professional software and follows the conventions of written English.
Product: Film
Criteria: The plot/purpose of an exemplary film is easy to understand and is clearly based on a universal theme. The film follows the storyboard by using visual representations to enhance the connection with the audience. The film exhibits obvious attention to lighting and camera angles. It has smooth transitions and clip choices that create a compelling visual narrative, with no abrupt or unnecessary camera movement. Actors provide a believable, appropriate and engaging representation of the characters. The film is complete and includes titles and credits appropriate to its purpose. Volume levels are consistent and dialogue is easy to understand. Music or sound effects add to the intention of the film.
Product: Panel Presentation
Criteria: Exemplary Content: The team is able to articulate the production process and explain the importance of the details involved in each step. Students thoughtfully describe the importance of the theme and how it is represented in the film. Everyone on the team participates by speaking and describing their role(s) in the production process. A copy of the treatment and script is provided for all members of the panel, and the storyboard is displayed for the panel to review. The team effectively introduces, shows, and reflects upon the film. The team thoroughly explains the skills involved in making a successful film, the dynamics of working together as a team, and lessons learned through the project. The team responds thoughtfully to questions.
Exemplary Delivery: Students exhibit professional appearance and demeanor. Students display confidence through eye contact, composure and strength of voice. It is evident that students are prepared, organized and coordinated. The tone is serious and appropriate.
Map the Project
| Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? | |||
| Product: A high quality short film that effectively portrays a key theme taken from English or You and the Law. | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Literary analysis: Understanding theme and plot structure | X
(English/Drama) | ||
| How to represent a universal theme in the conceptualization step of creating an original written expression | X
(English/Drama) | ||
| How and why to write a treatment | X
(English/Media) | ||
| How and why to write a script | X (English/Media/Drama) | ||
| What is the production process and why is it so important | X
(All classes) | ||
| How and why to create a storyboard | X
(Media) | ||
| How to use Final Cut and Soundtrack | X
(Media) | ||
| How to film and edit | X
(Media) | ||
| Working and communicating effectively in a group setting | X
(All Classes) | ||
| Basic acting and voice skills | X
(Drama) | ||
| How to effectively present in front of a panel | X
(Drama/Law) | ||
| How to write a reflective essay | X
(English) | ||
What project tools will you use?
Software: Final Cut and Soundtrack
Hardware: Computers, cameras, tripods, microphones
Filming locations, props, and costumes
Video clips to serve as models for students
Guest speakers and mentors to connect with real life applications
Professional dress clothing closet
Short stories (English) and non-fiction text (Law)
Models of treatments, scripts and reflective essays
Auditorium and Library Media Room for Film Showcase/Presentations
Connection with iVIE to provide a real-world connection
Production binders
Rubrics
Project Timeline
- What challenges or problems might arise in the project?
Many students may be unfamiliar with the software and process and feel intimidated by the scope of the project.
A number of students struggle to make sense of text and do literary analysis, so significant scaffolding will be necessary.
It is possible that there will be problems with technology and equipment at various stages of the project.
Some students may not buy into the project; others may experience "project fatigue" during the months of pre-production.
Parts of the project may take teams longer to complete than we anticipate.
Manage the Process
The preparations necessary to address needs for differentiated instruction for EL students, special-needs students, or students with diverse learning styles.
English/Language Arts instruction appropriate for students' academic needs, with intervention classes for stutdents significantly below grade level.
Special-education co-teaching model to provide additional support in the classroom.
Groups are formed with mixed ability levels to provide group/peer support to students with special needs.
Lessons are designed so that students can learn through a variety of modalities.
Regular team meetings during advisory will provide a chance for teachers to support students in about five small groups.
After-school tutoring opportunities in all classes to provide additional support.
How will you and your students reflect on and evaluate the project?
Teachers will reflect on the project during weekly team planning meetings throughout the entire project.
Students will reflect on the process by keeping a project binder, through the use of exit slips and brief surveys, and by attending regular team meetings during advisory.
As part of their preparation for the team presentation, students will reflect on the production process and their experience of the project.
At the end of the project, students will complete a piece in their English class on the process of producing a successful movie.
When the project is over, students will complete individual and team evaluations of the experience.
1st Quarter Update
We have been meeting weekly as a grade level discussing the movie project among other school issues. Here are some photos from our last meeting.
Challenges The biggest challenge we have faced so far is the time lost in fire week which led to modifying the timeline. That is the only revision we have made so far. There has also been some challenge getting student buy in for the project but getteing to use all the technology helps make the footwork seem worthwhile.
Student Responses The main comments from students are about how different it is having a project spread out over different classes and that the entire project is taking a long time. Some students have never worked on a video for a class and that is exciting for them. Others are glad to learn all of the steps in the movie making process.
The students started the first phase of the project at the beginning of October.
2nd Quarter Update (1 February 2008)
1. What have you, as a team, learned from this project experience?
How valuable team planning and team projects are. Now that we have had first hand experience, we see the many ways to improve next year’s student projects and our own instruction, planning, vision, etc. Some of us want to learn much more about the industry elements (treatment, scripts, etc.) and to learn much more about the media (other discipline's role) aspect, like final cut, so that we can all speak to students knowledgeably about their other classes (especially the media).
2. What surprises have you, as a team, encountered during this project?
How we all adapt to timeline set backs, how we all support each other when struggles arise. How our timeline was slowed and why.
3. What have you, as a team, done to address the diverse needs of a diverse classroom of students?
We incorporated SLIC kids into the project full fledged. We allowed diverse individual interpretations of themes and treatments which ought to represent the unique perspectives of each student.
4. What do students say has been the most difficult part of this project?
Writing the script has been the hardest part, along with all the other scripts we have had to write. Multiple projects in the same class was confusing. When you are writing the script, it is hard to think about what you are actually going to be able to film. Having to be independent writers was confusing for a group project.
5. What do students say has been the most valuable part of this project?
Learning new software, using soundtrack and Finalcut. Making new friends with the groups. Completing the script felt good. Having the Teachers choose the treatment, to guide the quality. Being able to choose the subject of your own treatment.
The following four photos were taken during the second quarter.
3rd Quarter Update (11 April 2008)
1. How has this project changed the way you each teach your respective subjects?
It has allowed me to motivate and interest them by making clear to the students that their efforts in English will affect their grades in other classes, and vice versa. I feel more credible in showing them the relevancy of their English work. Also, I changed my English instruction to include the project/industry standards such as treatments and scripts.
I teach English with more of a global purpose. It is important to understand how the work they do in English relates to other subject areas.
2. What kind of attention has this project created on your campus?
Among the freshman, the project brought attention to the value of teamwork, due dates, quality, and hardwork.
This project received a great deal of attention at our school site in that the grade-level teams shared prep periods in order to complete the planning of these projects and maintain an interdisciplinary feel. The students also present their finished product to panels of teachers and faculty that might not have been directly involved in the projects (from other grade levels, for example.)
3. A. If you are producing a product for a client (on site or in the community), what kind of feedback/response have you received from your client regarding the process and the product?
OR
B. If you are not producing a product for a client, how could this project be redesigned to include a beyond-the-classroom, authentic assessment?
Perhaps include some industry professionals on the panels, or find a local film festival that may allow the winners to enter- even if only as honorable mention.
This project has an out of classroom authentic presentation in the Freshman film festival that showcases the best student work. If we wanted to take it to another level, we could also enter the films from the showcase in the ivie (sp?) film fest.
4. What comments have you received from the parents of the students involved in the project and teachers on your campus who are not involved in the project?
Parents have really shown enthusiasm in the type of work, that the outcome of the learning is fun and unique to DMD.
Everyone that I have spoken to is impressed that the students work together on interdisciplinary projects and likes that connections are being made between subjects. Others not involved in the project or the planning see the projects we d at DMD as innovative way to engage students in learning.
5. Check out our video update!
To see some or all of the 26 student films click on the link below, then click on Student Work in the upper left, then click on the Freshman Film Festival in the lower center. Enjoy...
