OverviewModule Nineteen: |
Time Frame: hours The focus of this module is on film and video as visual art. Through their study, students discover the power and the potential of film and video. |
| Foundational Objectives | Vocabulary and Concepts |
The students will:
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| Common Essential Learnings | Resources |
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| Instruction | Assessment |
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Student assessment in visual art is based on the foundational objectives. Teachers should take into account students' perceptual development, procedural and conceptual understanding, and personal expression. Assessment should be ongoing and include a wide range of assessment techniques focusing on the students' creative and responsive processes, as well as on any culminating product. In visual art, teachers must rely to a great extent on their observation and record-keeping abilities. Students should be encouraged to take an active role in their own assessment.
The teacher should:
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Films and videos have a powerful influence upon students' lives and their ways of thinking. Students should explore some of the many Canadian films and videos available through the National Film Board and other sources. They should become aware of some of the local, national and international film and video artists who have won acclaim in this field. Students will discover the range of work available and some of the social, political, historical and personal themes that film and video artists draw upon. Students will also create their own films or videos according to their interests and the available equipment.
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Introduction
The students will:
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| Students should begin this study by looking at and talking about movies that are important to their lives and reflect their interests. What are common themes that they enjoy? Read movie reviews from the local paper and compare the reviewers' opinions to student opinions of the same films. Do reviews affect the public's opinions of the movie? Discuss the issue of censorship in movies. Should some movies be banned? How do movies affect our views of ourselves and what we think? Examine some of these issues in more depth. For example, students could debate the issue of censorship | Films, film clips, videos, etc. that are of interest to students |
| In their journals, have students write a review of a movie they enjoyed. What techniques were used to maintain the students' interest? What makes for a "good" or a "bad" movie? Read and discuss the students' reviews.
Discuss genres in movies, such as mysteries, westerns, dramas, comedies, science fiction, horror, romance, spy, etc. What are the characteristics of the genres? How does genre affect characterization and structure? Have students select a genre and write scripts for a short section. Compare the results, focusing on the genre characteristics. How many occupations are involved in the film and video industry? Interested students may wish to research some of these careers and report their findings to the class. Small groups of students could also choose and research the techniques of an area such as special effects or make-up. |
Newspapers with reviews of films and videos
Mass Media and Popular Culture: 2nd edition by B. Duncan |
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| Animation
The student will:
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| Students can look at some Canadian animation. Excellent examples can be obtained from The National Film Board of Canada. How has the artist used the materials and animation techniques in a uniquely personal way? What is the artist communicating through the work? Students may wish to study the works of well-known filmmakers to determine how their works have developed during their careers, (Norman McLaren, for example). Compare Canadian works to American and Japanese animated works. Is it possible to identify a style that is unique to each country? If so, how has that style developed?
Some animation artists use highly sophisticated technology in their work. Look at new developments (computer technology, for example). View examples of animation from the past and determine how animation has changed over the years due to advancements in technology. |
The Man Who Planted Trees (video)
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| Documentaries
The students will: |
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| Ask the students to describe what they know about documentaries. View examples of documentaries. What are the purposes of the documentaries viewed? How are documentaries different from other films? How has each artist presented the documentary according to his or her point of view? What special techniques have the artists used to challenge the viewer, support the theme of their works and keep the audience's interest? How do the images, sounds, editing, filming techniques, etc. work together to convey the ideas of the artists? How does the documentary artist choose particular aspects of the story to present his or her interpretation? Question the slant or bias that is presented in documentary works. How might a filmmakers' point of view be challenged by a documentary project? Have students consider documentary film as a way of learning for the filmmaker. If the students were to film a documentary, what issue would they choose and how would they present it? Have students write in their journals to describe a potential documentary film project. They should consider their point of view and how it might be challenged by such a project. | Constructing Reality: Exploring Media Issues in Documentary (videos and guide) |
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| Student Film or Video Production
The students will:
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| Have students work in small groups to create a short film or video. They should begin by choosing the type of film or video they wish to create -- documentary, animation, genre, video art, etc. Their choice may be limited by available equipment. Allow students plenty of time to research techniques, consult with knowledgeable community members, create story boards and/or scripts, etc. Discuss editing techniques and equipment. Discuss the student films and determine how the techniques used were effective in communicating the students' ideas. Have students reflect on what they might do differently if they were to do the project again. Invite parents, teachers, administrators, and others to view the student works. |
