The Literature of Film

Transcription

1 The Literature of Film Introduction This one-semester, elective credit class is designed to engage students in the relationship that exists between literature and film. Students will study basic film history, vocabulary and production, and compare and contrast literary elements with film elements. The culminating project is to create a film short applying knowledge of learned material, so access to video recording and editing equipment is critical. Since this class can be taken for humanities or English elective credit, three sets of standards are addressed in this class: 11 th grade Language Arts Content Standards designated by the letters LA, 9-12 Speech Communications Content Standards designated by the word Speech, and 9-12 Visual Arts Humanities standards designated by the letters V.A. Teachers must follow district policy regarding showing films and film clips. The films mentioned in this curriculum are suggestions only and must be approved for use at the building level. 1 Updated December, 2013

2 Meridian School District s Policy regarding Curriculum & Learning Resources clarifies the use of audio-visual resources, including film, in class: MULTI-MEDIA LEARNING RESOURCES: Audio visual materials (district owned, building-owned, teacher-owned, rented or delivered electronically) include, but are not limited to, videos (i.e. YouTube), films, television programs, and other media. Audio-visual materials are not to be shown unless they are directly related to the district curriculum, are necessary to complete the lesson plan, and all copyright laws are followed. When used according to this standards, only excerpts of audio-visual materials are to be shown. As outlined below, some films or videotapes would need pre-approval by a building administrator. If a video is used in its entirety then it must be pre-approved. Video materials rated: G/TV-Y/TV-G: can be shown at all levels PG/TV-PG/TV-Y7/TV-Y7FV: can be shown at all levels, but pre-approved at elementary PG-13/TV-14: R/TV-MA: NC-17: Un-rated: can only be shown at the secondary levels, but must be preapproved for students under the age of 13 cannot be shown at any time at any level in the schools cannot be shown at any time at any level in the schools can be shown at all levels if they are instructional and have been produced for educational use, purchase and/or distribution, and have been pre-approved. The rating assigned to a video tape or film should be a guide as to whether student viewing is appropriate, regardless of the content. If appropriateness is uncertain a teacher should seek counsel and approval from the building administrator. Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Birth of Film The Film Genres The Treatment Creation Construction of Moving Images Archetypal Film Character and Plot and Screen Writing pp. 3-6 pp pp pp pp pp Updated December, 2013

3 Grades Unit 1 Birth of Film: Movie Pictures that Tell a Story I had no idea of the character. But the moment I was dressed, the clothes and the make-up made me feel the person he was. I began to know him, and by the time I walked onto the stage he was fully born. --Charlie Chaplin OVERVIEW This unit introduces students to film, including the early history of film. Students will learn key vocabulary related to film and film history, and examine what they already know about film and how they have been taught to view film. Students will create their own home movies and share them as narratives. Finally, students will build a zoetrope and use it to create a film in the style of the first films ever created. ENDURING UNDERSTANDINGS Film is an optical phenomenon known as Persistence of Vision. Students know more about film than they realize as they have been taught to view films passively in understood fashion. GUIDING QUESTIONS How does film begin as a toy or amusement? How do you understand Narrative? STUDENTS WILL KNOW AND UNDERSTAND auteur diegesis editing flashback flashforward focus genres mise-en-scene story/plot scene sequence shot zoetrope camera obscura Camera Obscura Dark room or chamber. Cameras project an inverted reproduction. How to interpret basic images. Early film history Persistence of Vision How to view a film Film as Art vs. Toy or Amusement 3 Updated December, 2013

4 STUDENTS WILL BE ABLE TO IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE Standard 1: Historical and Cultural Contexts Goal 1.2: Explain the interrelationships among the visual and performing arts disciplines T Create works that integrate processes and concepts of other art forms. Standard 2: Critical Thinking Goal 2.1: Conduct analyses in theatre T T Develop and use theatre vocabulary to critique dramatic performances or written plays. Evaluate how well the text or production met its intended objectives. Standard 3: Performance Goal 3.1: Identify concepts essential to theatre T Utilize theatrical terminology in appropriate settings. Goal 3.2: Communicate through theatre, applying artistic concepts, knowledge, and skills T Construct imaginative scripts that convey story and meaning to an audience. Goal 3.3: Communicate through theatre with creative expression T Create a dramatic work that expresses personal understanding, opinions, and beliefs. IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUAL ARTS Standard 1: Historical and Cultural Contexts Goal 1.1: Discuss the historical and cultural contexts of the visual arts VA VA VA Identify representative visual works of art from a variety of cultures and historical periods. Outline the history and function of a particular visual art form (film). Compare and contrast the historical, social, and environmental contexts that influence artistic expression. Standard 2: Critical Thinking Goal 2.1: Conduct analyses in the visual arts VA Develop and present basic analyses of works of visual art from structural, historical, and cultural perspectives. Standard 3: Performance Goal 3.1: Demonstrate skills essential to the visual arts V.A Demonstrate proper use, care, and storage of media, materials and equipment. 4 Updated December, 2013

5 Speaking and Listening Comprehension and Collaboration SL SL a SL b SL c SL d SL SL Language Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Vocabulary Acquisition and Use L a SUGGESTED WORKS Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SUGGESTED MATERIALS (May vary by building): A Short History of the Movies, pages 9-25 (It is up to individual schools to purchase this book it is a supplementary resource, not a formally adopted textbook) DIGITAL CONTENT Media Exiting the Factory (1895) - 1st Projected Film - LOUIS LUMIERE - : Feeding the Baby - Lumiere Brothers (1895) : 5 Updated December, 2013

6 How to Create a Zoetrope : Race Horse First Film Ever 1878 Eadweard Muybridge : Fred Ott s Sneeze [see Library of Congress American Memory to search for digital files of this film] or Edison Kinetoscopic Record of a Sneeze, Jan. 7, 1894 : The Film The Kiss [see Library of Congress American Memory to search for digital files of this film] or The Kiss (1896) : SAMPLE ACTIVITIES AND ASSESSMENTS ACTIVITIES 1. LEAPING HORSE (9-12.VA VA.1.1.2, 9-12.VA.1.1.3, 9-12.VA.2.1.1, SL ) View Eadweard Muybridge (1882) Leaping Horse (sequence of photographs viewed with a zoetrope, a photographic precursor to modern film) 2. SILENT MOVIE (9-12.T.2.1.4, 9-12.VA.3.1.1, 9-12 VA.3.1.1, 9-12.V.A.3.1.2, 9-12.T.3.2.2, 9-12.T.3.3.4): Create and show a silent movie. 3. SILENT MOVIE DISCUSSION (SL , SL a, SL b, SL c, SL d, SL , SL ): Discuss how home silent movies capture moments and tell a narrative. 4. ZOETROPE (9-12.T.1.2.1, 9-12 VA.3.1.1, 9-12 VA.3.3.1): Create a zoetrope and use it to create a basic movie (can be a flip coin movie). 5. KEY VOCABULARY (9-12.T.2.1.1, 9-12.T.3.1.4, L a): Define and use key vocabulary. PERFORMANCE ASSESSMENT (same as above) SILENT MOVIE (9-12.T.2.1.4, 9-12.VA.3.1.1, 9-12.V.A.3.1.2, 9-12 VA.3.3.1, 9-12.T.3.2.2, 9-12.T.3.3.4): Create a silent home movie designed to tell a story. Show the film to class and discuss the story the film tells. ZOETROPE (9-12.T.1.2.1, 9-12 VA.3.1.1, 9-12 VA.3.3.1): Using a zoetrope, create a flip coin or other motion picture. 6 Updated December, 2013

7 Grades Unit 2 The Construction of Moving Images: Technique, Purpose and Audience "I'll get you, my pretty...and your little dog too! Ah ha ha ha ha ha!" --Margaret Hamilton From: The Wizard of Oz (1939) OVERVIEW This unit examines the mechanics of film, including camera angles, lighting, framing, scale, and editing techniques. Every carefully selected film technique aesthetics is used to achieve a greater purpose or effect of influencing the audience. Students will compare and contrast film clips, view trailers, advertisements, propaganda, and news reports discussing how the mechanics or technique of filmmaking, coupled with content, creates a complete purpose. ENDURING UNDERSTANDINGS Images have meaning. The artful construction of images tells a story (narrative). Film techniques are used in other media to influence and persuade/manipulate viewers to a specific conclusion, often without the viewer s conscious understanding. GUIDING QUESTIONS How are moving pictures made and to what effect(s)? What are the building blocks of film? What are different kinds of film techniques? How are these techniques used to influence a viewer? How can these techniques be used subliminally? STUDENTS WILL KNOW AND UNDERSTAND Advertising Propaganda News Reports The Mechanics of Film Film Trailers 1. Realism and Formalism Cinematography o Quality: color, contrast, deep focus, shallow focus, depth of field, exposure, racking focus, rate, telephoto shoot, zoom shot o Framing: angle of framing, aspect ratio, level of framing, canted framing, flowing shot, reframing, point-of-view shot 7 Updated December, 2013

8 8 Updated December, 2013 o o Scale: extreme longshot, longshot, medium longshot, medium close-up, close-up, extreme close-up Movement: crane shot, handheld camera, steadycam, pan, tilt, tracking shot, whip pan Devices o Transitions: cheat cut, cross-cutting (aka parallel editing), cut-in, cut away, dissolve, iris, jump shot, establishing shot/reestablishing shot, shot/reverse shot, superimposition, wipe o Matches: eye line match, graphic match, match on action o Duration: Long take (aka plan-sequence), overlapping editing, rhythm Styles o Continuity editing, montage, elliptical editing, overlapping editing, rhythm 2. Types of film shots 3. Types of camera Angles 4. Basic lighting information for film 5. How the use of color influences the tone and mood of film. 6. How to examine logic and detect bias in text. 7. How to organize and interpret information to draw logical conclusions. STUDENTS WILL BE ABLE TO IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE Goal 1.2: Explain the interrelationships among the visual and performing arts disciplines T Analyze how other art forms contribute to a dramatic performance. Standard 2: Critical Thinking Goal 2.1: Conduct analyses in theatre T T T Develop and use theatre vocabulary to critique dramatic performances or written plays. Analyze the central action of the play and discuss its cause and effect. Evaluate how well the text or production met its intended objectives. Goal 2.2: Engage in reasoned dialogue and make decisions about dramatic performances T Describe and defend one's critique of a dramatic performance. Standard 3: Performance Goal 3.1: Identify concepts essential to theatre T Analyze theatrical elements of a dramatic performance.

9 9-12.T Utilize theatrical terminology in appropriate settings. IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUAL ARTS Goal 1.2: Discuss the interconnections between visual arts and societies VA Compare art forms that share common characteristics Goal 2.1: Conduct analyses in the visual arts VA Critique works of art employing appropriate arts vocabulary VA Analyze an artist s use of elements, principles, and how they contribute to one s interpretation of the artwork. Goal 2.2: Exercise sound reasoning and understanding in making choices in the visual arts VA Discuss the nature of art or aesthetic issues. Reading: Literature Integration of Knowledge and Ideas RL Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Speaking and Listening Presentation of Knowledge and Ideas SL Language Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Vocabulary Acquisition and Use L a SUGGESTED WORKS Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. SUGGESTED MATERIALS (May vary by building): A Short History of the Movies, pages 9-25 (It is up to individual schools to purchase this book it is a supplementary resource, not a formally adopted textbook) DIGITAL CONTENT Websites Museum of Modern Art: (requires a free login) Yale Film Studies: 9 Updated December, 2013

10 Visual Literacy: How do I make meaning: Camera shots: eracy/shots.htm SAMPLE ACTIVITIES AND ASSESSMENTS ACTIVITIES 1. CAMERA ANGLES (9-12.VA.2.1.5,): View various camera angles, shots and techniques and from the Yale Web site: 2. KEY VOCABULARY (9-12.T.2.1.1, 9-12.T.3.1.4, L a): View and discuss key vocabulary as it applies to Chaplin s films: The Kid, City Lights, Modern Times 3. ANALYZE POTEMKIN (9-12.T.2.1.3, 9-12.T.2.1.4, 9-12.VA.2.1.5, 9-12.T.2.2.1, 9-12.T.3.1.3): View, analyze and discuss the editing of the Odessa steps sequence in the Sergei Eisenstein film Potemkin (for more information, search: using the key words: Potemkin, Eisenstein) 4. ANALYZE INFLUENTIAL TECHNIQUES (9-12.VA.2.1.3, 9-12.VA.2.1.5): View media from film trailers, newscasts, advertisements, and propaganda analyzing the techniques used to influence the intended audience 5. TYPES OF FILMS (9-12.VA ): Identify the types of film shots from selected film clips PERFORMANCE ASSESSMENT Purpose: Students will discuss the nature of art or aesthetic issues Targets: 1. TYPES OF COMPOSITION (9-12.VA.2.2.2, SL ): Identify and explain the types of composition from the films: Early film Meles The Trip to the Moon. 2. TO KILL A MOCKINGBIRD CREDITS (9-12.T.1.2.2, VA.1.2.1, RL , SL ): View the opening credit sequence to To Kill a Mockingbird. How does this montage sequence tell the story of the novel? 10 Updated December, 2013

11 Grades Unit 3 Film Genres: Categorizing Film by Type Courage is being scared to death, but saddling up anyway. John Wayne OVERVIEW This unit allows students to examine the different genres of film, identifying the major characteristics of each. Students will view film clips from various genres, and view clips of the same genre from different historical time periods to examine how genres have changed over time. Finally, students will compare a film from a particular genre to its literary counterpart to examine the relationship between film and literature. ENDURING UNDERSTANDINGS Films, like literature, can be organized by type. GUIDING QUESTIONS What are the types or genres of feature films? What are defining characteristics that film types share? How are the lines blurred between genres to create sub-genres? STUDENTS WILL KNOW AND UNDERSTAND Action-Adventure Westerns Comedy Film Noir Drama Suspense Musical Science Fiction Horror Literary genres as a basis for film genre study (including fiction, nonfiction and drama) The different types of film genres. STUDENTS WILL BE ABLE TO IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE Standard 1: Historical and Cultural Contexts Goal 1.1: Explain the historical and cultural contexts of theatre T Identify representative dramatic works from a variety of cultures and historical periods. Goal 1.2: Explain the interrelationships among the visual and performing arts disciplines T Analyze how other art forms contribute to a dramatic performance. 11 Updated December, 2013

12 Standard 2: Critical Thinking Goal 2.1: Conduct analyses in theatre T Evaluate how well the text or production met its intended objectives. IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUAL ARTS Standard 1: Historical and Cultural Contexts Goal 1.1: Discuss the historical and cultural contexts of the visual arts VA Identify representative visual works of art from a variety of cultures and historical periods [through the study of film] VA Compare and contrast the historical, social, and environmental contexts that influence artistic expression. Goal 1.2: Discuss the interconnections between visual arts and societies. 912.VA Analyze a visual art product or art performance that integrates media, processes, and or concepts from other performing arts disciplines 9-12.VA Relate the trends and movements in visual art to other disciplines in the arts and humanities Goal 2.2: Exercise sound reasoning and understanding in making choices in the visual arts VA Demonstrate appropriate behavior while attending and/or participating in arts events. Reading: Literature Integration of Knowledge and Ideas RL RL Writing Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Demonstrate knowledge of eighteenth-, nineteenth- and earlytwentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Text Types and Purposes W Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content W a Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. W b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or 12 Updated December, 2013

13 other information and examples appropriate to the audience s knowledge of the topic. W c Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. W d Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. W e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). Production and Distribution of Writing W W W W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Range of Writing Speaking and Listening Draw evidence from literary or informational texts to support analysis, reflection, and research. Comprehension and Collaboration SL SL a SL b SL c Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. 13 Updated December, 2013

14 SL d SUGGESTED WORKS Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. SUGGESTED MATERIALS (May vary by building): A Short History of the Movies, pages 9-25 (It is up to individual schools to purchase this book it is a supplementary resource, not a formally adopted textbook) DIGITAL CONTENT Websites 100 greatest musical films : _date_us:asc&defaults=1 (can be arranged by date) Action Movies Timeline : Allmovie: (great list of genres and subgenres. Links to no movies.) Brief Timeline of American Literature, Music, and Movies : List of Science Fiction Films : Most Popular by Genre : The Best Romance Movies. A Never-Ending List. : date_us:asc&defaults=1 (can be arranged by date) The Legend of the Western Movie : (Click on 500+ Good Westerns ) Tracing the timeline of dance in film : SAMPLE ACTIVITIES AND ASSESSMENTS ACTIVITIES 1. GENRE DISCUSSION (SL , SL a, SL b, SL c, SL d ): View and discuss samples of each film genre. 2. GENRES OVER TIME (9-12.T ): Trace the development of genres over time. 3. PAIRING FILM AND PRINT (9-12.T.1.2.2, 9-12.VA.1.1.3, 9-12.T.2.1.4, 9-12.VA.1.1.1, 912.VA.1.2.2, 9-12.VA.2.2.4, RL , RL , W , W a, W b, W c, W d, W e, W f, W , W , W ): Compare/contrast a chosen film, such as To Kill a Mockingbird, to its literary counterpart. 14 Updated December, 2013

15 PERFORMANCE ASSESSMENT Purpose: Students will be able to categorize a film by genre, and compare it to its literary counterpart. Target: 1. FILM CRITIC (9-12.T.1.2.2, 9-12.VA.1.1.3, 9-12.T.2.1.4, 9-12.VA.1.1.1, 912.VA.1.2.2, 9-12.VA.2.2.4, RL , RL , W , W a, W b, W c, W d, W e, W f, W , W , W ): You are a film critic. Write an essay comparing and contrasting the film and the literary work from which it is based. Compare and contrast the historical, social, and environmental contexts that influence artistic expression. Analyze the quality of both (example: To Kill a Mockingbird). Publish your essay by sharing it with the class. 15 Updated December, 2013

16 Grades Unit 4 The Archetypal Film Character and Plot: The Hero with a Thousand Faces "Why, you speak treason!" --Olivia de Havilland. "Fluently." --Errol Flynn. --From The Adventures of Robin Hood (1938) OVERVIEW This unit examines the use of classic archetypes in film and why western culture is drawn to each. Students will understand the characteristics that make up the archetype of the hero and the hero s journey. They will then view films that use these archetypes and outline how well each film utilizes the archetype. ENDURING UNDERSTANDINGS Feature films are archetypal in plot and character. Feature films often use the hero s journey as a plot archetype. Feature films often use the classic hero as a character archetype. Film is a kind of modern-day mythology. GUIDING QUESTIONS Why is there a nearly universal and cross-cultural need for archetypes? Is film being replaced by video games (inter-action) such as Tomb Raider? What are the characteristics of the hero s journey? Why do we love (perhaps need) this heroic formula? What are the characteristics of a classic hero? Why is our culture drawn to a classic hero? What is mythology? How is film used to represent culture? How is film used in our culture as mythological stories were used by the Ancient Greeks and Romans? Where does the difference between our use of storytelling through film and Ancient Greek storytelling end? STUDENTS WILL KNOW AND UNDERSTAND The Hero Archetype The Hero s Journey Archetype 16 Updated December, 2013 The definition of archetype The archetype of the hero s journey (see mmary.html, Basic Greek mythology.

17 STUDENTS WILL BE ABLE TO IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE Standard 1: Historical and Cultural Contexts Goal 1.1: Explain the historical and cultural contexts of theatre T Identify representative dramatic works from a variety of cultures and historical periods T Describe and compare universal characters and situations in dramas from various cultures and periods Goal 1.2: Explain the interrelationships among the visual and performing arts disciplines T Create works that integrate processes and concepts of other art forms T Analyze how other art forms contribute to a dramatic performance. Standard 2: Critical Thinking Goal 2.2: Engage in reasoned dialogue and make decisions about dramatic performances T Compare and contrast modern drama with the theatre of earlier periods. Goal 3.2: Communicate through theatre, applying artistic concepts, knowledge, and skills T Construct imaginative scripts that convey story and meaning to an audience T Interpret/perform a work respecting the intent of its creator. Goal 3.3: Communicate through theatre with creative expression T Create a dramatic work that expresses personal understanding, opinions, and beliefs. IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUAL ARTS Standard 1: Historical and Cultural Contexts Goal 1.1: Discuss the historical and cultural contexts of the visual arts VA Compare and contrast aesthetics from different cultural perspectives. Goal 2.1: Conduct analyses in the visual arts VA Construct meaning and support well-developed interpretations of works of art with evidence VA Identify iconography in an artist s work or a body of work and analyze the meaning. Goal 2.2: Exercise sound reasoning and understanding in making choices in the visual arts VA Identify the role of the arts in today s society, including career and avocation opportunities VA Articulate criteria for determining excellence in artwork. 17 Updated December, 2013

18 9-12.VA Reading: Literature Key Ideas and Details Show respect for personal work and work of others RL Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure RL Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Integration of Knowledge and Ideas RL Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) Writing Text Types and Purposes W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). W d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Production and Distribution of Writing W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) 18 Updated December, 2013

19 W Speaking and Listening 19 Updated December, 2013 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Comprehension and Collaboration SL Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. SL a Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. SL b Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed. SL c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. SL d Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. Language Vocabulary Acquisition and Use L L a SUGGESTED WORKS Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. SUGGESTED MATERIALS (May vary by building): A Short History of the Movies, pages 9-25 (It is up to individual schools to purchase this book it is a supplementary resource, not a formally adopted textbook) DIGITAL CONTENT Media Great Books: Homer s Odyssey : Hamlet (1948, Not Rated) Hamlet (1996, PG-13) Hamlet (2009, Not Rated, Royal Shakespeare Company Production) O Brother Where Art Thou? (2000)

20 Star Wars (1977, PG) The Lion King (1994, G) The Odyssey (1997) The Simpsons (Simpsons Do Hamlet: Season 13: Episode 14) (TV-14) Toy Story (1995, G) Ulysses (1955) SAMPLE ACTIVITIES AND ASSESSMENTS ACTIVITIES 1. ARCHETYPE DISCUSSION (SL , SL a, SL b, SL c, SL d): Discuss archetypes of heroes and the hero s journey. 2. ARCHETYPES IN VARIOUS FILMS (9-12.T.1.1.1, 9-12.T.1.1.4, 9-12.T.1.2.1, 9-12.T.1.2.2, 9-12.T.2.2.3, RL ): View and identify archetypes in plot and character in various films (Star Wars, Raiders of the Lost Ark, Rocky, Hercules [Disney version], Toy Story, Disney films in general). Outline/chart archetypes in plot and character. 3. BUILDING ON AN ARCHETYPE (9-12.T.3.2.2, 9-12.T.3.2.3, 9-12.T.3.3.4, 9-12.VA.1.1.4, 9-12.VA.2.1.2, 9-12.VA.2.1.4, 9-12.VA , 9.12.VA.2.2.3, 9-12.VA.2.2.5, RL , RL , RL , W , W a, W b, W c, W d, W e, W , W , L , L a): Create a storyboard for an original film that builds upon an archetype in character and/or plot. PERFORMANCE ASSESSMENT Purpose: Students will critically analyze film for structure and character. Targets: FILM DIRECTOR (9-12.T.3.2.2, 9-12.T.3.2.3, 9-12.T.3.3.4, 9-12.VA.1.1.4, 9-12.VA.2.1.2, 9-12.VA.2.1.4, 9-12.VA , 9.12.VA.2.2.3, 9-12.VA.2.2.5, RL , RL , RL , W , W a, W b, W c, W d, W e, W , W , L , L a): You are a director who has been hired to direct the next big action film that is based on a hero and a hero s journey. Create a storyboard for an original film that builds upon the hero/hero s journey archetype in character and plot. 20 Updated December, 2013

21 Grades Unit 5 Treatment and Screen Writing: Films are Written ET phone home. -ET (Melissa Mathison, screenwriter) OVERVIEW During this unit, students will learn how to use the writing process to create a treatment and screenplay. Students will read excerpts of screenplays and full screenplays from feature films in preparation for writing their own treatment (prewriting) and screenplay for a scene. Students will also present their treatment and screenplay to the class to pitch their film. ENDURING UNDERSTANDINGS Everything in film is created and planned: Films come from storyboarding; films come from treatment(s); and films come from screenplays with a very specific format. GUIDING QUESTIONS What is the process of filmmaking from idea to screen? What is a treatment? What is the screenplay format? STUDENTS WILL KNOW AND UNDERSTAND Writing Process Imagination to Page The Writing Process How to apply the Writing Process and the Communication Process. STUDENTS WILL BE ABLE TO IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE Goal 1.2: Explain the interrelationships among the visual and performing arts disciplines T Create works that integrate processes and concepts of other art forms. Standard 3: Performance Goal 3.2: Communicate through theatre, applying artistic concepts, knowledge, and skills T Construct imaginative scripts that convey story and meaning to an audience. 21 Updated December, 2013

22 Goal 3.3: Communicate through theatre with creative expression T Create a dramatic work that expresses personal understanding, opinions, and beliefs. IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUAL ARTS Standard 3: Performance Goal 3.2: Communicate through the visual arts, applying artistic concepts, knowledge and skills VA Reading: Literature Key Ideas and Details Create a body of work that develops a specific theme, idea, or style of art. RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. RL Analyze the impact of the author s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed). Craft and Structure RL Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) RL Analyze how an author s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. RL Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Range of Reading and Level of Text Complexity RL By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11 CCR text complexity band independently and proficiently. 22 Updated December, 2013

23 Writing Text Types and Purposes W Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. W b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. W c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). W d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. W e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. Production and Distribution of Writing W W W Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. Speaking and Listening Presentation of Knowledge and Ideas SL SL SL Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. 23 Updated December, 2013

24 Language Conventions of Standard English L L a L b L L a L b SUGGESTED WORKS Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster s Dictionary of English Usage, Garner s Modern American Usage) as needed. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Observe hyphenation conventions. Spell correctly. SUGGESTED MATERIALS (May vary by building): A Short History of the Movies, pages 9-25 (It is up to individual schools to purchase this book it is a supplementary resource, not a formally adopted textbook) Selections of the screenplay of North by Northwest The screenplay of Butch Cassidy and the Sundance Kid Selections from Syd Fields Screenplay The Foundation of Screenwriting and Linda Seger s Making a Good Script (note: these books are not district-adopted texts; teachers should use them as a resource for information) Teachers may find screenwriting lessons on youtube.com or google videos DIGITAL CONTENT Websites How to Write a Treatment : Movie Scripts and Screenplays : (Hundreds of Scripts at this side, including those for many popular movies) Screenplay Format: A Guide to Industry Standard Script Formatting : SAMPLE ACTIVITIES AND ASSESSMENTS ACTIVITIES 1. EVALUATE SCREENPLAYS (RL , RL , RL , RL , RL , RL ): Read and respond to screenplays using written evaluation and personal response. 2. TREATMENT ONE (9-12.T.1.2.1, 9-12.T.3.2.2, 9-12.T.3.3.4, 9-12.VA.3.2.5, W , W a, W b, W c, W d, W e, W , W , W , L , L a, L b, L , L a, L b): Prewrite story treatments. 24 Updated December, 2013

25 3. TREATMENT TWO (9-12.T.1.2.1, 9-12.T.3.2.2, 9-12.T.3.3.4, 9-12.VA.3.2.5, W , W a, W b, W c, W d, W e, W , W , W , L , L a, L b, L , L a, L b): Write a treatment. 4. CREATING A SCENE (9-12.T.1.2.1, 9-12.T.3.2.2, 9-12.T.3.3.4, 9-12.VA.3.2.5, W , W a, W b, W c, W d, W e, W , W , W , L , L a, L b, L , L a, L b): Write a scene using a script format. PERFORMANCE ASSESSMENT Purpose: Engage students in script-writing. Target: TREATMENT, SCENE, PITCH ((9-12.T.1.2.1, 9-12.T.3.2.2, 9-12.T.3.3.4, 9-12.VA.3.2.5, W , W a, W b, W c, W d, W e, W , W , W , SL , SL , SL , L , L a, L b, L , L a, L b): Engaging Scenario: You have been hired as an intern at a film studio. Write a story treatment using the writing process, and write a scene for your film using script format. Pitch your film to your class. 25 Updated December, 2013

26 Grades Unit 6 Creation: Application of Learning I don't care who you are. When you sit down to write the first page of your screenplay, in your head, you're also writing your Oscar acceptance speech. --Nora Ephron (screenwriter of When Harry Met Sally, Sleepless in Seattle, You ve Got Mail, and Julie and Julia ) OVERVIEW This unit is the culmination of the semester, as students will use what they have learned to create a final production. Students will need access to filming and editing equipment to create a short film. ENDURING UNDERSTANDINGS The filmmaker uses images and sounds to create an emotional response (connection) with an audience. GUIDING QUESTIONS How do I apply a semester s worth of learning into an original work. STUDENTS WILL KNOW AND UNDERSTAND Movie Trailers Shorts Storyboarding Pre-writing Writing Organization Basic filming and editing skills How to use the writing process to write a scene. STUDENTS WILL BE ABLE TO IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: THEATRE Standard 1: Historical and Cultural Contexts Goal 1.2: Explain the interrelationships among the visual and performing arts disciplines T T Create works that integrate processes and concepts of other art forms. Analyze how other art forms contribute to a dramatic performance. Standard 3: Performance Goal 3.1: Identify concepts essential to theatre. 26 Updated December, 2013

27 9-12.T Interpret and perform scripts to convey story and meaning to an audience T Research and apply physical, emotional, and social dimensions in creating character. Goal 3.2: Communicate through theatre, applying artistic concepts, knowledge, and skills T Show how artistic choices can affect performances and formal productions T Construct imaginative scripts that convey story and meaning to an audience T Interpret/perform a work respecting the intent of its creator. Goal 3.3: Communicate through theatre with creative expression T T T T T Develop and sustain a character that communicates with the audience. Organize and conduct rehearsals for production. Plan and develop original set designs that support a dramatic text. Create a dramatic work that expresses personal understanding, opinions, and beliefs. Demonstrate appropriate behavior while attending and/or participating in theatrical events. IDAHO CONTENT STANDARDS: GRADE 9-12: HUMANITIES: VISUALARTS Standard 2: Critical Thinking Goal 2.2: Exercise sound reasoning and understanding in making choices in the visual arts VA Write an artist s statement that describes a series of works (background information on the artist, artists and movements that were influential on the work, significance of the body of work). Standard 3: Performance Goal 3.1: Demonstrate skills essential to the visual arts VA Demonstrate how (elements and principals) can be used to solve specific visual arts problems VA Present convincing or accurately rendered subjects that demonstrate refined observational skills VA Plan, record, and analyze a body of work through keeping an artist s journal or sketchbook. Goal 3.2: Communicate through the visual arts, applying artistic concepts, knowledge, and skills VA Critique one s own work with the intent of revision and refinement VA VA Choose purposefully between visual characteristics of a variety of media and use these to communicate one s own idea. Discriminate and select from a variety of symbols, subject matter, and ideas to communicate clearly personal statements. 27 Updated December, 2013