Teacher Notes Introduction and Concept Development 1. Describe the process that will be followed for the next few weeks with students. Discuss with students and (perhaps) let them decide on genre and topic, with approval. 2. Begin by getting students into groups of four. 3. Let them brainstorm ideas for their movie. 4. Give each group a copy of the “Movie Concept Template” handout. Each group only needs one copy submitted. This will give focus to their project and is the first step in developing the film. Have students self-evaluate according to the rubric below: Student Copy: Level 1 I gave little detail and information about my movie concept. Level 2 I put some effort into developing the concept. Level 3 I tried hard and the concepts are good, but I could put more effort into the concept. Level 4 My concept rocks and this is the best I could do! Template Questions are Thoroughly Answered Thinking Teacher Comments: Scriptwriting and Story Development 1. Here is an introductory note: 1. Create a world that's true to real life or fantasy or that mixes the two. But whatever set of rules you create for that world, make sure you follow them. 2. Write a conflict that builds as the play progresses. As you structure the conflict, think in terms of your play having a beginning, a middle and an end. 3. Write characters that want something (which puts them in conflict with other characters) and try to get what they want at every moment. 4. Make sure that each character has something at stake, a consequence if he doesn't get what he wants. 5. Create a "ticking clock" that puts the characters under pressure to get what they want right away. 6. Make sure there is a good reason, an "event," for your play. It's not enough for two characters to sit around and talk for a while and then leave. There needs to be some important reason why we're watching them now, at this particular moment. 7. Write dialogue that illuminates your characters and advances the plot at the same time. 8. Make each character speak in a distinctive voice. If you have trouble with that, try imagining a specific actor you know - even if it's someone who will never play the part - in the role. 9. ****Most important of all***Do not have a character tell us something she can show us instead. For example, it's much more effective to hide under the bed than to say "I'm afraid." 2. Distribute this sheet as an example of how the script should look: PERSONS IN THE PLAY HELENA IVANOVNA POPOV, a young widow, mistress of a country estate GRIGORI STEPANOVITCH SMIRNOV, proprietor of a country estate LUKA, servant of MRS. POPOV A gardener. A Coachman. Several workmen. TIME: The present. SCENE: A well-furnished reception-room in MRS. POPOV'S home. MRS. POPOV is discovered in deep mourning, sitting upon a sofa, gazing steadfastly at a photograph. LUKA is also present. LUKA: What is the use of all these words, when you'd so much rather go walking in the garden or order Tobby or Welikan harnessed to the trap, and visit the neighbors? MRS. [Weeping.] Oh! LUKA: Madam, dear madam, what is it? In Heaven's name! MRS. POPOV: He loved Tobby so! He always drove him to the Kortschagins or the Vlassovs. What a wonderful horseman he was! How fine he looked when he pulled at the reigns with all his might! Tobby, Tobby--give him an extra measure of oats to-day! LUKA: Yes, ma'am. [A bell rings loudly.] MRS. POPOV: [Shudders.] What's that? I am at home to no one. LUKA: Yes, ma'am. [He goes out, centre.] MRS. POPOV: [Gazing at the photograph.] You shall see, Nikolai, how I can love and forgive! My love will die only with me--when my poor heart stops beating. [She smiles through her tears.] And aren't you ashamed? I have been a good, true wife; I have imprisoned myself and I shall remain true until death, and you--you--you're not ashamed of yourself, my dear monster! You quarrelled with me, left me alone for weeks-- 3. Let students discuss and start writing their script. Circulate and remind students to use the suggests in the note. 4. Remind students that it takes a long time to create and edit the video, so they should be aiming at a maximum of three pages for the entire story. (Even these three pages will be a big task to complete!) 5. Students need to finish the script to continue with the process. Submit work, along with the attached rubric for self evaluation and teacher evaluation. Name:______________________________ Student Copy Level 1 Format? What format? Level 2 I tried to use the format properly, but it doesn’t look the way the example does. I put some effort into developing the script. Level 3 Everything looks close, but I know that there are things I could do better. The script is well written, but I could still do better. Level 4 Wow, my script looks just like the example. Use the appropriate format Application The script is well written. I have a script but it could be much better. I have created a Hollywood Blockbuster. Communication Teacher Copy Level 1 Format? What format? Level 2 I tried to use the format properly, but it doesn’t look the way the example does. I put some effort into developing the script. Level 3 Everything looks close, but I know that there are things I could do better. The script is well written, but I could still do better. Level 4 Wow, my script looks just like the example. Use the appropriate format Application The script is well written. I have a script but it could be much better. I have created a Hollywood Blockbuster. Communication Teacher Comments: Pitch Presentations 1. Distribute “Outline for Pitch Presentations”. 2. Tell students that they need to pitch their presentation to the class in order to be “green-lighted” for production. Explain that in the movie and TV industry everyone has to pitch movies in order to get funding. 3. The presentation should be based on the outline with which that they need to work. 4. They will get only this period to figure out their presentation and the actual presentations will take place the following day. They will be marked according to the attached rubric. The rubric should be distributed to the groups but this is not a self evaluation. 5. Presentations should be about five minutes long. Name:___________________________________ Teacher Copy Level 1 I have discussed I barely used the outline. the facts in the pitch presentation outline. KU The group gave a good overall presentation. Level 2 I discussed some of the items on the outline. Level 3 I discussed most items on the outline but not everything. Level 4 I covered the outline very thoroughly. The group was not prepared and did not give a good presentation The presentation was acceptable but could have been better. The presentation was good but the group could do better. Who wouldn’t want to green light this movie? We were excellent! Communication Teacher Comments: Storyboarding Storyboarding is an important and potentially exciting part of the process. Students get to see their ideas come to life. 1. Begin by taking a note (or a handout, if preferred). Use the “Camera Angles and Movements” page and the “Types of Shots” page. These are very important. 2. Show the storyboard special feature on The Invincibles DVD. 3. Mood and Tone: Example from Sleepless in Seattle” at the following locations: (Original Trailer) http://movies2.nytimes.com/gst/movies/trailer.html?v_id=45166 (Remixed Trailer) http://www.tomatopatch.com/films/sleepless.htm 4. Distribute copies of “Storyboard Example”. This is a model of how to use the template. 5. Distribute multiple copies of “Storyboard Template” to each group. Hand out more as necessary. 6. Use the attached rubrics: Name:______________________________ Student Copy Level 1 I did not follow the template. Level 2 I filled in parts of the template. Level 3 Most of the template was used. Level 4 The templates are complete and well done. Using the storyboard template Application This all had to The shots, camera angles make sense? and audio clips Really? work together. Thinking I put some effort into creating shots that work with the script. Our camera angles and shots emphasize the script. I have created a Hollywood Blockbuster. Teacher Copy Level 1 I did not follow the template. Level 2 I filled in parts of the template. Level 3 Most of the template was used. Level 4 The templates are complete and well done. Using the storyboard template Application This all had to The shots, camera angles, make sense? and audio clips Really? work together. Thinking Teacher Comments: I put some effort into creating shots that work with the script. Our camera angles and shots emphasize the script. I have created a Hollywood Blockbuster. Filming 1. Either explain or let the students figure out how to use the cameras (there is a good chance that some of the students know how to use this better than you or I). 2. Send an email to staff explaining that there may be students filming around the school. 3. Let them free. If they return, they will be yours forever. 4. Cameras are available at the Media Centre. You must book in advance! Attached is what I suggest for a rubric. This a self-evaluation only (one for each student). Name:_________________________________ Student Copy: Level 1 With little interest and enthusiasm. Level 2 With some effort and seriousness. Level 3 With enthusiasm and a desire to do my best. Level 4 I worked by butt off! I performed my allotted task: Application Teacher Comments: Editing 1. 2. 3. 4. 5. Book computer lab time. Follow this instructions laid out in “Movie Maker Help 1 - 4”. Make sure that students copy their videos to their H drive. They can get free, legal music for their projects at: www.freeplaymusic.com Mix down final products and either have students email them to you, or collect them on a flash drive. 6. For bonus marks, ask students to come in and author a DVD during lunch. There are always a couple who want to learn more! 7. You may want to give a final global mark for the project or create your own rubric. When it comes to the final product, they have put a lot of effort into the video and so if things don’t come out quite right, I’m not sure that it really matters. They have, supposedly met all the requirements to create the movie, so things should come out fairly well except for some (what is sure to be) good acting and rough editing – which is a result of not being familiar with the software and filming techniques. So, how you mark the final product is your call!