Milestone+6

__**Disability Arts Festival Movie Making** __**-** media type="custom" key="21475654" width="203" height="209" align="left"media type="custom" key="21463774" width="207" height="209" align="left"
 * Level: ** Senior Students (operating at Level 1)
 * Purpose and place in the learnin**g: Part of the "Enterprise" movie making group
 * Students learn how to make a short 5 minute film using the technologies required and following the appropriate steps and processes.
 * Students learn how to use a digital camera correctly and undertake a filming process by following their prepared storyboard. This recording will then be transferred onto computer where an editing process will take place to create a finished short film.
 * Students watch a short piece of film. In class discussion students brainstorm all the key ideas and words they know about making a film. Anything missed to be encouraged and suggested by teacher. Teacher explained that there is much we don’t see on the screen that is happening behind the camera or behind the scenes to make the film. Students brainstorm with teacher support something they could make a movie about.

Camera movements: Acting – Script:
 * Students first learn and understand basic camera skills, understand filming terms and their meaning through observation and using a camera hands on. Students learn and understand the basic functions of the camera and how to record, zoom, track, pan, tilt, focus and attach it to the tripod. Camera movement terms and understanding supported by watching examples and exerts prepared by teacher.
 * Class discussion and brainstorming about actors. What do actors do? What is an actor, how do they know what to say? A piece of film shown to students with focus on the acting in the scene. Role playing scenarios given to students in small groups to practice and perform with the class.
 * Class shown a piece of film with a focus on dialogue actors are saying. Students understand that a movie needs to have a “script” for actors to learn, act to and practice before being filmed in front of the camera. Students thought about the “script” of their movie and the different characters and began this sequenced process with teacher support.

Storyboarding: Filming – Editing - When process was finished, students shared their film with the class. Teacher discussed with students the theory behind filmaking and terms and then gave students an opporuntiy to take this new learning and put into action through hands on experiences. Through the story board process students occasionally got stuck thinking creatively to make up parts of the story we were going to film and needed suggestion and cues from the teacher. Teacher supported much of the storyboarding process. This process tended to lag and took up much time before the class could start filming. This may need some review for the next class or perhaps filming that does not require a story to be made up completely from scratch ie. Music Video. <span style="font-family: 'Arial','sans-serif';">Students were taught the required appropriate steps in order to make a film. The next step was not started unitl it was evident to teacher students had understood the prior step. Students showed undertsanding of basic camera movements terms and film terms, the meaning, use and features of a storyboard and after hands on practice how to effectively use a camera using the tripod. Students began the filming process this term.
 * <span style="font-family: 'Arial','sans-serif';">When students had decided on the type of movie they wanted to make a storyboarding process began. Examples of storyboards shown to students visually and on paper. Teacher explained that storyboards break down the filming process by organizing each shot by detailing camera movement, time of shot, visual draft and some part of the script. Students began this process in their group.
 * <span style="font-family: 'Arial','sans-serif';">Students in their group filmed a short silent film containing different shots and camera angles including actors, to serve as a warm up practice to filming process of the film they had been planning. This film shared as a class and things that could be changed or made better, improved were discussed and achievements celebrated. Students proceed to film their movie following their storyboard and script with teacher support.
 * <span style="font-family: 'Arial','sans-serif';">Students shown a piece of film showing how titles, credits and transition between shots occur which cannot be achieved in the filming process. Students understand that this happens when editing different sequences of film. As the filming process was completed students transfer their movie onto computer from the camera to begin the editing process. This included titles and shot transitions throughout the film they were making. As a group students experimented and decided which of these details were to be published in their film and in what way.
 * Outcomes**: <span style="font-family: 'Arial','sans-serif';">What worked – what didn’t
 * Next steps**: