sample curriculum - film … · technologies associated with all phases of film production unit...

Sample Pacing Guide: Film Production Curriculum

Grade: HS Elective 10-12

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PACING UNITS/BIG IDEAS

Standards: Career and Technical Education

(CTE)/Common Career

Technical Core (CCTC)

STUDENT LEARNING OBJECTIVES (SLO)

ASSESSMENTS

CONTENT What students should KNOW

SKILLS What students should DO

Marking Period

1. Post Production (Editing) 2. Linear Editing/Timeline 3. Shot Duration 4. What is a jump cut? 5. Cutting to Action 6. Sound Mixing 7. Sound Effects 8. Special Effects 9. Adding Music/Score 10. Creating Titles/Text 11. Effective Editing “Choices”

AR-AV 4-4.3 1. How do I become proficient using video/film editing software?

2. What is linear editing? What is a timeline (in editing software)?

3. How do I determine how long each of my shots should be?

4. What is jump cut? 5. How do I “cut to action” 6. How do I mix multiple sounds so that

all can be heard? 7. How and when should I use sound

effects? 8. How and when should I use special

effects? 9. What is a film’s score impact upon

the viewing experience? How/when should I use score in my projects?

10. How do I create titles/text for my project?

11. How do I make “good” editing choices?

1. Students will become familiar with the interface/procedures with their editing software.

2. Students should be able to edit a story with a clear beginning, middle and an end. Students will identify the timeline within their editing software.

3. Students will demonstrate the 2-5 second rule for each shot (shots rarely exceed 2-5 seconds per shot unless camera movement is included).

4. Students will not include jump cuts in their projects.

5. Students will demonstrate an ability to cut to action (no waiting for things to happen within a shot/frame).

6. Students will mix multiple sound sources within their projects.

7. Students will be able to effectively utilize sound effects.

8. Students will be able to effectively utilize special effects.

9. Students will select music and use it as a score for their film (captures the mood/pacing).

10. Students will create titles/credits for their films

11. Students will demonstrate a basic understanding of the principals of appropriate editing techniques (viewer can easily follow the story from beginning to end).

1-11. Students will edit their film’s raw/unedited footage into fully edited film. The film must demonstrate all of the concepts/skills outlined from 1-10 in the post-production marking period. It is suggested to use the “ABC” training project (available with purchase) as a “how to” project. The ABC project is effective in helping your students grasp all of these concepts before tackling their own film’s edit.

SAMPLE

Film Production Curriculum


Unit 3 Overview: Post-Production (Editing) Unit Summary: Students learn the process of post-production by editing their footage into a completed, linear story. ● Linear editing/timeline ● Shot duration ● What is a jump cut? ● Cutting to action ● Sound mixing ● Sound effects ● Special effects ● Adding music/score ● Creating titles/text ● Effective editing “choices”

Interdisciplinary Connections: ● Students will execute the skills associated with creating a media project that reflect all content covered in

units 1 and 2. Students will recognize the connection between art, commerce, and technology in order to create/produce a short film.

21st Century Learning Standards: ● Original Thought and Conceptualization ● Cinema Arts ● Writing: professional and creative ● Technology ● Directing Actors ● Shooting on Location ● Cinematography SAMPLE



● Audio Recordings ● Costume and Props ● Shot Duration ● Adobe Software ● Editing Techniques ● Cutting to the Action ● Making Decisions ● Sound Mixing ● Special Effects ● Scoring ● Credits ● 9.3.12.AR.1 ● 9.3.12.AR.3 ● 9.3.12.AR.5 ● 9.3.12.AR.6 ● 9.3.12.AR-AV.1 ● 9.3.12.AR-AV.2 ● 9.3.12.AR-AV.3 ● 9.3.12.AR-AV.4 ● 9.3.12.AR-PFR.5 ● 9.3.12.AR-PRF.6 ● 9.3.12.AR-PRF.7 ● AR-AV 4-4.3 ● Students will be exposed to the connections between technology and art relating to acting and directing

for the screen. ● CRP1-Students will apply applicable academic skills ● CRP4-Students will communicate effectively, clearly and with reason ● CRP6-Students will demonstrate creativity and innovation ● CRP7-Students will employ valid and reliable research strategies ● CRP8-Students will utilize critical thinking to make sense of problems and persevere in solving them ● CPR9-Students will model leadership, integrity, and effective management SAMPLE



● CPR10-Students will plan education and career paths aligned to personal goals ● CRP11-Students will utilize technology to enhance productivity ● CPR12-Students will work productively in teams while using cultural, global competence

Educational Standards

9.3.12.AR.5 Duties of all technicians and artists associated with editing film footage

9.3.12.AR.6 Impact of technology upon all phases of film production

9.3.12.AR-AV.2 9.3.12.AR-AV.3

Usage/application of Adobe Software, technology and computer programs associated with all phases of film production

9.3.12.AR-PERF.1 Outcome: Final Cut of Film, Final Sound Mix, Final Special and Sound Effects, Final Sound Mix, Final Credits

9.3.12.AR-PERF.5 Collaborative efforts between director and technicians

9.3.12.AR-PERF.6 Students convert original storyboards into short media stories

9.3.12.AR-PERF.7 Students recognize and identify the impact of technologies associated with all phases of film production

Unit Questions: 1. How do I become proficient using video/film editing software? 2. What is linear editing? What is a timeline (in editing software)? 3. How do I determine how long each of my shots should be? 4. What is jump cut? 5. How do I “cut to action” 6. How do I mix multiple sounds so that all can be heard? 7. How and when should I use sound effects? SAMPLE



8. How and when should I use special effects? 9. What is a film’s score impact upon the viewing experience? How/when should I use score in my projects? 10. How do I create titles/text for my project? 11. How do I make “good” editing choices?

Unit Understandings: 1. Students will become familiar with the interface/procedures with their editing software. 2. Students should be able to edit a story with a clear beginning, middle and an end. Students will identify

the timeline within their editing software. 3. Students will demonstrate the 2-5 second rule for each shot (shots rarely exceed 2-5 seconds per shot

unless camera movement is included). 4. Students will not include jump cuts in their projects. 5. Students will demonstrate an ability to cut to action (no waiting for things to happen within a shot/frame). 6. Students will mix multiple sound sources within their projects. 7. Students will be able to effectively utilize sound effects. 8. Students will be able to effectively utilize special effects. 9. Students will select music and use it as a score for their film (captures the mood/pacing). 10. Students will create titles/credits for their films 11. Students will demonstrate a basic understanding of the principals of appropriate editing techniques

(viewer can easily follow the story from beginning to end). Unit Objectives: 1-11. Students will edit their film’s raw/unedited footage into fully edited film. The film must demonstrate all of the concepts/skills outlined from 1-10 in the post-production marking period. It is suggested to use the “ABC” training project (available with purchase) as a “how to” project. The ABC project is effective in helping your students grasp all of these concepts before tackling their own film’s edit.

SAMPLE

sample curriculum - film … · technologies associated with all phases of film production unit...

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