Ananda+Moore

Ananda Moore Design Document March 6, 2010 This course will examine the psychological implications of technical decisions made throughout the process of filmmaking; how these decisions about shot types, framing, lighting and sound affect the viewer. Topics include decisions to be made during pre-production, styles of shots and framing techniques, psychological impacts of lighting and sound decisions, as well as motivational editing techniques. As a result of this course, the learner will: · Identify and reproduce the following shot types: Establishing Shot, Shot/Reverse Shot, Two Shot, POV Shot, Insert Shot and Reaction Shot. · Identify and reproduce the following frame types: Lookroom, Leadroom, Headroom, Closure, Lack of Closure, Low Angle, High Angle, Asymmetrical Balance, Symmetrical Balance, Z-axis, X-axis, Diagonal Lines. · Identify and demonstrate an understanding of representational and presentational lighting. · Identify and demonstrate an understanding of diegetic and non-diegetic sound. · Demonstrate an understanding of continuity editing. · Demonstrate an understanding of pre-production planning · Effectively communicate a pre-production plan for shooting a short story on video This course is for anyone who has an interest in film or video production. As many video production courses jump right in with technical lessons on how to correctly use a camera, lighting equipment, microphones, etc., it is necessary to supplement that technical understanding with a theoretical background. Students who are drawn to video production tend to be visual and kinesthetic learners, and as such, course materials will reflect this tendency through interactive lessons. Prerequisite knowledge: basic computer skills. Instructor-led asynchronous course delivered via Moodle. Students will also collaboratively develop a Wiki. Primarily Indirect Instruction, (Reflective Discussion, Concept Mapping), as well as Experiential Learning (example: students will watch films reflect on how it affected them emotionally, isolating the aesthetic decisions the filmmaker made to prompt those emotions). Moodle, Wiki, Google Image Search, YouTube, Google Video // Lesson #1: // Getting to know you (Auditory) || Successful completion of audio introduction, introductory post and responses. || // Lesson #2: // Getting to know film theory (Kinesthetic) || || Successful completion of response post and responses. || // Lesson #3: // Diving In: Why? (Visual) || Successful completion of locating image, posting to wiki, and collaborating in a discussion with a partner. || // Lesson #4: // Shot Types || http://www.mediacollege.com/video/shots/ || // Lesson #5: // Framing || http://www.mediacollege.com/video/camera/angles/ || // Lesson #6: // Lighting || || // Lesson #7: // Audio || || ||  ||  || // Lesson #8: // Editing || || ||  [] [] || || // Lesson #9: // Pre-Production: Part 1 || || ||  ||  || // Lesson #10: // Pre-Production: Part 2 || || ||  ||  ||
 * Course/Program Title: ** Introduction to Film Production Theory
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 * Lesson content outline: **
 * Topic ** ||
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 * Assessment ** ||
 * Assessment ** ||
 * The goals of this lesson are: **
 * ➭ ** Access Moodle course content and interact with classmates via discussion board and audio introduction.
 * Upon completion, students will be able to: **
 * ➭ ** Access Moodle
 * ➭ ** Write an introduction (including their reasons for taking the course) on the discussion board, and respond to at least 3 other posts. ||
 * ➭ ** Discussion Board
 * ➭ ** Record audio introduction ||
 * ➭ ** Introduction Video
 * ➭ ** Discussion Post
 * ➭ ** Audio introduction ||
 * ➭ ** Discussion Board
 * ➭ ** Audio introduction ||
 * The goals of this lesson are: **
 * ➭ ** Identify aesthetic choices made by the filmmaker in a selected video and reflect on what emotional responses they prompted based on prior knowledge.
 * ➭ ** Take a field trip around your home and identify how certain spaces make you feel when you sit, stand and lay down in various places.
 * Upon completion, students will be able to: **
 * ➭ ** Watch a video on Moodle
 * ➭ ** Reflect critically on aesthetic choices made by the filmmaker in a response post on the discussion board.
 * ➭ ** Discuss how the "at home field trip" of sitting, standing, and laying down in various places affected perception of people and things in the room.
 * ➭ ** Reflect critically to responses made by classmates and respond to at least 2 posts. ||
 * ➭ ** Watch video
 * ➭ ** Engage in "at home field trip"
 * ➭ ** Think critically and respond to prompt on discussion board ||
 * ➭ ** Video Clip (yet to be determined)
 * ➭ ** Discussion Post ||
 * ➭ ** Video Clip (yet to be determined)
 * The goals of this lesson are: **
 * ➭ ** With a partner, u se Google Image Search to find 3 portraits of varying proximity to the subject and create a Wiki page discussing why each is effective in conveying a meaning.
 * Upon completion, students will be able to: **
 * ➭ ** Use Google Image Search to find 3 portraits of varying proximity
 * ➭ ** Post images to Wiki
 * ➭ ** With a partner, collaborate in discussing how each image differs from the other and why they are effective. ||
 * ➭ ** Use Google Image Search to find 3 portraits of varying proximity
 * ➭ ** Post images in Wiki
 * ➭ ** With a partner, collaborate in discussing how each image differs from the other and why they are effective. ||
 * ➭ ** Create teams
 * ➭ ** Create Wiki pages ||
 * ➭ ** Google Image Search
 * ➭ ** Wiki ||
 * The goals of this lesson are: **
 * ➭ ** Demonstrate an understanding of shot types
 * Upon completion, students will be able to: **
 * ➭ ** Identify shot types and their purpose in film dialogue. ||
 * ➭ ** Complete Shot Types WebQuest
 * ➭ ** EITHER shoot photos around your home to demonstrate understanding of each of the shot types OR use Google Image Search to find appropriate photos for each shot type
 * ➭ ** Post photos to the wiki
 * ➭ ** Comment on at least two of your classmates photosets ||
 * ➭ ** WebQuest
 * ➭ ** Google Image Search
 * ➭ ** Wiki ||
 * ➭ ** WebQuest
 * ➭ ** Successful completion of photo search OR shoot and posting to wiki
 * ➭ ** Comment on at least two of your classmates photosets ||
 * The goals of this lesson are: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Demonstrate an understanding of framing types
 * Upon completion, students will be able to: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Identify framing types and their purpose in film dialogue. ||
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Complete Framing Types WebQuest
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** EITHER shoot photos around your home to demonstrate understanding of each of the shot types OR use Google Image Search to find appropriate photos for each framing type
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Post photos to the wiki
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Comment on at least two of your classmates photosets ||
 * ➭ ** WebQuest
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Google Image Search
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Wiki ||
 * ➭ ** WebQuest
 * ➭ ** Successful completion of photo search OR shoot and posting to wiki
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Comment on at least two of your classmates photosets ||
 * The goals of this lesson are: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Demonstrate an understanding of representational and presentational lighting
 * Upon completion, students will be able to: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Identify representational and presentational lighting and their purpose in film dialogue.
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Replicate a film set and present lighting techniques learned in a simulated set in TBD setting. ||
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Complete Lighting Captivate tutorial
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Complete TDB lighting exercise
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Captivate Tutorial
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** TBD lighting exercise ||
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Captivate tutorial
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Example videos
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** TBD lighting exercise (must be created – not sure what method will be most appropriate) ||
 * ➭ ** Successful completion of TDB lighting exercise ||
 * The goals of this lesson are: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Demonstrate an understanding of sound techniques.
 * Upon completion, students will be able to: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Identify diegetic and non-diegetic sounds
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Manipulate audio levels in TBD environment to demonstrate a chosen mood. ||
 * The goals of this lesson are: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Identify and describe motivational editing techniques
 * Upon completion, students will be able to: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Identify editing techniques in 3 examples
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Engage in discussion about editing technique in a Wimba session. ||
 * The goals of this lesson are: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Demonstrate an understanding of pre-production planning
 * Upon completion, students will be able to: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Identify major components to film pre-production
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Create a mock-up pre-production plan ||
 * The goals of this lesson are: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Effectively communicate a pre-production plan for shooting a short story on video
 * Upon completion, students will be able to: **
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Identify major components to film pre-production
 * <span style="font-family: "Zapf Dingbats"; mso-bidi-font-family: "Zapf Dingbats"; mso-bidi-font-size: 13.0pt;">➭ ** Finalize a mock-up pre-production plan and defend method ||