Topic: Cinematic Language: Painting with Light
Goal of Instruction: Students in the Introduction to Cinema classes will recognize the basic lighting film terms and the purpose(s) they serve. The cognitive skills required to successfully achieve this instructional goal categorize this as an intellectual skill.
Rationale: I teach cinema studies classes on the college level. Additionally, I am a lighting designer and have worked on more than 100 theatre productions. The combination of these two professions has given me a unique perspective in each area.
Cinema, as other arts, employs its own aesthetic style that is expressed through the use of formal elements. Collectively these elements form the basis of cinematic language
(Barsam & Monahan, 2013); learners can successfully learn this language in smaller units such as lighting.
The college has adopted the Moodle Course Management System which is an appropriate delivery system for this project. Moodle will allow students to work at their own learning pace. Furthermore, Moodle is capable of accommodating the video clips that I plan to include in each unit. When each unit is successfully learned, as evidenced through self-assessments, the learner can move on to the next unit. Limiting the time spent on each unit to 20 minutes will help to maintain motivation and prevent fatigue. Building new learning units on existing concepts will reinforce learning at each level.
Learner Analysis
Prerequisite knowledge, skills and attitudes:
Prior knowledge of the incoming students is a major influence on the design of these instructional units. Hailikari, Katajavuori, and Lindblom-Ylanne (2008) noted that “prior knowledge has long been considered the most important factor influencing learning and student achievement” (p. 1).
Prerequisite knowledge and skills:
 Post-secondary academic competency o Demonstrated general proficiency as determined in standardized testing
(SAT or ACT)

Written communications skills o Demonstrated reading and writing comprehension skills on appropriate level as indicated by scores on Basic Skills Testing
Physical Traits necessary for the instructional experience:

 Adequate visual and auditory skills are necessary o In accordance with the Americans with Disabilities Act the college’s Office of Specialized Services will provide accommodations for those students who may need them
Top learner (audience) characteristics:
 Mastery of the cinematic language of light o o
Demonstrated ability to recognize individual lighting techniques
Demonstrated ability to communicate the purposes of different lighting techniques in written form
Learner attitude, motivation, biases, and job satisfaction:

The Introduction to Cinema class is one of a few courses that fulfills the
 humanities general education requirements
Learners’ perception of their knowledge and skills of film o Cinema in western culture is ubiquitous; viewers are exposed to it early in their lives o Students taking cinema classes for the first time often perceive themselves as having a mastery of cinema
 This often results in a positive attitude towards learning
 Instruction must be designed to engage students by enhancing their own perceptions through incorporation of their prior knowledge (Gagné, Wager, Golas, & Keller, 2005)
Cultural or language diversity:
 The most current demographic information obtained from the college’s institutional database indicates that more than 100 different countries are represented in the student population

English is not the native language of many of these students

Self-paced instructional design must take this into consideration
Learner technical/computer skills:

Technological (Computer) Literacy o Appropriate computer skills needed for self-paced individual work is required

Moodle Course Management System (CMS) o Proficiency in the use the college’s CMS through which this instructional unit will be delivered
Other relevant characteristics:


Acceptable student behavior o Students are expected to abide by an standard of conduct as detailed in the college’s Student Code of Conduct (Bergen Community College,
2013)
Job Analysis
Job Title: Students in the Introduction to Cinema classes
Job Descriptions:

Students will recognize the basic film lighting film terms and the purpose(s) they serve o Know the special vocabulary used for lighting in cinema o Recognize recurring themes in films o Interpret the relationships between the special lighting vocabulary and their effect on the recurring themes o Become familiar with a formal approach to film analysis o Gain an appreciation for the way in which movies are made o Engage in critical discourse about lighting in films
Job Tasks:

Identify specific vocabulary associated with film lighting elements

Demonstrate in writing how these elements are utilized in a film

Identify how different lighting elements influence the mood or meaning of a film

Explain possible reasons for using one lighting element as opposed to a different one
Pre-requisite training or learnings:

Proficiency in general academic knowledge and communications skills as required by the college o Successful completion of the college’s entrance examination,
ACCUPLACER o Reading and writing comprehension skills on appropriate level, Basic
Skills Testing
Goal of Instruction: Students in the Introduction to Cinema classes will recognize the basic lighting film terms and the purpose(s) they serve.

Tasks:
1. Identify specific cinematic vocabulary associated with film lighting elements a. Recognize specific lighting film terms used in a viewed movie clip b. Name each of the lighting film terms recognized c. Define each of the lighting film terms named d. Explain the connection between the name of the lighting term and its meaning e. Recognize areas of difficulty within a given topic
Skills: Critical thinking
Knowledge: Course material
2. Demonstrate in writing how these elements are utilized in a film a. Locate specific lighting techniques used in a viewed movie clip b. Identify the specific lighting techniques that you located c. Describe, in writing, each of the identified specific lighting techniques d. Interpret the effect of each identified specific lighting technique on the mood or meaning of the viewed movie clip
Skills: Critical thinking
Knowledge: Course material
3. Illustrate how different lighting elements influence the mood or meaning of a film a. In writing, point out where each specific lighting technique was used in the viewed movie clip b. Describe the result of the use of each specific lighting technique c. Explain the cause and effect relationship between each lighting technique and each chosen example
Skills: Critical thinking
Knowledge: Course material
4. Explain possible reasons for using one lighting element as opposed to a different one a. List all of the specific lighting techniques by name in the viewed movie clip

b. Summarize, in writing, the specific lighting techniques identified in the viewed movie clip c. Identify alternative lighting techniques that might have the same results as those in your chosen examples from the viewed movie clip d. Explain how the alternative lighting techniques in your examples might have the same results as those from the viewed movie clip e. Justify why one lighting technique was chosen over the possible alternative techniques that you identified in the previous step
Skills: Critical thinking
Knowledge: Course material
Questions related to the tasks for the SME:
1. Is there an accepted vocabulary of basic lighting film terms that is recognizable throughout the United States?
2. Are there generally accepted reasons for using one specific lighting technique as opposed to another one?
3. Within the context of different movies can a specific lighting technique have a different result (in terms of mood or meaning)?
4. After viewing the sample movie clip what are the specific film lighting elements used and for what purpose(s)?
Objectives
1. After viewing an assigned movie clip on a computer, the student identifies the correct cinematic term for the lighting elements utilized in the movie clip.
2. After viewing an assigned movie clip on a computer, the student illustrates the influence lighting elements have on the meaning of a film.
3. After viewing a movie clip on a computer, the student explains the possible reason for using one lighting element as opposed to another.
Measurements
1. After the movie clip has been screened, the students will write a paragraph listing the cinematic lighting terms they have identified and explain their purpose.
2. After the movie clip has been screened, the student will write a paragraph explaining how each of the identified cinematic lighting elements influences the meaning of the film.

3. Using examples from the movie clip that was screened, the student will write an explanation of why one lighting element was used as opposed to another.
Sequencing of Objectives
Sequencing Strategy : Sequencing Content for Online Leaning
Rationale : The self-paced component of this project is the primary location from which most decision points are made. In order for this type of instructional design to be effective, the chosen sequencing model must guide students through a learning path that is most efficient according to their individualized learning styles (Gagné, Wager,
Golas, & Keller, 2005). Sequencing Content for Online Learning allows tailored sequences and tasks to be applied to a great deal of learning styles. Furthermore, the type of learning outcome (intellectual skill) for this unit is well suited for the sequencing in which each new skill is built upon; thus, mastery of a subordinate skill that has been presented earlier is essential (Gagné et al., 2005). This method of sequencing instills in each learner an excitement for new knowledge; the more proactive learners become, the greater the amount of new knowledge and skills they will acquire. Learning, thus, becomes self-paced in the truest sense.
Instructional Strategies
Objective #1: After viewing an assigned movie clip on a computer, the student identifies the correct cinematic term for the lighting elements utilized in the movie clip.
Instructional Event Instructional Strategy
(Describe how you will accomplish the instructional event)
1. Capture the attention of the learner.
2. Describe to learners what performance objectives are to be achieved.
3. Help learners’ recall prerequisite learning.
The students will watch a well known 15-20 second movie clip in which the lighting is most recognizable.
For example: E.T.
’s finger as he says “E.T., go home” (Spielberg, 1982).
Slide on computer screen listing the specific cinematic lighting term used in the previous clip from E.T.
Voice Over still shot of E.T.
explaining the amount of prerequisite skills students have been acquiring

4. Present instruction to facilitate learners’ achievement of performance objectives.
5. Guide the learners through the materials so they begin to meet the objectives. throughout their movie watching life.
On screen list of basic cinematic lighting terms and their definitions in conventional contexts.
Voice Over instructions explaining the goal of identifying the terms now listed on the side of the screen with the moments they are being used in the movie clip.
6. Prompt the performance. Begin screening the short video clip for this unit.
7. Give feedback to the learners.
At the end of the movie clip, a number of still frames will be presented on the screen along with the list of terms. The students will match each term to the still frame that best illustrates the term’s definition.
8. Evaluate how well the learners are beginning to achieve the objectives.
9. Work toward helping the learners retain what they have learned and apply it.
Students may repeat this process as often as necessary in order to achieve a 100% success grade.
A final slide with Voice Over will summarize each of the presented cinematic lighting terms with the definition. A still frame example will be seen on separate slides that can be randomly accessed.
Objective #2: After viewing an assigned movie clip on a computer, the student illustrates the influence lighting elements have on the meaning of a film.
Instructional Event Instructional Strategy
(Describe how you will accomplish the instructional event)
1. Capture the attention of the learner.
2. Describe to learners what performance objectives are to be achieved.
3. Help learners recall prerequisite learning.
The students will watch a well known 15-20 second movie clip in which the lighting and its effect is highly recognizable.
Slide on computer screen will list the specific cinematic lighting term used in the previous clip as well as the effect it had on the perceived meaning.
A freeze frame from previous clip with a Voice
Over reviewing cinematic lighting terms from
Objective #1 that are also contained in the current movie clip.
4. Present instruction to facilitate learners’ achievement of performance objectives.
On the computer screen a new list of cinematic lighting terms, definitions, and possible meanings will be visible.
5. Guide the learners through the materials so they begin to meet the objectives.
Voice Over instructions will explain the goal of determining the purpose that each lighting
(technique) term served in helping to create meaning.
6. Prompt the performance. Begin screening the short video clip for this

7. Give feedback to the learners.
8. Evaluate how well the learners are beginning to achieve the objectives.
9. Work toward helping the learners retain what they have learned and apply it. objective.
After watching the movie clip, a number of still frames will be presented on the screen. Each frame will be titled with a cinematic lighting term.
In addition there will also be a list of possible meanings for each of the sample frames. The students will match each listed meaning to the still frame that best illustrates the meaning that resulted by using the specific film lighting term.
Students may repeat this process as often as necessary in order to achieve a 100% success grade.
A final slide with Voice Over will summarize each of the presented cinematic lighting terms, definitions, and meanings. A still frame example will be seen on separate slides that can be randomly accessed.
Objective #3: After viewing a movie clip on a computer, the student explains the possible reason for using one lighting element as opposed to another.
Instructional Event Instructional Strategy
(Describe how you will accomplish the instructional event)
1. Capture the attention of the learner.
2. Describe to learners what performance objectives are to be achieved.
3. Help learners recall prerequisite learning.
The students will watch a well recognized 15-20 second movie clip that contains lighting elements that were covered in Objective #1 and Objective
#2.
Slide on computer screen will list specific lighting elements on one side. On the other side, a list of possible results that might occur will be listed.
A freeze frame from a movie clip that had been used in Objective #1 or Objective #2 will appear on the screen. A Voice Over reviewing the cinematic lighting element and the purpose it served will be presented for review.
On the computer screen a list of lighting elements and possible meanings will be visible.
4. Present instruction to facilitate learners’ achievement of performance objectives.
5. Guide the learners through the materials so they begin to meet the objectives.
Voice Over instructions will explain the goal of determining why the director may have chosen one lighting technique as opposed to another.
Is one technique more effective than another in helping to create meaning?
6. Prompt the performance. Begin screening the short video clip for this objective.
7. Give feedback to the After watching the movie clip, a number of

learners.
8. Evaluate how well the learners are beginning to achieve the objectives.
9. Work toward helping the learners retain what they have learned and apply it. representative still frames will be presented on the screen. Each frame will be titled with a lighting term/technique. In addition, there will also be a list of possible meanings for each of the sample frames. The students will match each listed meaning to the still frame that best illustrates the desired result by using the specific film lighting term.
Students may repeat this process as often as necessary in order to achieve a 100% success grade.
A final slide with Voice Over will summarize each of the presented cinematic lighting terms, definitions, and meanings. A still frame example will be seen on separate slides that can be randomly accessed.
I have determined that there are three specific standards that have possible ethical implications regarding this proposed project. They are: (1) Facilitate individual accomplishment; (2) Consider the impact of planned interventions upon individuals, organizations, and the society as a whole; (3) Show respect for copyright and intellectual property (Richey, Fields, and Foxon, 2000).
Any initiative by an academic department in an educational institution should serve to facilitate the individual student’s accomplishments. Whether it is a corporation or educational institution, it is only through the individuals that work or study there that success can be achieved. Therefore, individual learner accomplishment will also serve to achieve the goals of the larger entity in which they are members.
Regarding the second identified standard, this project will not have any negative impact upon individuals, organizations, or the larger society. To the contrary, this type of learning intervention will not only serve to improve the individual ’s ability to be more accomplished, it will positively serve the educational institution and the larger society that the learners are members. Helping to empower people to become life-long learners benefits all of our society.
The standard that we show respect for copyright and intellectual property might be the most difficult to address. As educators we have an obligation not only to protect and give credit to another’s work but also to instill in our students that same respect.
One of the reasons that this is such a problem area is how information, in all the forms of media being accessed, is used, and manipulated in our culture. Young learners have a difficult time differentiating between material that is the intellectual property of someone else and material that is in the public domain. Websites like Wikipedia have added to this proliferation of information without adhering to understandable and accepted guidelines.
Although this may be more a problem of omission than deliberate commission on the part of most individuals, it is still a major concern.

Learner Guidesheet
How to use the instructional materials:
Welcome to this web-based, self-paced learning tool has been designed for you to use and learn from on your own schedule and taking as much time as you feel you need to successfully achieve the learning objectives of each individual unit.
Each page introduces the cinematic language that describes or defines a single lighting element. This element or technique will be illustrated through the video clip or still photos that are available on the following pages. You will be able to view this material as many times as you wish. In addition, by clicking on the actual cinematic term being presented you will see the actual industry accepted definition.
When you complete each unit there are self-tests that will demonstrate that you have successfully achieved the learning objective.
When you complete each page, or unit, you can move on to the next one by clicking on the appropriate button.
Objectives:
1. After viewing selected frame enlargements or a short movie clip on a computer, learners will identify the correct cinematic term for the lighting elements utilized in the samples.
2. After viewing selected frame enlargements or an assigned movie clip on a computer, learners will explain and illustrate the influence lighting elements have on the meaning of a film.
3. After viewing selected frame enlargements or a movie clip on a computer, the learner will explain the possible reason for using one lighting element as opposed to another.
Time required to complete the instruction: Learners will be able to successfully complete this unit in 20 minutes..

Draft of Instructional Materials
Lesson Objective(s): After viewing selected frame enlargements or a short movie clip on a computer, learners will identify the correct cinematic term for the lighting elements utilized in the samples.
Introduction: The students will watch a well-known 15-20 second movie clip, or frame enlargements, in which the lighting is most recognizable.
Content related to objective(s):
Identify specific cinematic vocabulary associated with film lighting elements:

Recognize specific lighting film terms used in a viewed movie clip

Name each of the lighting film terms recognized

Define each of the lighting film terms named

Explain the connection between the name of the lighting term and its meaning

Recognize areas of difficulty within a given topic
Practice exercise: At the completion of each unit the learners will be able to selfevaluate whether they have achieved the objective by answering the questions contained in the self-test. This may be taken as many times as the learner feels it necessary.
Feedback: The self-tests will be programmed to immediately upon compleion feedback to the learner the results with suggestions for reviewing any incorrect answers.
Test
1.
The most prominent lighting technique used extensively in Citizen Kane is:
A.
High Key Lighting
B.
Soft Lighting
C. Low Key Lighting
D. Hard Lighting