Morris School District
31 Hazel Street
Morristown, NJ 07960
Morris School District
Broadcasting 3: Filmmaking
Grades 10 through 12
Dr. Thomas Ficarra, Superintendent
Submitted by: Michael I. Butler
Date: June 10, 2013
Course Rationale:
Michael Butler, 2013
The course focuses on the film genre. With the inception of the Morristown High School Film Festival in 2013, Filmmaking will prepare students for the planning, production, and post
production of quality films, which can be entered in the MHS Film Festival, and film festival’s throughout Morris County, New Jersey, and the entire United States.
Structuring the course to allow students to tell a story promotes a set of core skills valued by the high school’s professional staff. Students will be able to create films ranging from
fiction to non-fiction, from reality to fantasy, from local Morristown happenings to the far reaches of outer space. To successfully create a film, students will need to focus on the five areas of
filmmaking; development, pre-production, production, post-production, and distribution. Each area poses its own challenges and allows for collaboration with students, faculty, and
community members.
Philosophical Tenets:
Technology Education is defined as: “The application of knowledge to satisfy human wants and needs, and to extend human capabilities.” To study Technology Education, therefore,
is to analyze available resources, how these resources are interrelated, and what can be expected as a result. The main purpose of Technology Education is to provide students with experiences
that teach students to apply process thinking and problem solving skills so that they may become technologically literate citizens.
Students enrolled in “Filmmaking” will be introduced to skills and knowledge that emphasize design and problem solving processes and a systems approach to understand
technology. Students will participate in hands-on creative design activities that will introduce them to technological systems such as camera-work, audio production, and digital editing.
Students will utilize skills learned in Introduction to Broadcasting to create films. These activities will build skills necessary for college and career readiness. The act of creating a film
leverages contemporary literacy skills such as information, media and visual literacy and also privileges the “four C’s”’ of communication, collaboration, creativity and critical thinking. The
structure further allows students to explore careers and personal interests in the field of broadcasting, communication arts and filmmaking. Learners will gain a sense of accomplishment by
creating a final product which can be seen by family, friends, fellow students, and MHS administration and teachers.
Course Description:
Students enrolled in Filmmaking will discover a world of emerging technologies, as well as time tested storytelling and scriptwriting assignments. The ability to create a film will allow
students to enter the world of visual media which is so prevalent in society today. This creativity will hopefully spark an interest in filmmaking, writing, journalism, comedy, public service,
school initiatives, community activities, and much more. In addition, the mastery of skills used in this class will be used in other courses throughout Morristown High School.
Students will create a video portfolio containing films produced throughout the year which culminates with the entering of a video into the year end Morristown High School Film Festival.
This is a full-year, 5 credit course.
Michael Butler, 2013
COURSE PREREQUISITES: Introduction to Broadcasting
COURSE: Filmmaking
Time Frame:
Months or # of Days
MSD CURRICULUM MAP
Content/Topic
GRADE LEVELS: 10-12
Observable Proficiencies/Skills
NJCCS
Performance Benchmarks/
Assessments
Materials Used
Coming up with ideas and
mapping them are the most
important components
of moviemaking. In this lesson,
students brainstorm movie ideas
using a visual
thinking software tool such as
Inspiration. Each student comes
up with three
movie ideas. Students then work
in groups to choose three of
those movies. They
develop a detailed plan for each
that includes timelines, roles and
responsibilities,
and production needs. Students
peer review each other’s plans.
To help students
understand the importance of
having a plan, they then make a
one-minute movie
about an object. This also gives
them practice in visual
storytelling.
Standards spiral throughout the curriculum
Students will create a 1:00
minute film:A Day in the
Life of “X”
Students will learn how to
generate ideas, brainstorm
ideas, and create a map of
how the project will
progress. This is a
fundamental part of the
moviemaking process
because it acts as the
project’s business plan.
Student will learn to create a
planning
structure, make and adhere to
timelines, define
responsibilities, and establish
a set of
checks and balances between
the people and the project’s
goals.
In the production part of the
lesson, students will use an
HD camcorder, use multiple
angles and composition
techniques, and gain a
Television Studio
Mac Computers
Final Cut Pro
Editing Software
Digital Cameras
Tripods
Microphones
Internet
Whiteboard
Overhead Projector
MHS Genius Bar
Pacing
2 weeks
Michael Butler, 2013
Developing Movie Ideas
• What are some cool ideas people will
want to know more about?
• Who is the target audience?
• How long does the project need to be?
note:
It is better to create movies that make
people think and have more questions
than answers about the subject being
discussed.
• What are your initial goals?
• Is it clichéd? Have others done it? Is it
anything new?
• How do you plan to shoot it?
• Who would be great to interview?
• Where would it be ideal to shoot?
• Do you need to get any permissions
before or during the shoot?
• What equipment do you think you will
need?
• What are your other needs: music,
Standard: 9.1 21st-Century Life & Career
Skills
Strand: A. Critical Thinking and Problem
Solving
9.1.12.A.1_Apply critical
● thinking and problem-solving
strategies during structured
learning experiences.
●
9.1.12.A.2_Participate in online
strategy and planning sessions for
course-based, school based, or
outside projects.
Standard: 9.1 21st-Century Life & Career
Skills
Strand: C. Collaboration, Teamwork, and
Leadership
●
9.1.12.C.4_Demonstrate
Field Trip to TBD
TV production
facility
Guest Speakers
A Curriculum for
Digital Media
Creation
By Marco Antonio
Torres and Ross
Kallen
Sponsored by
Apple Inc.
other media assets (Photos,,Graphics)
leadership and collaborative skills
when participating in online
learning communities and
structured learning experiences.
●
9.1.12.C.5_Assume a leadership
position by guiding the thinking of
peers in a direction that leads to
successful completion of a
challenging task or project.
Standard: 9.3 Career Awareness,
Exploration, and Preparation
Strand: C. Career Preparation
●
continuing
understanding of how to do
story editing in Final Cut
Pro.
Students will be assessed
using production rubric.
9.3.12.C.1_Assess and modify
The planning process not
only helps the finished
product, it can help students
later in life. In the business
world, what they have
developed in this lesson are
the fundamental components
of a business plan. This will
help them in all professions.
Television Studio
Mac Computers
Final Cut Pro
Editing Software
Digital Cameras
Tripods
Microphones
Internet
Whiteboard
Overhead Projector
Field Trip to TBD
TV production
facility
Guest Speakers
Personalized Student Learning
Plans to support declared career
goals.
●
9.3.12.C.2_Characterize education
and skills needed to achieve career
goals, and take steps to prepare for
post-secondary options, including
making course selections,
preparing for and talking
assessments, and participating in
extra-curricular activities.
●
9.3.12.C.3_Develop personal
interests and activities that support
declared career goals and plans.
Michael Butler, 2013
A Curriculum for
Digital Media
Creation
By Marco Antonio
Torres and Ross
Kallen
Sponsored by
Apple Inc.
Content Area: Technology
Standard: 8.1 Educational Technology
Strand: A. Technology Operations and
Concepts
●
From Script to Storyboard
2 weeks
Another facet of the planning process is
the storyboard, the map that provides
instructions to the actors, cameraperson, editor, and support team. The
usual
storyboard resembles a set of comic
book drawings. Like comic books,
storyboards
communicate as much information as
possible with a combination of artwork
and text.
Most movies are still created this way
so storyboarding is a great skill to have.
Where can I find a storyboard sheet?
APP?
Which elements do I use in the
storyboard?
8.1.12.A.4_Create a personalized
digital portfolio that contains a
resume, exemplary projects, and
activities, which together reflect
In this
lesson, students first create
storyboards from existing scripts
for plays or movies.
They then develop storyboards
from original ideas for a film
they will create.
Students will create storyboards
from one-act plays, plays that
students may have already read
in English
class, such as those by
Shakespeare, or scripts from
movies that have been made.
Students will need just one or
two scenes to storyboard.
personal and academic interests,
achievements, and career
aspirations.
Content Area: 21st-Century Life and
Careers
Standard: 9.4 Career and Technical
Education
Strand: C. Arts, A/V Technology, &
Communications Career Cluster
●
9.4.12.C.49_Employ leadership
skills to accomplish goals and
objectives.
●
9.4.12.C.51_Employ teamwork
skills to achieve collective goals
and use team members’ talent
What are the benefits of storyboarding?
Does the storyboard reflect what I want
to produce?
effectively.
●
Television Studio
Mac Computers
Final Cut Pro
Editing Software
Digital Cameras
Tripods
Microphones
Internet
Whiteboard
Overhead Projector
Field Trip to TBD
TV production
facility
Guest Speakers
A Curriculum for
Digital Media
Creation
By Marco Antonio
Torres and Ross
Kallen
Sponsored by
Apple Inc.
The Art of the
Storyboard:
Storyboarding for
Film, TV, and
Animation by John
Hart
9.4.12.C.53_Conduct and
participate in meetings to
Michael Butler, 2013
Students will demonstrate the
ability to create a storyboard.
Students will work
collaboratively to develop a
treatment and present it to an
audience.
Assessment will be based on
clarity of ideas, amount of
detail, and did storyboard
properly reflect scene.
Pre-visualization is not only
a great skill to have as a
moviemaker, it is a great skill
as a leader. Storyboards, shot
lists, and screenplays are
three parts of the planning
process that help
communicate to the
production and postproduction team the goals
for the project. Although
they are not always essential
for every project, aspects of
the
three always appear in a
well-developed movie
project.
•Toonboomstudio
accomplish tasks.
●
9.4.12.C.54_Employ mentoring
skills to assist others.
●
9.4.12.C.57_Exhibit ethical
conduct in writing, creating,
printing, in order to uphold high
standards for professional
behavior in the cluster.
Content Area: 21st-Century Life and
Careers
Standard: 9.4 Career and Technical
Education
Strand: C. Arts, A/V Technology, &
Communications Career Cluster
Pathway: (1) Audio & Video Technology
and Film
●
9.4.12.C.(1).1_Demonstrate
knowledge and understanding of
how technical production support
can enhance audio, video, and film
production systems.
●
9.4.12.C.(1).2_Examine and
summarize careers in this pathway
to build an understanding of
available opportunities.
●
Michael Butler, 2013
9.4.12.C.(1).3_Employ knowledge
Storyboard by
Toonboom
www.toonboomstu
dio.com/products/s
toryboard
• StoryBoard Artist
by
PowerProduction
Software
www.storyboardart
ist.com
• StoryBoardPro
by Atomic
Learning
www.atomiclearni
ng.com/storyboard
pro
• Comic Life by
plasq
http://plasq.com
and skills related to audio
production equipment to
demonstrate an understanding of
basic tools used in this pathway.
●
9.4.12.C.(1).4_ Employ
knowledge and skills related to
video production equipment to
Working with Audio
4 weeks
Michael Butler, 2013
Audio can make or break a movie
project. As moviemakers, we
sometimes sacrifice the
picture quality over audio because the
human ear is more discriminating than
the eye.
The ear can hear the difference more
quickly than the eye can see. In this
project,
students learn about different
microphones and their purposes and
how to handle
and use them for different types of
shots. Students will also learn how to
use sound
and audio during the post-production
process. The project covers topics like
room
tone, audio levels, syncing, and
appropriate use of music. Students are
also shown
how to use Soundtrack Pro, Final Cut
Studio’s advanced audio tool, to fix and
make
demonstrate an understanding of
basic tools used in this pathway.
●
9.4.12.C.(1).5_Edit audio and
video productions to demonstrate
basic production system skills.
●
9.4.12.C.(1).6_Design an audiovideo production
Students will learn the function
of recording sound. They will
learn about the different
types of sound recording
microphones. They will also
gain an understanding of how
sound works and how it is
recorded. Also, students will
learn about audio levels,
mixing, effects, the use of music
in movie productions, and the
laws about using other
people’s music.
Standards spiral throughout the curriculum
Standard: 9.1 21st-Century Life & Career
Skills
Strand: A. Critical Thinking and Problem
Students demonstrate their
knowledge of the functions
of the different microphone
systems. Also, they test
different mic systems for
varied recording situations
(interview vs. narrative).
They make their own audio
recordings and normalize and
equalize them for best
quality. Finally, they
demonstrate how to sync
external audio to
the recorded video in Final
Cut Pro.
This is how audio is recorded
professionally. Having this
knowledge and added skill
set will make students that
much more valuable to a set.
Movie producers take sound
very seriously and invest in
the people who understand it.
In particular, documentary
filmmaking is based on what
is said; therefore, sound is
king for these movies.
Television Studio
Mac Computers
Final Cut Pro
Editing Software
Digital Cameras
Tripods
Microphones
Internet
Whiteboard
Overhead Projector
Field Trip to TBD
TV production
facility
Guest Speakers
A Curriculum for
Digital Media
Creation
By Marco Antonio
Torres and Ross
Kallen
Sponsored by
Apple Inc.
Copyright
information
designed for
school
administrators
adjustments to recorded sound.
Solving
9.1.12.A.1_Apply critical
● thinking and problem-solving
What is sound?
What are the different types of
microphones?
Which microphone should be used for a
certain situation?
Should I use music?
Should I use sound effects?
Documentary Movies 101—
A Roll and B Roll
strategies during structured
learning experiences.
●
9.1.12.A.2_Participate in online
strategy and planning sessions for
course-based, school based, or
outside projects.
Standard: 9.1 21st-Century Life & Career
Once students have mapped out a plan,
assigned roles and responsibilities, and
secured locations and permissions, it’s
time for them to pull out the lights,
cameras,
and sound gear and begin a
documentary movie. In this lesson,
students learn about
A roll and B roll and then film a short
interview. Students can work on a prior
project or
shoot something new.
What are proper interviewing
techniques?
Am I using the proper shot
composition?
2 weeks initially, then
repeated throughout the
year.
Have I brought the correct microphone?
Have I listened to the interview, or had
a teammate listened to the interview?
What type of B roll do we need?
Michael Butler, 2013
Skills
Strand: C. Collaboration, Teamwork, and
Leadership
●
9.1.12.C.4_Demonstrate
leadership and collaborative skills
when participating in online
learning communities and
structured learning experiences.
●
Explain to students the
difference between A-roll (the
“talking head”) and B-roll.
A-roll is referred to as “the
talking head” because it is the
footage of the main
interview. This is where you see
the person responding to the
questions being
asked by the interviewer. B-roll
is the support footage that is
used behind the
9.1.12.C.5_Assume a leadership
position by guiding the thinking of
peers in a direction that leads to
successful completion of a
challenging task or project.
Standard: 9.3 Career Awareness,
Exploration, and Preparation
Strand: C. Career Preparation
●
9.3.12.C.1_Assess and modify
www.techlearning.
com/copyrightguid
e/index.php
The purpose of this lesson is
to introduce A-roll and B-roll
footage, the reasons for
each, and how they are used.
Students will learn how to
add dimension to their
stories by intercutting
primary shots with
alternating footage. This
project will enhance
students’ stories visually so
they will communicate more
readily to viewers.
Students will be assessed on
the creation of a short
interview on a given topic.
Students then find footage
that shows
what the interviewee is
talking about and edit it
together.
The simple structure of Aroll and B-roll can connect
with an audience in ways
many narrative projects fail
to do regularly. Also, these
movies cost a lot less to
make. Producers, TV
stations, and studios are
interested in
people who can tell a great
story—whether it is a
narrative story or a
documentary
about your community.
Television Studio
Mac Computers
Final Cut Pro
Editing Software
Digital Cameras
Tripods
Microphones
Internet
Whiteboard
Overhead Projector
Field Trip to TBD
TV production
facility
Guest Speakers
A Curriculum for
Digital Media
Creation
By Marco Antonio
Torres and Ross
Kallen
Sponsored by
Apple Inc.
Did we shoot enough B roll?
sound of the A-roll. B-roll helps
an interview move along more
efficiently. It also
helps provide context to what the
person being interviewed is
saying. Most
importantly, it makes the
documentary less boring to look
at. No one likes to look at
a talking head for five to ten
minutes straight. Show students
televised interviews,
pointing out how the stories use
A-roll and B-roll. Have students
evaluate which
types of footage are more
effective than others.
Personalized Student Learning
Plans to support declared career
goals.
●
9.3.12.C.2_Characterize education
and skills needed to achieve career
goals, and take steps to prepare for
post-secondary options, including
making course selections,
preparing for and talking
assessments, and participating in
extra-curricular activities.
●
9.3.12.C.3_Develop personal
interests and activities that support
declared career goals and plans.
Post Production-Final Cut Editing
Final Cut Pro skills learned in
Introduction to Broadcasting will
come into play during the post
production sessions.
Although each student project will end
up
going in a somewhat different direction,
this project gives students an
opportunity to
learn the underlying principles of
editing with Final Cut Pro and the postproduction
process.
Have I gathered all of my media?
Content Area: Technology
Standard: 8.1 Educational Technology
Strand: A. Technology Operations and
Concepts
●
8.1.12.A.4_Create a personalized
digital portfolio that contains a
resume, exemplary projects, and
activities, which together reflect
personal and academic interests,
achievements, and career
aspirations.
Do my interviews look and sound
Michael Butler, 2013
Students can use this
opportunity to build their
portfolios.
Content Area: 21st-Century Life and
Students peer review all
projects. Students help each
other with challenges of
Final
Cut Pro when possible.
It is very common in the film
and television business to
have groups collaborating
on a project. Even in the
editing process, students
might work with the director
or producer while editing. It
is important to be able to get
critical feedback and
incorporate it into one’s
projects.
Video rubric will be used to
assess
Television Studio
Mac Computers
Final Cut Pro
Editing Software
Digital Cameras
Tripods
Microphones
Internet
Whiteboard
Overhead Projector
Field Trip to TBD
TV production
facility
good?
Have I clearly logged and identified all
of my interviews and B roll in order to
make the editing easier?
What is the desired length of this
project?
2 weeks initially, then
repeated throughout the
year.
Have we cleared with Mr. Butler as to
which computer we will be using? Can
we use this computer all year long?
Students will learn to work on
the following tasks in Final Cut
Pro:
• Logging and transferring
• Working with clips
• Trimming clips
• Working with audio
• Effects and transitions
• Titling
• Exporting movies
Students will work as part of a
collaborative team to accomplish
tasks. Students will
learn to assemble a story from
digital media.
Careers
Guest Speakers
Standard: 9.4 Career and Technical
Education
Strand: C. Arts, A/V Technology, &
Communications Career Cluster
●
9.4.12.C.49_Employ leadership
skills to accomplish goals and
objectives.
●
9.4.12.C.51_Employ teamwork
skills to achieve collective goals
and use team members’ talent
Producing a Documentary
effectively.
In this project, students produce a short
and long documentary.
This is a good lesson on editing with a
time
constraint. Having short deadlines
forces students to be more creative,
selective,
more critical. Some students may find it
difficult to choose what gets omitted
from the
footage if their interviews go on longer
than planned.
●
participate in meetings to
accomplish tasks.
●
●
9.4.12.C.57_Exhibit ethical
conduct in writing, creating,
printing, in order to uphold high
standards for professional
behavior in the cluster.
Where do I want to shoot the
interviews? B roll?
st
Content Area: 21 -Century Life and
Careers
What is the length of the film?
Michael Butler, 2013
9.4.12.C.54_Employ mentoring
skills to assist others.
What will by topic be?
How many locations will I be shooting?
9.4.12.C.53_Conduct and
This project puts all of the pieces
together. Students will
demonstrate knowledge
Students peer review all
projects. As they view the
movies, they can use a
checklist
that lists the basic goals of
the project as developed by
the class at the beginning of
the process.
Students are now building
portfolios quickly
and experiment with
different styles. Having a
paper trail of their planning
will be part
of what will make them more
marketable in the work place.
A Curriculum for
Digital Media
Creation
By Marco Antonio
Torres and Ross
Kallen
Sponsored by
Apple Inc.
Apple Pro
Training Series:
Final Cut Pro 6 by
Diana Weynand
Television Studio
Mac Computers
Final Cut Pro
Editing Software
Digital Cameras
Tripods
Microphones
Internet
Whiteboard
Overhead Projector
Field Trip to TBD
TV production
facility
Standard: 9.4 Career and Technical
Guest Speakers
Education
A Curriculum for
Digital Media
Strand: C. Arts, A/V Technology, &
How will by group divide the work?
What are the specifics of this years
MHS Film Festival?
6-8 weeks initially, then
repeated throughout the
year.
of the content and structure of
moviemaking. They will
demonstrate collaboration,
problem solving, creative
thinking, and project
management. Also, they will
connect
the purpose of the product of
filmmaking with a process that
supports it. A culture of
feedback will be created to help
monitor progress and add value
to the production.
In other words, students will
now have the right questions to
ask when asking for
feedback from others. Selfevaluation and peer evaluation
are essential competencies
to achieve.
Communications Career Cluster
Pathway: (1) Audio & Video Technology
and Film
●
9.4.12.C.(1).1_Demonstrate
knowledge and understanding of
how technical production support
can enhance audio, video, and film
production systems.
●
9.4.12.C.(1).2_Examine and
summarize careers in this pathway
to build an understanding of
available opportunities.
●
9.4.12.C.(1).3_Employ knowledge
and skills related to audio
production equipment to
demonstrate an understanding of
basic tools used in this pathway.
●
9.4.12.C.(1).4_ Employ
knowledge and skills related to
video production equipment to
demonstrate an understanding of
basic tools used in this pathway.
●
9.4.12.C.(1).5_Edit audio and
video productions to demonstrate
basic production system skills.
●
9.4.12.C.(1).6_Design an audiovideo production
Michael Butler, 2013
Creation
By Marco Antonio
Torres and Ross
Kallen
Sponsored by
Apple Inc.
.
Michael Butler, 2013