Filmmaking in Schools

“ To make movies is to invite someone into your imagination.”

Tim Grabham (Film director, producer, editor and animator) “A good story, well told, can engage inspire, influence and even change us.”

Dave Reeve (Director, producer and editor) “My documentaries are about understanding why we do what we do.”

Clare Richards (Documentary director, producer and camera operator)

Why Filmmaking in Schools? Benefits include Students are exposed to film media constantly  Inspiring and engaging students to use their (through platforms such as cinema and Youtube). Film voices proactively to initiate action about is a valuable tool that can be used to engage students environmental issues that matter to them with the curriculum and increase their overall  Enhancing the approach to the learning process motivation for learning. Film is unique in being an and reinforce 21st century, STEM and higher expressive and informative medium. Having students learning skills engaging in filmmaking is not only beneficial to the  Strengthening literacy skills through individuals creating the film but it also an opportunity storytelling, researching, descriptive writing, to engage others in their age/peer group. interviewing etc. Making EcoFilms gives students a venue to engage in  Creating a community of active citizens public discourse about the environmental issues of inspiring change ...proposing new ideas and the 21st century: climate change; industrialization solutions for these issues along the way. and urbanization; biodiversity; water; the use of  Becoming part of a larger community of natural and human resources; human migration; Canadian environmental artists– e.g., Liz global capital, commerce and consumption; energy Marshall, Edward Burtynsky, who explore production; and waste in age appropriate ways. Film human impacts on this planet through film and media is a powerful way for students to express these photography to evoke change. ideas in a familiar medium. The Creative Process

Creativity can be described as “the ability to into account student’s prior knowledge and see connections and relationships where skills. You may need to alter the order or others have not or communicating concepts spend more time in one stage. For in new ways.”1 Similar to the design or example, you may find your students may engineering process, the creative process is benefit by spending more time exploring about problem solving, starting with the and experimenting with new filmmaking exploration of a problem a work of art that skills or need to return to the planning and responds to the problem, inspiring focusing stage after receiving feedback. solutions. By following the creative process “All children have the It is often over looked but preparation can in filmmaking, teachers have the be considered the most important aspect of ability to be creative. opportunity to foster imaginative and the creative process. Preparing the focus of Education in the arts innovative thinking in students as they your film by refining your exploration into a grapple with today’s complex problems. build upon this ability and research question or problem lays down the deepens children’s foundation for all other aspects. From this capacity for artistic This guide follows the creative process students develop scripts, music and while providing specific details on its ultimately a completed film. Remember it’s expression and relation to creating a short EcoFilm. As you the process of experimenting, and learning representation. “ begin the process of filmmaking with your from the process, that inspires creativity in

students, move through the stages in a our students. flexible, fluid and cyclical manner taking – Ministry of Education, The Arts Grades 1-8 2009

1 Beveridge, W.I.B. The Art of Scientific Investigation, (New York; Vintage Books) n.d. STEP 1: Building skills Exploring and Experimenting

Before you begin the filming process BUILD SKILLS Classroom Connections familiarize yourself with your camera and Use warm up activities to experiment with Collaboration: Working with editing equipment. Once you understand and build your students confidence in: other students to plan these it will make the filming process go  Visuals: Experiment with your camera activities and build skills. much smother. When planning out your and camera equipment to discover film keep the following tips in mind: the cameras settings and to play with Creative Thinking: exploring Keep it Short: When creating your first different angles. how lighting, sound and angles change the viewers few films begin with a short films that are  Sound: Record different sounds at perspective. less than 30 seconds long. This will help different locations and distances. you and your team learn the basics of film Record sound effects and try making Media Literacy: Enhancing making. your own. students terminology and Cut the choice: Be specific with your  Voice: Practice speaking into your knowledge about media students when giving them direction for recording device in a clear, slow voice, technology and strategies. their film. Provide them with a set time and try changing your tone. Listen to limit and refined topic choices. the recording and note the Be clear about the purpose: Students will differences. work best when your passionate about  Editing: Practice Cutting your film and

your topic and determine what you want play with the sound and text effects. the audience to get out of your film.  Practice Storyboarding: choose a Equipment: .Camera or other Let them copy: Watch other films and story you already know and make a video equipment. Sound short stories and look for the techniques storyboard of how you would film it. equipment (if available). that they are using. Have your students  try to imitate these in their films. Lighting: keep lighting in mind when Computer with video editing filming and explore how it effects the software. Separate the sound: If you record your mood of the scene. sound again after your live filming it will Instructional Strategies: make the voices and sound effects Brain-storming, Mind clearer. mapping, Class discussions

Timelines: 1-2 lessons (40 minutes each)

Classroom tips

 Pick a very small scale experimental project (such as a 30 second Earth Hour @ Your School promotional video) and complete all aspects of the production to practice all the steps of filmmaking.  Strongly consider purchasing an external microphone for sound recording. STEP 2: Creating excitement Challenging and Inspiring

INQUIRY BASED LEARNING FRONTLOAD THE INQUIRY Classroom Connections This technique puts students questions Build student knowledge and connect to Collaboration: Students work and curiosity at the center of the lesson. their prior understanding of the topic together to develop themes Find out what your class wants to learn through activities that connect students to that the class would be more about. This provides the opportunity the topic. Activities include community studying. for in-depth student investigations. walks, field trips, films, artifacts, photos, Discussions should be student led and oral and written stories, events etc. Literacy: Expanding knowledge teacher facilitated. CONTENT TO YOUR CLASSROOM in areas of student interest

How might you transform student inquiry Think about your content area. What is a Critical Thinking: Inquiry based into inspiration for filmmaking? new take on a topic that you can bring to learning helps students analyze “Inspiration comes when a person sees your classroom? What shared their own passions.

something or thinks of something that experiences—a field trip, a walk around

motivates them to begin the neighbourhood, a book, a film, a guest

creating.” (Michael Glassbourg, Learn to speaker, an experiment or a new piece of

Speak Film, 2013). information might help you trigger your

students’ curiosity and the inspiration for

The best way to start an inquiry that

a great film. Use what you are already

inspires students is with some kind of

teaching and reframe it as an inquiry. provocation. Media and film have become

a large part of modern day society. INQUIRY PROMPTS

Showing students the impact of that film  Invite in a guest speaker has on their lives can inspire them to want  Watch a related film Equipment: Materials to to use this medium in the same way.  Bring in an artifact or photograph brainstorm (scrap paper and  Elicit stories from students about writing utensils) Instead of pouring knowledge into topic Instructional Strategies: Brain- people’s heads, we need to help them  Discuss topics that effect the storming, Mind mapping, Class grind a new set of glasses, so they can see students personally discussions

the world in a new way. Timelines: 1-2 lessons (40 John Seeley Brown minutes each)

Classroom tips  Watch several of the previously submitted films to Planet In Focus Student Film Festival with your classroom as a group (https://www.youtube.com/user/TheTDSBEcoSchools/videos). If you have access to a lab, provide students with links and have them view films (and if they have time provide critiques)  Connect your inquiry focus to your curriculum e.g., science and technology, social studies. STEP 3: Tell a story you care about Imagining and Generating Ideas

Creating an environmental film about NARROW YOUR FOCUS Classroom Connections

change is not necessarily to showcase A mind map is a good way to illustrate Citizenship: telling stories change but to call for and inspire it. how your topic is connected to other about their community, taking Change can be broken down into five issues and people. Choose an aspect of responsible actions to move an basic points: your theme that is most meaningful to issue forward.  What change is needed? your group and will connect with your Collaboration: working in  Where is change needed? intended audience. groups brainstorming, problem  Who is making the change? DRAFT A PURPOSE FOR YOUR FILM solving, making decisions  When is the change happening? What is the reason you want people to together  Show how to make the change. view your film? Will it make your viewers The change you talk about in your film can laugh and cry, feel sad, get angry, take Literacy: engaging in affect you, your family, your school, your action? Will your viewers relate to your meaningful discussions and community and/ or the planet. story because they somehow have expanding ideas When selecting a topic for your film, you experienced a similar situation? Will Eco-Literacy: connecting want to be passionate about the topic and viewers change how they think or do behaviour to impacts, things? Write a purpose statement that be knowledgeable or willing to learn recognitions to actions, reflects what you want to happen after about the topic. identifying the ways in which Use the following steps to help you and people see your film. the many ‘parts’ are your students determine the focus and E.g., The topic of our film is ______. The interconnected in systems. purpose of your film: reason this environmental issues is

important to me is_____. After viewing, I BRAINSTORM IDEAS want the audience to understand/feel Equipment: area to brainstorm Brainstorm ideas and questions that were ______.We can help take action to and record ideas. E.g. Chart sparked from an inquiry provocation or remedy this by ______. paper, whiteboard. stimulus. Sometimes the creative process is more about asking the right questions. Instructional Strategies: With your group, look for emerging Brain-storming, Mind mapping, patterns in the ideas, questions or Class discussions themes. Timelines: 1-2 lessons (40 minutes each)

Classroom tips  If you have access to a lab or multiple electronic devices use Padlet (online digital bulletin board) for students to brainstorm their idea about possible eco topics for their film. Once you choose a general topic to work on create a second Padlet to brainstorm all the issues related to the topic. STEP 4: Do your Research Planning and Focusing

Take the time to thoroughly investigate TYPES OF RESEARCH Classroom Connections your topic. What do you already know When conducting your research keep Inquiry: conducting primary about your topic, what do you think you track of your resources and ensure that and secondary research. know but is worth testing or verifying? you are recording pictures and film of Asking complex and What might your audience already know interviews and calls to later use in your meaningful questions. about your topic, what don’t they know, film. and what do you want them to know? Critical Thinking: identifying 1. Print/media texts: Get factual What part of your topic interests you the information from books, videos, and investigating different most, would interest them the most? magazines, newspapers, and perspectives and biases. QUESTIONS TO DEEPER UNDERSTANDING websites. Collect photographs and Literacy: constructing and  Causes: What are the reasons this text that can be used in your film. contributing to knowledge topic is important? What are the 2. On-site: Collect information directly base underlying causes behind this on your topic by visiting the location. topic? Why does it need to be Eco-Literacy: identifying parts, 3. Interviews: Gather many different changed? wholes and connections to perspectives. Talk with people that  Connections: What related issues environmental and social are directly and indirectly connected would add depth and value to the systems. with the subject. Characters that tell film? How does this issue connect the story could also be animals, land, with other issues? Equipment: access to print water, etc. Research from their  Challenges: Are there obstacles information, internet perspective. facing the people and nature that searches, people to interview, 4. Organizations: Consult organizations are involved in the issue? How on-site primary research. might they overcome these that specialize in a particular issue. Instructional Strategies: challenges? Can they? What can Arrange for a video conference or call. Conducting interviews, the audience do to help? completing, summarizing and  Perspectives What points of view organizing research. E.g. KWL will be relevant to the viewer? charts, transcribing interviews. How can different perspectives be shown in the film? How can you Timelines: 5+ lessons (40 balance the big picture and the minutes each) important details?

Classroom tips

 Create a shared Google Slides Document and assign students a single slide to record their research findings (causes, remedial actions, etc.) on the issue. Students could insert website links and images into this document. A Google Doc with a table would also work for this purpose.  A list of links could be posted electronically (for example on a school website page or embedded in a Google Doc or Slide). The list could include some of the online encyclopaedias and/or databases available through the TDSB library  Great opportunity to reach out to experts in the field and/or members of the school community, especially parents (possibly they would consent to an interview that could appear on film). STEP 5: Consolidate your ideas Planning and Focusing

Once you have decided what your film is Rising Action: What are the challenges, Classroom Connections about you need to organize your ideas to complications, people arising in your story Critical Thinking: decision tell a story. This stage is called pre- that you are forced to deal with? Typically making, problem solving, production, where you decide your film’s these come in a set of three. finding solutions, thinking genre and plan how you are going to film Climax: How is the topic faced or dealt visually, sequencing the story. it. with– what is the outcome?

CHOOSE YOUR FORM Denouement: This is the resolution. How Media Literacy: negotiating Will your film be a documentary? have things changed from the start? meaning, deciding meaning, deciding style and form, Narrative? PSA? Other? Will it include live DOCUMENTARY OUTLINE persuading audience, action? Digital animation? Stop motion Introduction: How is your audience going animation? Or a combination of these to identify and empathize with the main organizing and charting outline, filming techniques. Consider your film’s character (this can be a person, animal, or telling narrative with images purpose and who’s likely to watch it as item)? and words. you choose which genre will best tell your Motivation: What are the needs and Eco-Literacy: making story. wants of the main character? What will human/personal connections STORY DEVELOPMENT the character gain or loose? What to the story, presenting Create a basic outline for your story that changes over time? different perspectives, calling breaks down your topic into manageable Barriers: What barriers is the main to action. segments. Develop your story in a number character up against? How do they shape

of stages before filming. E.g., the main character? (tension) Equipment: post-it notes, plot 1. Basic idea, concept of story Action: How does the main character deal summary headings, graphic 2. Story outline without dialogue with their challenges? (show not tell) organizers for outlines or script 3. Story broken into scenes Resolution: What ends the character’s journey? What is the turning point? Did breakdown chart. 4. Script with dialogue our characters overcome their obstacles 5. Storyboard Instructional Strategies:

and achieve their goals? How have they charting plot, using graphic Narrative Structure changed? organizers, drafting outlines, Write your story with a clear beginning, and/or narrative. middle and ending. Exposition: Set up your film with the place Timelines: 1-2 lessons (40 and the character minutes each) Inciting Incident: What “event” presented itself to be dealt with for the topic of your film?

Classroom tips

 How are you going to express your key concepts? Live action? Digital animation? Stop motion animation? Still Images (student created images that can be scanned, etc.)?  Are amendments to your purpose statements necessary? Now, before storyboarding, is the time to do this! STEP 6: Visualize your story Producing Preliminary Work

Finalize your script and use this to create a Audio: Classroom Connections storyboard . The storyboard looks similar What should the viewer hear? Literacy: writing and to a comic strip and can make it easier to Finalize the script and dialogue that speaking for a purpose, visualize your story before you begin will happen during each shot (will it organizing information in filming. If there is any dialogue in your be spoken by the actor(s) or will it different forms. film start creating your script. be a voiceover). Decide any music and/or sound effects that will Media Literacy: creating

happen in each scene. media texts using OTHER PREP: storyboarding to Writing interview questions. Set up times communicate meaning to to meet up with any person that you an audience. would like to be in your film. CREATE A STORYBOARD OR STORY TABLE Draft script dialogue. Ensure to have both Equipment: Props and Choose one to help you visualize the story the narrator and/ or the characters to costumes, production roles elements and organize the shots before practice their lines before you start (job descriptions, template filming begins. filming. for production role A storyboard is a visual plan of the shots Acting in front of a camera. Before you applications), storyboards, and actions of your film, drawn out on begin filming make sure that all actors are shooting schedule, sample paper like a comic strip. It shows the type comfortable being in front of the camera. interview questions, script or of props you will be using and what Find music and sound effects. Allocate outline of your story. happens in each shot. where each one is going to be used. Instructional Strategies: A story table uses text instead of images Take some time with your team to Posting job descriptions, to describe the scenes. For either the familiarize yourself with Film Language. writing applications and story board or table, include: Start this process by reviewing our interview questions, using Visuals: glossary on page __. graphic organizers What should the viewer see? Decide on the camera angle, who (e.g. charts) to organize should be in the shot, the props information, storyboarding. and costumes that should be Timelines: 4+ lessons (40 involved as well as the location. minutes each)

Classroom tips  Use different computer programs to help with aspects of filmmaking, e.g., bit-strips for storyboarding, garage band for music making, Padlet and Google Draw for brainstorming, spreadsheets for film schedules, shot lists.  Reach out to music, arts, drama, media teachers to help with different aspects of the filmmaking process. STEP 7: Getting Organized Planning and Focusing

FILMMAKING ROLES COSTUME DESIGN Classroom Connections Have students apply for the different Read over the script and try to understand Collaboration: Delegation production roles. Alternatively, have the characters and what clothing would and organization of roles. students take turns in each role and best express them to the audience. Have experience all the aspects of the process. cast members look through their Creative Thinking: Students Some roles are listed below though others wardrobe once you have decided what must analyze the script to can be found in the Glossary. you would like the character to wear. develop a creative take on Director: Keeps production organized Consider also looking through your consumes and sets. Screen Writer: Directs the creation of schools lost and found to find unique Media Literacy: Understand the script items. Art Director: Delegates set design, different concepts in media BUILDING SETS costume design, and make-up art. and media roles that they Visualize what you want the set to look Editor: Once filming is done creates a had not previously explored like and use this to make a sketch. As a compilation of the scenes. team go location scouting around your Actor: Acts in the Filming process. Camera Operator: Films the scenes. school and neighbourhood. Determine Sound director: Decides on music and what props you think will be needed in Equipment: Props and sound effects that will be included. each scene. Think about school materials costumes, production roles

SHOT LIST you have access to Remember that less is (job descriptions, template Make a list of shots that you will need. more so don’t make the set to cluttered or for production role Describe the actions and types of shot. chaotic. For animation films consider applications), storyboards, e.g., interview, close-up and write the making a minisets as an alternative shooting schedule, sample shot list in the order you intend to shoot measure. interview questions, script or them. A shot list may be different from REHEARSAL outline of your story. your storyboard or story table, because All actors should rehearse their lines daily. Instructional Strategies: Set you may be shooting all the scenes that Practicing their lines everyday can help rehearsal times as a class to happen in a specific location at once, relieve nerves and mishaps on the day of reduce conflict. regardless where they happen in the filming. Come with writing utensils and be story. prepared to make notes and change the Timelines: 1-2 lessons (40 SHOOTING SCHEDULE script throughout the rehearsal process. minutes each) Work with your team and create a plan. Be conscious of the time of day and how that will effect the lighting of the scene.

Classroom tips

 When delegating roles play on students strengths and ensure that all team members feel valued.

 Have students apply for different production roles or take turns in filming, directing, producing sound, organizing set, gathering wardrobe, props, etc.  Go to the Arts Junction for props, clothing ect. STEP 8: Start Shooting Producing Preliminary Work

Congregations! You have gotten this far in LIGHTING Classroom Connections the filmmaking process! Now it is time to The lighting can help set the mood of Critical and Creative start filming . Before you begin set aside your set. Often an outdoor setting can be Thinking: problem solving, any expectations and expect mistakes in preferable as you are able to use a natural decision making, finding the first few times of filming light source at different points in the day. solutions, creating For indoor scenes a common techniques is FRAMING alternative solutions, Be conscious of angles as they can help a soft light source from the front and a experimenting. develop the story. Pay attention to the stronger ‘back light’. background and make sure that it is not SOUND Media Literacy: interviewing busy, you want the audience to be In many cases the dialogue has to be and film-making. focused. Familiarize yourself with filming recorded separately. This includes Collaboration: working techniques such as the rule of the thirds. creating/ recording sound effects to together to organize the set, This is when the important objects are put amplify them. Work with your team to roles and sequences of a third of the way across the screen. determine if there are any points in the shots. CAMERA MOVEMENT film that will be made better with music. To ensure smooth transitions try slowly Encourage students to experiment with Equipment: i-Pad/video moving a skateboard or trolley when the sound and to make their own music to camera & memory card, camera needs to move. Make sure that all accompany the film. power cords, lights, movement is slow so that the viewer fully B-ROLL microphones, headphones, captures the scene. This is the extra footage that you take writing equipment, scripts, storyboard, shot list FILMING when filming that makes your editing Leave extra time before and after the process easier. This will add dimensions to Instructional Strategies: scene to leave room when editing. Have a your film. This includes wide shots, still creating schedules, lists, images and anything else that you believe team member keep a log that cataloguing filming, writing reflections, will improve your film. video footage. Use the 180 degree rule role playing, interviewing. that states that the characters need to Timelines: 3+ lessons (40 maintain a constant right - left relationship so the camera can not pass minutes each) the 180 degree line.

Classroom tips  At the end of the shoot, evaluate and record what actually happened during the filming. Include how the day went, what footage was captured, what goals were met and what challenges or setbacks occurred. Plan for the next shoot based on your reflections.  On a film shoot, things can get hectic. Keep track of what’s been shot, where it is on the camera or memory card. Back up your footage daily. STEP 9: Editing your work Revising and Refining

Editing or cutting is choosing the most  Refining and re-editing: Continue Classroom Connections

effective footage and shots to tell your refining and presenting the draft Critical and Creative Thinking: story. Editing is not just the removal of footage until each shot contributes to analyzing, synthesizing, problem unwanted material, but placing the shots and fits the story. To help with the solving and decision making in the best order to engage your audience. editing task: Is this footage necessary from different perspectives and During the editing stage, you can add for the audience to understand or experimentation. sound, titles, credits, graphics and visual relate to the story or subject? Will it effects. add to the overall quality of the film? Media Literacy: creating and TIPS FOR EDITING: Even if the footage is amazing, is it crafting a media text for a specific audience.  Get to know your footage: With your better than the visuals that have been included so far? students, log and evaluate the footage Collaboration: problem solving  Adding Sound: Sound comprises at to know what you have to work with. and decision making, finding least 40% of your final production. It is Gather any missing visuals or audio. consensus, contributing ideas, Establish a file naming system, e.g., a very important way to give the planning. name your shots according to the story audience information. It can tell the

table order. audience about the location or the Equipment: Editing software,  Assemble the Rough-Cut: Import your mood of the story. Allocate time to film footage, computer/i-pad, clips into your film editing software. sound editing accordingly. Remember soundtrack software, Organize them in order according to that sound includes voices, sound instruments, music, your story outline. Now you can begin effects and music. Add music and microphones. removing unwanted parts, ensuring the sound effects to compliment the cuts and shots are in the right spot, and footage. Have fun and add originality Instructional Strategies: to your production by doing your own adding transitions where appropriate. Receiving and giving sound effects! Consult the appendix for Keep in mind which shots can follow constructive feedback, resources for copyright free music. and ‘flow’ into each other. It is not reflecting on editing choices, uncommon, during an edit, to realize making music and sound tracks. what you originally planned for the Timelines: One individual middle or end of the story is actually better at the beginning or vice versa. editing- 5x40 min blocks- Although the edit will still be choppy, outside of class time Allow for present your film for group feedback. more time when editing with 2 Always save the original footage in case or more people the class decides to change any of the editing decisions.

Classroom tips

 SAVE, SAVE, SAVE! ALWAYS have your raw footage, pictures and any other content backed up (i.e. in organized folders on at least TWO hard drives). Never edit original footage. STEP 10: Share your story Presenting and Performing

SHARING YOUR FILM Here are some ideas to get you started: Classroom Connections What you do with your film is an  Invite another class in the school to Collaboration: working in groups, important part of the filmmaking process an screening and follow-up panel brainstorming, problem solving, that can offer new learning opportunities, discussion in your classroom making decisions together. celebrate students’ efforts and increase  Make a request to have the film your film’s impact. shown during a staff or parent Literacy: engaging in meaningful Consider the following council meeting. discussions, communicating with  What is the goal of your film?  Share the film with the whole different audiences for a variety  Who is your target audience? Your school by integrating it into an of purposes, creating media texts. school, parents or politicians? assembly. Eco-literacy: responding to  How will you tell them about your  Host a film night. Use your film as environmental issues, working to film? Through posters, the “short” before a longer film. understand the many impacts of announcements or invitations? Sell popcorn to audience members our choices taking responsible to raise money for your cause.  How will you introduce and debrief actions to move an issue forward.

the film? How will you do this? Will  Loop the film on the school’s video you have a question and answer display to help raise awareness for Equipment: marketing materials period after the viewing? a new campaign. (art supplies), space to show the  Should this film be available to the  Consider using the schools social film, projection equipment, general public? If so can you post it media to either present or speakers on your school webpage or on promote your film. Instructional Strategies: class YouTube?  Host your own mini eco film discussions (meaningful festival! Share films from different dialogues), creating media texts classes and vote on the best one to communicate information, from each division/category. e.g. , flyers, invitations; writing Consider the best films for re- and practising presentations; editing for submission to the

Planet in Focus Student Film drafting announcements;

Festival For more information, go submitting articles to school

to http://planetinfocus.org/ newsletter.

Timelines: 2-3 lessons (40

minutes each)

Classroom tips

Before sharing your film, check that  it’s in an appropriate file extension. Available formats include MOV, wmv, mp4. MOV file format is preferred by the iPad and iMovie  all media releases and parental permissions have been obtained (TDSB and Film Festival)  use only first names for participants under 18 in credits or first and last initial, e.g., LizM.  your film follows copyright regulations. For copyright information, refer to Copyright Matters! Available at www.cmec.ca. Glossary

180 degree rule: This is a filming Shot Size: characterized by how big technique to minimize confusing to the objects are in the frame. the viewer by keeping characters on Extreme Close Up one side of the screen. Close Up Mid-shot Long Shot Cut: This is done during the editing phase where one shot seamlessly Sound Effects: Any sound other than transitions into another speech that is artificially made for Diegetic sound: Natural sounds in production. your scene such as footsteps or Story Table: Text that descries the dialogue. details of each scene. Documentary: A film that is used as Storyboard : A comic like document a factual report. that includes drawn visuals of each Minisets: A small scale set that can scene. be used in animation films. Stop Motion Animation: A film Moving shots: The camera moving created out of pictures where small during a scene. motions between each photo give . the perception of movement

Narrative: A spoken account of events happening in the film. Pre-production: The work done previously to a full scale production. Production: The tasks that are completed during the filmmaking process. Public Service announcement (PSA): A type of media film used to raise awareness Script : A written description of the dialogue, sound effects and visuals that we be included in each scene. Shot list: A document that lists and descries each film clip to ease the editing process

Equipment

Camera: Talk to supervisors at your school to discover if there are any available cameras or video cameras. If there are none available consider using phone cameras.

Tripod: The tripod is used to hold the camera steady and still during filming. As well it can help students slow down and think about the shoot. If one is unavailable use flat surfaces to film instead.

Sound: When planning your film try to use scenes where you will not have to use live sound. Microphones can be used if available. Record sound separately from live recordings by having voice or sound near to the built in recording device found in cameras and phones.

Lighting: During daylight natural lighting can be used. For indoor scenes a desk light can be used pointed at eye level for a natural light affect.

Editing: A computer or iPad will be needed to complete this process. Basic editing software can be found on most tdsb computers. iMovies can be used on apple computers. MovieMakers can be used on Windows computers.