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The Camera Lens: a Window Into the [World]; Film Study and Film Making: Resource Suggestions for the English Class. INSTITUTION San Diego City Schools, Calif

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The Camera Lens: a Window Into the [World]; Film Study and Film Making: Resource Suggestions for the English Class. INSTITUTION San Diego City Schools, Calif DOCUMENT RESUME ED 102 559 CS 201 044 AUTHOR Mihalka, Gwendolyn C.; Dolton, Gerre R. TITLE The Camera Lens: A Window into the [World]; Film Study and Film Making: Resource Suggestions for the English Class. INSTITUTION San Diego City Schools, Calif. PUB DATE 71 NOTE 188p.; Some material removed due to copyright restrictions EDRS PRICE MF-$0.76HC-$9.51 PLUS POSTAGE DESCRIPTORS *Course Descriptions; Curricula* Guides; *English Curriculum; *Film Production; Films; *Film Study; *Interdisciplinary Approach; Secondary Education IDENTIFIERS *Filmographies ABSTRACT This guide for film study and film making in the secondary English class arranges materials in a sequential order and divides tiles into four major sections. The section on background information includes: Table of Contents, Design for Use of the Guide, Rationale for the Use of Film Study in the English Class, Objectives for a Film Study and Film Making Course, and Instructions for Implementing a Film Study Course, The section on film making discusses such topics as the characteristics of film and student film caking, the teacher's role in film making, equipment needed for the course, basic elements of composition,composition principles, planning a film, and using the still camera to teach composition. The third section, on file study, focuses on such topics as film as a teaching aid for language and literature study, film study as an entity unto itself, the language of file making, the teaching of film as genie, the animated film, thedocumentary film, and films to consider for a documentary unit. The final section contains a bibliography, a filmography, a list of file distributors, a glossary of file language, and other resource materials. (TS) U S DEPARTIMINT OF MERLYN. IOU:ATMs L WOLFARIE NATIONAL I '4STITUTI OF IEDUCATKIN Stock No. 41-F-I05.' BEST COPY TruS DOCUMENT ruks SEEN REPRO ARM OUCED EXACTLY AS RECFwE 0 FROM THE F.E Rs IN OR ORGANIZATIONORIGIN *TING IT FONTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE Son Diego City Schools SENT OFFICIAL NATIONAL INSTITUTEOF EOVCATION PoStTioN OR POLICY Cri Son Diego,California L,C1 Wi 1971 rJ e-4 umt THE CAMERA LENS wineowintofh Rim aefely ancii /Cahn Itfekh.79 Resoures Suggettions for tie Ettstuk, Moss By Gweidohrt, C. Walk*, asut Gene 114.. Bolton. Advisory Committee DR. ROBERT A. BENNET MADELON Mc GOWAN RAYMOND J. BLAKE JOSEPH A. NYIRI ALFRED C. COOK ROBERT H. RTES MARGARET A. DREHER EDWARD SWEED RALPH H. ESTUPINIAN MARY L.WILCOXON GERRE M. BOLTON, Chairman 2 ET COPY AWAKE 3000300 00000000 JMOPelpiSdn 000 3000000000000 3 Thethought of westernman was conditioned and Es gtorbtg wag to dominated for centuries by the linear lineon mess the printed giteadoluaction. O aotts page orm., tweetett, eieetrottLe &m an( whicit is creating witkbtIsteit a - Even though this is true, andeven though the subject matter and suggested use of these resource materials argue strongly for theutiliza- tion of an entirely new multi-media approach to the Englishclass--wAich logically should be reflected in theformat of the related curriculum guide--economic considerations andtime limitations make itnecessary to communicate these ideas primarilythrough the printedpage, the material arranged in a. sequential order,and prefaced by a Table of CONTENTS Page Design and Use of the Guide 1 Rationale for the Use of Film Study in the English Class . 3 Successful Film Study Presentation 5 Objectives for a Film Study andFilm Making Course 6 How To Implement a Film StudyCourse 7 FILM STUDY 9 Background and Development 13 Film As a Teaching Aid for Language and Literature Study . 14 Film Study As an Entity Unto Itself 15 Film Study Units 16 The Language of Film 16 "The Language of Movie Making"(Reprint) . 17 Books That Teach Film Language 22 Films That Teach Film Language 22 Culminating Activities fora Film Language Unit . 26 The Teaching of Film Asa Genre 27 The Animated Film 28 The Documentary Film 33 The Feature Film: Citizen Kane 40 Teaching Poetry Through Film 49 The Thematic Approach to Teaching FilmStudy 55 Film Study Unit for Senior High SchoolUse 56 Film Study Unit for Junior High Use 82 Ethnic Groups: Their Lives, Interests and Concerns . 90 History and Aesthetics of the Cinema 97 Films Suitable for Units OrganizedAccording to Theme 104 Bibliography 111 FILM MAKINC 113 The Characteristics of Film and Student FilmMaking 117 The Teacher's Role in Student Film Making 119 Pale Equipment Needed fox the Course 120 Behavioral Goals foTStudent Film Makers 122 Suggested Sequence in Teaching Student Film Making 123 Preparation 123 Using the Still Camera To Teach Composition 123 Explaining the Use of the Still Camera 123 Composition Principles 124 Basic Elements of Composition 125 Lessons In Composition Using Still Camera Work . 125 Lessons in Pictoral Essays Using the Still Camera . 126 Teaching Motion Picture Techniques 127 Teacning Basic Film Language and Film Genres 127 Planning 129 Sample Student Film Making Planning Sheets 131 Planning Suggestions from Movies with a Purpose 137 Production (Reprint) 138 Film Making Field Trips . 14S "Student Film Making: Why and How" (Reprint) . 149 RESOURCE MATERIALS 155 Basic Film 'Library 157 Bibliography 158 Film Distributors.. 179 Filmography 182 APPENDIX 183 Glossary of Film Language 185 "The Language of Images" (Reprint) 186 Professional Film Awards 200 Student Film Competitions 202 NET Public Television Young People's Film Competition . 202 The 5th Annual California 8 mm. Student Film Festival . 206 Camera Recommendations for Teachers 213 Film Courses 216 Creating with Film and Light 218 A Student Made Film 224 Creative Slide and Film Making 226 Storyboard 228 Index of San Diego City Schools-owned Films Referred to in This Publication 229 vi6 DESIGN AND USE OF THE GUIDE Recognizing the rapid growthof film study and film makingwithin the discipline of English, thedistrict designateda committee of teachers during the 1969-70 schoolyear to serve primarily in previewing and evaluating short filmssent to the district for purchase consideration. These teachers,one from each secondary school, servedas the vanguard for the introduction offilm study and film makinginto the San Diego City Schools' Englishclassrooms. Two members of the committee were asked to prepare a film study and film making guidesuitable for secondary use, utilizing district owned films predominately. Committee members were asked to contribute ideas and materialsfor the guide. In addition, the effortsof other districts in thearea of film study and productionwere reviewed. The resource suggestionswhich resulted from thisstudy are contained in this guide. They do not constituteday-by-day lesson plans; rather, they are intended to indicate the broadrange possible in film study and film making. Space and time limitations donot permit full development of all the film studycategories discussed, butan effort has been madeto present sample units ina number of areas. The range of study suggestedhere is far too broadto be utilized within the time limits of one class. It is broadly presentedto allow each teacher freedom to choose those approachesto film study and film making which are best suited to his needs andto the needs of his students. The materials can be used ina number of ways. When the teacher becomes familiar with the various film study designs,he can elect to use the district-owned films suggested in the unit,or, if he preferred, he can design his own unit by creativeuse of the Audio- Visual AlaterUtleCatalog. A third possibility would the film distributor be to use addresses in the LesourceMaterials section to order film catalogs from which he could develop hiscourse and rent appropriate films. Some teachers may prefer to first try the film studymini-unit based on the film "Why Man Creates." This unit was designedso that teachers new to this type of film use in the English classroomcan work with film in a limited way before launching a major studyof the subject. Other teachers willperhaps, prefer touse only one portion of these materials to teachan English concept, suchas irony or symbolism, through the use of filmrather than the printedpage. In an effort to make these resource materialsas pragmatic as possible, most of the films suggested in the guide are availablethrough the District's Instructional Media Center. Films marked withan asterisk are available only to Englishteachers registeredat the IMC as film study teachers;one will be designated at each school. The City Schools' InstructionalMedia Center isamong the finest in the nation. Demands made upon it by allthe disciplines are great, and budgetary considerations place restrictionson just how far the center can go in film purchases for any one discipline.Film study asan accepted part of the English class is relativelynew; consequently the list of films purchased for filmstudy is not long--but it is growing. A teacher who initiates hisown film course and rents films out of his schools budget will be inan excellent position to recommend the purchase of those films he considersessential to a well-rounded film study course. These recommendations should be communicatedto the director of the INC. 2 RATIONALE FOR TiE USE OF FILM STUDYIN THE ENGLISH CLASS The most basic reason for the study of the English languageis to improve one's communication. There are many otherreasons why English is studied. Among the more important ie thefact that one derivesa certain pleasure froman understanding of a literary heritage andfrom the ability to use a language fluently. Language reflects life. To thoroughly understand tae lives ofany people, their language should be studied. With the explosion ofnew med.la of communication,new forms of communi- cation have taken shape whichuse oral or written language differently, only in part, or not at all. The oven -all exposure ofour society to these newer forms of communiation is impressivelyextensive. In the compilers of the Nielson Report found that 52 millionhomes con- tained one, and sometimesseveral, television sets.
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