Mass Media 3

Randolph Township Schools Randolph High School

Mass Media 3

“I think one of the privileges of being a filmmaker is the opportunity to be a perpetual student.” –Edward Zwick

Department of Visual and Performing Arts Frank Perrone, Supervisor

Curriculum Committee Noah Galembo and Rob Finning

Curriculum Developed: July 2016

Date of Board Approval: September 13, 2016

Randolph Township Schools Mass Media Department Mass Media 3

Table of Contents

Section Page(s)

Mission Statement and Education Goals – District 3

Affirmative Action Compliance Statement 3

Educational Goals – District 4

Introduction 5

Curriculum Pacing Chart 6

Appendix A – Generic Grading Rubric 37

Randolph Township Schools

Mission Statement

We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a global society.

Randolph Township Schools Affirmative Action Statement

Equality and Equity in Curriculum

The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status.

N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972

RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS VALUES IN EDUCATION

The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system.

We believe: • The needs of the child come first • Mutual respect and trust are the cornerstones of a learning community • The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of Education members • A successful learning community communicates honestly and openly in a non-threatening environment • Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in professional and supportive ways • Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and revision based on evolving research, practices and experiences • Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth

Randolph Township Schools Mass Media Department Mass Media 3

Introduction

Mass Media 3 is a full year course that examines the various forms of specific film genres with a major emphasis on screenwriting, film production, post-production for film and video. Students will learn writing for the feature length film and will be using Final Draft, professional screenwriting software, to compose their scripts. Production work is a collaborative process and most assignments will consist of group work that best mirrors professional real-world applications. This course will also have a minor emphasis on TV studio production. Students will continue to refine their skills in non-linear video editing through the use of Adobe Premiere Creative Cloud and will enhance their creative and technical skills supported by high definition video cameras.

Prerequisites: Students must have completed Mass Media 2 or TV Production 2 and be recommended by course instructor.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Curriculum Pacing Chart Mass Media 3

SUGGESTED TIME UNIT NUMBER CONTENT - UNIT OF STUDY ALLOTMENT 3 weeks I The Short Subject Film 5 weeks II The Subjective Documentary 3 weeks III Film as Allegory and The Moving Camera 6 weeks IV Advanced Narrative Production Workshop 3 weeks V Horror/Suspense 3 weeks VI Science Fiction 2 weeks VII Match Cut Editing 5 weeks VIII Adapted Screenplay and Color Correction 6 weeks IX Original Screenplay Ongoing X Stop Motion Animation

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 UNIT I: The Short Subject Film

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

9.3.12.AR AV.1: Describe the history, terminology, occupations and value of audio, Components and elements that go into the creation of a •! How does a short film’s production video and film technology. short film differ from those that go into a feature-length process differ from a feature length? film. 9.3.12.AR AV.2: Demonstrate the use of basic tools and equipment used in audio, video and The script paradigm or structure is important in plot •! Why is establishing proper structure film production. development. essential to telling a good story? Character development in a short film varies greatly from 9.3.12.AR AV.3: Demonstrate technical •! What does an audience need to know support skills for audio, video and/or film that of a feature length film. about a character to make the plot productions. successful?

9.3.12.AR AV.4: Design an audio, video and/or film production. KNOWLEDGE SKILLS

1.2.12.A.1: Determine how dance, music, Students will know: Students will be able to: theatre, and visual art have influenced world cultures throughout history. The three-act structure of a feature-length film does not Compose a script for a short subject film. 1.2.12.A.2: Justify the impact of innovations in apply to a short film. the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. In a short subject film, there may only be a single plot Diagram a plot point for a short subject film. point. 1.4.12.B.3: Determine the role of art and art- making in a global society by analyzing the influence of technology on the visual, A drama cannot be fully developed without some kind of Invent multiple characters with conflicting performing, and multimedia arts for consumers, conflict. personality traits. creators, and performers around the world.

1.1.12.D.1: Distinguish innovative applications Camera placement in a short film is essential due to the Design a camera and light placement plan for the of the elements of art and principles of design in truncated length of production. production of a short film. visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. The editing process is of heightened importance in a short Appraise the value of each shot for its subject film. importance in plot development.

9.3.12.AR JB.2: Demonstrate writing processes used in journalism and broadcasting. KEY TERMS: 9.3.12.AR JB.3: Plan and deliver a media Paradigm, plot point, character, personality traits, structure production (e.g., broadcast, video, Internet and mobile).

9.3.12.AR JB.4: Demonstrate technical support related to media production (e.g., broadcast, video, Internet and mobile).

3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

ASSESSMENT EVIDENCE: Students will show their learning by: •! Producing a short subject film that displays the knowledge and importance of script structure and character development.

KEY LEARNING EVENTS AND INSTRUCTION: •! Students will work on their script paradigm •! Students will work on their plot development •! Students will work on their character development •! Students will work on their film production

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 Unit I: The Short Subject Film

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

3 Weeks The Short Subject Film Cooper, Patricia, and Ken Dancyger. Writing the Short Film. Boston: Focal, 2000. Print. •! Script Paradigm •! Plot Development Field, Syd. The Screenwriter's Workbook. New York: Delta Trade Paperbacks, 2006. Print. •! Character Development

•! Film Production Pollock, Robert. The Everything Screenwriting Book: From Developing a Treatment to Writing and Selling Your Script-- All You Need to Perfect Your Craft. Avon, MA: Adams Media, 2003. Print.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 UNIT 2: The Subjective Documentary

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

9.3.12.AR AV.1: Describe the history, terminology, occupations and value of audio, Documentary filmmakers can portray a bias by the way •! How can we evaluate if a documentary video and film technology. they present a subject filmmaker is being truly objective? Varying points of view can be tainted by the order and 9.3.12.AR AV.2: Demonstrate the use of basic •! How can the chronological order of tools and equipment used in audio, video and length of how they are presented. viewpoints lend to the impression of film production. importance?

9.3.12.AR AV.3: Demonstrate technical Facts can be manipulated in the context of which they are •! How can facts have multiple support skills for audio, video and/or film presented. interpretations? productions.

9.3.12.AR AV.4: Design an audio, video and/or KNOWLEDGE SKILLS film production.

1.2.12.A.1: Determine how dance, music, Students will know: Students will be able to: theatre, and visual art have influenced world cultures throughout history. Capturing real events that unfold can be influenced by Interpret correct camera placement for a specific 1.2.12.A.2: Justify the impact of innovations in camera placement. point of view. the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. The selection of music in post-production can be used to Create a soundtrack for a documentary that is influence an audience. intentionally coloring perspective. 1.4.12.B.3: Determine the role of art and art- making in a global society by analyzing the influence of technology on the visual, The use of stock footage, or lack thereof, can influence an Integrate stock footage into a documentary that is performing, and multimedia arts for consumers, audience’s perception of fact. relevant to the topic and edited with bias. creators, and performers around the world.

1.1.12.D.1: Distinguish innovative applications B-roll filmed by the documentarian can be more influential Integrate original footage into a documentary. of the elements of art and principles of design in then stock footage. visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. Multiple interviews with a specific individual might be Conduct multiple interviews to ascertain a required to accurately assess that individual’s opinion. specific viewpoint. 9.3.12.ARJB.2: Demonstrate writing processes used in journalism and broadcasting.

9.3.12.AR JB.3: Plan and deliver a media Video effects (Spotlight Effect) can highlight the Integrate the Spotlight effect into a documentary. production (e.g., broadcast, video, Internet and mobile). importance of a subject or object in a video or still image.

9.3.12.AR JB.4: Demonstrate technical support KEY TERMS: related to media production (e.g., broadcast, video, Internet and mobile). Cinema verite, stock footage, b-roll, objectivity, subjectivity 3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

ASSESSMENT EVIDENCE: Students will show their learning by: •! Producing a subjective documentary that surreptitiously portrays their own viewpoint.

KEY LEARNING EVENTS AND INSTRUCTION: •! Students will create the interview •! Students will work on camera placement •! Students will work on music selection •! Students will focus on editing for meaning

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 Unit 2: The Subjective Documentary

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

5 Weeks The Subjective Documentary Lowell, Ross. Matters of Light & Depth: Creating Memorable •! The interview Images for Video, Film & Stills through Lighting. •! Camera placement Philadelphia: Broad Street, 1992. Print. •! Music selection

•! Editing for meaning Shaner, Pete. Digital Filmmaking: An Introduction. Dulles, VA: Mercury Learning and Information, 2011. Print.

Zettl, Herbert. Video Basics 6. Australia: Wadsworth/Cengage Learning, 2010. Print.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 UNIT 3: Film as Allegory and The Moving Camera

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

9.3.12.AR AV.1: Describe the history, terminology, occupations and value of audio, Allegory films can be interpreted to reveal a hidden •! How can a character, object, or place video and film technology. meaning, typically a moral or political one. mean something more than on a literal level? 9.3.12.AR AV.2: Demonstrate the use of basic tools and equipment used in audio, video and Allegories can be character driven or narrative driven. •! What types of characters lend themselves film production. to being archetypes?

9.3.12.AR AV.3: Demonstrate technical •! What are universal narratives that support skills for audio, video and/or film transcend national, cultural, or ethnic productions. lines?

9.3.12.AR AV.4: Design an audio, video and/or The moving camera creates its own meaning through its •! When should a filmmaker move the film production. dynamic relationship with the subject or location. camera and not the subject?

1.2.12.A.1: Determine how dance, music, theatre, and visual art have influenced world KNOWLEDGE SKILLS cultures throughout history.

1.2.12.A.2: Justify the impact of innovations in the arts (e.g., the availability of music online) Students will know: Students will be able to: on societal norms and habits of mind in various historical eras. Tracking shots can be used by the filmmaker to reflect the Design a tracking shot of a subject through 1.4.12.B.3: Determine the role of art and art- person’s point of view (POV). multiple scenes. making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, Crane shots can be used to get a modified aerial shot or Perform a crane shot to get an aerial perspective creators, and performers around the world. view of a character or scene. of a scene or a character.

1.1.12.D.1: Distinguish innovative applications of the elements of art and principles of design in Characters in an allegory film can embody a specific Invent characters that are representative of one visual artworks from diverse cultural emotion or moral point of view. specific emotion or morality. perspectives and identify specific cross-cultural themes.

9.3.12.AR JB.2: Demonstrate writing processes KEY TERMS: used in journalism and broadcasting. Tracking shot, crane shot, allegory, morality, archetype 9.3.12.AR JB.3: Plan and deliver a media production (e.g., broadcast, video, Internet and mobile).

9.3.12.AR JB.4: Demonstrate technical support related to media production (e.g., broadcast, video, Internet and mobile).

3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

ASSESSMENT EVIDENCE: Students will show their learning by: •! Creating a short silent film that displays the knowledge and importance of subjective tone and displays one of the 7 Deadly Sins.

KEY LEARNING EVENTS AND INSTRUCTION: •! Students will work on universal narratives •! Students will work with the moving camera

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 Unit 3: Film as Allegory and The Moving Camera

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

Cooper, Patricia, and Ken Dancyger. Writing the Short Film. 3 Weeks Film as Allegory and The Moving Camera Boston: Focal, 2000. Print. •! Allegory Interpreting Meaning and Metaphor •! Universal Narratives Katz, Steven D. Film Directing Shot by Shot: Visualizing from Commons Themes in Film and Literature Concept to Screen. Studio City, CA: Michael Wiese Productions in Conjunction with Focal, 1991. Print. •! The Moving Camera Tracking Dollying The Hand-held Camera Lowell, Ross. Matters of Light & Depth: Creating Memorable Images for Video, Film & Stills through Lighting. Philadelphia: Broad Street, 1992. Print.

Mamer, Bruce. Film Production Technique: Creating the Accomplished Image. Belmont, CA: Wadsworth/Thomson Learning, 2000. Print.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 UNIT 4: Advanced Narrative Production Workshop

STANDARDS / GOA ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS 9.3.12.AR AV.1: Describe the history, terminology, occupations and value of audio, video and film technology. Working on a film production crew requires collaborative •! Why does film production have to be a work with a single goal. collaborative process? 9.3.12.AR AV.2: Demonstrate the use of basic tools and equipment used in audio, video and film production. Multiple technical skills must be performed simultaneously •! How does one choreograph multiple in a large group production. events into a single event? 9.3.12.AR AV.3: Demonstrate technical support skills for audio, video and/or film Effectively communicating artistic ideas is important in a productions. •! How can one effectively communicate an collaborative work environment. artistic vision? 9.3.12.AR AV.4: Design an audio, video and/or film production. A director must have a comprehension of multiple •! How does knowledge in various areas of individual production positions to effectively direct a large production help a director do his job? 1.2.12.A.1: Determine how dance, music, group. theatre, and visual art have influenced world cultures throughout history. KNOWLEDGE SKILLS 1.2.12.A.2: Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Students will know: Students will be able to:

1.4.12.B.3: Determine the role of art and art- making in a global society by analyzing the A director must clearly communicate to his or her crew a Plan a daily agenda for a film that incorporates influence of technology on the visual, daily agenda (scenes to be shot, specific crew expectations, all production positions and responsibilities. performing, and multimedia arts for consumers, etc). creators, and performers around the world.

1.1.12.D.1: Distinguish innovative applications The director needs to communicate visual expectations Explain a visual plan for a film to the of the elements of art and principles of design in (composition, camera placement, lighting). cinematographer and camera operators. visual artworks from diverse cultural perspectives and identify specific cross-cultural themes. A cinematographer (Director of Photography) will discuss Analyze the needs and requirements to execute a with the director each scene that will be shot and the specific scene or set of scenes. 9.3.12.AR JB.2: Demonstrate writing processes technical possibilities or limitations for each. used in journalism and broadcasting.

9.3.12.AR JB.3: Plan and deliver a media Cinematographers are responsible for composition, camera Formulate a production design that will production (e.g., broadcast, video, Internet and mobile). placement, and lighting requirements. effectively execute the director’s vision.

9.3.12.AR JB.4: Demonstrate technical support An editor must understand the visual and audio Organize a footage shot to be able to effectively related to media production (e.g., broadcast, video, Internet and mobile). expectations of the director. edit a film together.

3.2.12.B.1 Analyzing characteristics, structures, An editor should be able to make suggestions on how to Assess edited footage and convey suggestions tone, and features of language of selected achieve the director’s vision in the post-production for improvement or enhancement to the director. genres and apply this knowledge to own writing. process.

An audio technician should mix multiple sources of audio Combine multiple sources of audio while in a scene. maintaining sound clarity and balance.

An audio technician should understand the audio concerns Evaluate the director’s audio concerns and of the director. propose audio options.

KEY TERMS: Cinematographer, editor, director, audio technician, composition, pickup pattern

ASSESSMENT EVIDENCE: Students will show their learning by •! Producing a large group drama or comedy narrative film that incorporates all major production positions.

KEY LEARNING EVENTS AND INSTRUCTION: •! Students will focus on key roles including director, cinematographer, editor and audio engineer

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 Unit 4: Advanced Narrative Production Workshop

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

6 Weeks Advanced Narrative Production Workshop Brown, Blain. Cinematography: Theory and Practice. Boston: •! Student as director Focal P., 2002. Print. •! Student as editor Frost, Jacqueline B. Cinematography for Directors: A Guide •! Student as cinematographer for Creative Collaboration. Studio City, CA: Michael Wiese •! Student as audio engineer Productions, 2009. Print.

Katz, Steven D. Film Directing Shot by Shot: Visualizing from Concept to Screen. Studio City, CA: Michael Wiese Productions in Conjunction with Focal, 1991. Print.

Malkiewicz, Kris, and Barbara J. Gryboski. Film Lighting: Talks with Hollywood's Cinematographers and Gaffers. New York: Prentice Hall, 1986. Print.

Mamer, Bruce. Film Production Technique: Creating the Accomplished Image. Belmont, CA: Wadsworth/Thomson Learning, 2000. Print.

Shaner, Pete. Digital Filmmaking: An Introduction. Dulles, VA: Mercury Learning and Information, 2011. Print.

Zettl, Herbert. Video Basics 6

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 UNIT 5: Horror/Suspense

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

9.3.12.AR AV.1: Describe the history, Music and sound effects can add suspense to a film. •! Why do music and/or sound effects terminology, occupations and value of audio, provoke an emotional response in an video and film technology. audience?

9.3.12.AR AV.2: Demonstrate the use of basic Horror films and suspense films are related but not •! Why is a horror film and a suspense film tools and equipment used in audio, video and identical genres of film. not identical? film production. The absence of light appears to magnify sound. 9.3.12.AR AV.3: Demonstrate technical •! Why does sound seem to be magnified support skills for audio, video and/or film when we are in the dark? productions.

9.3.12.AR AV.4: Design an audio, video and/or KNOWLEDGE SKILLS film production.

1.2.12.A.1: Determine how dance, music, theatre, and visual art have influenced world Students will know: Students will be able to: cultures throughout history.

1.2.12.A.2: Justify the impact of innovations in The rhythm and pacing of music will govern the editing Create a soundtrack using specific music to the arts (e.g., the availability of music online) choices in post-production. enhance specific scenes in a horror film. on societal norms and habits of mind in various historical eras. Foley sound is the creation of sound effects for a film Produce sound effects using everyday objects. 1.4.12.B.3: Determine the role of art and art- production. making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, German Expressionism initially influenced the horror Identify the influence of German Expressionism creators, and performers around the world. genre in the early 1900s. in popular early horror films.

1.1.12.D.1: Distinguish innovative applications of the elements of art and principles of design in Horror films typically contain supernatural elements and Integrate supernatural elements into a horror visual artworks from diverse cultural Gothic settings. film. perspectives and identify specific cross-cultural themes. Thriller and suspense films are interchangeable categories Create dark characters of an ominous nature that 9.3.12.AR JB.2: Demonstrate writing processes with similar characteristics and features that lack the do not have supernatural characteristics. used in journalism and broadcasting. supernatural element.

9.3.12.AR JB.3: Plan and deliver a media Flags placed in front of lights will create hard-edged Manipulate flags to create lighting effects that production (e.g., broadcast, video, Internet and mobile). shadows. enhance horror or suspense films.

9.3.12.AR JB.4: Demonstrate technical support A cookie is a flat panel of light material used to block light Create cookies with specific shapes or patterns related to media production (e.g., broadcast, video, Internet and mobile). and creates specific shapes and shadows. that enhance their film.

3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of selected KEY TERMS: genres and apply this knowledge to own writing. Flag, cookie, low-key lighting, expressionism, thriller, suspense, foley sound

ASSESSMENT EVIDENCE: Students will show their learning by: •! Producing a horror or suspense film using specific lighting effects, flags, and cookies.

KEY LEARNING EVENTS AND INSTRUCTION: •! Students will focus on the history of horror films •! Students will work on key tasks including lighting techniques and music editing

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 Unit 5: Horror/Suspense

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

3 Weeks Horror/Suspense Mast, Gerald. A Short History of the Movies. New York: •! History of horror films Macmillan, 1986. Print. •! Lighting techniques •! Music editing Lowell, Ross. Matters of Light & Depth: Creating Memorable Images for Video, Film & Stills through Lighting. Philadelphia: Broad Street, 1992. Print.

Mamer, Bruce. Film Production Technique: Creating the Accomplished Image. Belmont, CA: Wadsworth/Thomson Learning, 2000. Print.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 UNIT 6: Science Fiction

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

9.3.12.AR AV.1: Describe the history, Futuristic possibilities and psychological mind games are •! How do writers use pre-conceived terminology, occupations and value of audio, usually reflected in science fiction films. notions about the future to present their video and film technology. alternate universe?

9.3.12.AR AV.2: Demonstrate the use of basic Not all science fiction films are technology-based. •! Why are there specific characteristics that tools and equipment used in audio, video and define a film as science fiction? film production. Color can denote specific feelings or emotions. 9.3.12.AR AV.3: Demonstrate technical •! How do societal elements link color to support skills for audio, video and/or film emotion or perception? productions.

9.3.12.AR AV.4: Design an audio, video and/or KNOWLEDGE SKILLS film production.

1.2.12.A.1: Determine how dance, music, theatre, and visual art have influenced world Students will know: Students will be able to: cultures throughout history.

1.2.12.A.2: Justify the impact of innovations in Science fiction can reflect the past, the present, or the Compose a science fiction script. the arts (e.g., the availability of music online) future. on societal norms and habits of mind in various historical eras. Small special effects dealing with color or sound can be as Use subtle post-production techniques that subtly 1.4.12.B.3: Determine the role of art and art- effective as large-scale effects for conveying the world of a suggest an augmented reality. making in a global society by analyzing the science fiction film. influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. Three-way color correction can affect hue, saturation, and Isolate a specific color or colors in a scene contrast. (Pleasantville Effect). 1.1.12.D.1: Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural Replacing one color for another can change audience Evaluate the use of color in a scene to replace perspectives and identify specific cross-cultural perception. one color for another in post-production editing. themes.

KEY TERMS: 9.3.12.AR JB.2: Demonstrate writing processes used in journalism and broadcasting. Color correction, hue, saturation, contrast, invert 9.3.12.AR JB.3: Plan and deliver a media production (e.g., broadcast, video, Internet and mobile).

9.3.12.AR JB.4: Demonstrate technical support related to media production (e.g., broadcast, video, Internet and mobile).

3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

ASSESSMENT EVIDENCE: Students will show their learning by: •! Producing a science fiction film that incorporates color manipulation.

KEY LEARNING EVENTS AND INSTRUCTION: •! Students will focus on writing for the science fiction film •! Students will work on specific color related skills including isolating color and replacing color

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 Unit 6: Science Fiction

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

3 Weeks Science Fiction Cooper, Patricia, and Ken Dancyger. Writing the Short Film. •! Writing for the science fiction film Boston: Focal, 2000. Print. •! Isolating color •! Replacing color Field, Syd. The Screenwriter's Workbook. New York: Delta Trade Paperbacks, 2006. Print.

Katz, Steven D. Film Directing Shot by Shot: Visualizing from Concept to Screen. Studio City, CA: Michael Wiese Productions in Conjunction with Focal, 1991. Print.

Smith, Jerron. Premiere Pro CC Digital Classroom. Indianapolis, Indiana: John Wiley and Sons, 2013. Print.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 UNIT 7: Match Cut Editing

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

9.3.12.AR AV.1: Describe the history, Editing decisions can influence the message a film is •! How can the way a film is edited change terminology, occupations and value of audio, conveying. its meaning? video and film technology.

9.3.12.AR AV.2: Demonstrate the use of basic A single object can have many meanings depending on the •! How can a single object reflect different tools and equipment used in audio, video and context in which it is seen. film production. ideas or have multiple meanings?

9.3.12.AR AV.3: Demonstrate technical Editing can affect the continuity of a film. •! How can a filmmaker maintain a logical support skills for audio, video and/or film sequence of events in a scene or productions. collection of scenes? 9.3.12.AR AV.4: Design an audio, video and/or film production. KNOWLEDGE SKILLS

1.2.12.A.1: Determine how dance, music, theatre, and visual art have influenced world cultures throughout history. Students will know: Students will be able to:

1.2.12.A.2: Justify the impact of innovations in A continuity cut is where the majority of the elements are Create meaning using match cut editing. the arts (e.g., the availability of music online) on societal norms and habits of mind in various duplicated (matched) from the last frame of the first historical eras. (outgoing) shot to the first frame of the second (incoming)

1.4.12.B.3: Determine the role of art and art- shot. making in a global society by analyzing the influence of technology on the visual, Elements that can be matched are not restricted to objects. Use varied elements in the match cut editing performing, and multimedia arts for consumers, process. creators, and performers around the world.

1.1.12.D.1: Distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse cultural Match cuts can include: screen direction, eyeline, camera Construct multiple matched cuts to reflect perspectives and identify specific cross-cultural angle, framing, props, sound, wardrobe, lighting, color, and actions happening at the same time in different themes. action. locations.

9.3.12.AR JB.2: Demonstrate writing processes used in journalism and broadcasting. Match cut editing can be used to present parallel action in a Construct at least two scenes that are happening 9.3.12.AR JB.3: Plan and deliver a media film. concurrently and edit them together. production (e.g., broadcast, video, Internet and mobile). KEY TERMS:

9.3.12.AR JB.4: Demonstrate technical support related to media production (e.g., broadcast, Parallel action, screen direction, framing, transitions, video, Internet and mobile). match cut, eyeline

3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

ASSESSMENT EVIDENCE: Students will show their learning by: •! Producing a short film that restricts every transition to a matched cut.

KEY LEARNING EVENTS AND INSTRUCTION: •! Students will focus on the following cuts: screen direction match cut, framing match cut, camera angle match cut and sound match cut

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 Unit 7: Match Cut Editing

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

Shaner, Pete. Digital Filmmaking: An Introduction. Dulles, 3 Weeks Match Cut Editing VA: Mercury Learning and Information, 2011. Print. •! The screen direction match cut •! Framing match cut Mamer, Bruce. Film Production Technique: Creating the •! Camera angle match cut Accomplished Image. Belmont, CA: Wadsworth/Thomson Learning, 2000. Print. •! Sound match cut

Katz, Steven D. Film Directing Shot by Shot: Visualizing from Concept to Screen. Studio City, CA: Michael Wiese Productions in Conjunction with Focal, 1991. Print.

Malkiewicz, Kris, and Barbara J. Gryboski. Film Lighting: Talks with Hollywood's Cinematographers and Gaffers. New York: Prentice Hall, 1986. Print.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 UNIT 8: Adapted Screenplay and Color Correction

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

9.3.12.AR AV.1: Describe the history, terminology, occupations and value of audio, The medium reflects the message. •! How is a book written differently then a video and film technology. film? The story structure is often the same in both book and film. 9.3.12.AR AV.2: Demonstrate the use of basic •! How can we apply the knowledge of a tools and equipment used in audio, video and book to a film? film production. The order of events in a film can reflect the importance or •! How does the order of events in a film

9.3.12.AR AV.3: Demonstrate technical meaning of those events. change the importance of those events? support skills for audio, video and/or film productions. Color correction aids cinematography in presenting a •! How can production and post-production unique look to a film. elements align to give the film a unique 9.3.12.AR AV.4: Design an audio, video and/or film production. look or feel?

1.2.12.A.1: Determine how dance, music, KNOWLEDGE SKILLS theatre, and visual art have influenced world cultures throughout history.

1.2.12.A.2: Justify the impact of innovations in Students will know: Students will be able to: the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. Characters can be combined to reflect an ideology or a Develop a single character for a film that reflects specific ideology. the personality of multiple characters. 1.4.12.B.3: Determine the role of art and art- making in a global society by analyzing the influence of technology on the visual, Not all elements in a novel need to be incorporated into a Differentiate between primary elements and performing, and multimedia arts for consumers, film adaptation of that novel or short story. supportive elements in a story. creators, and performers around the world.

1.1.12.D.1: Distinguish innovative applications The communication between the cinematographer, the Assess how cinematography, direction, and of the elements of art and principles of design in director, and the editor needs to be aligned to present a editing can align for a specific look to a film. visual artworks from diverse cultural unified look or feel to a film. perspectives and identify specific cross-cultural themes.

9.3.12.AR JB.2: Demonstrate writing processes Desaturation can affect not only the look but the perception Modify through color-correction a scene or used in journalism and broadcasting. the audience will have of the individual or events group of scenes to leave an appropriate 9.3.12.AR JB.3: Plan and deliver a media represented in that scene. perception, mood, or tone. production (e.g., broadcast, video, Internet and mobile). Sex and race are two major elements in a film that can be Appraise the importance of sex or race to the 9.3.12.AR JB.4: Demonstrate technical support changed from the written work to the screen. meaning or theme of the story. related to media production (e.g., broadcast, video, Internet and mobile). KEY TERMS:

3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of selected Desaturate color correction, adaptation, theme, structure genres and apply this knowledge to own writing. .

ASSESSMENT EVIDENCE: Students will show their learning by: •! Adapting a written work into a film and using color correction to enhance mood or tone.

KEY LEARNING EVENTS AND INSTRUCTION: •! Students will work on analyzing written work for film worthiness •! Students will focus on the task of color correcting a film

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 Unit 8: Adapted Screenplay and Color Correction

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

Cooper, Patricia, and Ken Dancyger. Writing the Short Film. 5 Weeks Adapted Screenplay and Color Correction Boston: Focal, 2000. Print. •! Novel versus film •! Analyzing written work for film worthiness. Field, Syd. The Screenwriter's Workbook. New York: Delta •! Color correcting a film Trade Paperbacks, 2006. Print.

Mamer, Bruce. Film Production Technique: Creating the

Accomplished Image. Belmont, CA: Wadsworth/Thomson

Learning, 2000. Print.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 UNIT 9: Original Screenplay

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

9.3.12.AR AV.1: Describe the history, terminology, occupations and value of audio, The script is the single most influential element in any film •! How does a script govern the production video and film technology. production. and post-production process?

9.3.12.AR AV.2: Demonstrate the use of basic tools and equipment used in audio, video and film production. Comedy is a more subjective genre than drama. •! How does the structure of dramas and comedies differ/how are they the same? 9.3.12.AR AV.3: Demonstrate technical support skills for audio, video and/or film productions. Dramas are more objective because they touch on universal •! What are universal themes? themes that are similar throughout all societies and 9.3.12.AR AV.4: Design an audio, video and/or cultures. film production. Dialogue is distinctive and should not be interchangeable •! How do you make characters sound 1.2.12.A.1: Determine how dance, music, among characters. different or unique? theatre, and visual art have influenced world cultures throughout history. The director of photography has two primary •! How much autonomy does a director of responsibilities: composition and lighting. photography have on a movie set? 1.2.12.A.2: Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras. KNOWLEDGE SKILLS

1.4.12.B.3: Determine the role of art and art- making in a global society by analyzing the influence of technology on the visual, Students will know: Students will be able to: performing, and multimedia arts for consumers, creators, and performers around the world. Directors and writers communicate frequently throughout Transfer the intended meaning of the script to the 1.1.12.D.1: Distinguish innovative applications the production of a film. screen. of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural Scenes in a film do not need to necessarily be presented in Construct flashback and flash-forward film themes. chronological order. devices in the production process.

9.3.12.AR JB.2: Demonstrate writing processes used in journalism and broadcasting. 31

9.3.12.AR JB.3: Plan and deliver a media An echo line is a sentence or phrase that is repeated Write dialogue that is unique to a single production (e.g., broadcast, video, Internet and mobile). throughout the screenplay and changes meaning every time character. it is used. 9.3.12.AR JB.4: Demonstrate technical support related to media production (e.g., broadcast, video, Internet and mobile). Anticipatory camera is a highly structured choreography of Construct adjustments for the movement of camera work that leads as opposed to following movement. characters in a frame. 3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of selected Eye-room refers to the practice of giving characters space Compose shots based on the rule of thirds. genres and apply this knowledge to own writing. in the direction they are looking. . Camera movement is necessary to create balance in a Design a camera movement to create room for a composition. character entering the frame.

KEY TERMS: Rule of thirds, line of sight, eye room, headroom, anticipatory camera, director of photography, composition

ASSESSMENT EVIDENCE: Students will show their learning by: •! Writing an original screenplay of significant length. •! Producing their original screenplay of significant length.

KEY LEARNING EVENTS AND INSTRUCTION: •! Students will work on creating an original screenplay •! Students will focus on writing for the camera and writing distinctive dialogue

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 Unit 9: The Original Screenplay

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

Cooper, Patricia, and Ken Dancyger. Writing the Short Film. 6 Weeks The Original Screenplay Boston: Focal, 2000. Print. •! The original screenplay •! Writing for the camera Field, Syd. The Screenwriter's Workbook. New York: Delta •! Writing distinctive dialogue Trade Paperbacks, 2006. Print.

•! Camera composition Pollock, Robert. The Everything Screenwriting Book: From Developing a Treatment to Writing and Selling Your Script-- All You Need to Perfect Your Craft. Avon, MA: Adams Media, 2003. Print.

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 UNIT 10: Stop Motion Animation

STANDARDS / GOALS: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

. •! How does the persistence of vision 9.3.12.AR AV.1: Describe the history, The persistence of vision allows the eye to create moving compensate for blank spaces between terminology, occupations and value of audio, images. movements? video and film technology. All motion is simulated by the combination of movement •! Why does time matter in animation? 9.3.12.AR AV.2: Demonstrate the use of basic and time. tools and equipment used in audio, video and film production. The cameras placement will affect animation. •! How can the angle of a shot influence the 9.3.12.AR AV.3: Demonstrate technical motion of still objects? support skills for audio, video and/or film productions. KNOWLEDGE SKILLS 9.3.12.AR AV.4: Design an audio, video and/or film production.

1.2.12.A.1: Determine how dance, music, Students will know: Students will be able to: theatre, and visual art have influenced world cultures throughout history. Persistence of Vision allows the brain to hold on to an Construct a series of still images of an inanimate 1.2.12.A.2: Justify the impact of innovations in image for a split second after the image is no longer in object and move them over time to simulate the the arts (e.g., the availability of music online) front of the eye. movement of that object. on societal norms and habits of mind in various historical eras. Motion Capture is the recording of human movements that Invent an animated character to simulate human 1.4.12.B.3: Determine the role of art and art- are then mirrored onto characters in an animation. movements using Adobe Character Animator. making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, 2D animation, such as flipbooks and white board Create a 2D animation using photographs or creators, and performers around the world. renderings, lacks depth of field and will imitate the look of drawings.

1.1.12.D.1: Distinguish innovative applications simple cartoons. of the elements of art and principles of design in visual artworks from diverse cultural Small changes in movement and placement of flexible clay Design a 3D claymation project. perspectives and identify specific cross-cultural themes. material can be used to create a 3D animation.

9.3.12.ARJB.2: Demonstrate writing processes used in journalism and broadcasting. KEY TERMS: 9.3.12.AR JB.3: Plan and deliver a media production (e.g., broadcast, video, Internet and mobile). Stop Motiom, Frames per second (fps), Keyframe, 2D Animation, 3D Animation, Persistence of Vision, 9.3.12.AR JB.4: Demonstrate technical support flipbook related to media production (e.g., broadcast, video, Internet and mobile).

3.2.12.B.1 Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

1.3.12.D.1: Synthesize the elements of art and principles of design in an original portfolio of two- and three- dimensional works that reflects personal style and a high degree of technical proficiency and expressivity.

ASSESSMENT EVIDENCE: Students will show their learning by: •! Producing a 2D animation that tells a story involving 2 or more objects or characters. •! Producing a 3D animation that tells a story involving 4 or more characters and multiple objects.

KEY LEARNING EVENTS AND INSTRUCTION (Including but not limited to): •! Students will work on specific concepts including persistence of vision, motion capture, Claymation, puppetry and flip books

RANDOLPH TOWNSHIP SCHOOL DISTRICT Mass Media 3 Unit 10: Stop Motion Animation

SUGGESTED CONTENT-UNIT OF STUDY SUPPLEMENTAL UNIT RESOURCES TIME ALLOTMENT

6 Weeks The Original Screenplay Cassidy, John, and Nicholas Berger. The Klutz Book of •! Persistence of Vision Animation. Palo Alto, CA: Klutz, 2010. Print. •! Motion Capture “Animation For Beginners” by Morr Meroz. Pdf 5 •! Claymation

! Puppetry • Ternan, Melvyn. Stop Motion Animation: How to Make and ! Flip Book • Share Creative Videos. New York: Barron’s, 2013. Print.

Appendix

Mass Media Generic Grading Rubric