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 2 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 3 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 4 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. 5 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 6 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. 7 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 8 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. 9 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.