Cultural media literacy
cml_final.docx | |
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Reminders...
- Have your syllabus and consent form signed and returned by February 1, 2019!
- Click here for your Google folder
syllabus_2019.docx | |
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May 30. 2019
Students worked on their final projects today in class.
May 29, 2019
Students finished their film today, and then spent the rest of class working on their final projects.
May 28, 2019
Students had the choice to work on their final projects as they watched the film Troll 2.
May 24, 2019
Students had a guest presenter today, and then had their final project assigned to them using the instructions above.
May 23, 2019
Students spent the day in the all-school awards assembly.
May 22, 2019
Most students attended senior day today, while the rest had a workday.
May 21, 2019
Students began class by watching a short film that can be found here and discussing it as a class, and spent the rest of the class working on their documentary creation.
May 20, 2019
Students worked on their documentary creation.
May 17, 2019
Students finished the documentary, and then moved on by beginning to work on their documentary creation, using the instructions that you can find here.
May 16, 2019
Students continued to explore documentaries by watching the first part of Dear Zachary as a class.
Click here for your plans for May 15, 2019!
Students worked on their final projects today in class.
May 29, 2019
Students finished their film today, and then spent the rest of class working on their final projects.
May 28, 2019
Students had the choice to work on their final projects as they watched the film Troll 2.
May 24, 2019
Students had a guest presenter today, and then had their final project assigned to them using the instructions above.
May 23, 2019
Students spent the day in the all-school awards assembly.
May 22, 2019
Most students attended senior day today, while the rest had a workday.
May 21, 2019
Students began class by watching a short film that can be found here and discussing it as a class, and spent the rest of the class working on their documentary creation.
May 20, 2019
Students worked on their documentary creation.
May 17, 2019
Students finished the documentary, and then moved on by beginning to work on their documentary creation, using the instructions that you can find here.
May 16, 2019
Students continued to explore documentaries by watching the first part of Dear Zachary as a class.
Click here for your plans for May 15, 2019!
May 14, 2019
Students finished their animation pitches and voted on the winners. They then finished class by watching each other's acting videos.
May 13, 2019
Students pitched their animation projects today, trying to convince the class to fund their particular idea.
May 10, 2019
Students finished working on their animation pitches, preparing for Monday.
May 9, 2019
Students spent the class working on their animation pitches.
May 8, 2019
Students spent the class period working on their animation pitches.
May 7, 2019
Students spent the first part of class finishing their acting/directing assignment, and then moved on being introduced to their animation assignment, using the documents below.
Students finished their animation pitches and voted on the winners. They then finished class by watching each other's acting videos.
May 13, 2019
Students pitched their animation projects today, trying to convince the class to fund their particular idea.
May 10, 2019
Students finished working on their animation pitches, preparing for Monday.
May 9, 2019
Students spent the class working on their animation pitches.
May 8, 2019
Students spent the class period working on their animation pitches.
May 7, 2019
Students spent the first part of class finishing their acting/directing assignment, and then moved on being introduced to their animation assignment, using the documents below.
pitching_animation.docx | |
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pitching_animation_data.docx | |
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character_reference_sheet.docx | |
File Size: | 78 kb |
File Type: | docx |
May 6, 2019
Students began class by watching two different versions of their Juno project and comparing them, discussing the differences as a class. They then moved on by continuing to work on their acting/directing assignment.
May 3, 2019
Students finished watching the film today and discussed it as a class.
May 2, 2019
Students began to watch Coco today, taking notes on the themes of memory/family, the universality of music, animation and use of color, and whether or not Hollywood has the responsibility to be culturally responsive.
April 30, 2019
Students finished presenting, and then moved on by working on the second part of their acting directing assignment using the instructions above.
April 29, 2019
Students finished working on their presentations, and then began to present them to one another.
April 26, 2019
Students spent the class working on step one of their acting/directing assignment using these instructions.
April 25, 2019
Students finished watching Spirited Away in class today, and then moved on to having a discussion based on the film.
April 24, 2019
Students continued to watch Spirited Away as a class, taking notes on the aspects discussed yesterday.
April 23, 2019
Students watched two clips to compare director's style in class, and then moved on by beginning to watch Spirited Away, taking notes on themes of adulthood/identity, the director's distinct influence, the distinction between good and evil, allegory/symbolism, and animation.
April 12, 2019
Students watched Fantastic Mr. Fox today.
April 11, 2019
Students finished watching Moonrise Kingdom and then moved on by discussing it as a class.
April 10, 2019
Students continued to watch Moonrise Kingdom.
April 9 , 2019
Students began class with time to film their Juno screenplays, and then moved on by starting to watch the film Moonrise Kingdom, taking notes on the director' style, production design, cinematography, perspective, and the motif of family.
April 8, 2019
Students began class by watching a video on what it means to be a director in film, and then moved on by having time to work on filming their Juno screenplays.
April 5, 2019
Click here for your director lit circle instructions!
April 4, 2019
Students began class talking about the different aspects of directing, and then moved on by beginning to direct their own interpretation based on the script below.
Students began class by watching two different versions of their Juno project and comparing them, discussing the differences as a class. They then moved on by continuing to work on their acting/directing assignment.
May 3, 2019
Students finished watching the film today and discussed it as a class.
May 2, 2019
Students began to watch Coco today, taking notes on the themes of memory/family, the universality of music, animation and use of color, and whether or not Hollywood has the responsibility to be culturally responsive.
April 30, 2019
Students finished presenting, and then moved on by working on the second part of their acting directing assignment using the instructions above.
April 29, 2019
Students finished working on their presentations, and then began to present them to one another.
April 26, 2019
Students spent the class working on step one of their acting/directing assignment using these instructions.
April 25, 2019
Students finished watching Spirited Away in class today, and then moved on to having a discussion based on the film.
April 24, 2019
Students continued to watch Spirited Away as a class, taking notes on the aspects discussed yesterday.
April 23, 2019
Students watched two clips to compare director's style in class, and then moved on by beginning to watch Spirited Away, taking notes on themes of adulthood/identity, the director's distinct influence, the distinction between good and evil, allegory/symbolism, and animation.
April 12, 2019
Students watched Fantastic Mr. Fox today.
April 11, 2019
Students finished watching Moonrise Kingdom and then moved on by discussing it as a class.
April 10, 2019
Students continued to watch Moonrise Kingdom.
April 9 , 2019
Students began class with time to film their Juno screenplays, and then moved on by starting to watch the film Moonrise Kingdom, taking notes on the director' style, production design, cinematography, perspective, and the motif of family.
April 8, 2019
Students began class by watching a video on what it means to be a director in film, and then moved on by having time to work on filming their Juno screenplays.
April 5, 2019
Click here for your director lit circle instructions!
April 4, 2019
Students began class talking about the different aspects of directing, and then moved on by beginning to direct their own interpretation based on the script below.
juno_script.docx | |
File Size: | 18 kb |
File Type: | docx |
April 2, 2019
Students began class by watching a clip from Se7en and using it to discuss the impact of production design. They then moved on by completing their assignments from yesterday.
March 28, 2019
Students discussed No Country for Old Men, and then moved on by beginning to fill out a tonal chart based on emotions using the document and tonal word list below.
Click here for your tonal word list
Students began class by watching a clip from Se7en and using it to discuss the impact of production design. They then moved on by completing their assignments from yesterday.
March 28, 2019
Students discussed No Country for Old Men, and then moved on by beginning to fill out a tonal chart based on emotions using the document and tonal word list below.
Click here for your tonal word list
tone_emotion_chart.docx | |
File Size: | 20 kb |
File Type: | docx |
March 27, 2019
Students filled out a director lit circle google form for a lit circle on next Friday, and then finished watching No Country for Old Men.
March 26, 2019
Students started the day by watching each other's trailers, and then began watching No Country for Old Men today, taking notes on themes of morality/evil, symbolism, the soundtrack, the tone, and any other themes/motifs.
March 25, 2019
Students began class by watching three different clips from three different films to compare and analyze them for their soundtrack, looking specifically at the tone, the emotional response being elicited, foreshadowing/metaphors, and how silence is used. They then moved on to completing an activity where they created a soundtrack for their own lives, using the document below.
Students filled out a director lit circle google form for a lit circle on next Friday, and then finished watching No Country for Old Men.
March 26, 2019
Students started the day by watching each other's trailers, and then began watching No Country for Old Men today, taking notes on themes of morality/evil, symbolism, the soundtrack, the tone, and any other themes/motifs.
March 25, 2019
Students began class by watching three different clips from three different films to compare and analyze them for their soundtrack, looking specifically at the tone, the emotional response being elicited, foreshadowing/metaphors, and how silence is used. They then moved on to completing an activity where they created a soundtrack for their own lives, using the document below.
soundtrack_planning.docx | |
File Size: | 13 kb |
File Type: | docx |
March 22, 2019
Students finished watching (500) Days of Summer and had a discussion based on it as a class. They then moved on to being introduced to their symbolism essay using the instructions above, with a due date being on April 5, 2019
March 21, 2019
Students finished their trailer screenplay and shooting today, placing it in the Google folder by Monday.
March 20, 2019
Students began watching (500) Days of Summer, taking notes on symbolism, characterization, the non-linear storytelling, and the audience's role in the story.
March 19, 2019
Students began class by watching a video on symbolism used in film, and then applied their understanding to a Google form, which can be found here. They spent the rest of their class time working on their trailer screenwriting/shooting.
March 18, 2019
Students discussed Jaws as a class, and then moved on by working on their trailer screenplays and shooting.
March 15, 2019
Students spent the period in the OW pep rally.
March 14, 2019
Students finished watching Jaws today, continuing to take notes on the aspects from yesterday.
March 13, 2019
Students began watching Jaws today, taking notes on suspense, tone, music, New Hollywood, and the idea of creature features as they did.
March 12, 2019
Students began class by watching two student examples of trailers, using the links below to identify tone and how they achieved it. They then moved on by continuing to write their trailer screenplays.
Students finished watching (500) Days of Summer and had a discussion based on it as a class. They then moved on to being introduced to their symbolism essay using the instructions above, with a due date being on April 5, 2019
March 21, 2019
Students finished their trailer screenplay and shooting today, placing it in the Google folder by Monday.
March 20, 2019
Students began watching (500) Days of Summer, taking notes on symbolism, characterization, the non-linear storytelling, and the audience's role in the story.
March 19, 2019
Students began class by watching a video on symbolism used in film, and then applied their understanding to a Google form, which can be found here. They spent the rest of their class time working on their trailer screenwriting/shooting.
March 18, 2019
Students discussed Jaws as a class, and then moved on by working on their trailer screenplays and shooting.
March 15, 2019
Students spent the period in the OW pep rally.
March 14, 2019
Students finished watching Jaws today, continuing to take notes on the aspects from yesterday.
March 13, 2019
Students began watching Jaws today, taking notes on suspense, tone, music, New Hollywood, and the idea of creature features as they did.
March 12, 2019
Students began class by watching two student examples of trailers, using the links below to identify tone and how they achieved it. They then moved on by continuing to write their trailer screenplays.
March 11, 2019
Students began their trailer screenplays using the instructions below.
Click here for your trailer instructions
Students began their trailer screenplays using the instructions below.
Click here for your trailer instructions
March 7, 2019
Students began class by discussing Rear Window, and then they moved on by continuing their Never Seen It assignments and presenting them to one another.
March 6, 2019
Students finished watching Rear Window.
March 5, 2019
Student began watching Rear Window as a class, taking notes on screenplay, tone, point of view, the single setting, and any themes or motifs.
March 4, 2019
Students began class by being introduced to the next part of their screenwriting assignment, using the "Never Seen It" podcast and the instructions in their Google folder to continue practicing screenwriting as a class.
March 1, 2019
Students began class by watching their Crash Course videos, and then continued by working on their screenplay assignments.
February 28, 2019
Students began class by being assigned to a social issue lit circle, using the image above and needing to watch it by next Friday. They then moved on by watching their fairy tale assignments, and spent the rest of the class period working on their personal screenplays using instructions that can be found here.
February 27, 2019
Students began class by filling out their social issues lit circle Google form for their lit circle next week. They then moved on by reading and learning the formatting for screenplays using the document below, comparing it to a scene from the film. Class finished with them continuing to work on their Crash Course videos.
Students began class by discussing Rear Window, and then they moved on by continuing their Never Seen It assignments and presenting them to one another.
March 6, 2019
Students finished watching Rear Window.
March 5, 2019
Student began watching Rear Window as a class, taking notes on screenplay, tone, point of view, the single setting, and any themes or motifs.
March 4, 2019
Students began class by being introduced to the next part of their screenwriting assignment, using the "Never Seen It" podcast and the instructions in their Google folder to continue practicing screenwriting as a class.
March 1, 2019
Students began class by watching their Crash Course videos, and then continued by working on their screenplay assignments.
February 28, 2019
Students began class by being assigned to a social issue lit circle, using the image above and needing to watch it by next Friday. They then moved on by watching their fairy tale assignments, and spent the rest of the class period working on their personal screenplays using instructions that can be found here.
February 27, 2019
Students began class by filling out their social issues lit circle Google form for their lit circle next week. They then moved on by reading and learning the formatting for screenplays using the document below, comparing it to a scene from the film. Class finished with them continuing to work on their Crash Course videos.
godfather_script.docx | |
File Size: | 20 kb |
File Type: | docx |
2/25 and 2/26: Be working on your film inquiry assignment, Crash Course videos, and any forum responses you have not done yet! I will see you all on Wednesday. You can find your Crash Course instructions here.
February 22, 2019
Students began class by finishing Singin' in the Rain, using the discussion board in lieu of their regular discussion. They moved on by watching a Crash Course video on the history of sound in film. Using this, they were assigned an advancement of film and began to research and create their own Crash Course videos using the instructions above.
February 21, 2019
Students spent the class watching Singin' in the Rain and taking notes.
February 20, 2019
Students took the ACT or were in senior round-up today. Those not participating in these two activities worked on their film inquiry assignment (see above).
February 19, 2019
Students had their discussion on Casablanca, and then moved on by continuing to work on their fairy tale assignment or begin their film inquiry assignment using the instructions above.
February 15, 2019
Students finished watching Casablanca.
February 14, 2019
Students began watching Casablanca, taking notes on the use of music in the film, its influence on modern film, its elements of film noir, the mise-en-scene, and why/how this is considered a classic of Old Hollywood.
February 13, 2019
Students continued to work on parts two and three of their fairy tale assignment.
February 12, 2019
Students began class by comparing storyboards with real clips, and then spent the class working on steps two and three of their fairy tale storyboard assignment, using the instructions below.
February 11, 2019
Students used the instructions below to work with their lit circle groups and create a presentation based on the films they watched.
Click here for your genre lit circle instructions
Students began class by finishing Singin' in the Rain, using the discussion board in lieu of their regular discussion. They moved on by watching a Crash Course video on the history of sound in film. Using this, they were assigned an advancement of film and began to research and create their own Crash Course videos using the instructions above.
February 21, 2019
Students spent the class watching Singin' in the Rain and taking notes.
February 20, 2019
Students took the ACT or were in senior round-up today. Those not participating in these two activities worked on their film inquiry assignment (see above).
February 19, 2019
Students had their discussion on Casablanca, and then moved on by continuing to work on their fairy tale assignment or begin their film inquiry assignment using the instructions above.
February 15, 2019
Students finished watching Casablanca.
February 14, 2019
Students began watching Casablanca, taking notes on the use of music in the film, its influence on modern film, its elements of film noir, the mise-en-scene, and why/how this is considered a classic of Old Hollywood.
February 13, 2019
Students continued to work on parts two and three of their fairy tale assignment.
February 12, 2019
Students began class by comparing storyboards with real clips, and then spent the class working on steps two and three of their fairy tale storyboard assignment, using the instructions below.
February 11, 2019
Students used the instructions below to work with their lit circle groups and create a presentation based on the films they watched.
Click here for your genre lit circle instructions
February 8, 2019
Students began class by creating a storyboard based on reverse engineering a scene they had seen in a film, and then continued by beginning to create storyboards based on well known fairy tales using the instructions below.
Students began class by creating a storyboard based on reverse engineering a scene they had seen in a film, and then continued by beginning to create storyboards based on well known fairy tales using the instructions below.
fairy_tale_storyboarding.docx | |
File Size: | 13 kb |
File Type: | docx |
February 7, 2019
Students began class by discussing Citizen Kane and finished by being introduced to storyboarding.
Click here for your instructions on 2/6/19!
February 5, 2019
Students were put into their genre lit circles and instructed to watch their film by Monday, February 11. They then spent the rest of class watching Citizen Kane.
February 4, 2019
Students began class by submitting for their genre lit circle and presenting their exposition projects to one another. They then moved on by beginning to watch Citizen Kane, taking notes on it being the greatest film ever made, the cinematography/focus, the elements of a non-linear storyline, influence on modern film, and unreliable narrators.
February 1, 2019
Students began class by discussing preliminary shots, and then moved on by completing their exposition assignment from yesterday.
January 31, 2019
Students began class by finishing their discussion, and then moved on by having a mini-lesson on a editing software before beginning their exposition assignment using the instructions below.
Students began class by discussing Citizen Kane and finished by being introduced to storyboarding.
Click here for your instructions on 2/6/19!
February 5, 2019
Students were put into their genre lit circles and instructed to watch their film by Monday, February 11. They then spent the rest of class watching Citizen Kane.
February 4, 2019
Students began class by submitting for their genre lit circle and presenting their exposition projects to one another. They then moved on by beginning to watch Citizen Kane, taking notes on it being the greatest film ever made, the cinematography/focus, the elements of a non-linear storyline, influence on modern film, and unreliable narrators.
February 1, 2019
Students began class by discussing preliminary shots, and then moved on by completing their exposition assignment from yesterday.
January 31, 2019
Students began class by finishing their discussion, and then moved on by having a mini-lesson on a editing software before beginning their exposition assignment using the instructions below.
exposition_film_projecty.docx | |
File Size: | 12 kb |
File Type: | docx |
January 30, 2019
Students finished watching Modern Times, and then moved on by beginning their discussion.
January 29, 2019
Students began class by completing their lit circle using the instructions below, and then moved on by beginning to watch Modern Times, taking notes on elements of silent film, shots and angles, connection to modern film, satire, and use of sound/dialogue.
Click here for your lit circle instructions
Students finished watching Modern Times, and then moved on by beginning their discussion.
January 29, 2019
Students began class by completing their lit circle using the instructions below, and then moved on by beginning to watch Modern Times, taking notes on elements of silent film, shots and angles, connection to modern film, satire, and use of sound/dialogue.
Click here for your lit circle instructions
January 28, 2019
Students began class by finishing their shots and angles slideshow below, and then continued by working with their lit circles to create the shots using the instructions on the last slide.
Click here for your shots and angles slideshow
Students began class by finishing their shots and angles slideshow below, and then continued by working with their lit circles to create the shots using the instructions on the last slide.
Click here for your shots and angles slideshow
January 25, 2019
Students began class by performing their silent film sketches, and then continued by beginning to talk about mise-en-scenes and shots.
January 24, 2019
Students began class by watching two clips from modern movies that chose to include silent portions within them. With these, they discussed the why, how, and what of each. They then moved on by preparing a silent film sketch based on instructions that can be found here.
January 23, 2019
Students had a lecture today about the beginning of film, using it as a springboard to choose their own short silent film from the list on the final slide.
January 22, 2019
Students began class with a getting to know you activity, and then moved on by analyzing the opening scene to Breakfast Club and how the director set the scene using establishing shots.
Students began class by performing their silent film sketches, and then continued by beginning to talk about mise-en-scenes and shots.
January 24, 2019
Students began class by watching two clips from modern movies that chose to include silent portions within them. With these, they discussed the why, how, and what of each. They then moved on by preparing a silent film sketch based on instructions that can be found here.
January 23, 2019
Students had a lecture today about the beginning of film, using it as a springboard to choose their own short silent film from the list on the final slide.
January 22, 2019
Students began class with a getting to know you activity, and then moved on by analyzing the opening scene to Breakfast Club and how the director set the scene using establishing shots.