Making Images I

Welcome to the Labragirl Film Project’s weekly film literacy discussion. Every Monday morning Labragirl provides a resource, activity, or methodological discussion to help incorporate film analysis into your classroom.

Last week we introduced students to three different types of shots commonly used in film and television.  

This week we build on Taking Film I’s content by adding in basic film production skills.

Please comment below or discuss with us on 

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Making Images I

700-Movie-Reel

Classroom Discussion/Activity Synopsis: 

This week’s Moving Images-Moving Forward conversation builds upon last week’s discussion about three film shots commonly used in film. This week we are going to add in basic film production skills to helps students explore the similarities and differences between the Medium, Close Up, and Extreme Close Up shots further. This week’s exercise will give students hands on experience creating and discussing their own shots.

Grade Level: Middle School & High School

Educational Goals:

  • Introduce students to film analysis & reading
  • Introduce students to basis film production skills
  • Incorporate film analysis into classroom discussions
  • Provide students with an understanding of different film shots
  • Enable students to participate in discussions about film analysis & film production
  • Encourage students to navigate critical thinking discussions about moving images
Exercise Philosophy:

The goals behind this exercise are to:

  • equip students with the necessary language to engage in film analysis discussions
  • introduce students to film production

Providing students with film production knowledge and experience will help them participate in film reading and film analysis discussions. Film production experience will also help them navigate the complexity of creating moving images, enabling them to have a more comprehensive understanding of the medium of film.

Exercise Activity & Process:

Last week we introduced students to three different types of shots commonly used in film and television:

  • Medium Shot
  • Close Up Shot
  • Extreme Close Up Shot

This week students will create these three different types of shots on their own.

If you have a video camera that’s great, but it’s not necessary. Any smartphone with a video camera will work just fine.

1) Review your discussion from Talking Film I.

2) Break students into groups of three to four people.

3) Have students take turns in the “cinematographer” role. Instruct each student to:

  •    Create a Medium, Close Up, and Extreme Close Up shot of a person 
  •    Create a Medium, Close Up, and Extreme Close Up shot of an inanimate object 

4) Discuss the experience and the images the students create. Some possible discussion questions include:

What did you think about the process? 
How do your images compare to the ones we discussed in Talking Film I?
What did you think about when you were creating the three different types of shots? What things did you have to consider? 
How could you put the shots you took together to create a story? How does the different framing help tell the story?

Did you use this exercise in class? How did it go?

We’d love to hear from you.

Please comment below or discuss with us on .

*Disclaimer: All movie & television clips are suggestions for class use, only. All instructors should screen clips to determine if they are appropriate to use in their classrooms. 

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UP NEXT 4/15: Guest blog by Media Literacy professional Greg Williams at The Relevant Classroom.

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Sign up for our e-newsletter for more lesson plans and classroom conversations. Click here. 

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Bring Labragirl into your classroom. Contact us at info@labragirlfilmproject.org or fill out our Interest & Inquiry Form.

———————————————————————————————————————–

Previous Blog Entries

Talking Film I

Downton Abbey in Your Class #1 – Roll Sound!

Reading Film

Fictional Projections of History

Think Globally Using Film

Our Relationship with Movies

Moving Past Historical Accuracy

Images Telling Stories

Film Shaping History

Think Film Images

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©2013 Labragirl Film Project. All rights reserved.

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Talking Film I

Welcome to the Labragirl Film Project’s weekly film literacy discussion. Every Monday morning Labragirl provides a resource, activity, or methodological discussion to help incorporate film analysis into your classroom.

Last week we turned to TV images with our discussion about Downton Abbey.

This week we are going to provide a brief introduction to the language of film. Once students start to understand how to describe what they are seeing it will become easier for them to analyze moving images.

Do you use film in your classroom?

How do you introduce your students to film production?

Please comment below or discuss with us on 

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Talking Film I

700-Movie-Reel

Classroom Discussion/Activity Synopsis: 

This week’s Moving Images-Moving Forward conversation introduces students to three different types of film shots. We also encourage you to discuss the different image types with your students.

Grade Level: Any level

Educational Goals:

  • Introduce students to film analysis & reading
  • Incorporate film analysis into classroom discussions
  • Provide students with an understanding of different film shots
  • Enable students to participate in discussions about film analysis & film production
  • Encourage students to navigate critical thinking discussions about moving images
Exercise Philosophy:

The goals behind this exercise are to:

  • equip students with the necessary language to engage in film analysis discussions
  • introduce students to film production

Providing students with film production knowledge will help them participate in film reading and film analysis discussions.

Exercise Activity & Process:

1) Review images of Medium, Close Up, and Extreme Close Up shots. (See examples below.)

Mid or Medium Shot (MS)

Medium Shot {Click on image for source info.}

Medium Shot {Click on image for source info.}

Close Up Shot (CU)

Close Up Shot {Click on image for source info.}

Close Up Shot {Click on image for source info.}

Extreme Close Up (ECU or XCU)

Extreme Close Up Shot {Click on Image for Source Info.}

Extreme Close Up Shot {Click on Image for Source Info.}

2) Engage in a discussion about these three different film shots. Some possible questions include:

  • What are some similarities between these three types of shots? Differences?
  • Why would you choose one over another? 
  • If you wanted to convey happiness, anger, excitement, or any other emotion of your choice which shot would you choose? Why?
  • If one of the Extreme Close Up shots above become a Medium Shot how would the story change?

3) Ask students to find an image of a Medium Shot, Close Up and Extreme Close Up. Discuss.

Did you use any of these discussions or activities in your classroom? How did it go?

We’d love to hear from you.

Please comment below or discuss with us on .

*Disclaimer: All movie & television clips are suggestions for class use, only. All instructors should screen clips to determine if they are appropriate to use in their classrooms. 

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UP NEXT 4/8: Making Images I

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Sign up for our e-newsletter for more lesson plans and classroom conversations. Click here. 

———————————————————————————————————————–

Bring Labragirl into your classroom. Contact us at info@labragirlfilmproject.org or fill out our Interest & Inquiry Form.

———————————————————————————————————————–

Previous Blog Entries

Downton Abbey in Your Class #2 – Today in the Past

Downton Abbey in Your Class #1 – Roll Sound!

Reading Film

Fictional Projections of History

Think Globally Using Film

Our Relationship with Movies

Moving Past Historical Accuracy

Images Telling Stories

Film Shaping History

Think Film Images

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©2013 Labragirl Film Project. All rights reserved.

Downton Abbey in Your Class #2 – Today in the Past!

Welcome to the Labragirl Film Project’s weekly film literacy discussion. Every Monday morning Labragirl provides a resource, activity, or methodological discussion to help incorporate film analysis into your classroom.

Last week we turned to TV images with our discussion about Downton Abbey’s introductory score. 

This week we continue to explore the popular historical drama with a discussion about how the past is portrayed in Downton Abbey.

Do your students watch Downton Abbey?

What did they think about these discussions?

Please comment below or discuss with us on 

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Downton Abbey in Your Class #2

Today in the Past!

Classroom Discussion Synopsis: 

This week’s Moving Images-Moving Forward conversation explores how Downton Abbey illustrates the past. We also discuss how historical television shows shed light on the time period in which they were produced.

This particular exercise moves away from film and movies to examine TV images. Although much of what we do here at the Labragirl Film Project is about film and movies, our core belief is that all moving images are important and therefore TV and music videos also fall under our purview.

Grade Level: High School & College

Educational Goals:

  • Introduce students to film analysis & reading
  • Incorporate film analysis into popular culture discussions
  • Help students understand how televisions shows shape the way we understand the past
  • Enable students to participate in discussions about the fluidity of history
  • Encourage students to navigate critical thinking discussions about moving images & historical images
Exercise Philosophy:

The goal behind this exercise is to apply our discussion about viewing films (and TV shows) as primary sources to Downton Abbey.

What do these images teach us about the time period in which they were made?

How does Downton Abbey reflect our current time and culture?

See: Moving Past Historical Accuracy.

Exercise Activity & Process:

Today in the Past

In a L.A. Times interview with Downton Abbey’s Dan Stevens, a journalist asks Stevens:

One of the things people critique about “Downton” is also one of the things people like about it, which is that it shows more emotional vulnerability than you probably would have seen in that moment historically, right?”  Citation

Stevens responds:

There is a modern emotional sensibility to some of the characters, but if you watch historical drama of any period — if you watch a historical drama made in the 1970s, people are behaving a little bit 1970s! But yes it’s struck a chord. I think it’s nice when history is dressed up not so stuffily — and actually these people, they did behave differently to how we behave now but they were still human. It’s fun to imagine that a character like Lady Violet was not always this thunderous dragon, that often her heart did melt and in such a long-running series you get to see that. Over nine or 10 hours we go all over this estate.”  Citation

This excerpt is a good starting point to discuss how moving images reflect the time periods in which they were made. It also shows students that this concept is not theoretical or abstract, but something that journalists and actors are very familiar.

How does Downton Abbey shape the way we look at the past?

Certainly, a number of clips from the show will work well to discuss how modern ideas help to create our portrayal of the past.

Here is a suggested clip.

Lavinia at Dinner

Additional Questions:

Can you apply these concepts to other TV shows that you watch?

Did you use any of these discussions or activities in your classroom? How did it go?

We’d love to hear from you.

Please comment below or discuss with us on .

*Disclaimer: All movie & television clips are suggestions for class use, only. All instructors should screen clips to determine if they are appropriate to use in their classrooms. 

———————————————————————————————————————–

UP NEXT 4/1: Talking Film

Labragirl FP-logo-color-reverse

   

Sign up for our e-newsletter for more lesson plans and classroom conversations. Click here. 

———————————————————————————————————————–

Bring Labragirl into your classroom. Contact us at info@labragirlfilmproject.org or fill out our Interest & Inquiry Form.

———————————————————————————————————————–

Previous Blog Entries

Downton Abbey in Your Class #1 – Roll Sound!

Reading Film

Fictional Projections of History

Think Globally Using Film

Our Relationship with Movies

Moving Past Historical Accuracy

Images Telling Stories

Film Shaping History

Think Film Images

———————————————————————————————————————–

©2013 Labragirl Film Project. All rights reserved.

Downton Abbey in Your Class #1 – Roll Sound!

Welcome to the Labragirl Film Project’s weekly film literacy discussion. Every Monday morning Labragirl provides a resource, activity, or methodological discussion to help incorporate film analysis into your classroom.

Last week we suggested a book to help learn how to read films and other forms of media.

This week we turn to the first of two classroom activities focused on the popular television show, Downton Abbey.

Do your students watch Downton Abbey?

What did they think about this activity? 

Please comment below or discuss with us on 

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Downton Abbey in Your Class #1 – Roll Sound!

Classroom Discussion Synopsis:

This week’s Moving Images-Moving Forward discussion examines the score and images of the popular television drama, Downton Abbey.

This particular exercise moves away from film and movies to examine TV images. Although much of what we do here at the Labragirl Film Project is about film and movies, our core belief is that all moving images are important and therefore TV and music videos also fall under our purview.

Grade Level:

High School & College

Educational Goals:

  • Introduce students to film analysis & reading
  • Incorporate film analysis into popular culture discussions
  • Help students understand how our relationship with images is shaped by music
  • Encourage students to navigate critical thinking discussions about moving images

Exercise Philosophy:

The goal behind this exercise is to explore how images – in this particular case the introductory score of Downton Abbey – influence our emotions and relationship to visual images.

Exercise Activity & Process:

Roll Sound!

The article “Why the Downton Abbey Theme Song Makes Us Drool” article discusses why the soundtrack to the opening sequence of Downton Abbey is so compelling.

Discussing the ideas in this article is an opportunity to move past the visual image and listen to the aural component of moving images.

I. Read the article “Why the Downton Abbey Theme Song Makes Us Drool”.

II. Discuss the article.

What do your students think about the ideas in the article?

Do they have any experiences with any theme song/soundtrack/music that relates to this article?

III. As a group, listen to the opening music.  (Note: We discuss a related exercise in our Images Telling Stories post.)

Downton Abbey Introductory Music

What do your students notice about the music?

What do they think about this introduction and their relationship to the music?

IV. Now, watch the intro with both the sound and the images. Pay close attention to how the visual images and the sound work together to shape story, emotion, and the viewer’s relationship to the images.

Introduction to Downton Abbey*

*Sidenote: How cute is the yellow Labragirl butt in the intro?!

Additional Questions:

Can you apply these concepts to other TV shows that you watch?

Did you use any of these discussions or activities in your classroom?

How did it go?

We’d love to hear from you.

Please comment below or discuss with us on .

*Disclaimer: All movie & television clips are suggestions for class use, only. All instructors should screen clips to determine if they are appropriate to use in their classrooms. 

———————————————————————————————————————–

UP NEXT 3/25: Downton Abbey in Your Class #2 – Today in the Past

Labragirl FP-logo-color-reverse

   

Sign up for our e-newsletter for more lesson plans and classroom conversations. Click here. 

———————————————————————————————————————–

Bring Labragirl into your classroom. Contact us at info@labragirlfilmproject.org or fill out our Interest & Inquiry Form.

———————————————————————————————————————–

Previous Blog Entries

Reading Film

Fictional Projections of History

Think Globally Using Film

Our Relationship with Movies

Moving Past Historical Accuracy

Images Telling Stories

Film Shaping History

Think Film Images

———————————————————————————————————————–

©2013 Labragirl Film Project. All rights reserved.