Designing Your Own Film Website

LESSON OBJECTIVES

• Remember conventions of film websites


• Come up with ideas for own film website

SUCCESS CRITERIA

A: The website is CREATIVE and EXTREMELY APPEALING to a SPECIFIC audience. The final product is EXTREMELY APPROPRIATE and PROFESSIONAL and shows an EXCELLENT LEVEL OF TECHNICAL SKILL. The audience know EXACTLY WHAT TO EXPECT from the film. MANY CONVENTIONS have been used

B: The website is IMAGINATIVE and MOSTLY APPEALING to a SPECIFIC audience. The final product is VERY APPROPRIATE and MOSTLY PROFESSIONAL, and shows a VERY GOOD LEVEL OF TECHNICAL SKILL. The audience have a GOOD IDEA OF WHAT TO EXPECT from the film. MANY CONVENTIONS have been used.
 
C: The website shows SOME IMAGINATION and has SOME APPEAL to a SPECIFIC audience. The final product is MOSTLY APPROPRIATE and shows a GOOD LEVEL OF TECHNICAL SKILL. The audience have SOME IDEA OF WHAT TO EXPECT from the film. SOME CONVENTIONS have been used.

D: The website design shows UNDERSTANDING of film websites and TRIES TO APPEAL to an audience although perhaps unsuccessfully. The final product is QUITE APPROPRIATE and shows a BASIC LEVEL OF TECHNICAL SKILLS. The audience have SOME IDEA OF WHAT TO EXPECT from the film. SOME CONVENTIONS have been used. 

E&F: The website design shows SOME UNDERSTANDING of film websites but has LITTLE APPEAL to the audience. The final product is only PARTLY APPROPRIATE and shows LITTLE TECHNICAL SKILL. The audience have LITTLE IDEA OF WHAT TO EXPECT from the film. VERY FEW CONVENTIONS have been used, IF ANY

STARTER

Students have 1 minute (on a countdown clock) to write down in pairs, as many conventions of a film website as they can remember.

MAIN TASK

Students work on designing their own film website on paper on the blank template

PROGRESS CHECK

Students to look at the work of the person next to them and give them ideas about what else to add on.

MAIN TASK

Continue working on website.

PLENARY

Students to walk around the room and look at other people's posters. Choose 3 people's work to leave a post it on with comments about what you like, and what they need to improve.

Web Template

Film Trailers Continued

LESSON OBJECTIVES

• Remember conventions of film trailers
• Learn about how to set out a storyboard
• Begin thinking about how your storyboard will be set out

SUCCESS CRITERIA

A: The storyboard is CREATIVE and EXTREMELY APPEALING to a SPECIFIC audience. The final product is EXTREMELY APPROPRIATE and PROFESSIONAL and shows an EXCELLENT LEVEL OF TECHNICAL SKILL and KNOWLEDGE of shot sizes, angles, and editing techniques. The audience know EXACTLY WHAT TO EXPECT from the film. MANY CONVENTIONS have been used

B: The storyboard is IMAGINATIVE and MOSTLY APPEALING to a SPECIFIC audience. The final product is VERY APPROPRIATE and MOSTLY PROFESSIONAL, and shows a VERY GOOD LEVEL OF TECHNICAL SKILL and KNOWLEDGE of shot sizes, angles, and editing techniques. The audience have a GOOD IDEA OF WHAT TO EXPECT from the film. MANY CONVENTIONS have been used.
 
C: The storyboard shows SOME IMAGINATION and has SOME APPEAL to a SPECIFIC audience. The final product is MOSTLY APPROPRIATE and shows a GOOD LEVEL OF TECHNICAL SKILL and KNOWLEDGE of shot sizes, angles, and editing techniques. The audience have SOME IDEA OF WHAT TO EXPECT from the film. SOME CONVENTIONS have been used.

D: The storyboard shows UNDERSTANDING of trailers and TRIES TO APPEAL to an audience although perhaps unsuccessfully. The final product is QUITE APPROPRIATE and shows a BASIC LEVEL OF TECHNICAL SKILLS and KNOWLEDGE of shot sizes, angles, and editing techniques. The audience have SOME IDEA OF WHAT TO EXPECT from the film. SOME CONVENTIONS have been used. 

E&F: The storyboard shows SOME UNDERSTANDING of trailers but has LITTLE APPEAL to the audience. The final product is only PARTLY APPROPRIATE and shows LITTLE TECHNICAL SKILL and KNOWLEDGE of shot sizes, angles, and editing techniques. The audience have LITTLE IDEA OF WHAT TO EXPECT from the film. VERY FEW CONVENTIONS have been used, IF ANY

STARTER:

Students to discuss in tables what they remember about the key conventions of film trailers

MAIN TASK 1

Students to be given example storyboard for a film trailer. Discuss as class how the first few slides normally have the company logo on them, and some institutional information, the middle slides are the key scenes from the film and the last few slides have the film title, release date or website on them.

Students to work in pairs to fill in the blank spaces on the example storyboard to show they understand shot sizes, voice over etc..

MAIN TASK 2

Students to then get blank storyboard sheets and start drafting their own storyboards for their own film trailers in pencil.

PLENARY

Students to swap their storyboards with the person next to them and see if the genre is clear yet. Give them suggestions about how to make the genre clearer.

Intro to Film Trailers

LESSON OBJECTIVES

• Understand conventions of film trailers
• Start planning own film trailer

SUCCESS CRITERIA

A: The storyboard is CREATIVE and EXTREMELY APPEALING to a SPECIFIC audience. The final product is EXTREMELY APPROPRIATE and PROFESSIONAL and shows an EXCELLENT LEVEL OF TECHNICAL SKILL and KNOWLEDGE of shot sizes, angles, and editing techniques. The audience know EXACTLY WHAT TO EXPECT from the film. MANY CONVENTIONS have been used

B: The storyboard is IMAGINATIVE and MOSTLY APPEALING to a SPECIFIC audience. The final product is VERY APPROPRIATE and MOSTLY PROFESSIONAL, and shows a VERY GOOD LEVEL OF TECHNICAL SKILL and KNOWLEDGE of shot sizes, angles, and editing techniques. The audience have a GOOD IDEA OF WHAT TO EXPECT from the film. MANY CONVENTIONS have been used.
 
C: The storyboard shows SOME IMAGINATION and has SOME APPEAL to a SPECIFIC audience. The final product is MOSTLY APPROPRIATE and shows a GOOD LEVEL OF TECHNICAL SKILL and KNOWLEDGE of shot sizes, angles, and editing techniques. The audience have SOME IDEA OF WHAT TO EXPECT from the film. SOME CONVENTIONS have been used.

D: The storyboard shows UNDERSTANDING of trailers and TRIES TO APPEAL to an audience although perhaps unsuccessfully. The final product is QUITE APPROPRIATE and shows a BASIC LEVEL OF TECHNICAL SKILLS and KNOWLEDGE of shot sizes, angles, and editing techniques. The audience have SOME IDEA OF WHAT TO EXPECT from the film. SOME CONVENTIONS have been used. 

E&F: The storyboard shows SOME UNDERSTANDING of trailers but has LITTLE APPEAL to the audience. The final product is only PARTLY APPROPRIATE and shows LITTLE TECHNICAL SKILL and KNOWLEDGE of shot sizes, angles, and editing techniques. The audience have LITTLE IDEA OF WHAT TO EXPECT from the film. VERY FEW CONVENTIONS have been used, IF ANY.

STARTER

Play students the You Tube Video of the Trailer for Every Oscar Winning Movie Ever

Students to discuss what are the conventions (common features) of film trailers and why they are made.

MAIN TASK

Play a variety of film trailers to the class. (see trailers below) Students to work in pairs to make notes about the following things:

• what information they find out about the film from the graphics
• What information they find out about the film from the voice over
• How do they know what genre the film is?
• What they liked / didnt like about them

Discuss as class what they found out. Then show students the clip of the Best Intro to a Movie Ever and discuss voice overs.

PLENARY

Students to make a list of the key scenes from their film that will appear in their own film trailer. These scenes should include the following:

• 1 scene that sets the scene's location or genre
• 1-2 scenes that introduce the characters and tell us something about them
• 4-8 scenes of the most exciting things that happen from the film. These scenes should make the genre clear, make the audience want to see the film etc..

Students should also write a script for the voice over man (if they are having one) to go over the top of their images.

Film Analysis Controlled Assessment Preparation

LESSON OBJECTIVES

• Prepare for the coursework controlled assessment

SUCCESS CRITERIA

A/A* - The analysis is excellent and very detailed and discusses every part possible of the poster /website e.g. why it was used or designed that way. The analysis gives lots of detail about the way the genre is represented, the way characters are represented, and the reasons institutions (companies) do things. Key words are used correctly throughout.

B/C - The analysis is good, quite detailed and discusses most parts of the poster / website e.g. why it was used or designed that way. The analysis gives quite a lot of detail about the way the genre is represented, the way characters are represented and the reasons institutions (companies) do things. Key words are used mostly correctly throughout.

D/E - The analysis of the poster / website is basic with more description or labelling of the different parts rather than discussion of why they have been used or designed that way. The analysis gives some detail about the way genre is represented, the way characters are represented and the reasons institutions (companies) do things. Some key words are used in the analysis.

STARTER

Students to discuss in groups what they remember about high budget and low budget marketing, and to come up with some examples of high budget and low budget films.

MAIN TASK

Students should be assigned a film to research from either Fast & The Furious 5 (D/E grade students) Bridesmaids (B/C grade students) or This Is England (A* / A / B grade students) They should use the Controlled Assessment Sheets to prepare for the exam. They should be creating themselves a page of notes (front and back) that they can take into the exam with them.

PLENARY

Students to work in groups with other students researching the same film as them and feedback to their group about what they found out about their film.

Fast & Furious, This is England and Bridesmaids

Cross Promotion Higher Exam

Cross Promotion Exam - Foundation

Film Websites - Deeper Analysis

LESSON OBJECTIVES

• Understand what makes a good website
• Understand conventions of a film website
• Get ideas for your own film website

SUCCESS CRITERIA

A/ A* - You are able to identify all the key conventions that appear on a film website and label them correctly. You discuss in lots of detail examples of how the website attracts an audience, how the film or people are represented on the site, and why the company includes particular features. You use lots of terminology in your work.

B / C - You are able to identify many of the key conventions that appear on the film website and label them mostly correctly. You discuss in some detail how the website attracts an audience, how the film or people are represented on the site and why the company includes particular features. You use terminology in your work.

D/E - You are to identity some of the key conventions that appear on the film website and label them mostly correctly. You discuss how the website attracts and audience and may be able to say how the film is represented although this may be simply in terms of it's genre. You make some comments that say why the company includes particular features. You rarely use terminology.

STARTER -

Students are shown as a class a selection of film websites on the board and they must work as a table to come up with a list of as many conventions (common features) of websites as possible. Feedback to class to make a list on the board.

MAIN TASK

Students to work in pairs analysing a website of their choice on the computers. They should use the guide sheet to work out what to write about. They should use Print Screens of the website's homepage and other pages and present their work on a PowerPoint.

PROGRESS CHECK

In the same pairs students should check their work against the mark scheme so far and see what they need to add in

MAIN TASK

Continue with their work and upload their analysis onto their blogs using Scribd

PLENARY

Students to log on to other people's blogs and comment on their work.

How to Analyse a Website

Designing Your Own Poster On Photoshop

Lesson Objectives

• Work on your own film poster on Photoshop
• Learn new Photoshop skills

Success Criteria:

A: Wording and images are CREATIVE and EXTREMELY APPEALING to a SPECIFIC audience. The final product is EXTREMELY APPROPRIATE and PROFESSIONAL and shows an EXCELLENT LEVEL OF TECHNICAL SKILL. The audience know EXACTLY WHAT TO EXPECT from the product. MANY CONVENTIONS have been used

B: Wording and images are IMAGINATIVE and MOSTLY APPEALING to a SPECIFIC audience. The final product is VERY APPROPRIATE and MOSTLY PROFESSIONAL, and shows a VERY GOOD LEVEL OF TECHNICAL SKILL. The audience have a GOOD IDEA OF WHAT TO EXPECT from the product. MANY CONVENTIONS have been used.

 

C: Wording and images show SOME IMAGINATION and have SOME APPEAL to a SPECIFIC audience. The final product is MOSTLY APPROPRIATE and shows a GOOD LEVEL OF TECHNICAL SKILL. The audience have SOME IDEA OF WHAT TO EXPECT from the product. SOME CONVENTIONS have been used.

D: Wording and images show UNDERSTANDING of the product and TRIES TO APPEAL to an audience although perhaps unsuccessfully. The final product is QUITE APPROPRIATE and shows a BASIC LEVEL OF TECHNICAL SKILLS. The audience have SOME IDEA OF WHAT TO EXPECT from the product. SOME CONVENTIONS have been used. 

E&F: Wording and images show SOME UNDERSTANDING of the product but have LITTLE APPEAL to the audience. The final product is only PARTLY APPROPRIATE and shows LITTLE TECHNICAL SKILL. The audience have LITTLE IDEA OF WHAT TO EXPECT from the product. VERY FEW CONVENTIONS have been used, IF ANY.

STARTER:

Students to find their sketches of their own poster and set themselves three targets for today's lesson about what they can get done on Photoshop eg Add background, cut out picture of knife, change colours of knife to match background.

MAIN TASK:

Students to work independently on their own film posters

PROGRESS CHECK:

Students to look at the computers of the people either side of them and discuss how they are doing, give them verbal feedback and advice.

MAIN TASK:

Continue working on posters

PLENARY:

In their books or on their blogs students should make a note of how many conventions of film posters they have already used, and see if they can write down any that they have not used yet, but want to remember for next lesson.

Sketching Your Own Film Poster

Lesson Objectives:

• Learn more about what makes a good poster
• Come up with your own idea for a poster

Success Criteria:

A: Wording and images are CREATIVE and EXTREMELY APPEALING to a SPECIFIC audience. The final product is EXTREMELY APPROPRIATE and PROFESSIONAL and shows an EXCELLENT LEVEL OF TECHNICAL SKILL. The audience know EXACTLY WHAT TO EXPECT from the product. MANY CONVENTIONS have been used

B: Wording and images are IMAGINATIVE and MOSTLY APPEALING to a SPECIFIC audience. The final product is VERY APPROPRIATE and MOSTLY PROFESSIONAL, and shows a VERY GOOD LEVEL OF TECHNICAL SKILL. The audience have a GOOD IDEA OF WHAT TO EXPECT from the product. MANY CONVENTIONS have been used.

 

C: Wording and images show SOME IMAGINATION and have SOME APPEAL to a SPECIFIC audience. The final product is MOSTLY APPROPRIATE and shows a GOOD LEVEL OF TECHNICAL SKILL. The audience have SOME IDEA OF WHAT TO EXPECT from the product. SOME CONVENTIONS have been used.

D: Wording and images show UNDERSTANDING of the product and TRIES TO APPEAL to an audience although perhaps unsuccessfully. The final product is QUITE APPROPRIATE and shows a BASIC LEVEL OF TECHNICAL SKILLS. The audience have SOME IDEA OF WHAT TO EXPECT from the product. SOME CONVENTIONS have been used. 

E&F: Wording and images show SOME UNDERSTANDING of the product but have LITTLE APPEAL to the audience. The final product is only PARTLY APPROPRIATE and shows LITTLE TECHNICAL SKILL. The audience have LITTLE IDEA OF WHAT TO EXPECT from the product. VERY FEW CONVENTIONS have been used, IF ANY.

STARTER:

Students to be given a selection of student made film posters from previous years, all varying grades. They have 5 minutes to identify features of GOOD posters and BAD posters. Students to come up to the board and add their own answers on to the board to make 2 lists on the board of Features of Good Posters and Features of Bad Posters.

MAIN TASK:

Students to read their planning work from a few lessons ago about their own idea for a film. Using blank paper they should draw out what their film poster will look like.

PROGRESS CHECK:

Pass your design to the student next to you. Get them to write 3 things on a post it of ideas about how you could improve it. Pass it back.

Continue drawing and colouring it in.

PLENARY:

Students to look at the success criteria and give themselves a mark for their design work.

Analysing Film Posters

Lesson objectives:

• Learn conventions of film posters
• Understand how to analyse a film poster
• Understand the mark scheme for analysis of film posters

Success Criteria:

A/A*: The analysis is excellent and very detailed and discusses every part possible of the poster /website e.g. why it was used or designed that way. The analysis gives lots of detail about the way the genre is represented, the way characters are represented, and the reasons institutions (companies) do things. Key words are used correctly throughout.

B/C: The analysis is good, quite detailed and discusses most parts of the poster / website e.g. why it was used or designed that way. The analysis gives quite a lot of detail about the way the genre is represented, the way characters are represented and the reasons institutions (companies) do things. Key words are used mostly correctly throughout.

D/E: The analysis of the poster / website is basic with more description or labelling of the different parts rather than discussion of why they have been used or designed that way. The analysis gives some detail about the way genre is represented, the way characters are represented and the reasons institutions (companies) do things. Some key words are used in the analysis.

F/G: The analysis of the poster / website is very basic with the student just labelling the parts of the poster or just describing them. The student is aware of the genre of the film but does not say how the genre is clear from any of the parts. No key words are used.

STARTER:

Students to be shown a selection of film posters on the board and asked to discuss in groups what common features (conventions) they would expect to find on them. Feedback to class.

MAIN TASK:

Students to be shown mark scheme and help sheet. Discuss with them the difference between the 3 comments on the back of the help sheet and how to achieve above a C. Give out Blank Casino Royale sheet and ask students to work in pairs to come up with a comment about the costumes / props. Feedback to class.

Then students to work on their own filling in the rest of the boxes. Green boxes are the easiest, yellow are a little more difficult and red are the hardest. Feedback ideas to the class and discuss the grades of each students' comments

PLENARY:

Students to be given a film poster of their own (all unique) OR they can find their own online, and complete an analysis of their own using the help sheet from the main task.

How to Analyse a Film Poster

How to Analyse a Film Poster - SEN

Casino Royale Blank Analysis Sheet

Analysing Film Websites

Lesson objectives:

• Understand how to analyse a film website



• Understand the mark scheme for analysis of film websites

Success Criteria:

A: You TRY EXTREMELY HARD to complete the first analysis. You CORRECTLY work out what grades ALL the example analyses are and are able to IDENTIFY AND EXPLAIN KEY PARTS of the work that demonstrate WHY it falls into that grade boundary. You complete your second analysis to a MUCH HIGHER standard than your first one.

B: You TRY HARD to complete the first analysis . You CORRECTLY work out what grades MOST of the example analyses are and are able to IDENTIFY KEY PARTS of the work that demonstrate WHY it falls into that grade boundary. You complete your second analysis to a BETTER standard than your first one

C: You TRY to complete the first analysis . You CORRECTLY work out what grades SOME of the example analyses are and are able to say SIMPLY WHY it falls into that grade boundary. You complete your second analysis to a SIMILAR standard to your first one

D: You complete SOME of the first analysis . You CORRECTLY work out what grades AT LEAST ONE of the example analyses are and although you might NOT BE ABLE TO SAY WHY it falls into that grade boundary. You complete your second analysis to a SIMILAR standard to your first one and it MAY NOT BE FINISHED.

Starter:

Students to be given a colour copy of a film website (printed with the same website front and back). On one side they are asked to spend 10 minutes labelling the conventions of a film website and analysing the colour, font, images etc..

Main Task 1:

Tables to be given examples of an A grade analysis, a B grade analysis, a C grade analysis, a D grade analysis and an E grade analysis but without being told which is which. Students are also given copies of the mark scheme and have to work out which website analysis belongs in which grade boundary. Discuss as tables and then feedback to class to establish understanding of the mark scheme

Progress Check:

Students to look at their work from the starter and work out which grade they thought it was and why. Set their own target for their next analysis.

Main Task 2:

Students to work individually on analysing the same website on the other side of the paper, this time aiming to get a higher grade.

Plenary:

Students swap their work and assess someone else's grade. Feedback to ascertain who attained their self set targets./

Websites to Analyse

Coming up with your own film ideas

Lesson Objectives

• Discover creative ideas for location, character and storylines
• Come up with an idea for a new film
• Give constructive feedback to others to help them
• Develop the idea for your film based on other people's advice

Success Criteria

A: You are able to come up with lots of new interesting ideas for location, character and storylines. You use these ideas to come up with an idea for a new film with a clear genre and storyline. You are able to clearly describe the target audience for your film in lots of detail and come up with appropriate and interesting ideas for the film's location, characters, storyline and appeal. You provide excellent constructive feedback to other students on their ideas and understand the feedback that you have been given.

B: You are able to come up with many new interesting ideas for location, character and storylines. You use these ideas to come up with an idea for a new film with a clear genre and mostly clear storyline. You are able to describe the target audience for your film in some detail and come up with appropriate ideas for the film's location, characters, storyline and appeal. You provide good constructive feedback to other students on their ideas and understand the feedback that you have been given.

C: You are able to come up with some new ideas for location, character and storylines. You use these ideas to come up with an idea for a new film with a mostly clear genre and a simple storyline. You are able to partly describe the target audience for your film and come up with mostly appropriate ideas for the film's location, characters, storyline and appeal. You provide simple constructive feedback to other students on their ideas and partly understand the feedback that you have been given.

D: You are able to come up with a few new ideas for location, character and storylines. You use these ideas to come up with an idea for a new film with a partly clear genre and a simple storyline. You are aware of the concept of a target audience but find it hard to describe them at all. You are able to come up with ideas for the film's location, characters, storyline and appeal. You provide simple comments on other students ideas and partly understand the feedback that you have been given

Starter:

Students work in pairs to fill in the worksheets to help them come up with new ideas for location, characters and storylines for different films. Feedback ideas to the whole class.

Main Task:

Students work individually to come up with their own idea for a film and fill in the worksheets with their ideas.

Plenary:

Students should share their ideas with the people on their table and all students need to give comments / feedback to other students on the table about how to develop their ideas. Post its with comments should be kept for examining in the next lesson.

Ideas for Films

Designing Your Own Film Idea

Photoshop Tutorial - Design a Film Poster

Lesson Objectives:

• Understand how to use the gradient tool in Photoshop
• Understand how to work with different layers in Photoshop
• Understand how to cut out people in Photoshop
• Understand how to create a realistic film poster in Photoshop

Success Criteria

A: You work excellently within your pair. You try your hardest to follow all the instructions on the tutorial accurately and with or without help you carry out all of the steps the way they are supposed to be done. You finish or nearly finish the film poster and the final result is identical or nearly identical to the example on the tutorial.

B: You work well within your pair. You try your hardest to follow most of the instructions on the tutorial and with or without help you carry out most of the steps the way they are supposed to be done. You finish or nearly finish the film poster and the final result looks mostly like the example on the tutorial.

C: You work sensibly within your pair. You try to follow many of the instructions on the tutorial and with or without help you carry out most of the steps the way they are supposed to be done. You manage to complete at least half of the film poster and the final result looks similar to the example on the tutorial.

D: You work sensibly within your pair. You try to follow some of the instructions on the tutorial and with or without help you carry out some of the steps the way they are supposed to be done. You manage to complete at least a quarter of the film poster and the final result has some relation to the example on the tutorial.

Starter:

Get students into pairs and hand out copies of the finished film poster. Ask them what Photoshop tools / skills they think they would have to use to complete the poster. Discuss as a class.

Main Task:

Students to work in pairs on computers to follow the tutorial steps to try and complete the poster.

Plenary:

Students to move one seat to the left and assess another pair's work against the success criteria.

Can You Design This Poster

Group Presentations - Different Types of Marketing

Lesson Objectives:

• To be able to understand and explain low budget marketing


• To be able to undrstand and explain high budget marketing


• To be able to understand and explain viral marketing


• To be able to understand and explain how budgets affect the choice of marketing methods chosen

Success Criteria:
C - You manage to understand low budget / high budget / viral marketing but you might not be able to explain it well to others. During the research and presentation task you work SENSIBLY with your team members, and at the end, manage to discuss some ideas about how a budget might affect the choice of marketing methods.

B: You manage to understand low budget / high budget / viral marketing and you can explain it quite well to others. During the research and presentation task you work WELL with your team members, and at the end, manage to discuss ideas well about how a budget might affect the choice of marketing methods.

A: You clearly understand low budget / high budget / viral marketing and you are able to explain it clearly and effectively to others. During the research and presentation task you work excellently with your team members, and at the end, manage to discuss lots of excellent ideas about how a budget might affect the choice of marketing methods

Starter
Students to be seperated into 2 intial groups. Within their groups they have to seperate themselves into three groups (giving 6 groups overall). There will be 3 tkey words (Low Budget marketing - High Budget Marketing - Viral marketing put on the tables in front of each team. Students should work within their 6 groups to come up with a definition in 2 minutes and then try and explain what they think it means to others in their larger groups. Self Assess what grade they think they are working on at the beginning of the lesson.

Main Task

The two teams will then send their 3 mini groups off to research the key terms properly and find examples to show their team later in the lesson. Their research must be easy to understand and explain and have both visual examples (pictures) and audio examples (video clips) to help everyone understand. They must then present this information to the other 2 groups within their team of 3 groups to teach others about it and ensure they understand it

Plenary

The teams will then be pitted against each other in a series of questions / discussions to see which team understood the best. Teams will have to use the success criteria to try and peer assess / self assess where they are now in comparison to the beginning of the lesson.

Resources

Viral High Budget and Low Budget Campaigns

Good videos to show students or encourage students to watch:

Clover Field Viral Campaign http://www.youtube.com/watch?v=27RFJ46Qb60

The Dark Knight Viral Campaign

The Last Exorcism Viral Marketing Campaign

For this film they used the website Chat Roulette and played this clip of a woman to whoever they "got". It looks like a normal video cam chat and entices them to watch because they think she's going to take her clothes of, and then scares them!

Genre Conventions and Signifiers

Lesson Objectives:

• To understand the key word GENRE




• To be able to identify films of different genres just from their posters




• To be able to understand the conventions of different genres




• To be able to apply the knowledge of these conventions by creating a blog post and finding your own examples
  

Success Criteria:


C - You manage to identify at least 3 different types of film at the beginning. During the sorting task you work SENSIBLY with your team members, and manage to work out SOME of the right posters for the different genres. During the last task you are able to create a blog post that shows some knowledge of the genre you choose and at least two pictures / examples.

B: You manage to identify at least 5 different types of film at the beginning. During the sorting task you work WELL with your team members, and manage to work out LOTS of the right posters for the different genres. During the last task you are able to use create a blog post that shows good knowledge of the genre you choose and at least 4 pictures / examples.

A: You manage to identify at least 6 different types of film at the beginning. During the sorting task you work excellently with your team members, and manage to work out NEARLY ALL or ALL of the right film posters for the different genres. During the last task you are create a blog post that shows excellent knowledge of the genre you choose and at least 6 pictures / examples


LESSON PLAN

Starter

Students to work in pairs to try and come up with as many different types of film as they can think of. Discuss as group and enforce the meaning of the word "genre."

Main Task 1


Students to work in tables and each table to be given a range of different film posters (see resources below). They must work to sort the posters initially into different genres of

• Action


• War


• Romance


• Sci-Fi


• Horror

Main Task 2

Students to work in pairs to complete the worksheet filling in the different conventions of each genre. eg how do they KNOW it is from that genre etc..

Plenary

Students to demonstrate their knowledge by creating a blog post about a genre of their choice from horror / action / romance discussing all the conventions they have learned about and including examples from real films / pictures / posters etc..

Genre Posters Worksheet Final

POSTERS OF DIFFERENT GENRES

Effectiveness of Different Marketing Methods

Lesson Objectives:

• Reinforce knowledge of different film marketing methods
• To understand how different materials might suit different audiences
• To understand how different materials might suite different genres of fil

Success Criteria:

C - You manage to remember at least 3 marketing methods at the beginning. During the sorting task you work SENSIBLY with your team members, and manage to work out SOME of the right materials for the different people and genres. During the last task you are able to describe the best audience and genre for at least 2 of the products on the sheet.

B: You manage to remember at least 5 marketing methods at the beginning. During the sorting task you work WELL with your team members, and manage to work out LOTS of the right materials for the different people and genres. During the last task you are able to describe the best audience and genre for at least 4 of the products on the sheet.

A: You manage to remember at least 7 marketing methods at the beginning. During the sorting task you work excellently with your team members, and manage to work out NEARLY ALL or ALL of the right materials for the different people and genres. During the last task you are able to describe the best audience and genre for at least 6 of the products on the sheet.

Lesson Plan

Starter: Students must discuss with the person next to them to try and remember at least different types of film marketing

Main Task 1:

Give students a variety of film marketing materials that they can hold and touch and see. Film posters, Film trailer on an I Pad, I Pad App for a film, Video game box, Happy Meal toy, action figure, collectable figure, website on an I pad, Film Review in a magazine, screen grabs from a chat show interview, books, CD soundtracks, clothes etc.. Students are to work in tables to seperate them into groups suitable for particular audiences. They could be given 3 or more fictional audience members, for example:

• Dave, 23, very blokey, likes film, gaming, and gadgets and spends a large amount of time online
• Samantha, 8, a girl who likes playing with her friends
• Steve, 65, a man who doesnt know how to use computers or mobile phones

Students have to justify why they put the films in those groups in a group discussion.

Main Task 2

Students now have to re-arrange their marketing materials according to genre. some marketing materials will be suitable for more than one genre so it might be worthwhile doing a genre at a time and have this as a "quick moving task" eg "Choose the right marketing materials for a horror film - go!"

• Horror
• Comedy
• Cartoon / Kids
• Sci Fi / Futuristic

Plenary: students should fill in the "effectiveness of different marketing materials" sheet below, or can add a post to their blogs in a similar way to demonstrate their understanding

Effectiveness of Different Methods of Marketing