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