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