Theatre and Film Props

OBJECTIVE:

SWBAT understand the duties of a properties master.

TASK:

1. What does your prop or set dressing reveal about the character?

2. What other items might this character have in their room?

OPENING:

1. Alfred Hitchcock's "Rear Window" (1954) Opening Scene (1:28-4:01)

2. Look for details given in the set and the props.

3. What do the set, set dressings, props and costumes tell us about the main character L.B. Jeffries and his world?

MINI-LESSON:

1. Read Wikipedia's Theatrical Property as a group.

WORKTIME:

1. In groups, brainstorm answer for questions on worksheet "Notes for Changes"

2. If internet is available locate locations or websites where other versions of this item are available.

3. Complete "Budget Form" for items.

CLOSING:

1. What does the Properties Master have to do? (5 min written)

2. Small Group Share - Everyone in small group shares their writing one at a time (5 min reading, listening and speaking)

3. Whole Class Share - One student from every table shares their thoughts for a minute (10 min)

Logging Footage

OBJ: SWBAT understand nonfiction writing used in production.

VOCAB:

Tape Log- a list of start and end times with info about what is being filmed, for the editor.

WORKTIME:

1. View Event

2. Create a log for the editor

CLO:

1. How does the tape log help the editor

2. Table Share / Group Share

HW: Google Tape Log

Charlie Chaplin "The Kid" (1921)

OBJ: SWBAT identify technological differences between time periods through art.

TASK: Silent Film- a movie with no talking, but with orchestration.

WORKTIME:

1. View and take notes on "The Kid"

CLO:

1. What differences were there between 1921 and now?

2. Table Share

3. Group Share

HW: research Charlie Chaplin.

Romeo and Juliet

OBJ: SWBAT recognize parallels between Shakespeare's plays and influence on cinema.

TASK: What films have two groups that don't get along?

WORKTIME:

1. Scenes from West Side Story.

CLO

1.Reflect

2. Group Share

HW: Find a fact about the play "Romeo and Juliet"

Why Shakespeare?

OBJ: SWBAT find places where Shakespeare poetry and plays are still performed?

TASK: Why do they still perform Shakespeare plays almost 400 years after his death?

WORKTIME:

1. "Why Shakespeare"

CLO:

1. Reflect

2. Group Reflect / Share

HW: Google Shakespeare sonnets and read one.

Shakespeare in Our Time

OBJ: SWBAT dissect Elizabethan drama and poetry.

TASK: What Shakespeare plays have you seen?

WORKTIME:

1. "Shakespeare in Our Time" (25:06)

CLO:

1. Reflect

2. Group Share

HW

Google Shakespeare monologues.

107: Recording Poems in Garageband

OBJ: SWBAT record poems into an audio file.

TASK: How should you read if you are recording a poem?

MINILESSON: Garageband recording your voice

WORKTIME:

1. Record poems

2. Add sound effects or music in the background

CLO: Reflect / Group Share

HW: google garageband and watch tutorial videos.

SEM: "Area 145" Cast and Crew Reflections

The students working on the film will comment by clicking on the "comments" below.

"I worked on the lighting. We tried to make sure the mood stayed consistent with the lighting throughout the film. We did this by using gels and similar lighting styles for each scene."

-Stu Dent (write your name at the bottom)

"Trimming the Fat" when Editing

OBJ: SWBAT make informed judgements about the flow of a sequence.

VOCAB:

shot sequence - a series of camera shots about one event.

flow - the pace of a movie. (Action usually fast, Drama usually slower than Action)

MINILESSON

1. Visit vimeo lessons and look for the differences between the two videos.

WORKTIME

1. Listen to poem or song.

2. Make a list of 5 things to shoot for a music video that would go with the poem or song. Describe the location, how it should look, the mood, and the color in great detail.

CLO:

1.Describe in great detail the best type of flow for the music video of the poem or song.

2.Why do you think so?

3. Group Share

HW: Visit Vimeo Video School and look for more video lessons.