Day 1: Learning about Shots
Class/Grade Level: English 12
Big Ideas/Long Term Goals: Students will gain a deeper understanding of the basic building blocks of film, namely shots, and how they are used. Furthermore, students will learn how to become active participants in analyzing the various choices for shots made in a particular film in order to gain a solid foundation in critically analyzing the film.
Objective:
· Students will be able to define and demonstrate “shots” and apply this knowledge to Capote
Materials:
· IFC Film Glossary Handout (see attached)
· Video recording of five to seven television commercials
· The film Capote
· TV
· VCR/DVD
Motivation:
Begin by asking if anyone can define a “shot”. (Correct answer would be some variation of “a single, constant take made by a camera, uninterrupted by editing or cuts”). Explain that basically a shot begins when the camera’s record button is pressed on and ends when the button is either released or pressed again. Explain that the “shot” is the basic building block unit of any film. Explain that shots can be identified by the camera angles and camera movements. Once I introduce these ideas, I will pass out the IFC Film Glossary handout. (Timing 5-10 minutes)
Procedure:
Cover certain terms
on the handout, including but not limited to: camera angle, close up, extreme
close up, medium close up, establishing shot, long shot, extreme long shot,
medium long shot, medium shot, panning, point-of-view shot, reaction shot,
reverse angle shot, zoom. Entertain any questions and ask students to give
examples before giving my own for each definition to gauge how much they
already know. (Timing 7-10 minutes). Next, show the
first recorded television commercial with the sound off and pause after each shot.
Ask the students to identify what shot is frozen on the screen. After the first
commercial, tell students to shout “Cut!” when they have identified the end of
a shot for the next few commercials. (Timing: 7 minutes). Once students seem
comfortable identifying shots, explain that we are going to apply the same idea
to the opening clip of Capote (the scene where he is at a party talking with a
group of people). Ask students to write down the various shots they see in the
clip in their notebooks. Show the clip, ending with the part where Capote and
Harper Lee get on the train to
Closure: For homework, ask students to write a short, 1-2 page reaction to the opening scene of the film. Offer some suggestions for what to write about (acting choices, set, costume, initial impressions of the film. (Timing: 1-2 minutes)
Assessment:
Informal assessment of whether the class seemed engaged in the activity and whether their skills at identifying and describing shots improved overall. Give checks to all students who participated in effectively describing the shots in Capote (check pluses to those who offered especially insightful responses).
NCTE/NYS Standards:
NCTE Standard 1: Students read a
wide range of print and non-print texts to build an understanding of texts, of
themselves, and of the cultures of the
NCTE Standard 6: Students apply
knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and non-print texts.
NCTE Standard 8: Students use a
variety of technological and information resources (e.g., libraries, databases,
computer networks, video) to gather and synthesize information and to create
and communicate knowledge.
NCTE Standard 11: Students
participate as knowledgeable, reflective, creative, and critical members of a
variety of literacy communities.
NCTE Standard 12: Students use
spoken, written, and visual language to accomplish their own purposes (e.g.,
for learning, enjoyment, persuasion, and the exchange of information).
NYS Standard 1: Students will
read, write, listen, and speak for information and understanding.
NYS Standard 3: Students will
read, write, listen, and speak for critical analysis and evaluation.
Acknowledgment of Source: adapted
from