BC Education - Film and Television 11 and 12

Sample 2: Grade 11

Topic: Documentary Production

Prescribed Learning Outcomes:

Exploration and Analysis

It is expected that students will:

evaluate their work and that of others
use appropriate vocabulary when discussing or producing film and television works

Context (Social, Cultural, and Historical)

It is expected that students will:

identify social, cultural, and historical forces that influence and are influenced by film and television images
analyse how artistic components are used in film and television works to achieve specific purposes and reach specific audiences

Context (Industry)

It is expected that students will:

demonstrate a willingness to delegate and accept responsibility in a group

Technologies and Processes

It is expected that students will:

describe the stages of film and television production (procedures for pre-production, production, post-production, and distribution)
use and maintain film and television production equipment in a safe and environmentally sensitive manner
reproduce various production techniques to create effects

Overview

The teacher presented an introductory unit on documentary filmmaking. Students had opportunities to learn about the stages of production, to work with a variety of equipment, to practise a variety of techniques, and to research important figures in documentary filmmaking. They also worked in teams to create their own documentaries. Evaluation was based on:

research reports on major figures in documentary production
production of five-minute documentaries

Planning for Assessment and Evaluation

Students were introduced to the four stages of production: pre-production, production, post-production, and distribution:

Pre-Production
- planning
- shooting schedule
- casting and crew
- budgeting
- script completion
- department preparation
Production
- filming
- troubleshooting
Post-Production
- editing, music, sound
- credits
- special effects
Distribution
- venues
- number of copies
- publicity
- revenue sources
Each student was asked to role-play either a producer or a production manager and to describe moving a script through the four stages. The teacher provided a checklist of items to consider at various stages.
The teacher provided photographs and descriptions of production equipment from owner's manuals, then demonstrated and described the essential parts of each piece of equipment. Students then demonstrated proper handling of the equipment.
The teacher connected a camera to a monitor. Students then explored various shots and functions (e.g., tilt, pan, long shot, close-up), and discussed their effects.
Students learned about the history of documentary filmmaking by viewing a video on documentary film and video production, and noted the names and contributions of some of the major figures in the field. Students then worked in pairs to choose, research, and report on individual filmmakers or companies. The teacher provided the following outline:
- identify major contributions of the person or company
- provide background information on training, development, influences, and career
- explain why you find this person or company interesting or important, and comment on their connection to your involvement in documentary film or video
- include and analyse a film clip from the work of your subject
Students presented their research in a variety of formats (e.g., slide shows, role plays, lectures, simulated radio or television interviews). The class was encouraged to make notes during the presentations. After the presentations were completed, each student wrote a journal entry listing ideas and techniques that might be useful in his or her own filmmaking.
Students worked in groups of four or five to produce five-minute documentaries on school-related issues. Topics included "skipping class," "trying out for the basketball team," "smoking on the school grounds," and "receiving a report card."
The groups presented their documentaries for viewing and evaluation during class. After evaluation and feedback from the teacher and class, students invited the school community to a Film Festival, at which the documentaries were presented over two lunch hours.

Defining the Criteria

Research Report

accurately identifies major contributions
provides relevant and detailed information on training, development, influences, and career
makes logical connections or generalizations; draws logical conclusions
is presented in an entertaining and interesting manner
film clip demonstrates some aspect of style or technique that is particularly relevant to understanding the contribution of the subject
makes logical personal connections with the subject's work

Documentary

Product

clear and easy to follow
engages the audience
appropriate and relevant
original and creative
clearly and effectively addresses the chosen theme

Process

interactions among team members are respectful
works safely, using equipment with care
packs and unpacks equipment properly
chooses and operates equipment correctly
uses appropriate terminology
chooses appropriate production techniques to create effects
produces a complete, detailed, and accurate chart showing sequence of production

Assessing and Evaluating Student Performance

The teacher developed a five-point rating scale for research reports and documentaries. The basis of the scale was similar for both projects; however, it included specific aspects for each assignment. Students had copies of the rating scale as they prepared their assignments. They were able to use the scale to elicit feedback from their classmates and others as they worked.

**Documentary Work**
Rating	Criteria
5	Exceeds project requirements. For example, format may be innovative; product may be particularly engaging; material may include information beyond what is required; may show creativity in use of techniques. Research: Complete; includes accurate and relevant information from a variety of sources; presented in an engaging way. Analysis is insightful and shows some depth in making personal connections. Documentary: Team functions smoothly, delegating and completing assignments efficiently and on schedule. Shows some innovative use of equipment and techniques. Product is innovative, creative, and engaging. Message is clear and effective.
4	All requirements met. Fully addresses the criteria established for the project. Research: Complete; accurate and relevant information is presented clearly. Easy to follow. Attempts to engage audience. Analysis is clear and logical, supported by specific examples. Documentary: Team shares responsibilities and generally works well together. Uses a variety of equipment and techniques appropriately and safely. Product meets requirements. Team attempts to engage the audience with relevant and appropriate material that offers a message about the chosen theme.
3	Attempts to meet requirements and is successful in most cases. Addresses all required aspects of the assignment. May be uneven, dealing with some aspects in a cursory way. Research: Complete and accurate. Generally easy to follow. May provide little detail or insight, and relevance of information is not always clear. Examples may be flawed. Analysis may be very brief. Documentary: Team works without conflict, but responsibilities may be shared somewhat unevenly. Uses equipment and techniques appropriately and safely, but may rely on a few pieces of equipment. Product meets most basic requirements, but may include some flaws and fail to engage the audience. Relevance of the material is not always clear.
2	Attempts to address most requirements, but is unsuccessful in several instances. May be confusing or incomplete in places. Needs careful supervision and support from the teacher. Research: Some accurate information, but may include unsupported conclusions or generalizations. Often relies on one source of information. May be difficult to see the connections or relevance of the detail included. Confusing and difficult to follow in places. Documentary: Some difficulty with teamwork; may need intervention or close supervision by the teacher. Uses some equipment and techniques appropriately and safely, but may have difficulty with others. Product meets some requirements, but production is flawed and lacks focus. Purpose or message may be unclear.
1	Incomplete. Fails to complete a substantial portion of the assignment. May be very brief. Research: Little accurate, relevant information. May be hard to follow. May omit analysis or connection to own work. Documentary: Team cannot work together effectively without close supervision by the teacher. Uncertain of appropriate use of equipment; frequently follows incorrect or unsafe procedures. Production is seriously flawed. Purpose or message is unclear. May fail to meet production deadlines.

Revised: January 28, 1999

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