BC Education - Film and Television 11 and 12

Sample 3: Grade 12

Topic: Soap Opera

Prescribed Learning Outcomes:

Exploration and Analysis

It is expected that students will:

analyse how the artistic components of film and television affect meaning
critique their own and others' performances and products
collaborate to solve acting, scriptwriting, and technical production problems
use appropriate vocabulary when discussing or producing film and television

Drama Skills

It is expected that students will:

use voice and movement to create effective film and television roles
maintain the integrity of a performance within the technical parameters of film and television

Context (Industry)

It is expected that students will:

describe the organizational structure of a film crew, including production staff and actors
apply on-set etiquette in production settings
delegate and accept responsibility in a group

Technologies and Processes

It is expected that students will:

use film and television production equipment appropriately and safely to achieve a purpose or effect
apply production techniques to translate scripts to film and television works
assess physical, time, and budgetary constraints on production
use standard formats to develop screenplays, script treatments, and commercials

Overview

The teacher developed a 12- to 15-lesson unit in which students created, produced, and aired a six-episode soap opera called Days of Our Restless Lives. Each episode was 10 minutes long. Each student chose to work in a specialty team (writers, actors, directors/producers, or technicians) for the collaborative production. Evaluation was based on:

journals
contributions to the soap opera

Planning for Assessment and Evaluation

Students watched short clips from a number of different soap operas, then brainstormed the qualities and the common elements of the genre.
The class brainstormed potential soap opera concepts that related to students' experiences. They then agreed on a concept and discussed potential characters and settings. The teacher divided the class into groups and asked each group to outline at least two short scenarios that featured the characters and settings discussed by the class. They shared their ideas and discussed other possibilities. Students then decided to set the soap opera, Days of Our Restless Lives, in a fictional school that resembled their own.
The teacher explained that students would work together to create the soap opera in six episodes over the next 12 to 15 lessons. Each episode would be 10 minutes long. Students were given the opportunity to work in one of the following four teams: writers, actors, directors/producers, or technicians.
Groups were assigned initial tasks.
- Writers: create six 10-minute scripts.
- Actors: research and develop specific characters (e.g., principal, teachers, different types of students).
- Directors/Producers and Technicians: do an inventory of available equipment; plan and design the sets; create organizational charts; begin to assign responsibility for various types of technical work (e.g., cameras, lighting, sound, sets).
The goals for the day were discussed at the beginning of each class. Students assessed their work in daily journals which were evaluated by the teacher at the end of the unit. For their journals, the teacher asked students to use a diary format (This is what I did; This is what happened; This is my response) and to record specific information about each day's activities, such as:
- current job description
- timeline (what needs to be done when)
- suggestions on how to do my job better
- my most difficult task and why
- my most enjoyable task and why
Once a script for an episode was prepared, the writers presented it to the class for discussion and critique. Discussion focussed on practical constraints (whether they could actually do what was written) and the consistency of the characters. The actors also offered input based on their preliminary work researching and developing the characters.
As the scripts were drafted, the actors began to learn their dialogue and rehearse the action. At the same time, directors/producers and technicians worked together to:
- develop a shooting schedule
- design the sets
- gather props, costumes, and furniture
- set up the technical aspects (lights, sound recording, camera positions)
- create a shot list
The writers completed and distributed the final drafts of the scripts and continued to work with actors and technical groups as needed. There was some crossover among the groups. For example, some writers also acted, some actors did technical work, some technicians contributed to the scripts, and so on.
The episodes were assigned shooting dates. The actual shooting was organized and completed entirely by the students, with the teacher offering assistance where necessary. The teacher monitored students' activities during the shooting and took notes as they worked. Students discussed and critiqued one another's work at the end of each shoot. The teacher also provided feedback.
When shooting was complete, the class was divided into six groups (one for each episode) to edit the footage. Each group selected an editor; the other members of the group acted as assistant editors. Due to a shortage of equipment, some students edited their work at home, using two VCRs. (Note: the success of this unit is not dependent on sophisticated equipment--even roughly edited episodes are fun and worthwhile to produce.)
The groups then added music to the episodes they edited, playing recorded music simultaneously with the video images.
The six episodes were aired for an outside audience during lunch hours over a two-week period.

Defining the Criteria

Journal

To what extent are the journal entries:

complete, with relevant information
accurate when describing jobs and timelines
constructive and insightful when critiquing own work
recorded showing evidence of successful problem solving
recorded using vocabulary accurately and with increasing precision

Contribution to the Soap Opera

The teacher and students developed criteria that applied to all students as well as some that applied specifically to each team.

All Students

To what extent does the student:

constructively discuss and critique her or his own work and that of others
delegate and accept responsibility
use a variety of creative approaches to tasks
successfully solve problems relating to specific tasks
show commitment to the production
work positively and smoothly with others in the production team, including showing appropriate on-set behaviour
demonstrate the specific criteria required of the team

Actors

To what extent does the team:

use voice and movement in innovative ways to create and maintain the characters
maintain the integrity of a performance within the technical parameters of a television production

Writers

To what extent does the team:

generate effective dialogue
maintain the voices of individual characters
allow for production constraints

Directors/Producers

To what extent does the team:

develop an appropriate organizational chart for the production team
collaborate with the technical team to design appropriate sets, gather needed props, and do an inventory of equipment
create and follow an appropriate shooting schedule
create a complete shot list

Technicians

To what extent does the team:

collaborate with directors/producers to design sets, gather props, and do an inventory of equipment:
- set up sets
- use appropriate techniques (lighting, sound recording, camera position) to accomplish assigned tasks
- handle equipment safely and with respect

Assessing and Evaluating Student Performance

The teacher and students used rating scales to assess the work in this unit.

**Journal**
Rating	Criteria
5	Exceeds requirements of the task. May show particular depth of insight, demonstrate thoroughness in planning and monitoring work, or provide creative solutions to problems. All required material is included.
4	All requirements met. Entries are complete, relevant, and accurate. Includes appropriate suggestions and plans for improving own work and solving problems. Uses vocabulary accurately with increasing precision.
3	Most requirements met. May be somewhat inconsistent, with some entries more detailed or insightful than others. May occasionally omit required material or complete an entry in a cursory way. Material that is included is relevant, accurate, and generally described using appropriate vocabulary.
2	Requirements met for some entries. Others may be omitted entirely or offer little relevant information. Critiques, self-analyses, and goals tend to be expressed in broad generalizations (e.g., I think my work was effective; I did a good job of operating the camera) with few details or examples.
1	Incomplete. Does not fulfil requirements. Entries may be sporadic.

**Contribution to the Soap Opera**
Rating	Criteria
5	Goes beyond requirements. For example, in addition to meeting the requirements listed for rating 4, may complete additional work, demonstrate outstanding thoroughness and attention to detail, develop innovative or creative approaches, show effective leadership within a team, or show strong specific skills in carrying out assigned tasks.
4	All requirements met. Works smoothly and positively with others on the production team, delegating and accepting responsibility appropriately. Shows commitment to the production and works to improve own and others' contributions through constructive feedback, creative problem solving, and support. Demonstrates the skills required for the specific team.
3	Attempts to meet requirements and is successful in most cases. Work may be somewhat uneven from one task or activity to another. Works easily with others; generally supportive and willing to accept feedback. Committed to the production, but may need additional supervision in order to complete assigned tasks appropriately and on schedule. Offers constructive feedback, and attempts to solve problems as they arise. Demonstrates basic skills required for the specific team.
2	Meets some requirements. Tends to have difficulty working as part of a team and delegating and accepting responsibility. Shows some commitment to the production, but may approach all tasks and problems in the same way. Frequently seems defeated by unanticipated problems. Often has difficulty providing or accepting criticism positively. Needs frequent supervision. Demonstrates some skills required for the specific team.
1	Incomplete. Does not fulfil requirements. Participation may be sporadic. Tends to have difficulty being part of a team. Work may lack detail, be incomplete, or fail to meet production deadlines.

Revised: January 28, 1999

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