Film and Television 11 and 12 Course Description
Film and Television 11 and 12 provides opportunities for students to develop the knowledge,
skills, and attitudes they need to respond to and create film and television works.
In Film and Television 11 and 12, students gain practical experience in some of the major areas of the industry, including acting, scriptwriting, and production.
This experience introduces students to the standards of the film and television industry. Students also examine the important roles that film and television play in society. As they explore and critically analyse the industry within various social, cultural, and historical contexts, students gain understanding of how these contexts influence and are influenced by film and television works.
In Film and Television 11 and 12, students have opportunities to:
- explore and manipulate artistic components to create meaningful film and television works that reflect their own individuality and creativity
- examine the role and influence of film and television works in a variety of social,
cultural, and historical contexts
- develop some of the acting, scriptwriting, and production skills needed to create
film and television works
- develop an appreciation and understanding of the process of film and television
production
- explore career options related to film and television, and develop skills useful
in pursuing them
The Film and Television 11 and 12 Curriculum
The prescribed learning outcomes for Film and Television 11 and 12 are grouped according to the same three curriculum organizers used in all Kindergarten to Grade 12 Drama curricula, with one additional organizer, Technologies and Processes. The following organizer descriptions define the course content specific to Film and Television 11 and 12.
Exploration and Analysis
In Film and Television 11 and 12, students learn how artistic components affect meaning in film and television works, and how to manipulate these components to achieve specific purposes or effects. Students gain the artistic and technical understanding needed to explore and critique their own works and the works of others. The course provides opportunities for students to assume individual responsibility for roles and tasks within a group. Through their dramatic work, students have opportunities to explore and develop expression, trust, and self-confidence.
Drama Skills
In Film and Television 11 and 12, students gain an understanding of the nature and
objectives of the acting component in the film and television industry. Through analysis, guided practice, and reflection, students develop and enhance the skills they require to act on camera. They have opportunities to develop the knowledge, skills, and attitudes they need to become comfortable in front of the camera, to work within
the technical parameters of film and television, and to develop effective roles.
Context
Film and Television 11 and 12 students extend their understanding of how film and
video technologies are used to influence meaning and purpose in film and television
works. By examining how film and television images both influence and are influenced by context, students enhance their visual literacy. As they develop this literacy, they gain the understanding needed to create meaningful images (including time, sound, movement, and light) and critique their own work and the work of others.
Context includes two suborganizers:
- Social, Cultural, and Historical
Students gain understanding of how social, cultural, and historical contexts influence
the nature and purpose of film and television works. They examine political influences on film and television messages, as well as the economic effects of film and television production in society. Students also assess the impact of film and television
production and images on audiences and on society in general.
Students learn about the nature of the film and television industry and the roles
and responsibilities of people who work within it. They examine the expectations
of the industry regarding teamwork and on-set etiquette. They also gain an understanding of the educational requirements, personal characteristics, and duties necessary for careers in film and television and related fields.
Technologies and Processes
In Film and Television 11 and 12, students gain an understanding of the equipment
and processes used to develop film and television productions. They become familiar
with production equipment and have opportunities to develop some of the technical
skills required to plan, produce, and develop scripts for film and television works.
Organizing the Film and Television Classroom
In the film and television class, students become familiar with a wide range of materials, equipment, tools, and processes that they can use in the production process.
Facilities
Although several components of the curriculum can be carried out in regular classrooms (e.g., learning about the historical and cultural contexts of performing arts),
the creative components have certain physical requirements. When choosing or designing a facility for the physical components of the curriculum, consider the following:
- Is the environment sufficiently clean, dry, and dust-free for the operation of computers, cameras, and editing equipment?
- Is there sufficient light control (some areas with no windows, if possible) to permit
filming or videotaping and editing?
- Is there adequate studio space to shoot film or video productions?
- Does the total instructional space provide enough flexibility to function in a variety of ways?
- Is the classroom space equipped with sufficient power on separate circuits to allow
for simultaneous operation of activities (e.g., computers, monitors, cameras, film
and video editors, lights for film and video shoots)?
- Are viewing, editing, and shooting facilities adequately soundproofed?
- Does the classroom have a cable hook-up? (e.g., Cable 10)?
- Is there Internet capability in the classroom?
- Does the classroom facility offer secured storage for equipment and materials? (Note that several smaller, lockable containers are often much more useful than one large room for storage and security.)
Equipment and Tools
Teachers who wish to emphasize multimedia performances but are unable to purchase
all the necessary equipment may be able to get specialized equipment from other departments in the school or district (e.g., music, visual arts, technology education, business education), local colleges, television and radio broadcasters and studios, businesses, parent associations, or community associations. This equipment includes:
- video recording equipment (camera and batteries, VCR, lighting kits, tripods, filters)
- video editing systems (mixer, titler, edit controller)
- computer systems with imaging, multimedia presentation, and animation capabilities (CD-ROM, video, Internet access, scanner, colour printer, eyeball camera, digital camera)
- audio and sound recording equipment (cassette recorders, CD player, amplifier, audio mixer, headphones, microphones)
- general equipment common to several areas (audio, video, and computer cables; extension cords; power bar; reflectors; photocopier; 16 mm projector and reels; tripods; soldering gun; tool kits; backdrops or cycloramas; light tables)
Materials and Supplies
In addition to regular drama room supplies, the following items are used in film and
television work:
- videotapes
- gels, diffusion and reflector materials for lights
- computer disks
- audio cassettes
- storyboard materials
- light bulbs
- gaffer or duct tape and electrical tape
Working with the Film and Television Community
By involving guest professionals from the community, all aspects of learning in film
and television may be greatly enriched. Teachers are encouraged to provide these
experiences for students whenever possible.
To broaden students' range of opportunities, teachers may also wish to enlist the
help of the non-professional community. It is particularly useful to use experts
when presenting culture-specific examples of film and television productions, in
order to deepen student's understanding of certain choices made by the creators of these works.
When visiting or working with film and television professionals and other community members, teachers should:
- arrange meetings with them to discuss appropriate learning outcomes and expectations
while deciding which areas of the curriculum are to be addressed
- prepare students for the experience (e.g., discuss the expectations for process
and etiquette, and provide useful background information)
- determine the guests' needs (e.g., materials, facilities)
- debrief with students and guests
Students may also have opportunities to create film and television works themselves,
producing programs for peers, younger students, staff, and other audiences. Teachers
and students should consider the following community resources for broadening the
range of learning opportunities in film and television:
- TV studios
- production houses
- professional associations
- government agencies
- unions and guilds
- film periodicals and publications
- college and university film and television departments
- continuing education programs
- film studios
- Internet web sites for film- and television-related topics
- professional film and television schools
- school and public libraries
- community cable production facilities
- local businesses
Careers Related to Film and Television
Students interested in careers related to film and television may consider a wide
range of opportunities. Such careers are listed in National Occupational Classification (NOC) 5: Occupations in Art, Culture, Recreation
and Sport. Interested students should consult Work Futures: British Columbia Occupational Outlooks for in-depth information about related careers, education and training, working conditions, and employment prospects.
Fine Arts Graduation Requirements
The Film and Television 11 and 12 courses of Drama 11 and 12 are provincially approved four-credit courses that satisfy the graduation requirement for fine arts. Schools are encouraged to provide opportunities for students to take more than one drama course (or other fine arts courses) at a given grade level. All courses must address all the learning outcomes for the designated grade.
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Copyright 1998 All Rights Reserved. Standards Department.
Maintained by: Fine Arts Coordinator - Drama
Revised: January 28, 1999
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