BC Education - Preface - Film and Television 11 and 12

Preface: Using This Integrated Resource Package

This Integrated Resource Package (IRP) provides some of the basic information that teachers require to implement the Drama 11 and 12 curriculum. The information contained in this IRP is also available through the Internet. Contact the Ministry of Education's home page: http://www.bced.gov.bc.ca/

The Introduction

The Introduction provides general information about Drama 11 and 12, including special features and requirements. It also provides a rationale for the teaching of Drama 11 and 12 in BC schools.

The Film and Television 11 and 12 Curriculum

The main body of this document consists of the Film and Television 11 and 12 curriculum. When other drama courses are completed, they will be added to this IRP. The provincially prescribed curriculum is structured in terms of curriculum organizers. The Introduction is followed by four columns of information for each organizer. These columns describe:

provincially prescribed learning outcome statements for each subject area
suggested instructional strategies for achieving the outcomes
suggested assessment strategies for determining how well students are achieving the outcomes
provincially recommended learning resources

Prescribed Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in observable terms. All learning outcomes complete this stem: "It is expected that students will. . . ." Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depend on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Provincially Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC teachers in collaboration with the Ministry of Education, Skills and Training according to a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific local needs. The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

The Appendices

A series of appendices provides additional information about the curriculum and further support for the teacher.

Appendix A lists the prescribed learning outcomes for the curriculum arranged by curriculum organizer and grade.
Appendix B contains a comprehensive, annotated list of the provincially recommended learning resources for this curriculum. This appendix will be updated as new resources are evaluated.
Appendix C outlines the cross-curricular reviews used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of this IRP.
Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Prescribed learning outcomes have been used as the source for samples of criterion-referenced evaluation.
Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.
Appendix F contains definitions of terms specific to this IRP.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and Curriculum Organizer

Film and Television 11: Exploration and Analysis

Prescribed Learning Outcomes

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

identify artistic components and describe how they affect meaning
apply artistic components to develop individual style in film and television works
demonstrate an acceptance of how they look on camera
evaluate their work and that of others
use appropriate vocabulary when discussing or producing film and television works

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

Have students in small groups analyse production, acting, and script elements used to sell products in popular commercials. Prompt them with questions such as: Who is the target audience? What are the key images? What are the key words? How are sound and music used to create an effect? How does lighting affect the intent of the commercial? What is the message?
Show students two film clips that illustrate obviously different artistic components (e.g., My Dinner with Andre and Waterworld ). As they view the clips, have students list the ways each filmmaker uses visual images, sound, lighting, editing, shot size, shot composition, special effects, casting, colour or black and white, and dialogue. As an extension, ask students to select clips from each film that clearly illustrate the genre.
Invite students to perform slates (state their names and agencies) and 30-second biographies using various tones and moods. Ask them to review their performances, noting the effect of the camera on their delivery. Have them refine their performances until they feel comfortable with the way they look on camera.
Suggest that students record unfamiliar film and television industry terms in their journals. Ask them to develop definitions and illustrations for the terms and concepts. Encourage them to use these terms as they discuss and produce film and television works.
Provide students with a script for a 15-second TV advertisement. Ask them to storyboard and produce their own interpretations of the script using a variety of artistic components such as sound, light, and motion. Have students view one another's advertisements, then discuss the choices of artistic components and how these portray individual style.

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

When students participate in film reviews or analyses, look for evidence that they are increasingly able to:
- use appropriate vocabulary
- correctly identify the artistic components of the film (e.g., sound effects, music, and dialogue qualities are all part of the sound component)
- refer to the artistic components in describing the meaning created by the film
- support their opinions with relevant examples and observations
- identify similarities and differences in their individual analyses; suggest logical reasons for differences
Before students perform slates, discuss criteria they can use to assess their own and others' performances, such as:
- clarity of voice (e.g., Can we hear the person's name?)
- completeness of information (e.g., Do we know the name, the agency, and something important about this person?)
- level of energy (e.g., Would we want to hire this person?)
- confidence (e.g., Is the person nervous? Speaking too fast? Smiling?)
When students create storyboards and interpretations for 15-second commercials, look for evidence that they are able to:
- provide constructive feedback to one another
- offer logical reasons for the choices they make about artistic components
- draw conclusions about how the artistic components work together to create a style
- identify strengths and weaknesses in their own work
- consider how changes in the artistic components might affect meaning and impact

Recommended Learning Resources

RECOMMENDED LEARNING RESOURCES

Print Material

Calling the Shots
On Cue 2
Reading, Writing & TV
Screenplay
Successful Scriptwriting
Understanding Movies, Seventh Edition

Video

Against the Grain
And Nothing But the Truth
Changing Voices
Constructing Reality
The Hold Up
In Her Own Image
The Video Tool Box
Watching TV

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Revised: January 28, 1999

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Revised: January 28, 1999

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