Through My Eyes
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livingononedollaraday-videoworksheet.docx.docx | |
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Next students are asked to watch a documentary individually, with their family, or as a small group. As they are watching, they take note of unique "features" they observe in the documentary.
List of Possible Documentaries to View: Here
List of Possible Documentaries to View: Here
Step 2: Class discussion about the definition of a "documentary."
Click on the link below to open the viewing and discussion guide for "He Named Me Malala."
lesson-ten-viewing-a-documentary-film.pdf | |
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After all students watch a documentary, we develop a class definition. We use that definition to develop a rubric for this project.
What is a Documentary? - Interviews of Filmakers
Each student needs to choose an interview from the recommendations listed below.
Natalia Almada, who has made several films about Mexican history and life in the U.S./Mexico border region, raises issues about documentary film as an art form as well as the responsibility of a filmmaker to be sensitive to her subjects. She also discusses sound editing and what choices best represent the events she documented. (28 minutes)
Alan Berliner, who uses home movies and his own family's experiences to explore what we all can "learn from the life of an ordinary person," talks about the value of storytelling and how he approaches filmmaking as if he were assembling a collage. (23 minutes)
Marshall Curry, The film Curry discusses here examines whether or not the Earth Liberation Front is a terrorist organization. In the interview, he looks at the balance between being a journalist, an artist and a storyteller who purposefully includes conflicting perspectives in order to stretch people's points of view, "nudge" them out of their comfort zones and "elevate the conversation a little bit and have people discuss it and think about it in a more nuanced and more complex way." (21 minutes)
Judith Helfand, who has made films about women's health and also important events in U.S. history, explores the power of speaking from personal experience. She explains how documentaries can be used to change and reform society and how films move viewers from inaction to action. She also discusses the psychological and emotional impact of good films--"Good films talk to people in ways that documents can't"--and the perils of revealing people's private moments. (22 minutes)
Laura Poitras, reflects on her extraordinary interview with Osama bin Laden's bodyguard and how using documentary film to listen to and humanize the enemy can provide insights into "roads not taken." (23 minutes)
Students write down the name of the filmaker and then answer the following questions on a Google Doc to be with the teacher (Mr. Boylen.)
Questions:
1. What are the purposes of documentary films?
2. Do documentary films tell the truth?
3. Describe: The difference between accuracy and truth. The difference between objective and subjective. The difference between subjective material and propaganda.
4. What is the difference between sharing one's own perspective and telling the whole truth about an issue or event
5. The role of evidence in determining whether all perspectives are equally valid
6. The techniques that documentary filmmakers use to show reality (especially when merely pointing the camera and recording cannot fully capture an experience)
Rubric for this Project
Step 3: Students Conduct Research
Before students can begin research they must come up with a claim to direct their research and to form the core of their argument and documentary. This is the message, fact or truth they wish to share and make others aware of. HERE is a great list of ideas/prompts for CLAIMS. Check it out and come up with one to make your own. HERE is another GREAT list of IDEAS.
Here is what we will use to define and then fine-tune the claims for each group: Claims, claims, claims
This graphic organizer will help with putting your claims, evidence and reasoning together.
Students begin to research their topics. They can work individually or with their partner. At this point, they also create their claim. Students research as if for a paper and transfer the information into a script. Scripts will need to be finished, edited and approved before any shooting of images begins.
Begin researching your claim and looking for evidence to support it. Put the evidence in the Claim Graphic Organizer and connect the evidence using reasoning and the TRANSITION words provided.
Documenting Your Target Audience:
Step 4: Imagery Brainstorm
The students identify abstract ideas from their research that they would share in their film. We discuss "powerful images" that filmmakers use to get their opinion, or claim, across to the audience.
The students identify abstract ideas from their research that they would share in their film. We discuss "powerful images" that filmmakers use to get their opinion, or claim, across to the audience.
Here is a site to find Archival Footage and Images and more. Be sure to check the licensing agreements to be sure you can use it for free in your documentary.
Here is a source for Free Music for YOUR film
Another Great Open Source Music Site HERE
Documentary Filmmakers Resources Link Here
An Afghan man offering tea to a soldier.
A firefighter gives water to a koala during the devastating Black Saturday bush fires in Victoria, Australia, in 2009.
Step 5: Pre-Shooting/Practice Shooting and Interviewing
Students work on ideas for the actual shooting of their documentaries. They create their scripts and story boards to better plan out their films and projects. They can practice and conduct interviews.
Here is a helpful article on the art of interviewing and how to make the most out of your time and the interview.
Each group must have at least TWO interviews in their projects (documentaries) making them more like most documentaries.
When shooting video and interviewing/narrating please remember to consider some important "rules" of visual arts and filmmaking:
- The Rule of Thirds
- Reduce Background Noise
- Keep Images Clean
- More Talking on Part of "Experts", not Interviewer
- Avoid Sound Effects/Background Music that Distracts or Overpowers Speech
Link to Ten Rules of Photo Composition Article
Step 6: Creating a Script/Writing out Questions for Interviews
Students are now ready to create their pre-shoot script using Google Docs. They can also write out the questions they plan to ask in their interviews.
Google docs allows students to work together on a a document at the same time. The document is also shared with the teacher so that progress can be monitored and comments can be added.
This example document below shows how students can map out the narration they plan to include, the visual components of each scene or shot, and the audio portion as well, including music and sound effects.
Things to consider before moving forward with a documentary idea:
Here are a few questions that may help you decide whether to move forward with your idea.
1) Are you CRAZY PASSIONATE about your idea? Does your idea keep coming back to you time and time again, igniting new questions and curiosity about the topic?
2) Do you have a UNIQUE ANGLE and/or UNIQUE ACCESS to a popular topic?
3) Is there some element of CONFLICT or TENSION in your story? (Keep in mind conflict doesn't necessarily mean two people fighting. It can be internal conflict inside one person or a battle with time, nature, etc.)
4) Does your story center around a theme of (EXTREME) UGLINESS, BEAUTY or INSPIRATION?
5) Is there an AUDIENCE hungry for your film? If you're not sure, put the idea out on social media (preferably with a trailer) and see how many "sign-ups", "likes" and "shares" you get.
Step 7: Shooting Footage and Interviewing
After planning things out with their story boards and scripts, students start to collect footage and film the interviews they plan to include in their documentaries.
Helpful Hints:
1. Nikon USA Video Composition Tips
2. Composing Basic Camera Shots
3. See Video Below
Helpful Hints:
- Keep Backgrounds Clean/Uncluttered
- Work on Framing and the Rule of Thirds While Shooting
- Use Multiple Camera Angles When Possible
- Take More Footage Than Needed to be able to Edit Out the Poor Quality Stuff
- Remember This is a Package Deal, Visual, Audio (Sound) and the Information all Matter
1. Nikon USA Video Composition Tips
2. Composing Basic Camera Shots
3. See Video Below
Step 8: Putting the Video and Audio Together - iMovie or Other Program
Once students have filmed enough and are ready to put their documentary together, they will need to upload all images, video footage, and audio into iMovie or another program to edit it and put it together into a finished film.
Here are some helpful links and ideas on how to best use iMovie to edit your film:
26 Best iMovie Tips for Mac Users 2017
Trim, Split and Move Clips in iMovie
Basic Video Editing With iMovie
Trim, Split and Move Clips in iMovie
Basic Video Editing With iMovie
Step 9: Celebrate! Showcase! Film Festival at MFL MarMac High School Auditorium and Learning Commons!
An after school film screening of student made documentaries will be held for the public and parents to see the awesome documentaries these students created on the big screen!
Friday, March 23, 6:00 PM - Until finished. Please come to see what these students have worked so hard on. Meet the filmmakers! Call Mr. Boylen or email for details: (cell 563.568.1179 [email protected])
Friday, March 23, 6:00 PM - Until finished. Please come to see what these students have worked so hard on. Meet the filmmakers! Call Mr. Boylen or email for details: (cell 563.568.1179 [email protected])
See Some Examples from the past and others
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