Learning Areas

1
Learning Areas Levels Objectives Software De
scription

• Media literacy, including advertising,
  broadcasting, and film
• 15- to 18- year-olds
• Students will
• Read a novel and identify the main literary
  elements.
• Demonstrate mastery of advertising and film
  techniques.
• Write for a variety of purposes and audiences.
• Work as effective, contributing members of a
  group.
• Microsoft Publisher, Microsoft PowerPoint
• Working in teams, students develop an advertising
  campaign for a novel that persuades others to
  read the book. Using PowerPoint or video-editing
  software, they create a movie trailer that
  presents intriguing elements of the plot and
  makes liberal and appropriate use of advertising
  and film techniques. Students also create a
  poster advertising the book with a Publisher
  template.

Author
Jennifer Bradbury, Burlington-Edison High School,
Burlington, Washington
Documents
2
Teacher Planning and Management Click the
documents below to help you understand the
context of this exemplary learning
project Background Planning A picture of the
origin and objectives of the learning project,
including the manner in which the project was
planned and managed. Classroom Images Images of
the classroom to give you a better feeling for
how the project was implemented.
Documents
3
Work Samples, Teacher and Student
Reflection Click the documents below to see work
samples and reflections from the teachers and
students Student Work Sample Example of student
work generated through participation in this
learning project. Teacher Reflection Thoughts
and reflective comments from the teachers
involved, including advice for future
implementations. Student Perspective Comments on
how the students perceived the learning that
occurred.
Documents
4
Teaching Resources Click the documents below to
view the teaching resources used in the teaching
of this learning project Student Project
Overview An overview of required
tasks. Advertising Strategies A PowerPoint
presentation introducing various advertising
techniques. Storyboard Instructions Guidelines
for developing an outline for the movie
trailer. Sample Viewing Work Student worksheet
for critiquing a trailer. Scoring Guide for
Trailers An Excel worksheet for scoring
trailers. Film Terminology and Cinematic Effects
Movie words and definitions. Proposal Template
A planning guide for the movie trailer. Class
Server Resources Download teaching resources in
Microsoft Class Server format.
Student Project Overview
Advertising Strategies
Storyboard Instructions
Documents
Film Terminology
5
Assessment and Standards Click the documents
below to see the assessment rubrics and standards
cover in this learning project Assessment
Rubrics Examples of assessment rubrics provided
to students showing how the project was
assessed. Mapping the Standards Mapping this
projects learning objectives against curriculum
standards. National Educational Technology
Standards for Students (NETS) Performance
indicators for technology-literate students.
Documents
6
Classroom Teacher Guide Click the documents below
to learn from this project and create your own
classroom project The Starting Point Questions
to keep in mind when reviewing this
project. Using the Tour Model Questions to
consider before you begin to create a
technology-integrated project based on this
Virtual Classroom Tour. Authentic Assessment
Understanding that assessment needs to move into
the realm of authenticity helps to make learning
more meaningful for students. Implementing a
Project Some questions to consider at the
implementation stage of a learning
project. Record Your Thoughts A document in
which you can record your comments and
reflections as you create your own learning
project.
Documents
7
Pre-service Teacher Guide Click the documents
below to learn from this project and create your
own classroom project The Starting Point
Questions to keep in mind when reviewing this
project. Using the Tour Model Questions to
consider before you begin to create a
technology-integrated project based on this
Virtual Classroom Tour. Authentic Assessment
Understanding that assessment needs to move into
the realm of authenticity helps to make learning
more meaningful for students. Implementing a
Project Some questions to consider at the
implementation stage of a learning
project. Record Your Thoughts A document in
which you can record your comments and
reflections as you create your own learning
project.
Documents
8
Staff Developer Guide Click the documents below
to learn from this project and create your own
classroom project The Starting Point Questions
to keep in mind when reviewing this project with
your faculty. Using the Tour Model Questions to
pose as you assist others in creating a
technology-integrated project based on this
Virtual Classroom Tour. Authentic Assessment
Keys to promoting the understanding that
assessment needs to move into the realm of
authenticity in order to make learning more
meaningful for students. Implementing a Project
Some questions to pose at the implementation
stage of a learning project.
Documents
9
Microsoft Office Training Resources Click the
links below to access training resources on
Microsoft Office and other software Microsoft
Educator Network The Microsoft Educator Network
provides you with the latest classroom resources,
professional development tools, and communities
of practice and expertise. http//www.microsoft.co
m/education/?IDEducatorNetwork Tutorials -
Learn to create rich learning experiences using
Microsoft products and technologies.http//www.mi
crosoft.com/education/?IDTutorials Productivity
in the Classroom Lesson Plans with great ideas
for integrating technology into teaching and
learning http//www.microsoft.com/education/?IDLe
ssonPlans Office Tips for Teachers Ready-to-use
ideas that integrate Office applications into
subject areas such as math, science, and language
arts. http//www.microsoft.com/education/default.
asp?IDClassTipsArchive
10
Learning Areas Levels Objectives Software De
scription

• Media literacy, including advertising,
  broadcasting, and film
• 15- to 18- year-olds
• Students will
• Read a novel and identify the main literary
  elements.
• Demonstrate mastery of advertising and film
  techniques.
• Write for a variety of purposes and audiences.
• Work as effective, contributing members of a
  group.
• Microsoft Publisher, Microsoft PowerPoint
• Working in teams, students develop an advertising
  campaign for a novel that persuades others to
  read the book. Using PowerPoint or video-editing
  software, they create a movie trailer that
  presents intriguing elements of the plot and
  makes liberal and appropriate use of advertising
  and film techniques. Students also create a
  poster advertising the book with a Publisher
  template.

Author
Jennifer Bradbury, Burlington-Edison High School,
Burlington, Washington
Documents
11
Reel Reading
12
Goal

• Your goal is to develop an advertising campaign
  for the novel you have been studying in your lit
  circle groups that will persuade others to read
  the book.

13
Role

• You are members of an advertising company whose
  team specialty is campaigns for films.

14
Audience

• Your audience comprises students here at your
  school, your colleagues who are at work on
  similar projects, and your teacher. Your
  advertisements will be broadcast on The Friday
  Morning video announcements and local cable
  access, and displayed in the library.

15
Situation

• Your team has wisely decided to capitalize on
  students interest in movies to encourage them to
  read books. Therefore, you will be creating an
  advertising campaign that looks as if it is for a
  movie, but is actually for a book.

16
Product

• Your team will create a trailer using PowerPoint
  or video-editing software that covers intriguing
  elements of the plot and makes liberal and
  appropriate use of advertising and film
  techniques.
• Also, you will develop a poster advertising the
  book using a Publisher template.

17
Standards for Success

• Careful completion of the following proposal
  template, sample viewing, and storyboard. Trailer
  is 1-2 minutes long.
• Poster clearly advertises the book and connects
  to the same elements used in the trailer.
• All group members are involved in the production.
  
• Trailer makes excellent use of advertising and
  film techniques and offers intriguing details
  about the book.

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18
Advertising Strategies

• Or
• How They Try to Get Your Money

19
JOURNAL

• How does advertising affect you?

20
The Unfinished Claim

• Says that product is better or has more, but does
  not finish the comparison

21
Weasel Word Claim

• Uses modifiers that make words that follow nearly
  meaningless
• virtually
• can be
• tastes
• fortified
• Convincing at first, but comes up empty

22
Were Unique and Different

• Claims the product has something no other product
  has

23
Water is Wet

• Claims something that is true of any product in
  the category
• May be factual, but is not an advantage over the
  competition

24
The So What Claim

• True but gives no real advantage to the product
• Differs from water is wet in that the claim may
  be unique to that product

25
Vague

• Simply unclear
• Uses colorful, meaningless words that cannot be
  proven or disproved

26
Testimonial

• Either
• Endorsement by a famous person, or
• A regular person claiming that his/her life has
  improved as a result of the product

27
Statistical/Scientific Claim

• Experimental proof
• Statistics
• Survey data
• Impressive-sounding mystery ingredients

28
Compliment the Consumer

• Uses flattery to persuade consumer
• Suggests only a smart or attractive shopper would
  buy the product

29
Rhetorical Question

• Demands a response from the consumer
• Question asked in such a way that the response it
  elicits will affirm value of the product

30
Incomplete Information

• Claims are accurate but incomplete
• Some info is withheld
• Goal is to increase consumer confusion

31
Bandwagon

• Peer pressure tactics
• These ads often feature the actors having fun or
  living exciting lives

32
Gimmick

• Persuades by offering something in exchange for
  purchase of the product

33
Scare Tactic

• Suggests something bad will happen if you dont
  use the product

34
Appeal to Patriotism

• Suggests that you will be a better American and
  citizen if you use the product
• May emphasize that the product is American made

35
Plain Old Folks

• Persuades based on the fact that regular, down
  home types use it
• Features homes, farms, grandparents, family
  dinners, etc.

36
Snob Appeal

• Tries to convince consumers that buying the
  product will make them classier
• Makes the product look expensive and elite

37
Shocking Misplacement/Optical Illusion

• Grabs attention by using unusual camera angles,
  showing people, objects, or animals in
  larger-than-life sizes
• Unusual photos or situations

38
Slogans/Logos

• Theme songs (jingles) or slogans
• Sometimes unique to a specific campaign
• Strong association between the product and the
  words

39
Transfer

• Consumers interest in one thing is transferred
  to the product
• Ad claims the product will help consumers get
  something else
• These ads create a void and then fill it with the
  product

40
Repetition

• Saying the same thingusually the name of the
  productover and over
• Simple, but effective

41
Anti-advertisements

• These ads are a version of compliment the
  consumer
• Seem to say that consumer is too smart for the
  pitch and often uses humor or self-mockery to
  create an alliance with consumer
• Sometimes parody a particular strategy
• Still trying to sell the product

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42
Replace This with the Title of Your Book

• A Reel Reading
• Production by
• INSERT YOUR NAMES HERE

43
PowerPoint Storyboard Instructions

• Use the following slides to develop a working
  outline for your trailer.
• Below each slide, fill in the appropriate
  information for each frame.
• On each slide, number the scene and designate a
  keyword in the Click to add title text box.
• Add more blanks by clicking Duplicate Slide on
  the Insert menu.

• In the blank area, insert a digital photo of your
  group members in freeze frame of the action or a
  shot of a location or object that is central, or
  leave it blank and sketch the most important
  visual details in after printing.
• Print out your slides. In the Print dialog box,
  select Notes Pages under Print what, and put two
  to a page.

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51
Film Terminology and Cinematic Effects

• Copy each definition and list examples as we
  cover them.

52
Work Cited

• Golden, John. Reading in the Dark. Urbana, IL
  NCTE, 2001.

53
Framing

• Framing is the positioning of the principle
  object or objects in a shot.
• There are three main framing types.
• A shot is defined as an image that is on-screen
  until it is replaced by another image.

54
Long Shot

• Object on the screen appears small or appears to
  be seen from some distance away.

55
Close-up

• The object or subject takes up 80 or more of the
  available screen space
• Deprives viewer of overall context
• Directs attention, emphasis on what the director
  intends viewer to see
• Intimate and revealing, though intrusive and
  authoritative

56
Medium Shot

• Between long and close shot
• Most common and naturalistic of the three
• Not as intrusive, much more comfortable

57
Focus

• Different types of focus communicate different
  messages to an audience.

58
Soft Focus

• Object or subject is ever-so-slightly out of
  focus
• Effect may be one of creating a romantic mood in
  a lighter film or establishing uncertainty in a
  mysterious drama

59
Rack Focus

• Begins with focus on something in background of
  the shot, but then shifts to focus on something
  in the foreground
• Shows changing power or emphasis in a scene
• Can be a powerful way of combining close-up and
  languid pace of a continuous take

60
Deep Focus

• Allows a director to keep objects in foreground
  and background in focus all at once
• Some believe this is the most realistic type of
  focus
• Permits creation of interesting compositions,
  showing relationships between characters,
  objects, and environment

61
Angles

• Where the camera is placed in relation to the
  subject

62
Low Angle

• Camera is positioned below looking up at the
  subject
• Size and strength can be exaggerated and
  commented upon using this angle

63
High Angle

• Camera is positioned above the subject
• Weakness and powerlessness exaggerated in this
  type of shot

64
Eye Level

• Creates an even balance
• A neutral angle
• How could a director show a person gaining in
  strength throughout a scene simply by varying the
  angles?

65
Dutch Angle

• The camera tilts slightly, causing this image to
  appear slightly off-kilter.
• Creates tension or peculiarity in an otherwise
  normal situation.

66
Camera Movement

• Four primary types of camera movement

67
Pan

• Camera pivots along a horizontal axis to follow a
  subject

68
Tilt

• Camera moves on a vertical axis
• Classic man/woman shot
• Also shows size, strength, power

69
Zoom

• Focal length of the lens changes
• Makes object appear to move closer or further
  away
• Directs attention to a detail
• Figuratively moves the audience into the scene

70
Tracking or Dolly Shots

• Only true camera movement
• Unique to film
• Sensation of moving through the scene

71
Lighting

• Principal source of light is called the key
  light
• Other lights balance, shade, and soften the key
  light
• There are five principle lighting terms

72
Low Key Lighting

• Characterized by shadows, darkness, and patches
  of bright key light
• Can create different moods suspicion, danger,
  mystery

73
High Key Lighting

• Brightness, openness, lack of shadows
• Little contrast between light and dark
• Allows scene to be seen without misunderstanding
  or threat

74
Neutral Lighting

• Lighting is even and balanced throughout a shot
• TV shows are often shot in neutral light, medium
  shots, with eye-level angles

75
Bottom/Side Lighting

• Subject illuminated from a bottom or side angle
• What effect does this achieve?

76
Front Lighting

• Light is very direct on a subject
• Creates a halo effect
• Indicates honesty, openness, or innocence

77
Sound

• Includes dialog, music, sound effects
• Also important are pitch, timbre, direction,
  location (on- or off-screen)
• Three main categories of sound
• Creates irony, suspense, foreshadowing

78
Diagetic

• Any sound that could logically be heard by a
  character within the movie environment
• Characters could have heard the sound the
  audience hears

79
Nondiagetic

• Any sound that cannot be heard logically by the
  characters in the film
• Sound is intended only for the audience
• Themes, incidental music, voice-over/narration

80
Internal Diagetic Sound

• Sound that can be heard by only one character

81
Editing

• The method the director uses to move from one
  shot to another
• Most common type is called a cut

82
Fade

• Screen image slowly fades away until it is
  entirely black
• Directors like to use this to denote the end of
  the scene

83
The Dissolve

• Slowly begins to fade, but as one scene goes out,
  another image fades in

84
The Crosscut

• Also called parallel editing
• Allows director to show different events
  happening in different places but occurring
  simultaneously
• Dramatic irony to create suspense or reveal
  truths about circumstances or characters

85
Flashback or Flash-Forward

• Edits that move drastically forward or back in
  time

86
The Eye-Line Match

• Also called point of view shots
• Series begins with a shot of a person looking at
  something
• Then cuts to what they are looking at
• Returns to person to show his or her reaction

87
Mise-en-scene

• The entire contents of a scene, including
  specific key props surrounding the characters

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