Creating Movie Magic Activity Sheet

Transcription

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Our downloadable resources are designed to be used in conjunction with selected ﬁlm titles, which are available free for clubs at www.filmclub.org
Activity Plan 1.0 - What Is Intellectual Property (IP)?
Creating Movie Magic
This introductory activity for Creating Movie Magic begins exploring
IP within the broader design and technology context, helping
students to link the film industry with the skills used in D&T lessons.
Connecting students with the innovation and skills involved in
filmmaking will help them understand the value of IP.
Up to 1 hour
Age: 11-14 years
Learning objectives:
• All students will be able to describe what is meant by IP
• Most students will be able to explain how IP links to innovation and design
• Some students will be able to justify why IP should be respected.
What you will need:
• DVD or film clip containing a special effects or visual effect scene (e.g. Inception or Avatar)
• Sticky notes or mini-whiteboards
• PowerPoint slides on IP (Resource 1.0b)
• Vin Diesel’s Socks advert (see link in activity outline)
• Introduction to Intellectual Property worksheet (Resource 1.0a)
Activity outline:
1. Introduce the lesson’s learning objectives, explaining that the class will be learning about the value of innovation and
design through the world of film and the benefits of respecting it.
2. Show students a clip from a film containing special effects and on a sticky note or mini whiteboard, ask them to write
down adjectives describing the special effects. Ask students to share responses.
3. Introduce the term “Intellectual Property” to students by showing students a range of keywords and images. Ask
students to decipher what the images and keywords could mean (use Resource 1.0b, slide 1). Provide students with a
definition of IP and the types of IP (Resource 1.0b, slide 2 and 3).
Show students ‘How does exploring IP in the film industry help us to develop our skills?’ slide in the PowerPoint (Slide
4, Resource 1.0b). Ask students to guess the links before revealing possible answers on the board.
4. Ask students to list as many jobs as they can think of in the film industry, then show slides 5 and 6, “What it takes to
make a film…” Ask students to discuss in pairs what the diagram shows and to note down any more jobs that they can
add to their list. Ideas should be fed back to the class.
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Activity Plan 1.0 - What Is Intellectual Property (IP)?
5. Copy the following questions onto A3 paper and stick them up around the classroom. Show students the following
video of a trainee lawyer talking about copyright: youtube/VnFyl0725jU (the section from 1:50 to 4:00 is particularly
relevant). Pause the video after each section in the clip. Ask students, in pairs or small groups, to discuss and note down
their ideas on their sticky notes on the following questions and them stick them onto the appropriate question sheet:
• What is the value of film? Is it only in the money that the film industry makes?
• Do you think it is important to respect IP? Why?
• Do you know how to access film legally? If so, how?
• How is IP related to Product Design / Textiles / Graphic Design?
• How does IP affect companies and designers?
• How does IP affect audiences?
6. Show students the following advert on respecting IP, Vin Diesel’s Socks which stars two 14-year-old students:
www.filmclub.org/whats-new/details/1705/short-film-made-by-young-people-set-to-star-at-the-national-youthfilm-festival
7. Ask students to answer the questions on the advert on Resource 1.0a. Discuss students’ answers together as a class
using the prompts on the sheet.
8. Ask students to answer the questions on the back of their copy of Resource 1.0a. Discuss students’ answers
together as a class. These questions are designed to assess learning against the lesson’s learning objectives.
Homework task:
Ask students to work in pairs to construct a newspaper, magazine article or presentation on the importance of IP.
Provide students with the following links to further research Intellectual Property and encourage them to carry out
further independent research on IP.
• www.youtube.com/watch?feature=player_embedded&v=qUEeg8S9Wso James Dyson on how much work goes into
innovation
• www.ted.com/talks/don_levy_a_cinematic_journey_through_visual_effects.html A cinematic journey through special
effects (particularly the section from 02:40 to 06.45)
• www.wipo.int/about-ip/en/index.html Information about IP
• www.industrytrust.co.uk/useful-links/ Information about copyright and IP
• www.cla.co.uk/copyright_information/copyright_information/ Information about copyright
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Introduction to Intellectual Property (Resource 1.0a)
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Answer these questions after watching the short video
Vin Diesel’s Socks.
Is the character in the advert right to illegally download films? Why?
What does the smaller character say are the impacts of not respecting IP?
What do you think the smaller character was referring to when he said:
“Don’t you think you should pay for that?”
“With that £7 you could buy something in the film”
“Without that money there will be no bits of debris”?
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Introduction to Intellectual Property (Resource 1.0a)
Describe what is meant by Intellectual Property:
Why is it good to choose to watch films legitimately?
How does IP protect people’s ideas?
Now answer these questions relating to the importance of Intellectual Property.
Describe the amount of work that goes into creating a film:
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Activity Plan 1.1 - Why Should We Respect Intellectual Property?
This activity begins by exploring the creative value of special effects
through famous movie scenes. Students then take part in a sorting
activity to investigate the importance of respecting IP. Through this
task, students will delve into the positive impacts of respecting IP
for themselves and wider society.
Up to 1 hour
Age: 11-14 years
• All will be able to identify why films are worth respecting
• Most will be able to decipher how IP benefits them, culture and skills and jobs
• Some will be able to justify their decisions with examples.
What you will need:
• Access to films for viewing suggested sections (A Knight’s Tale, Titanic, Despicable Me 2)
• Sticky notes
• Benefits of the Film Industry Wordle (Resource 1.1a)
• Film Industry Flashcards (Resource 1.1b)
Activity outline:
1. Introduce the lesson’s learning objectives.
2. Show students special effects scenes from two or three famous movies. Some suggested films are listed below and
can be rented for free from the Into Film website. Please refer to the teacher notes for more details.
• A Knight’s Tale 00:03:08 – 00:05:26
• Titanic 02:43:35 – 02:51:21
• Despicable Me 2 00:53:28 – 00:55:30
Ask students to write the names of the movies selected on sticky notes. Show students the clips and ask them to note
down on their sticky notes how they think each special effect was created. Discuss each film clip together to draw
out the skills and creativity behind each clip. For example, the skill involved in the set design or special effect creation.
Ask what the positive values of film are and why they should be respected.
3. Distribute the industry flashcards (Resource 1.1b) to each pair of students. Explain to the class that each pair is to
use the information on the cards to create a Wordle (see example Resource 1.1a) on the positive impacts of the film
industry.
4. Students should use the film industry flashcards generate a list of key ideas and key terms that they will assemble to
create a Wordle. This can be done by hand or on paper. Remind students that the larger the word in their Wordle, the
more important that term is.
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Activity Plan 1.1 - Why Should We Respect Intellectual Property?
5. Show students the following clips about the film industry. As they watch these clips, they should add new ideas to
their Wordles.
• www.youtube.com/watch?v=fBZ18xLSBhM clip showing the work of a special effects company who have
worked on The Brothers Grim and Hot Fuzz
• www.youtube.com/watch?v=_BLeFhTk-tA Monsters director discussing supporting independent film
• www.youtube.com/watch?v=U33_w-kYDeg clip of post-production special effects on Narnia and
Clash of the Titans
• www.youtube.com/watch?v=xJEpcGLNgPU performance capture technology used in the making of
Planet of the Apes.
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Example Wordle (Resource 1.1a)
Benefits of the Film Industry
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Film Industry Flashcards (Resource 1.1b)
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Use these flashcards to identify how the film industry benefits our economy, culture and you. No doubt you’ll
also have your own ideas too.
In 2013, 86 documentary films were released, accounting for 13% of all releases.
Documentary films can help people learn about global issues, different cultures and history and can be
used as educational resources.
What’s the difference between a documentary film and other films? What different types of films can you
think of?
Source: data from BFI Statistical Yearbook 2013
FindAnyFilm.com
The film industry doesn’t just support people working directly in film. There are lots of other industries
touched by film, for example: marketing and advertising to promote the film; graphic design needed to
create posters and artwork; catering companies to supply food on film sets and events.
What other industries and skills might be connected to the film industry?
FindAnyFilm.com
Making a successful film is tough, and there is lots of competition out there. Only 7% of films made in the
UK are profitable.
How does respecting IP help to ensure that films continue to be made in the future?
FindAnyFilm.com
Did you know the UK is the third largest film market in the world? There were 674 films released at cinemas
in the UK last year, of which 25% were made in the UK. Three quarters of films made in the UK are never
released in cinemas.
What does that mean for job creation and the revenue it provides to the economy?
FindAnyFilm.com
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Stop-animation films such as The Pirates! In An Adventure With Scientists take hours of painstaking work
and skill to create. It took a year and a half to make, with each camera capturing between one and four
seconds of footage per week. The animators who work on these need to use their skills of drawing,
storytelling, a good sense of timing and composition and an understanding of motion, size, ratios and
perspective and of course creativity.
Source: www.Aardman.com
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In Wallace and Gromit – the Curse of the Were-Rabbit, the production crew consisted of 250 people,
there were 30 miniature sets and the film required 2.8 tonnes of plasticine in 42 colours. Animators used
1000 baby wipes per week to get the plasticine off their fingers.
Why is it important that people respect the creative process that goes into making films like these?
Source: Film Club screen champions resource
FindAnyFilm.com
Inception cost $160 million to make. Much of this money was spent on creating the jaw-dropping special
effects in post-production, mostly done in the UK.
How does accessing film legally help more films like this to be made in the future?
Source: www.imdb.com
FindAnyFilm.com
The UK creative industries (including film, TV, games, and music) employ 1.5million people.
How does accessing film legally help protect jobs and create new employment opportunities?
Source: Department for Culture, Media and Sport
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The majority of people involved in making movies are not employed by film studios. In fact, just under half
of the people who work in the film industry are self-employed.
How does choosing to watch film legally help ensure these people are fairly rewarded for their work?
Source: BFI statistical yearbook
FindAnyFilm.com
At the end of 2012, the UK had 3,817 screens in 769 cinemas.
How many jobs do you think that creates? What was the last film you watched at the cinema?
FindAnyFilm.com
In 2013, 62,000 students took GCSE media studies. Many of these young people will want to pursue a
career in film.
How will this be affected if people illegally download films?
Source: BFI statistical yearbook
“I think your first film is always your best film. Always. It may not be your most successful or your
technically most accomplished, whatever. It is your best film in a way because you never, ever get close to
that feeling of not knowing what you are doing again. And that feeling of not knowing what you’re doing
is an amazing place to be. If you can cope with it and not panic, it’s amazing. It’s guesswork, inventiveness
and freshness that you never get again.” Danny Boyle (director).
How does watching a film legally help to support new and emerging talent in the film industry?
Source: www.imdb.com
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TV is one of the most accessible and popular ways to watch film. In 2012, there was a choice of over 7,400
films across all channels.
How many films do you watch on TV?
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Prosthetic artists help to bring amazing characters such as the Orcs in The Lord of The Rings to life. They
use their creative flair and craft skills to help audiences believe that what that they are watching is real.
What other famous film characters can you think of that would need prosthetic make up?
Source: adapted from www.creativeskillset.org
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In the UK alone there are 2,200 post-production companies. Post-production is what happens to a film
after it is shot and includes editing and adding special effect and digital effects. The UK has a
world-famous post-production and visual effects industry and are experiencing a shortage of new recruits.
Did you know the majority of the post-production for the Oscar-nominated film Gravity was done in
the UK?
Source: adapted from BFI statistical yearbook and www.creativeskillset.org
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Activity Plan 2 - Build Understanding
Who Makes the Magic? So who’s behind the magic? There is a
myriad of skills, expertise and creativity behind every second of
every film. This activity will take students behind the scenes to
investigate the different roles, skills and potential careers in the film
industry. Students will recognise how the skills developed through
D&T can help them on the path to careers in the film industry.
This activity will help students to make a direct link between
respecting IP, protecting jobs and careers in this field and relevant
skills required from D&T.
Up to 1 hour
Age: 11-14 years
• All students will be able to identify and describe a job role within the film industry
• Most will be able to explain how IP supports a particular job role
• Some will understand and be able to explain the D&T skills connected to each role.
What you will need:
• Sticky notes
• Clip of ‘Who’s Who in a Movie Crew’
• Job Role Cards (Resource 2.0a)
• Access to ICT facilities
Activity outline:
2. Watch this interview with Aardman Animation’s Peter Lord, which explains what it takes to make the magic of movies:
www.filmclub.org/behind-the-scenes/details/483/aardman-animation-s-peter-lord
3. Ask students if they have ever watched the credits at the end of a film. How long did the credits take? How many
people do they think were involved? Provide students with sticky notes. As students watch this video, ask them to write
down on their sticky notes any job roles that are mentioned vimeo.com/71838170.
4. Afterwards, ask the class to feed back which jobs they heard mentioned in the video. Discuss the skills used in D&T
that would be useful to those jobs. Discuss with students which job they would most like to do and why. Then discuss
the importance of each of the jobs and why they rely on people respecting IP.
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Activity Plan 2 - Build Understanding
5. Discuss with students the reality of the film industry. Most people who work in it are behind the scenes and have a
huge variety of skills ranging from carpentry and construction to make-up to computer graphics. They are all
incredibly talented, and without them, films could not be made. For videos on careers in the film industry, view the
You Make the Movies series at: www.youtube.com/youmakethemovies
6. Next, show students the following special effects scene from the film Inception and then the second clip, explaining
what it took to create these effects.
Inception, DVD timecode 01:34:32 – 01:35:18
This scene takes place in a beautiful hotel. All the people in the room are immaculately dressed.
• Who was involved with making this scene? See Resource 2.0a for some examples of job roles in the industry
• Who has the most important job in this movie? Some students may suggest director, or actors; some may suggest
producer. This is likely to spark some debate!
• What are the people who make the special effects called? There are various roles, for example special effects
technician, special effects co-ordinator, visual effects supervisor etc.
• Who asked for the money to make this movie? A film’s producer is usually responsible for financing the production
• Who decided what the costumes would look like? This is usually the costume designer
• What D&T skills have been used to construct this scene? Aim to get students to relate what they see on screen to
key skills they are learning, e.g.researching, planning and design, ICT skills, creativity, leading others/working as a
team, creating, evaluating etc
What it took to create these effects: www.youtube.com/watch?v=iTawuVtbVW0
Hand out one Job Role Card (Resource 2.0a) to each student or pair and ask them to read through it. Instruct
students to create one PowerPoint slide on their job role using the information on their card and further information
available at: www.filmclub.org/behind-the-scenes
www.creativeskillset.org/film/jobs/index_1.asp (film industry job profiles)
www.craftandtech.org/crew-profiles-overview/ (film industry job profiles)
guru.bafta.org/craft/fx-design (series of videos about careers in visual effects).
Encourage students to look up their allocated job role and find real film industry employees who do that job. They
could start by searching the credits list for their favourite film and finding out who performed that job role on the film.
They can then use this information to put a name and a face to the job in their presentations.
7. Provide students with guidance on what their PowerPoint slide should contain, using the following differentiated
outcomes:
• All – Describe the skills your job role requires. What would a person with this job do on a typical day?
• Most – Explain how IP respects creativity
• Some – Explain why D&T skills are required for this role (planning, communicating, creating, organising, ICT skills
researching and decision making).
8. Ask students to feed back their slides to the group and peer-assess their work.
Take it further…
Use the links below to explore how people can work towards special/visual effects careers in the film industry.
Create a leaflet to advise young people how they can access careers in the film industry.
• www.youtube.com/watch?v=XCKtmgHodZQ&list=PL56X-L2OwyQvn4fhe6y3cOrjq1V4KXzOx&feature=c4overview-vl (video about skills that are important in the visual effects industry)
• vimeo.com/37809880 (Find out what visual effects are and how to access a career in this field)
• www.craftandtech.org/breaking-into-the-film-industry/ (advice on how to break into the film industry)
• guru.bafta.org/craft/fx-design (series of videos about careers in visual effects)
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Job Role Cards (Resource 2.0a)
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Cut these cards out and give one set to each group.
Students should research their role and can add an image of someone in the film industry who currently does this job.
Producer:
You hire all the people, raise the money from investors and make all final
decisions about the film.
Director:
You look after the whole creative process, making final decisions about the acting
and camera shots.
Visual FX Supervisor:
You oversee all visual special effects on set and in the film. You help to create the
parts of the film that cannot be shot in real life.
Gaffer (Head of Lighting):
You plan the best lighting for each sequence, scene and shot.
Director of Photography:
You plan the best camera angles and types of shot for the film. You are responsible
for capturing the action in each scene. You work closely with the Director to
follow the script.
Production Designer:
You are in charge of the set and making sure that it draws the audience into the
film.
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Sound Recordist:
You plan, record and produce the sounds needed for each sequence, scene and
shot, from background noise to dialogue.
Draughtsman:
You design all the sets for the film, combining your drawing skills with excellent
knowledge of perspective and design.
Make-up Artist:
You prepare the actors for the camera, using everything from make-up to specially
made costumes.
Choreographer:
You plan the dancing, fighting and action scenes. Teach the movements to the
actors. Watch closely while the actors are being filmed and help them to get it
right.
Costume Designer:
You decide on the wardrobe and costumes for each character. Work with the Stills
Photographer to take photographs of actors in full costume for continuity. Find all
clothes needed for costumes.
Model Maker:
You work with all types of materials; wood, metal and plastic to create models
and miniatures used in films. You combine your basic engineering knowledge with
skills such as modelling and carpentry.
Unit Production Manager:
You organise the sets, locations, scripts, schedules and production. You help to
make sure that the film stays within budget.
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Assistant Director:
You break down the script into a shooting schedule. Check the cast, crew and
equipment are at the right place at the right time. Work closely with the Director to
make sure the filming is on time.
Storyboard Artist:
You draw illustrations on the storyboard to show the storyline of the film. Check
that every sketch shows a different scene. You will work closely with the Director
to include camera angles, character and the set in your sketches.
Prop Builder:
You create special props that cannot be found by the Production Designer. Make
the props from scratch. Use your skills in making things.
Stunt Performer:
You are employed to take the place of actors in dangerous scenes or scenes where
particular skills such as martial arts are required.
Animator:
Your work could be hand-drawn, stop-frame or computer animated. Animation
requires painstaking detail to capture every movement of your character.
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Activity Plan 3.1 - Create Your Own ‘Forced Perspective’
Bring to life the magic of the movies in your classroom by using
this guidance sheet to help your students plan, design and create
their own special effect. By becoming creators, students will begin
to understand why IP is important.
Up to 2 hours
Age: 11-14 years
• All will begin to understand the hard work that goes into creating a film and the importance of Intellectual Property
• Most will be able to describe how to re-create a special effect in the classroom
• Some will be able to evaluate how to improve the quality of their own special effect.
What you will need:
• Refer to health and safety section in Teachers’ Notes
• Interactive whiteboard or similar
• Camera
• Background or scenery
• Figures or props that you want to use in your special effect
• Student activity sheets – How to Create Forced Perspective with Models and Actors (Resource 3.1a)
• Student worksheet – Forced Perspective Flow Chart (Resource 3.1b)
• Camera Angles Guidance Sheet (Resource 3.1c)
Activity outline:
2. Divide students into small groups of two or three. Explain some key terms students will need to understand before
watching the clip below:
• Special effects – effects that cannot be achieved through normal filming techniques, e.g. explosions
• Perspective – use of camera shots to create an illusion of size or distance
• Camera angles – the placement of a camera to create a particular effect e.g. low-level shot (see Resource 3.1c).
3. Show students the following film footage from the BFI National Archive:
Alice in Wonderland (1903) www.youtube.com/watch?v=zeIXfdogJbA
Film Focus: As an extension task, show students the new and old versions of this film and ask them to discuss how
the special effects have changed.
4. Ask students how they think these special effects were made.
• Do you think the object was actually that big?
• What perspective tricks did they use to create this scene?
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Activity Plan 3.1 - Create Your Own ‘Forced Perspective’
5. Forced perspective is used in many films. Some examples are given below. Use a moment chosen from one film on
this list and/or Resource 3.1a (1/3) to explain how forced perspective works:
• Avatar (2009)
• The Hitchhiker’s Guide to the Galaxy (2005)
• Elf (2003)
• Big Fish (2003)
• Sherlock Holmes (2009)
• Alice in Wonderland (2010)
• Gulliver’s Travels (2010)
An interview about the making of Gulliver’s Travels is available here: www.youtube.com/watch?v=3AK07HqqR18
6. Ask students to experiment with the forced perspective effect in their groups using Resource 3.1a.
7. Ask students to record how to make a forced perspective photograph or video in a flow chart (Resource 3.1b).
8. Ask students to experiment with the skills they have learnt to create an original forced perspective photograph.
Have a slideshow exhibition of the photographs taken (15 minutes).
9. Students should share the information in their flow charts at the end of the lesson to assess learning and progress.
They should also be encouraged to reflect on the skill and work that goes into creating scenes such as this in films.
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How to Create ‘Forced Perspective’ (Resource 3.1a)
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Forced Perspective
Great films such as Lord of the Rings and Elf have used perspective to create magical effects; making things
seem bigger or higher than they actually are. Optical illusions that play with the scale of objects are examples of
‘Forced Perspective.’
Photographic examples of forced perspective:
© MMIII New Line Productions, Inc. © MMIV New Line Home Entertainment, Inc. All Rights Reserved.
© MMIII New Line Productions, Inc. © MMIV New Line Home Entertainment, Inc. All Rights Reserved.
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How to Create ‘Forced Perspective’ (Resource 3.1a)
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Forced Perspective Example: Driving a Shoe
This scene can be shot using live video or stop motion techniques.
1. Position a shoe in the foreground and an actor in the background. The actor can walk on set or be there right from
the beginning. The aim is to get the actor to climb into the shoe, sit down and drive it away.
2. Start with a rehearsal first to get the correct shots. The camera person in your group should watch the scene through
the lens of the camera to make sure the scene runs smoothly.
3. Put the shoe on a movable flat surface, as it will need to roll away at the end of the scene. It should be laced up and
placed side-on to the actor. Make sure that it is flat and that you can’t see the inside of the shoe as this will spoil the
effect.
4. Your actor will need to step up onto a chair, swing a leg over and climb down again and stand still facing forward
behind the shoe.
5. When it looks like the actor is ‘inside’ the shoe, more actors can get in.
6. Start the engine by turning the ignition and move the shoe forward. This should be done slowly. It is really important
that the shoe and actors move forward at the same time, so that the actors remain ‘inside’ the shoe until the props
and actors are off camera.
7. As an extension you could add your own sound effects to create more depth to your animation. For advice on how
to use music legally in films, visit: www.filmclub.org/behind-the-scenes/details/325/how-to-legal
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Forced Perspective Flow Chart (Resource 3.1b)
Forced Perspective Flow Chart
Flow charts are used within D&T to record how to make something. The same symbols are used on all flow charts, and
arrows are used to show the direction of the stages.
Start/end
Collect
equipment/
material
Stage
Quality
control
check
Task:
In the space below record how you have made a forced perspective film or image. Use the symbols provided to record
each part of making. Your stages should be detailed enough so another person could use your steps to create their own
film or photograph.
e.g.Create your chart here
Start
Collect materials to
make background
of set
Set up materials
to make the
background
Check the
background is big
enough to fill the
camera lens.
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Camera Shots and Angles (Resource 3.1c)
Camera Shots:
Extreme Close-Up
An extreme close-up shows just a small
part of a person or thing. Use it to show an
important detail
Close-Up
A close-up shows part of the subject
- their face, or maybe their head and
shoulders. It lets you imagine what they’re
feeling
Mid Shot
A mid shot shows the top half of the body.
You can see the face and what the person
is doing
Long Shot
A long shot shows someone from head to
foot. You can see the person in the setting
Extreme Long Shot
With an extreme long shot you’re too far
away to recognise people. You can use it at
the start of the film to show the setting.
Camera Angles:
Low Angle Shot
If you want to make a person or thing
seem important or scary, use a low angle
shot that points the camera up at them.
High Angle Shot
A high angle shot looks down and makes
people look weaker.
Bird’s-Eye Shot
A bird’s-eye shot looks straight down at the
scene or a thing.
Thanks to Tom Barrance
learnaboutfilm.com
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Activity Plan 3.2 - Create Your Own ‘Stop Motion’ Activity
Use this guidance sheet to help your students to plan, design and
create their own stop motion movie effect. By becoming creators,
students will begin to understand the value of work created by
people in the film industry.
Up to 4 hours
Age: 11-14 years
• All will be able to list techniques for creating special effects in movies
• Most will be able to describe how to re-create a special effect in the classroom
• Some will be able to evaluate how to improve the quality of their own special effect
What you will need:
• A digital camera or webcam. Use a low image size to allow for more frames
• Windows Movie Maker or Microsoft PowerPoint for most PCs or JPGVideo, iPhoto and iMovie for the Apple
Macintosh. StopMotion for Linux
• Student activity sheets (Resource 3.2a)
• Student worksheet – Manufacturing Diary (Resource 3.2b)
• A Storyboard Template (Resource 3.2c) to draw out a short animation sequence so that you know where and how to
move your figure
• Vicky Mather Storyboard (Resource 3.2d)
• Plasticine (alternatively students could create their own paper characters or use soft toys)
• Blu-Tac to hold the figure in place for each shot
Activity outline:
1. Introduce the lesson’s learning objectives. Then show students 02:31 - 04:30 which shows behind the scenes at
Aardman Animations: www.filmclub.org/behind-the-scenes/details/214/aardman-studios-special
2. Show students a short extract from one or more of the following:
• Jason and the Argonauts (1963)
• Wallace & Gromit: The Curse of the Were-Rabbit (2005)
• Stanley Pickle, available at: http://vickymather.co.uk/films/ (12 rating)
• Chicken Run (2000)
Ask the students to guess how the look of Stanley Pickle was created. An interview with Vicky Mather, the creator of
Stanley Pickle explaining how the film was created is available here:
www.filmclub.org/behind-the-scenes/details/352/vicky-mather (05:00 - 08:25)
3. Ask students to use the student worksheet Resource 3.2b to create two different stop motion animations.
4. Now ask students to use the skills they have learnt along with their own Manufacturing Diary to create their own
stop motion animation.
See, think, make.
Imagine
www.intofilm.org
Activity Plan 3.2 - Create Your Own ‘Stop Motion’
5. Ask each group to create their own original character. They will need to plan and draw what their character will do
on a storyboard. Students can use the Storyboard Template (Resource 3.2a).
Film focus – extension task:
1. Cut out the boxes from the Vicky Mather storyboard (Resource 3.2d) and jumble them up. Ask students to order the
boxes in the sequence that they think is correct. Next, show students the short film of Stanley Pickle which can be
found here: vickymather.co.uk/films/ (12 rating).
Stanley Pickle original concept drawings courtesy of Vicky Mather, vickymather.co.uk.
2. As students watch this short film they should check that their boxes are in the correct order and re-order any that are not.
3. Discuss with students how storyboards are an important planning tool for filmmakers.
4. Discuss the D&T skills required to create these animations and which job roles in the industry would be required in
these scenes. Find more films that use stop motion animation on www.FindAnyFilm.com.
• Fantastic Mr Fox (2009)
• Frankenweenie (2012)
• The Pirates! In an Adventure With Scientists (2012)
• Flushed Away (2006)
• Coraline (2009)
• James and Giant Peach (1996)
• Paranorman (2012)
• Jackboots on Whitehall (2010)
• Wallace and Gromit The Curse of the Were Rabbit (2005)
• Jason and the Argonauts (1963)
• Fantastic Mr Fox (2009)
• The Nightmare Before Christmas (2005), especially 16:12 – 18:49, 23:04 – 27:40
5. Extension activity: add your own audio. For advice on how to use music legally in films visit:
www.filmclub.org/behind-the-scenes/details/325/how-to-legal
6. Ask students to complete the Manufacturing Diary (Resource 3.2b) to record how they have made a stop
motion animation.
See, think, make.
Imagine
How to Make a Stop Motion ‘Walking Scene’ (Resource 3.2a)
www.intofilm.org
One of the first uses of ‘stop motion’ animation was model animation. This was used to great effect by Ray Harryhausen
in his fantasy movies The 7th Voyage of Sinbad and Jason and the Argonauts.
© The Ray & Diana Harryhausen Foundation
Useful video tutorial: www.animate-it.com/get-animating/getting-started/
How to create this effect:
1. Plan your scene on a storyboard (use Resource 3.2c).
2. Create a plasticine figure. Practise making your figure move its arms and legs. Secure your figure to the table with Blu-Tac.
3. Set up your background behind your figure.
4. Use your camera to zoom in so that the background fills the camera screen. Once you have done this you must not
move your camera throughout the scene – using a tripod or something to rest your camera on will help with this.
5. Decide what your figure is going to do. Create the first shot.
6. Take TWO shots with your camera. You need to shoot TWO shots per position to keep the movement smooth.
7. Move the figure slightly for each shot and keep it steady to avoid ‘jump’. Perhaps change the position of the head to
make the movement more realistic.
8. Keep moving the figure along and taking TWO shots until you have completed the scene.
9. You should aim to take between 50-100 photos for a film of up to 10 seconds.
Alternative methods of editing your stop motion animation:
There are a number of tutorials available online for each of these software packages:
• Windows Movie Maker (PC)
• JPGVideo (PC) – Once you have your pictures, use JPG Video to create an AVI video from a series of JPEG pictures.
Just point the program to a directory and it will sort the pictures it finds there and merge them into a video. The video
should play on most computers and can be burned to DVD.
• StopMotion (Linux)
See, think, make.
Imagine
Stop Motion Animation Example ‘Snail Scene’ (Resource 3.2a)
www.intofilm.org
How to create this effect:
1. Take two pieces of plasticine and roll each of them into a ball.
2. Put them both on the table and roll them into separate sausage shapes.
3. Use one of these to create a snail shell by making a coil. The other is for the snail’s body.
4. Attach the snail shell to the back of the body.
5. Now make some eyes and mouths. These can be changed in each scene to create a ‘talking’ snail.
6. You can use different colours for the shell, body, eyes and mouth.
7. Adjust your lighting to light the scene. Try to avoid any shadows or glare.
8. Position your camera and don’t move it for the whole scene.
9. Decide what your snail is going to do. Create the first frame. Take TWO shots.
10. Move the snail along slightly and perhaps change the position of the eyes or mouth. Take TWO shots.
11. Keep moving the snail along and taking TWO shots until you have completed the scene.
12. You should aim to take between 50-100 photos for a film of up to 10 seconds.
See, think, make.
Imagine
Making The Animation (Resource 3.2a)
www.intofilm.org
Downloading your photos and making the animation (i-Movie)
• Create a new album in iPhoto or similar (see below for alternatives) and import your image files from your camera.
When your photos have all been imported, close iPhoto and open iMovie.
• Create a new project and give it a name.
• Click on ‘Media’ and select ‘Photos’. Find your album and open it. You will now see your photos as a sequence.
• You will need to tell iMovie how long you want each photo to appear. Aim for about three frames for each photo. A
good average speed is 30 frames per second. So 100 photos will last about 10 seconds.
• Select all of the photographs in your iMovie stop-motion album. Click ‘Show Photo Settings’ and type in ‘0:03’ for
your duration in the pop-up window. Click ‘Apply’ and your photos will be transferred to the timeline at the bottom
of the window. When all of your photos have been transferred to the timeline, press ‘Play’. You should see your stop
motion movie play.
Alternative methods of editing your stop motion animation:
See this tutorial on editing:
www.filmclub.org/behind-the-scenes/details/322/how-to-edit
See, think, make.
Imagine
www.intofilm.org
Making The Animation (Resource 3.2b)
Stop Motion Animation – Manufacturing Diary
Manufacturing diaries are more detailed than flowcharts and take a table form. They are an alternative method of
recording how to manufacture a product.
Task:
In the table below, record how you have made a stop motion animation movie. Your stages should be detailed enough
so another person could use your steps to create their own movie. Carry on to a separate sheet of paper if you need to.
Stage
Equipment/
materials needed
Quality control
check
Evaluation of
stage
See, think, make.
Imagine
Storyboard Template (Resource 3.2c)
Storyboard Template
Notes
Notes
Notes
Notes
Notes
Notes
Notes
www.intofilm.org
Use this worksheet to help you plan what your character is going to do. For more advice on how to storyboard, visit:
www.filmclub.org/behind-the-scenes/details/316/how-to-structure-your-film and www.filmclub.org/behind-the-scenes/details/317/how-to-storyboard-your-film
Notes
See, think, make.
Imagine
Storyboard Template (Resource 3.2d)
Vicky Mather Storyboard for Stanley Pickle
Stanley Pickle storyboard courtesy of Vicky Mather, vickymather.co.uk.
www.intofilm.org
See, think, make.
Imagine
www.intofilm.org
Activity Plan 3.3 - Are You a Superstar Moviemaker?
Summary: Use this reflection grid to help your students evaluate
their work as movie magic creators and reflect upon what they
have learnt.
Up to 15 minutes
Age: 11-14 years
• All will be able to describe what went well and any areas of improvement
• Most will explain how their film clips could have been improved
• Some will be able to evaluate how the problems they came across could have been tackled and how their own film’s
quality could be improved.
What you will need:
• Are You a Superstar Moviemaker? Activity sheet (Resource 3.3a)
Activity outline:
1. Introduce learning objectives.
2. Reflect on creating the forced perspective and stop motion animation clips.
3. Evaluate what was successful, areas for improvement and set targets for groups’ next attempt.
4. Discuss with students how difficult or easy it was to create their own special effect. Explain that special effects can
take months of work to create. It took a whole day to make just 3 seconds of film for Wallace and Gromit -The Curse
of the Were-Rabbit. Watch this interview with Tristan Oliver, Cinematographer, explaining the number of people
needed to create movie magic and how he created special effects for the aerial battle scene
www.filmclub.org/behind-the-scenes/details/338/tristan-oliver (especially time code 03:56 – 10:51)
See, think, make.
Imagine
Are You a Superstar Movie Maker? (Resource 3.3a)
www.intofilm.org
Are You a Superstar Movie Maker?
© Images from Hugo courtesy of Pixmondo
Are you a superstar movie maker? – How did you do?
You’ve completed your special effect; now, complete the table below and explore if and how you can
make improvements.
1. Describe the tasks you completed.
2. What did you find difficult? How did you overcome these difficulties?
3. Did you learn new skills? What were they?
See, think, make.
Imagine
Are You a Superstar Movie Maker? (Resource 3.3a)
www.intofilm.org
4. Have you learnt any new words? What are they?
5. Are you happy with the materials you chose? Would you make adjustments next time?
6. How long did the project take to complete?
7. Would it be easy to do the animation again?
8. Were your animation techniques adequate or would you use different techniques? What are your targets for next time?
9. What do you think of the overall result? What changes would you make if you were to do it again? Set yourself
three targets for improvement.
10. How much work do you now think goes into creating special effects? Why is IP so important to people who work
in this area?
See, think, make.
Imagine
www.intofilm.org
Our downloadable resources are designed to be used in conjunction with selected film titles, which are available free for clubs at www.filmclub.org
Activity Plan 4.0 - Designing Your IP Film
What is the best way of sharing learning and inspiring others to
value and respect film? Your students have been on a learning
journey that has helped them to recognise the work that goes
into creating magic movie moments. They have explored career
opportunities in the film industry and reflected on the skills involved
in them. Now it is over to them to share what they have learnt.
Their challenge is to create a short film storyline for a competition
that aims to inspire other young people to view films legally. They
will need to convey the hard work that hundreds of people put into
creating a film as well as the message that respect for IP means
respecting creators’ hard work.
Up to 1 hour
Age: 11-14 years
• All will be able to create a story that inspires others to make positive film choices
• Most will be able to draw their story with skill and dexterity
• Some will be able to develop the connection with the audience through creative use of camera angles.
What you will need:
•
•
•
•
Storyboard Worksheet (Resource 4.0a)
Pencils
Access to ICT facilities (optional)
Competition brief
Activity outline:
2. Put students in groups. When assigning students to groups, teachers may wish to review the roles each group
requires for constructing the film in Activity 4. For the competition, students can enter in groups of up to four.
See, think, make.
Imagine
www.intofilm.org
Activity Plan 4.0 - Designing Your IP Film
3. Give students their competition brief (full details in the Competition Brief section of this resource):
To develop a storyboard for a short film (no longer than 35 seconds) that inspires young people to respect creative
content and encourages them to view film through legal channels, such as www.FindAnyFilm.com, where you can
find all films, all above board.
The question is: what’s the best way to showcase the various skills involved in creating movie magic to remind
young people exactly why film should be respected and valued?
As you have seen and experienced yourself in making your own special effects, it takes great effort, time and skill
to make films. Hundreds of people are involved in creating awe-inspiring movie moments, from camera crew and
make-up artists through to animators, stunt specialists and special effects teams... but not everyone knows about
the dedicated work that goes on behind the scenes.
4. Each group will need to consider what the best way to inspire their peers may be. They will need to connect with
their audience, helping them to care about film and understand why it should be valued.
5. Ask students to create a mind map or profile of things they know about their target market (11-14-year-olds)
including their interests and movies they may enjoy watching. Student mind maps should also include ways in which
they might be able to appeal to their target market, such as what kind of language they should use, e.g. formal or
informal.
6. You may wish to show students the IP films watched previously (e.g. Vin Diesel’s Socks www.youtube.com/watch?v=1kdSyLf0GNQ) to give students inspiration for what they are about to create.
7. Ask students to start by discussing their ideas for the storyline of their short film. Allow students some discussion time
to share ideas. Students can generate ideas together and can enter in groups of up to four. Show students the
guidance video on how to create a great storyboard, which can be found here:
www.filmclub.org/behind-the-scenes/details/316/how-to-structure-your-film and www.filmclub.org/behind-thescenes/details/317/how-to-storyboard-your-film Students can also use the storyboard example from Activity 3.2.
8. Ask students to refer back to their work from previous lessons to help to collect information that could be useful in
the design of their own film:
• Introduction to Intellectual Property worksheet (Resource 1.0a)
• Who Benefits From this Industry? Venn diagram worksheet (Resource 1.1a)
• Job role PowerPoint slides
• Student Activity Sheets - How to Create ‘Forced Perspective’ with Models and Actors (Resource 3.1a)
• Forced Perspective Flow Chart (Resource 3.1b)
9. Distribute storyboard sheets (Resource 4.0a) and ask students to sketch their story onto the storyboard.
10. Share students’ ideas together as a class and provide feedback on other groups’ storyboards. Questions to consider:
will the film appeal to the target market? Does the film promote respect for IP? How does it do this?
Take it further…
You may wish to encourage higher-ability students to consider different camera angles. For more information on
camera angles see Resource 3.1c.
See, think, make.
Imagine
Storyboard Template (Resource 4.0a)
Storyboard Template
www.intofilm.org
See, think, make.
Imagine
www.intofilm.org
Activity Plan 4.1 - Creating Your IP Film
Summary: Bring your students’ ideas to life through this
filmmaking activity which extends the learning from the storyboard
competition activity. Using the skills developed in Activity 3 or
trying out new filmmaking skills, students will work together to
create their own piece of Intellectual Property.
Please note that for the competition, students should submit a
storyboard rather than a completed film.
Up to 2 hours
Age: 11-14 years
• All will be able to describe their role in the production of their film
• Some will be able to explain why their role is important to the production of their film
• Most will be able evaluate the pros and cons of their role in the production of the film and suggest other roles that
may be required.
What you will need:
•
•
•
•
•
•
•
•
•
Refer to health and safety advice in Teachers’ Notes
Camera or video camera (depending on the techniques students plan to use)
Background or scenery
Figures or props that you want to use in your film
Student Roles sheet (Resource 4.1a)
Student Activity Sheets - How to Create ‘Forced Perspective’ with models and actors (Resource 3.1a)
Forced Perspective Flow Chart (Resource 3.1b)
Students’ storyboards
Competition Brief
Activity outline:
Watch the winning entry for the National Youth Film Festival 2013, a stop motion film, as inspiration:
www.filmclub.org/whats-new/details/1743/the-national-youth-film-festival-awards-and-the-winners-are
Then watch this interview with Peter Shaw, a 26 year old animator. In the section from 14:50-22:08 he explains stop
motion animation and two of his films, Know Thy Self and Minotaur are shown – these are very inspirational for young
people: www.filmclub.org/behind-the-scenes/details/403/peter-shaw
See, think, make.
Imagine
www.intofilm.org
Activity Plan 4.1 - Creating Your IP Film
Before beginning this activity it is important for the teacher to decide on the method of capturing the films. This can be
done using the stop motion animation technique used previously or through normal filming which will require a different
style of editing. Helpful tips and useful information on how to create a film can be found here:
www.filmclub.org/behind-the-scenes/details/317/how-to-storyboard-your-film
www.filmclub.org/behind-the-scenes/details/318/how-to-use-a-camera
www.filmclub.org/behind-the-scenes/details/321/how-to-direct
www.filmclub.org/behind-the-scenes/details/323/how-to-health-and-safety
www.filmclub.org/behind-the-scenes/details/320/how-to-lighting
1. Ask students to decide who will take on each job role using Resource 4.1a.
2. Remind students that the ideas and characters in their film must be original and that any music must be copyright
free. For more information on how to use music legally in films, visit:
www.firstlightonline.co.uk/how-to/music-and-copyright/
3. Students should construct their set including the background.
4. Students should construct their props and their figures, if made of plasticine or another medium.
5. Students should set up their camera equipment.
6. Once all parts of the film are set up students may wish to experiment and practise their roles before beginning to
construct their film.
7. Once students are confident they are ready, they should begin constructing their films.
8. To edit their films students should use Resource 3.2c for stop motion animation and Windows Movie Maker for
live action films.
See, think, make.
Imagine
www.intofilm.org
Student Roles (Resource 4.1a)
Student Roles
© Aardman Animations
© Aardman Animations
Divide the following job roles amongst your group members:
Job role
Description of your role
Key D&T skills required
Director
You look after the whole creative
process, making final decisions
about the acting and camera shots.
• Reflecting
• Innovating
• Decision making
• Organising
• Communicating
• Leading others
Director of Photography
You plan the best camera angles
and types of shot for the film. You
are responsible for the capturing
the action in each scene. You work
closely with the Director to follow
the script.
• Planning
• Reflecting
• Innovating
• Decision making
• Creating
• Organising
Grip
If something needs to be pushed,
held or controlled then this job role
covers it.
• Organising
• Communicating
• Working as a team
• Problem solving
Unit Production Manager
You organise the sets, locations,
scripts, schedules and production.
• Planning
• Organising
• Creating
• Presenting
• Working as a team

Creating Movie Magic Activity Sheet

Transcription

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