BYU Theatre Education Database



Original Movie TrailersBy Shawnda Moss, Cali Wilkes, Spencer DuncanUnit Objective: Students will compare/integrate other art forms with theatre through analyzing movie trailers. Students will demonstrate understanding of camera angles and movements, using iMovie, scriptwriting, and playing a convincing character by creating an original movie trailer.Learning Level: Beginning-Intermediate DramaPrevious Experience:Introduced to basic movement/blocking, vocal choices, characterization, plot structureClass Length:80 minute class-periodsNational Standards:TH:Cr2.1.8 b. Share leadership and responsibilities to develop collaborative goals when preparing or devising drama/theatre work.?TH:Pr4.1.8 a. Explore different pacing to better communicate the story in a drama/theatre work.?TH:Re8.1.8 a. Recognize and share artistic choices when participating in or observing a drama/theatre work.?TH:Cn11.2.7 a. Research and discuss how a playwright (filmmaker) might have intended a drama/theatre work to be produced.?The Big Idea: Just like theatre, other art forms such as film can be analyzed for its effect.Essential Questions: How do artistic choices impact audiences? What are the differences in analyzing film and theatre? The differences in creating it?Enduring Understandings: Visual, aural, oral, and kinetic elements express emotions and ideas in both theatre and film.Lessons:Lesson 1: Introduction to TrailersObjective: Students will demonstrate their understanding of camera angles, movement, and shots by presenting specific elements to the class. (two class periods)Lesson 2: Trailer StoryboardingObjective: Students will demonstrate their understanding of movie trailer construction by analyzing movie trailers and developing a storyboard for their original movie trailer.Lesson 3: Filming the TrailerObjective: Students will demonstrate their understanding of movie trailer construction by filming the sequences for their movie trailer.Lesson 4: Editing the TrailerObjective: Students will demonstrate their understanding of movie trailer construction by editing and adding music to their movie trailer.Lesson 5: Trailer ScreeningObjective: Students will demonstrate their ability to combine camera elements, story, and music by sharing their original movie trailer. Students will complete an evaluation sheet on their group and themselves.Lesson 1:Introduction to TrailersObjective:Students will demonstrate their understanding of camera angles, movement, and shots by presenting specific elements to the class.**This lesson is very tight to do in one lesson; the author suggests taking two class periods to cover this material in order for students to explore the concepts adequately. An additional idea if this is done: watch a short film or longer clip from a film to have students analyze the film angles and movements and shots. Mr. Bean’s Holiday is a 90-minute comedy that students enjoy watching and analyzing in this way. You wouldn’t need to show the entire film if you don’t want/have time.**Materials Needed:At least two movie trailers Peter Jackson’s King Kong ; Arrival ; The Emoji Movie An iPad/camera for every group in the camera elements exerciseDirections for camera element exercise (printed out and cut for each group)Framing Shots Handout copiesCamera Angles & Movements Handout copies (can be double sided with the Framing Shots Handout)Ability to plug an iPad/phone into a projector to view in front of classHOOK:Have the students pull out a piece of paper. Ask them what film elements can be used in a movie trailer: camera work, music, dialogue and/or narration, visual words, editing, acting, etc. You may want to list these on the board as the students answer for a visual reference for the students and/or have them write them down on the paper. Direct them to watch the trailer and then describe briefly what film elements they saw in the trailer—what specifically did the trailer DO with the film elements? After watching the trailer, have them respond in writing to the following questions below their observations:How did it capture their attention? (or why not)What clues about the film’s storyline were given in the trailer?DISCUSSION:Choose some students to share their responses out loud with the entire class: first discuss the film elements they saw and then how the trailer led to a response from them as an audience member. Ask the students how the film elements can be used differently to create a different response in audience members.ANALYZE:Have students do the same thing with a very different kind of trailer. Instead of having them write their response out on the paper, have them simply jot down thoughts/ideas as they watch. After the trailer, have them pair-share their answers with a partner instead of discussing it as an entire class.Once they have done this ask for two-three students to tell you what they felt the purpose of this movie trailer was – what did the makers of it want the reaction from their audience to be? Using their answers, highlight how moviemakers want to get you in to see their film and use trailer as a teaser to get you involved and interested enough to come back to see the entire movie. They should capture your attention and give you a glimpse of the story and characters and pique your interest so that you want more. It is sharing less of a storyline and more of a concept of the film. What are “teases” that trailers rely on to grab their audiences’ attention? Answers may include: arouse curiosity, shock, beautiful production design, familiar characters or situations, etc. How did the trailers the students watched “tease” them?INSTRUCTION:Help the students to understand more deeply the film element of the camera itself; ask them: What is different about watching a story play out on the screen versus on the stage? What does the camera do? The camera can be used to create effects and manipulate what the audience sees in the film (unlike a play production where audience members can look anywhere they want on the stage). The three main camera elements we will focus on areFraming Shots: the camera set-up of how far away or close the shot will beCamera Angles: from where the camera lens is focusedCamera Movement: how the camera moves during filmingThe students are going to be the teachers of each of these camera elements. Using the handout you will give them shortly they are to shoot a few elements to demonstrate and teach the rest of the class about that element. They will have ten minutes to develop their work. Their camera film/shot work should be no longer than 30 seconds. They will only have ninety seconds to present their camera elements, so they need to be wise about how they decide to film and teach it. They can narrate live while the elements are shown on screen; they can film the instruction as part of the elements, or anything else they come up with. But they will have a 30-second time limit on the actual filming and a 1? -minute limit on the presentation.GROUP CAMERA ELEMENT EXERCISE:Put students into groups of 2-4 (depending on the size of your group; you will want group totals to be at least five or a multiple of five). Assign each group a number 1-5. Give each group the corresponding directions, an iPad or camera (or they can use the camera on a personal phone), and enough copies of the framing shots/camera angles and movement handout for each member in the group. Give each group ten minutes to create their assigned framing shot, camera angle, and camera movement. They can go outside of the classroom, but cannot interrupt any other classroom and must not go too far away that they can’t be back in the room in ten minutes. Have them set an alarm to go off in nine minutes to give them a one-minute warning to return to the room. Then send them off to film their elements and prepare their teaching moment. Once students are back in the room, have each group come and plug in their device and teach their elements to the rest of the class. Add in any additional instruction for each element that students might have missed teaching the class.CLOSURE:Give students a teaser of your own…they will be creating film trailers. Only they will be developing original story ideas for their trailers. Encourage them to think about this the next few days and jot down any ideas they might have for a movie (that they could then create a trailer for). They will be brainstorming this more specifically next class period, but perhaps it can percolate in their brains until then.Also talk with the students about the importance of respect and permission in filming with others. Pass out a “Film Permission Slip” to each student and go through it to ensure that the students understand that filming shouldn’t go outside of the class without express permission by their classmates and parents. Each student needs to bring a signed permission slip back before filming can begin.*access attachment for clean copy of the handout-114300-41910Camera AnglesCamera AnglesBird’s Eye This shows a scene from directly overhead, a very unnatural and strange angle. Familiar objects viewed from this angle might seem totally unrecognizable at first (umbrellas in a crowd, dancer’s legs, etc.).High AngleNot so extreme as the bird’s eye view. The camera is elevated above the action often using a crane to give a general overview. High angles make the object shown seem smaller and less significant or scary. The object or character often gets swallowed up by their setting—they become part of a wider picture.Eye LevelA fairly neutral shot. The camera is positioned as though it is a human actually observing the scene so that actor’s heads are on a level with the focus. The camera is usually placed five to six feet from the ground.Low AngleThese angles can increase height for short actors and give a sense of speeded motion. They help to give a sense of confusion to the viewer, of powerlessness within the action of a scene.-114300217170Camera MovementCamera MovementPanA movement which scans a scene horizontally. The camera is placed on a tripod which operates as a stationary axis point as the camera is turned; often to follow a moving object which is kept in the middle of the frame.TiltA movement which scans a scene vertically like the pan.Dolly ShotSometimes called a tracking shot. The camera is placed on a moving vehicle and it steadily moves alongside the action, generally following a moving figure or object. A dolly shot may be a good way of portraying movement—the journey of a character for instance—or for moving from a long shot to a close up; gradually focusing the audience on a particular object or character.ZoomThe photographer can get a “close up” shot while still being some distance from the subject. A video zoom lens can change the position of the audience: very quickly with a smash zoom or slowly without moving the camera. Sometimes the zoon tends to be jerky unless used very slowly and can distort an image; making objects appear closer than they really are.Hand-heldThis gives a jerky, ragged effect that is totally at odds with the organized smoothness of a dolly shot. It denotes a certain kind of gritty realism and audiences feel as though they are part of the scene rather than viewing it from a detached, frozen position.Group 1 - Camera Elements PresentationYou will have TEN minutes total to create three images to teach specific camera elements. The three main camera elements we will focus on are:Framing Shots: the camera set-up of how far away or close the shot will beCamera Angles: from where the camera lens is focusedCamera Movement: how the camera moves during filmingYou can take one picture or 5-10 seconds of filming for each element or you can combine elements if you clearly explain each element. Your group is assigned to demonstrate and teach the following camera elements:Extreme Long ShotLow AngleTiltBe back in the classroom ready to share your work in exactly ten minutes. You will have up to 90 seconds total to present your elements to your classmates.Group 2 - Camera Elements PresentationYou will have TEN minutes total to create three images to teach specific camera elements. The three main camera elements we will focus on are:Framing Shots: the camera set-up of how far away or close the shot will beCamera Angles: from where the camera lens is focusedCamera Movement: how the camera moves during filmingYou can take one picture or 5-10 seconds of filming for each element or you can combine elements if you clearly explain each element. Your group is assigned to demonstrate and teach the following camera elements:Long or Wide ShotHigh AngleHand-heldBe back in the classroom ready to share your work in exactly ten minutes. You will have up to 90 seconds total to present your elements to your classmates.Group 3 - Camera Elements PresentationYou will have TEN minutes total to create three images to teach specific camera elements. The three main camera elements we will focus on are:Framing Shots: the camera set-up of how far away or close the shot will beCamera Angles: from where the camera lens is focusedCamera Movement: how the camera moves during filmingYou can take one picture or 5-10 seconds of filming for each element or you can combine elements if you clearly explain each element. Your group is assigned to demonstrate and teach the following camera elements:Medium ShotEye LevelTiltBe back in the classroom ready to share your work in exactly ten minutes. You will have up to 90 seconds total to present your elements to your classmates.Group 4 - Camera Elements PresentationYou will have TEN minutes total to create three images to teach specific camera elements. The three main camera elements we will focus on are:Framing Shots: the camera set-up of how far away or close the shot will beCamera Angles: from where the camera lens is focusedCamera Movement: how the camera moves during filmingYou can take one picture or 5-10 seconds of filming for each element or you can combine elements if you clearly explain each element. Your group is assigned to demonstrate and teach the following camera elements:Close up ShotBird’s EyeDolly or TrackingBe back in the classroom ready to share your work in exactly ten minutes. You will have up to 90 seconds total to present your elements to your classmates.Group 5 - Camera Elements PresentationYou will have TEN minutes total to create three images to teach specific camera elements. The three main camera elements we will focus on are:Framing Shots: the camera set-up of how far away or close the shot will beCamera Angles: from where the camera lens is focusedCamera Movement: how the camera moves during filmingYou can take one picture or 5-10 seconds of filming for each element or you can combine elements if you clearly explain each element. Your group is assigned to demonstrate and teach the following camera elements:Extreme Close Up ShotEye LevelPanBe back in the classroom ready to share your work in exactly ten minutes. You will have up to 90 seconds total to present your elements to your classmates.Hi, parents!Starting _______________________________, our Drama class will engage in a unit on film production. Your students will create movie trailers to be shown in class. It’s going to be a fun project involving camera shooting, editing, and showing material. While filming, we wish to honor your students’ privacy rights. Please have you and your child sign to the following agreement:“I give my consent for my student to be filmed for the afore-mentioned unit’s learning activities and final project. I understand that footage of my student will be shown in class. My student will not share any footage on social media or elsewhere online. If my student violates the privacy of another individual by sharing footage without that individual’s permission, they will face disciplinary action from school administration.”Parent/Guardian signature ______________________________________________________________“I give my consent to be filmed for the afore-mentioned unit’s learning activities and final project. This footage will be shown in class. I agree that if I share any footage on social media or elsewhere online, without my peers’ permission, I will face disciplinary action from school administration.”Student signature______________________________________________________________________If either of you do not give your consent, please note here:“I do not agree to the terms written above and accept alternative assignments.” Parent/Guardian signature ______________________________________________________________Student signature______________________________________________________________________Students must return this form signed to participate in our film unit.Thanks for letting me work with your kids! They’re great.Lesson 2:Trailer StoryboardingObjective:Students will demonstrate their understanding of movie trailer construction by analyzing movie trailers and developing a storyboard for their original movie trailer.Materials Needed:At least three trailers (one good for camera elements; two for revealing plot in some way) Big Hero 6 Beauty and the Beast ; Fantastic Beasts ; The Nut Job 2 ; Clue Movie Trailer Assignment info sheet copiesStoryboard PowerPointStoryboard Worksheet copiesPRE-HOOK:Collect all signed permission slips. Remind students that they must be in your hand tomorrow to begin filming.HOOK:Have students pull out their camera elements worksheet (angles, movement, framing shots). Divide the class in thirds and assign each third either angles, movements, or framing shots. As they watch the trailer, have everyone in each group watch for their camera element and put a tick mark by each camera element used in the trailer (if a long shot is shown they should tick mark long shot, etc.).After the trailer is over have the groups compare their answers. How come their answers differed (assuming that they did since every student didn’t catch every element)? Why should audience members actually not consciously notice camera elements?REVIEW:Draw the plot structure graph on the board. Point to each point on the graph and have students review what the different elements of plot structure are: exposition, inciting incident, rising action, climax, and denouement. What things can be part of rising action – HOW does the plot keep building and rising? Answers can include: conflict, relationships developed, obstacles thrown in protagonist’s way, more information shared, deeper objectives, etc.Have students think on movie trailers that they have seen before movies or in commercials. Are there any trailers that tell the entire plot of the story in order? Have students share any that come up. If no one has any examples ask students why that is – why do film makers NOT put their plot in order in a trailer? What effect can putting the plot elements in a different order do for the audience member?MODELING:Show two different trailers. After each one have students get into groups of 3-4 to discuss how the plot was demonstrated and manipulated in each trailer. What effect did this have on them – arouse curiosity? Leave a cliffhanger? Sympathize with a character? Etc.INSTRUCTION:Pass out the Movie Trailer Assignment information sheet. Go through the assignment together as a class. Highlight that they can create an entirely original movie trailer or they can recreate on film a movie trailer that already exists. All required camera elements must be used in the trailer. This assignment has a very tight timeline, so students need to use their time wisely and well to accomplish it successfully. If you have one, show an example of an original movie trailer from a previous student group.One of the assignments leading up to the Movie Trailer is a storyboard. What is a storyboard? (a panel or series of panels on which a set of sketches is arranged depicting consecutively the important changes of scene and action in a series of shots (as for a film, television show, or commercial)). Show examples of storyboards in the PowerPoint. Student groups will be creating storyboards for their movie trailer.PRACTICE:Put students in their pre-assigned groups of three. Give them the rest of the class period to brainstorm their trailer idea, write their script and plan out their shots on the storyboard worksheet. Check in with them to ensure that they are working and progressing in their assignment.CLOSURE:Let students know that the next lesson will be the filming day – if anyone needs to bring any costume items, props, etc. they need to bring them with them next class period. Their storyboard will be due at the beginning of the class period for check-off.-438150-49530000-114300166624000-3763010360997500-371475617791500-304800-33337500Movie TrailerFor your Original Movie Trailer you are going to combine all the skills you’ve learned and practiced so far: motivated movement, vocal choices, creating a character, plot structure, ensemble teamwork, etc. With a pre-assigned group you are going to create and film a MOVIE TRAILER. Together with your group you will develop a storyboard, rehearse the trailer, film and edit the trailer.Movie Trailer RequirementsLength: 2-3 minutes longParticipation: Each group member needs screen time in the trailerCamera Work: You must include the following camera work in your trailer somewhere/somehow:Framing Shots1 long shot1 medium shot1 close-up shotCamera Angles1 bird’s eye view angle1 high angle1 eye level angle1 low angleCamera Movement: at least two (2) types 447611512128500pan, tilt, dolly shot, zoom, hand-held shotClass DeadlinesStoryboard due and start filmingFilming DayEditing DayTrailer Screening DayLesson 3:Filming the TrailerObjective:Students will demonstrate their understanding of movie trailer construction by filming the sequences for their movie trailer.Materials Needed:An iPad/camera for every group HOOK:Have students get into their movie trailer groups and pull out their storyboard. Have them combine with another group and share their storyboard (each group can take 2-3 minutes to share their idea with the other group).While students do this, collect all the remaining signed permission slips and check them to ensure all students have been given permission to film.DIRECTIONS:Ask students how they can spend their time today in class preparing their movie trailer? (setting up shots, rehearsing and acting out the scenes, filming the scenes, sticking to the storyboard sequences, etc.) The students will have a great deal of class time to work today, but must use it well or it will be taken away from them and they will have to finish the work on their own time. Students should let you know where they will generally be as they film – they are not to disappear for the entire class period but rather be working and checking in with the teacher.Students must follow these rules when filming their movie trailers:You can go anywhere in the school but can’t interrupt other classesYou have to stay on school groundsYou break it, you buy it (so be very gentle and careful and respectful of the equipment!)PRACTICE:Send students out in their groups to film their movie trailers. Students should return to the classroom ten minutes before the class period ends to turn in their equipment, save their work, etc.CLOSURE:Tell students they will have next class period to finish filming (if they need the time) and to edit their work. Have each group think about what music could contribute to their movie trailer and assign each student to bring in one piece of music that they can share with their group (either a CD or on their MP3 player, etc.).Lesson 4:Editing the TrailerObjective:Students will demonstrate their understanding of movie trailer construction by editing and adding music to their movie trailer.Materials Needed:A less familiar movie trailer for students that relies heavily on music 2-3 selections of random musicAn iPad/camera for every group with iMovie software on itHOOK:Have some music playing in the room as students enter. Have them call out how the music makes them feel. If so inclined, have students move to the music as it makes them feel. Ask students what images come to mind with that music.Play a second piece of music.Play a trailer without music; ideally one that they are not familiar with. Either just start it or pretend that you can’t get the sound to work. The entire trailer doesn’t need to play; just long enough to make the point. Ask the students what they thought of the trailer. How does music affect the effect of the trailer? What part can music play in creating the atmosphere/style of the trailer? How can you use music in your own trailer? GROUP WORK:Have students get into their groups and play the music they brought. They don’t have the play entire songs, just 20-45 seconds to get a feel of the music. Have them discuss in their groups how they want to use any of the music.INSTRUCTION:Basics of iMovie: you can view the following tutorials if you are unfamiliar with iMovie to figure out what/how to share this information with students. Many may already be familiar with this software. the rest of the class period to the students to work on editing their trailer and adding music to their trailer. CLOSURE:Any trailer that isn’t complete by the end of class needs to be completed and submitted to Google Drive no later than the evening before the next class period. This will give you a chance to ensure you can view the trailers before next class period. Remind them that they will be screening the trailers next class period. If desired, encourage them to bring snacks to share with the class (popcorn, candy, water bottles, etc.). Or perhaps popcorn will be provided and they can contribute other snacks to share.Lesson 5:Trailer ScreeningObjective:Students will demonstrate their ability to combine camera elements, story, and music by sharing their original movie trailer. Students will complete an evaluation sheet on their group and themselves.Materials Needed:Each group’s movie trailer ready to go in Google DriveA self/group evaluation sheet for each studentMovie Trailer Evaluation sheet copiesHOOK:Have the room set up to watch the movie trailers. If feasible, allow students to sit on the floor or lounge or such so they are comfortable. If anyone brought snacks make them available.SCREENINGS:Watch the trailers in whatever order you choose. After each trailer call on 2-3 students (not in the producing group) to share their favorite thing about that trailer. Remind them they can comment on any camera elements, music, storyline, style, etc. (ala the list from the first lesson). Fill out an evaluation on each trailer as it performs.ASSESSMENT:Make sure to leave enough time at the end of the class period for assessment. Have each student fill out their group/self-evaluation sheet and turn it in as they leave the room.**If time allows it might be fun to show the following trailer where editors have mashed together the Beauty and the Beast trailer with clips from Harry Potter to create “Beauty and Lord Voldemort.” Name: ___________________________________Original Movie Trailer Group/Self-EvaluationGroup Member/Peer EvaluationPeer NameScore (1 lowest -10 best)Explanation: What did they do? How did they work? Did they actively help with the project? Self-EvaluationDescribe in 3-5 sentences what score YOU deserve on this assignment based off of your participation, attitude, and use of class time (1-10 lowest to best).Movie Trailer WalkawayEvaluation SheetGroup Member Names:_______________________________________________________________________________________________________________Period: _______Total: ________/100Trailer RequirementsYESNOClose-up ShotMedium ShotLong ShotTwo (2) Camera MovementsHigh AngleLow AngleBird’s Eye ViewEye LevelLength: 2-3 minutesEach member got screen timeComments/Feedback: ................
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