Title: How the film is made?

Lesson plan elaborated by: Magdalena Trysińska

Topic:

How the film is made? Stages of filmmaking.

Target group

6th‑grade students of an eight‑year elementary school

Core curriculum

I. Literary and cultural education.

2. Reception of the cultural texts. Student:

8) understands the specificity of cultural texts belonging to: literature, theatre, film, music, visual and audio‑visual arts;

9) distinguishes the elements consisting to the theatrical performance (acting, directing, decoration, make‑up, costumes, props, music); distinguishes elements of film and television work (script, direction, shot, acting, music); indicates the characteristic features of audio‑visual communications (film, information program, entertainment program);

10) understands what an adaptation of the literary composition is (i.e.: film, stage and radio adaptation) and indicates differences between literary text and its adaptation.

III. Creating expressions

1. Elements of rhetoric. Student:

1) takes part in a discussion on a given topic, can separate its parts and structural signals that strengthen the bond among the dialogue participants and explain its meaning;

4) selects information.

IV. Self‑education. Student:

1) perfects loud and silent reading;

2) perfects different forms of writing down the gained information;

3) uses information from different sources, gathers and selects information;

7) develops the ability to critically assess the gathered information;

9) develops the ability to effectively use the informational technology and the Internet resources and uses these skills to present his own interests.

The general aim of education

To familiarise students with the stages of filmmaking process; to develop vocabulary connected with the film.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• ability to learn;

• social and civic competences.

Operational objectives

Student:

• gets acquainted with the filmmaking process;

• learns the basic concepts of film;

• recognises people who take part in filmmaking process and knows what they do;

• perfects reading comprehension;

• collects the vocabulary related to the film;

• indicates the basic features of a film image as a condensation of many fields of art.

Methods/techniques

• problematic: guided conversation; work in group work on the development of the indicated issue;

• programmed: using computer, using e‑textbook;

• practical: exercises on subject.

Forms of work

• uniform individual activity;

• uniform group activity;

• group activity.

Lesson plan overview (Process)

Before the lesson

Students get acquainted with the text of Tomasz Macios „How a film is made” in the abstract.

Introduction

1. The teacher determines the purpose of the class: students will know the stages of the filmmaking process. The teacher gives students the criteria of success.

2. A short warm‑up – an introductory talk. The teacher asks students:

• What movies do you like to watch the most?

• What film genres do you like the most?

• What are you directed by when choosing a movie?

Realization

1. Recalling names of film directors, both famous and less known (exercises 1 and 2). The teacher notes that the director's name in the case of a film is just as important as the author's name in the case of a book. When we talk about a movie, we should also give the name of its director. It may happen that there are two versions of the same film, directed by different people (example: „W pustyni i w puszczy” – a film from 1973 directed by Władysław Ślesicki, and a film from 2001 by Gavin Hood).

2. Work with material in an audiovisual form (recording of the speech of Juliusz Machulski on the stages of the filmmaking process, in an e‑textbook). After watching the footage, the students wonder what the film differs from other plays and indicate the basic features of the film image as condensation of many fields of art.

3. Work in groups on developing the stages of filmmaking (exercise 4). When preparing the presentation, students use the text Tomasz Macios „How a film is made”. They also can use an interactive illustration. After the time has elapsed, the group leaders present the results of their work.

4. Then everyone makes a note – they write down five selected nouns that specify the people involved in the production of the film and short descriptions of their activities (language exercises).

Summary

The teacher asks the students questions that lead to the assessment of their own work and the level of understanding of the material, e.g.

• Which of the stages of film making seemed to me the most interesting and why?

• Which of the people working on the film have the most responsible job and why?

Homework

At home students think which stage of the filmmaking process seems to be most interesting to them. They justify their opinion orally or in writing and then confront it with the Agniszka Holland statement (video from e‑podrecznik).

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

How is the film made?