Day 3:

Prep - Artist short film examples, Storyboard sheets, Blank paper for them to visualize music segment, Personal Inventory Activity sheets.

Pre-Lunch Activity: (in classroom)

• Determine groups and roles for self-portrait montage

• Create production schedule for next two classes

• Review/create list of items that need to be brought in next class.

• Watch artist short film examples
  

Post-Lunch:

• Create graphic music representation

• What is a self-portrait?
  o Personal Inventory Activity Sheets

• Create Storyboards

Bring in items and music for next class

Reflection:
I created the Personal Inventory Sheets on the assumption that partners may not know each other that well. Since only one person was able to do the self-portrait, I wanted the other partner to feel equally involved. I required each partner to fill out the top portion on the same person and compare notes. Since the project required communicating something about yourself to your audience, discussing ideas with a partner helped to bring out characteristics of each person. This really seemed to help get the partners talking and helped me find out their interests without directly asking them since it was a very personal project. The biggest surprise was when students asked if they could contrast their lives to their partners. One group did this very successfully.

Day 4:

Prep - Tracking sheets, video equipment, charge batteries, tags, extra paper for timelines.

Pre-Lunch Activity: (in classroom)

• Overview of today’s production schedule:
  o Review groups that are filming
  o Other people can work on timelines and finish storyboards, finish editing invisible editing assignment.
  o Anyone need to import old video? Import/find their music segment?
  o Fill out tracking sheet
  o Two groups shooting at once
  o Meet back in classroom after lunch
  o Other groups need to be ready to shoot for next class

• Goals for today
  o Make choices about shooting based on their knowledge of montage editing.
  o Draw on their previous knowledge of film techniques (camera movement, angles and framing)
  o Create graphic music representation
  o Teams work together to shoot efficiently with full participation from all crew.
  Get everyone on task

• Fill out and sign off on tracking sheets

• Pass out equipment

• Start shooting

Post-Lunch :

• Touch base on production progress

• Evaluate and review tasks for each student

• Finish shooting

• Return to classroom with equipment 10 m in. before end of class.

Bring in items and music for next class

Reflection:
This project was our third film and mid-term progress reports were quickly approaching. I wanted to devise a way that everyone in the class would know what they should be working on as well as what other classmates were doing. Thinking back to working in a multi-media design group, we always had a production schedule. Most recently I used electronic ones, but since there was no common computer we could use for both classes, I felt that a traditional marker and paper one would work. Feedback from students at the end of the unit showed that some students felt more comfortable knowing exactly what was expected of them and when it was due. Introducing all the students to project “workflow” and deadlines in a visual and fun way helped all of us get the work done and will be usefull knowledge in any job they do. Down the road, I could see adding a lot more detail to each project schedule, including organization of files and projected filming dates. This is a good example of lesson preparation and considering visual aids.