Lesson Plan: Storyboards Second Proposal (3 of 3)

Last updated: January 24, 2013

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Technology Level: Tech Enhanced

This lesson is part three of the Storyboards Mini Unit

An animal tag with the words: Who's for cats?

Audience: Ages 14-18

Duration: 70 minutes

Objective:

Students will build on their experiences from the first two lessons to create their own campaign on a current global issue.

Prior knowledge

Lesson 1 and Lesson 2 of this Mini Unit: Storyboards

Materials:

  1. Access to the Internet for students. Maximum two students per computer.
  2. Drawing pencils
  3. Paper

Resources

  1. Lesson Plan
  2. AHA! A Music Video (wmv)
  3. Storyboard: Final Version(pdf)
  4. Student Handout: Scenario 2 (pdf)
  5. Storyboard: Second Proposal to AHA! (pdf)

Resources 2, 3, 4 and 5 can be made available to students via photocopies or via the Internet. Students simply go to the following web addresses:

Procedure:

Topic Notes
1.Introduction (5 mins)
1.1 Update on AHA! decision(5 mins) 1.1 Unfortunately AHA! has decided to go with another advertising company… but great work nonetheless! The final version of AHA!’s ‘Help. A music video’ has now been completed and is already circulating the globe, educating and inspiring people to desex their pets.
2. Body(60 mins)  
2.1 The Final Cut(10 mins)

2.1 Play the video (resource 2) for your class now.

Discuss the final cut. Did students like the final version? Did they think it was effective? What would you have done differently now that you have seen the video?

2.2 Critique of AHA!’s Video in pairs(10 mins)

2.2 Using Resource 3 which has the final version of ‘Help’ in a storyboard layout, students are to critique the video in pairs.

Students discuss and record the following:

  • The most common type of Camera Shots,
  • The most common type of Camera Angles, and
  • The most common type of Camera Movement.
2.3 Class Discussion of final cut.(10 mins)

2.3 Class discussion on findings:

Why do you think that most Camera Shots were Wide Shots or Mid Shots in the video? Do you think that this was effective in building empathy in the audience? Why/why not?

Why do you think that most Camera Angles were either High Angle Shots or Eye Level Shots? Whose ‘eye level’ were we typically viewing the video from? Human or feline? Do you think that this was effective in creating positions of power in the video? That is, did the High Angle Shots make you feel as though the cats had no power in this situation and that the use of Eye Level Shots made you feel a closer connection to the cats featured in the video?

Why do you think that the most common Camera Movement in the video was a Follow Movement? Did you feel as though you were seeing the situation from the cats perspective more easily than if they has used other kinds of Camera Movement?

2.4 Scenario 2(50 mins)

2.4 Teacher to hand out or refer students to Student Handout: Scenario 2 (resource 4). Read together or individually and then begin by undertaking the research on pages 2-4. Once completed, students can work in pairs to develop a suitable storyboard using the template provided (resource 5).

2.5 Feedback(5 mins)

2.5 Teacher to give feedback and encourage those who have done an exceptional job to send in their ideas to the WOAW site: admin@woaw.org.au

3. Conclusion (10 mins)
3.1 What have we learned? (10 mins)

3.1 Students spend 5 minutes writing down what they have learned from the past few lessons. This could be what they know about the techniques that advertisers use to convince and manipulate, or a more about the discovery of overpopulation issues across the globe.

Discuss these thoughts as a class and decide whether or not your class wants to take action by sharing their knowledge with the school. Perhaps at a year level or school assembly.

Curriculum Links

Key Learning area Curriculum link
English – Essential Learnings by the end of Year 9
English Speaking and Listening

The purpose of speaking and listening includes examining issues, evaluating opinions, convincing others, and managing relationships and transactions.

Nonverbal elements, including body language, facial expressions,gestures and silence, express meaning, establish mood, signal relationships and are monitored by listeners.

Reading and Viewing

Readers and viewers draw on their prior knowledge, knowledge of language elements, points of view, beliefs and cultural understandings when engaging with a text.

Words, groups of words, visual resources and images can position an audience by presenting ideas and information and portraying people, characters, places, events and things in particular ways.

Writing and Designing

Writers and designers refer to authoritative sources and use a number of active writing strategies, including planning, drafting, revising, editing, proofreading, publishing and reflecting.

Language Elements

Auditory, spoken, visual and nonverbal elements, including the use of sound fades, dissolves, cuts, hyperlinks, camera angles and shot types, can be combined to position an audience

Suggested Homework Activities

Tonight you are to watch three different types of television genres for 5-10 minutes each.

  1. A dramatic program
  2. A current affairs program
  3. An advertisement

The purpose is to take your knowledge and apply it in an everyday situation. Take note of the following items:

  • Types of Camera Shots Used;
  • Camera Angles; and
  • Camera Movement.

Report findings in next lesson.

References

Adler, Rebecca, Alliance for Humane Action (AHA!), www.ahaworks.org, November 2008.

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