script & storyboard create a winning and get on the big screen · 2019-11-07 · script &...

Create a winning

script & storyboard

and get on the

big screen

Teacher pack Stage 4 English

Win! A day with a film crew!

Over $6k cash prizes. Water refill station at

your school!© Sydney Water 2019

involve your

students in an exciting

short film competition2019 BRAND WITHOUT A BOTTLE SHORT FILM COMPETITION

If you are new to the competition, the Brand without a Bottle short film competition is designed as a fun, engaging project based competition that supports the NSW Premier priorities – tackling childhood obesity and keeping our environment clean. If you have been with us before, we are really pleased you are joining us for another year of fantastic fun and amazing work by Year 7 and 8 students across Sydney.

There have been a few changes to the competition. This year we are asking students to create and submit their own short films. The best short films will be launched online and be in the running for cash prizes to be used for water refill stations and/or water related learning resources.

This pack includes lessons linked to Stage 4 English curriculum on persuasive writing and

all necessary reference materials, tips on how to write and create a persuasive short film, and how to take part in the competition.

If you haven’t already, visit www.brandwithoutabottle.com.au to find information on the competition, important dates and additional teaching and learning resources for you and your students.

If you have any question please email [email protected] or ring 02 8849 4978. We look forward to your participation and seeing your students’ creative short films!

Kind regards,

The Education team, Sydney Water

Thank you for registering in the 2019 Brand without a Bottle short film competition. We are very excited to roll out this year’s competition!

Key dates to remember

17 May Registration closes

4 July Short film submission closes*

26 July Finalists announced, launched online and open for voting

12 August Voting closes

13 August Winners announced

*upload short films (MP4 or MOV format) to drop box: https://www.dropbox.com/request/jWIpKf2EspGm9BrhP3Ul

© Sydney Water 2019

Sydney Water: The Brand Without a Bottle

2

© Sydney Water 2019 - You may view, copy, distribute, communicate and adapt this material for non-commercial educational purposes provided you retain all acknowledgements associated with the material.

The Brand Without A Bottle - The power of persuasion: choosing tap water over bottled water Stage 4 – English Teacher lesson plan – Unit overview

Essential questions: How and why do speakers and writers use language and form to present their point of view? What are the main features of persuasion employed in advertising media (using bottled water as an example)? What is the structure and form of persuasive writing and speaking? How are language features and form used to persuasively promote points of view and position a responder?

Duration: 2-3 Weeks Lesson length: ~ 60 min each

Unit overview • The focus of this learning topic is on the art of persuasion. Students will discover how

persuasion is used in marketing bottled water and how it can be used to shift perception to choosing tap water.

• Through responding and composing, students will explore how words and images can be used to persuade and inform. Students will examine a range of texts from different contexts.

• Students will develop an understanding of the significance of language to people of all cultures and times by composing and responding with feeling, logic and conviction.

• The skills of writing and speaking to persuade and inform, and the skill of listening for meaning and understanding will be explicitly taught.

Learning across the curriculum Students will investigate and use persuasive techniques used in advertising to design, develop and produce the short film. Students learn what techniques bottled water companies use and apply this to their idea. The learning across curriculum areas integrated in this unit include: information and communication technology, critical and creative thinking, ethical understanding

Outcomes EN4-1A responds to and composes texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EN4-2A effectively uses a widening range of processes, skills, strategies and knowledge for responding to and composing texts in different media and technologies EN4-3B uses and describes language forms, features and structures of texts appropriate to a range of purposes, audiences and contexts EN4-4B makes effective language choices to creatively shape meaning with accuracy, clarity and coherence EN4-5C thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts EN4-9E uses, reflects on and assesses their individual and collaborative skills for learning

Assessment Overview During the course of this unit students will:

• Keep a journal of what was covered in each lesson and progress made

• Contribute to class discussions and ideas • In small groups develop short persuasive film and

present the product to the class • Reflect on their learning in the unit


Teaching and learning Resources

Lesson 1: Set the scene with a taste test Introduction

1. Class discussion Q. Do you think you can tell the difference between tap and bottled water in terms of look, taste or smell? A. Students can make a prediction

Body 2. Taste test

• Split the students into small groups • Using the survey sheet provided, conduct the odour and taste test using bottled and tap

water. • Perform the investigation and compile the class results.

3. Results discussion Q. Did these match your predictions? Q. What might influence the test results? A. Water served warm or cold, different cups etc

4. Compare • Watch the short clip about a taste test performed on the streets in New York.

Q. How do those results compare with yours? Q. Are you surprised?

• Watch the other suggested clips about buying bottled air: Q. What do you think about the idea of selling air. Q. Is it different from selling water? Q. Are we being persuaded?

Conclusion 5. Journal entry: Highlight some of the persuasive visual and language techniques you employ

unknowingly.

IT/AV resources Computer with internet, projector and speakers Resources Paper cups 4L of bottled water 4L of tap water Marker pen Sydney Water resources Water taste test worksheet (Appendix) Other online resources Taste Test (3 min) http://abcnews.go.com/WNT/video/bottled-water-tap-water-difference-21202028 ABC ‘selling air’ (5 min read) http://www.abc.net.au/news/2016-02-10/twemlow-bottled-air-is-just-the-beginning/7155938

http://abcnews.go.com/WNT/video/bottled-water-tap-water-difference-21202028

http://abcnews.go.com/WNT/video/bottled-water-tap-water-difference-21202028

http://www.abc.net.au/news/2016-02-10/twemlow-bottled-air-is-just-the-beginning/7155938

http://www.abc.net.au/news/2016-02-10/twemlow-bottled-air-is-just-the-beginning/7155938



Lesson 2: Research Perceptions and Practices Introduction

1. As a class, complete the online survey on drinking water practices and perceptions. This activity highlights existing personal practices and perceptions by asking students to share what their drinking water choices are and why.

Body 2. Create two mind maps on the whiteboard and gather key words from students’ opinions (beliefs)

and practices on drinking tap or bottled water. 3. Consider things like cost, health, convenience, taste, temperature and brand. 4. Source investigation: tap and bottled water

Q. Where does your water come from? A. Explore the Sydney Water website, read the facts sheets provide and watch the video links suggested.

5. Ask students to consider if people from different backgrounds have different perceptions and beliefs and why. • Watch a video from “Sydney Water stories – teas of the world” and “My Sydney Water” and

hear from Azam and Abby about moving to Australia and drinking tap water. Conclusion

6. Journal entry – Did anything surprised you or challenged your beliefs and why?

IT/AV resources Computer with internet, projector and speakers, Resources Whiteboard, whiteboard markers Sydney Water resources Survey Monkey: https://www.surveymonkey.com/r/Bwoab2019 Water Fact Sheet (Student pack) Drinking water quality in Sydney https://oursydneyourwater.com.au/brand-without-bottle/ (Resources tab) Sources of water http://www.sydneywater.com.au/SW/education/drinking-water/Water-sources/index.htm Sydney Water - water stories (teas of the world) (My Sydney Water https://oursydneyourwater.com.au/stories Other online resources Choice Article https://www.choice.com.au/food-and-drink/drinks/water/articles/is-bottled-water-safer-than-tap-water War on waste https://iview.abc.net.au/show/war-on-waste

https://www.surveymonkey.com/r/Bwoab2019

https://oursydneyourwater.com.au/brand-without-bottle/

https://oursydneyourwater.com.au/brand-without-bottle/

http://www.sydneywater.com.au/SW/education/drinking-water/Water-sources/index.htm

http://www.sydneywater.com.au/SW/education/drinking-water/Water-sources/index.htm

https://oursydneyourwater.com.au/stories

https://www.choice.com.au/food-and-drink/drinks/water/articles/is-bottled-water-safer-than-tap-water



https://iview.abc.net.au/show/war-on-waste



Lesson 3: Investigate others perceptions and practices Introduction

1. Gathering evidence Q. How can we find out what others think?

A. Conduct a survey – discuss with your students what a survey is and how it is used to gather information.

Body 2. Conduct the survey

• Ask students to survey at least two students (12 to 14 years old) in your school, but outside of this class (students could conduct survey at the school canteen).

• Using the Drinking water survey to record the data, survey at least one student who mainly drinks bottled water and at least one who mainly drinks tap water.

• Find out why they mainly choose one over the other (e.g. convenience, temperature, taste, cost).

• Ask the bottled water drinkers what would persuade them to choose tap water over bottled water?

3. To share the results in class, write on a whiteboard: Reasons people mainly drink bottled water

Reasons people mainly drink tap water

• Give students two sticky notes each and ask them to record the survey responses then

place them in the appropriate category on the whiteboard. • Read out the responses. • Ask the students ‘Why do you think some of the answers were the same or similar?’ and

‘Were any of the responses a surprise?’ Conclusion

4. Journal entry: What would persuade mainly bottled water drinkers to choose tap water over bottled water?

IT/AV resources Computer, projector Resources Whiteboard, post it notes Sydney Water resources Drinking water survey form (Appendix)



Lesson 4: Introduce the challenge Introduction

1. Introduce the challenge: • We (Sydney Water) are challenging students to shift perception of teenagers, using

persuasive language and techniques, to choose tap water over bottled water. • We are the client and students will act as our creative agency in developing a compelling

60 second short film. Body

2. Read the Sydney Water client brief. 3. Break students into groups and ask them to brainstorm ideas in how they might persuade their

peers (teenagers) to choose tap water over bottled water. Consider beliefs and perceptions about tap and bottled water.

4. Explain the competition. Students created a 60 second short film. 6 finalists will be launched online for voting and winners will win cash prizes for water refill stations and learning resources.

Conclusion 5. Journal entry: What is the most difficult part about creating a compelling script?

IT/AV resources Computer with internet, projector and speakers Resources Whiteboard and markers Sydney Water resources Client brief (Appendix) Competition https://oursydneyourwater.com.au/brand-without-bottle (Competition tab)

https://oursydneyourwater.com.au/brand-without-bottle




Lesson 5: Explore persuasive techniques in the ‘Story of Bottled Water’ Introduction

1. Watch the ‘Story of Bottled Water’ Q. Did the ‘Story of Bottled Water’ use first person language (‘I’ or ‘we’) or second person

language (‘you’)? A. Discuss points of view, first, second or third person and what impact does this have on the

viewer? Body

2. Language and persuasive techniques Q. What persuasive techniques do companies use to get us to drink bottled water? A. Set up pieces of paper around the room or record on a whiteboard with the following

headings: • How did the movie uses language to convince us to drink tap water?

o Ask students to consider emotion words, humour, repetition, testimonials, rhetorical questions, irony, parody, metaphors or inclusive language.

• How did the speaker use tone, pitch and pacing to persuade us? o Ask students to consider tone, pausing and pacing.

• How did the speaker use body language to persuade us? o Ask students to consider facial expressions, eye movement, hand gestures.

• How did the movie use audio- visual techniques to persuade us? o Ask students to consider images, animation, music and sounds.

3. Break the students into groups. • Each group spends a few minutes writing responses on the sheet of paper or

whiteboard. • Rotate groups and ask participants to read what the last group wrote and then add their

own ideas. • Ask the final group at each station to feedback to the class.

4. Ask students to reflect individually and record on a piece of paper: • What is the purpose of the ‘Story of Bottled Water’? • Who is the intended target market/audience? • What are the main ideas presented in the ‘Story of Bottled Water’? • Were both sides of the issue presented to the viewer? Why was it presented like this? • What are the benefits of choosing tap water over bottled water?

5. Discuss and share student responses as a class. Conclusion

• Journal entry: Would you consider choosing tap water over bottled water after watching this? Why?

IT/AV resources Computer with internet, projector and speakers Resources Whiteboard, markers and paper Online resources Story of Stuff-bottled Water http://storyofstuff.org/movies/story-of-bottled-water/ Transcript of the ‘Story of Bottled Water’ and video (printed copy per group) https://storyofstuff.org/wp-content/uploads/movies/scripts/SoBottledWater_Annotated_Script.pdf

http://storyofstuff.org/movies/story-of-bottled-water/

https://storyofstuff.org/wp-content/uploads/movies/scripts/SoBottledWater_Annotated_Script.pdf





Lesson 6: Explore persuasive techniques used in advertising Introduction

1. Use the Persuasive techniques PowerPoint to discuss different types of persuasive techniques and why advertisers use persuasive techniques.

2. Ask students to record a description of each technique introduced on the Persuasive techniques worksheet. Techniques covered in the presentation include:

• Bandwagon • Repetition • Testimonial • Emotional appeal • Humour • Rhetorical question

3. Ask students to identify and record the audience, purpose and persuasive techniques used. 4. Ask students to reflect on and discuss:

• Which ad stood out to you? Why? • Which ad had the most emotional appeal? Why? • Which ad influenced you the most? Why?

5. Watch these particularly effective videos and digital campaigns and identify and analyse the audience, purpose and persuasive techniques used in each video:

Conclusion 6. Journal entry: Which persuasive technique might work best on you?

IT/AV resources Computer with internet, projector and speakers Sydney Water resources Persuasive techniques PowerPoint https://oursydneyourwater.com.au/brand-without-bottle (Resources tab) Persuasive techniques worksheet (Appendix) Other online resources Bobble Live for Once https://www.youtube.com/watch?v=OuGvJUc0ZPI&app=desktop Evian Bottle Service https://www.youtube.com/watch?v=4EscVUOoFTw&feature=youtu.be Fiji Water https://www.youtube.com/watch?v=juHtVC60Kuo&feature=youtu.be



https://www.youtube.com/watch?v=OuGvJUc0ZPI&app=desktop

https://www.youtube.com/watch?v=OuGvJUc0ZPI&app=desktop

https://www.youtube.com/watch?v=4EscVUOoFTw&feature=youtu.be

https://www.youtube.com/watch?v=4EscVUOoFTw&feature=youtu.be

https://www.youtube.com/watch?v=juHtVC60Kuo&feature=youtu.be

https://www.youtube.com/watch?v=juHtVC60Kuo&feature=youtu.be



Lesson 7: Practice the language of persuasion Introduction

1. Break students into groups and assign a persuasive technique: • Bandwagon • Repetition • Testimonial • Emotional appeal • Humour • Rhetoric question

Body 2. Read the transcript of The Story of Bottled Water (printed copy per group) 3. Assign each group a persuasive technique and ask each group to share with the class, as the

‘experts’ using the following prompts: • What is your persuasive technique? • What are at least two examples from the text? • Describe the scene in which the technique was used. • Which example has the biggest impact on the audience and why? • How does the technique make the audience think/feel and why? • Consider: can you vary your tone, pace and pause to give more impact? • How could you use this technique to persuade your peers to choose tap water over

bottled water? Conclusion

4. Journal entry: why is tone so important when using persuasive techniques?

IT/AV resources Computer with internet Sydney Water resources Transcript of the ‘Story of Bottled Water’ (printed copy per group) https://storyofstuff.org/wp-content/uploads/movies/scripts/SoBottledWater_Annotated_Script.pdf






Lesson 9: Shoot a 60 second short film Introduction

1. Decide roles and responsibilities - who is who; director, actors, narrator, prop and costume coordinator, sounding, lighting and camera operators.

2. Prepare props and costumes. Gather or make the props and costumes. Don’t forget to ‘dress’ the scene considering foreground and backdrop.

3. Allow students time to familiarise themselves with the camera. Consider and test a range of shot types before the day of filming.

4. Plan music and sounds effects. Will it be recorded on the camera or added in post-production? Body

5. Allow students time to walk through the storyboard and each scene. • Ask students to decide where to put the camera for each scene. Does the camera

move? Is it a wide shot, mid shot or close up? 6. Practice. Rehearse the script in front of the camera.

• Play with camera angles, and • Ask actors to practice expression, body language and consider tone of voice that best

suits the scene and conveys the message. 7. Shoot the film. Speak the lingo: ‘Camera set’, ‘Action’, ‘Cut’ and ‘Take’ (see “The Art of film

making”). Review the footage after each scene to see if it works or if it needs to be reshot. Conclusion

8. Edit the film. • Edit with a movie software for cutting, cropping, transitions between scenes, visual and

sounds effects and titles and credits. 9. Journal entry: What did you enjoy the most and why? 10. Reflect on the film making and editing process. What worked well? What would you do

differently?

IT/AV resources Computer with internet, projector, speakers, Cameras, tablets or phones Other Props and costumes Sydney Water resources The Art of film making (Appendix) Online resources Windows movie maker Mac Imovie



Lesson 10: Group assessment - Present short films

• Each short film is presented to the class by its composers. After watching the film each group should cover the following in 3-5 minutes:

• Summarise the brief and the target market/audience • Identify key considerations and reasons behind direction they chose to convince their target

market in the benefits of choosing tap water. • Discuss other key persuasive techniques used and why.

Assessment modes: Reflective and creative persuasive text (script and storyboard). Assessment outcomes: EN4 – 1A, EN4 – 5C , EN4 – 3B Assessment for and as learning: Analysing features of written and spoken speeches;

• composing persuasive short speeches and • self and peer evaluation of original speech.

Assessment of learning task: Script, storyboard, short film and reflection. Journal entry: How did your film meet the brief?

IT/AV resources Computer with internet, projector, speakers, Sydney Water resources English Years 7–10 sample assessment (Appendix)

Lesson 11: Competition 1. Ask the class to choose their favourite short film

Body

2. Competition: • Students vote for their favourite film to be submitted into the competition

The class should consider the following: • Was the film persuasive? Did it make you want to choose tap water? • Did it grab your attention? How did it grab your attention (emotional appeal, humour,

fear)? • Was it original or use parody or metaphors? • What elements where included (images, music, sound) that added interest and

meaning? • Did you like it?

Conclusion 1. Submit the winning short film. Each school is allowed a maximum of 5 submissions per school. 2. Journal entry: Has your opinion on bottled water and tap water changed over the course of the

work and why?

IT/AV resources Computer with internet, projector, speakers Sydney Water resources Submit short films as MP4 or MOV format by 4 July to Drop Box https://www.dropbox.com/request/jWIpKf2EspGm9BrhP3Ul

https://www.dropbox.com/request/jWIpKf2EspGm9BrhP3Ul

https://www.dropbox.com/request/jWIpKf2EspGm9BrhP3Ul


Storyboard template

Exposition Conflict Rising Action

Climax Falling Action Resolution

APPENDIX

Teacher evaluationYour feedback is important to us. Please visit https://www.surveymonkey.com/r/bwoabte and tell us how you felt about the competition and learning resources.

– Water taste test worksheet

– Water fact sheet

– Drinking water survey

– Client brief

– Persuasive techniques used in advertising

– The art of creating a script and storyboard

– The art of film making

– English Years 7–10 sample assessment



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WATER TASTE TEST To ensure this is a fair test, serve all water at the same temperature and in the same type of cups.

Water Sample Odour Taste Other observations

Sample A

Sample B

Which sample do you prefer? Sample A or Sample B?

Why?

Which sample was the tap water? Was it the one you preferred?

Compile the data from the entire class. Which sample was preferred overall?

Are you surprised by the results?



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WATER FACT SHEETSydney Water Bottled WaterWhere does it come from?

Most of Sydney’s drinking water comes from rainwater collected from natural catchment areas and is stored in lakes that are surrounded by some of the most unspoilt native bushland in the region, including World Heritage national parks.

Bottled water is from various sources and falls under the Australia New Zealand Food Standards Code. The code doesn’t require manufacturers to state on the bottle what type of water it is or where the water is sourced from, apart from the country of origin2.

Quality

– Every drop of your drinking water is filtered so it meets Australia’s health and quality guidelines1 which are some of the strictest in the world.

– As well as continuously monitoring drinking water quality in real time, Sydney Water does up to 70 laboratory tests on a weekly, monthly, quarterly or annual basis, from our water filtration plants to customer’s taps.

– Our monitoring confirms Sydney’s drinking water is safe and great for drinking.

– According to NSW Health, bottled water is not necessarily any safer to drink than tap water.

– There are typically more tests to confirm safety and quality of public drinking water than bottled water.3

Impact on the environment

– All water comes from nature, but, it’s how it gets to us that can have a big impact on the environment. So we take care by drawing water from local sources, so that we have a safe, reliable and sustainable water supply.

– Sydney’s drinking water is the sustainable choice – sourced locally and has no packaging.

– By choosing Sydney’s tap water rather than bottled you’re protecting the environment.

– It takes 250ml of oil and three litres of water to produce one litre of bottled water4.

– Plastic bottles are among the 10 most common rubbish items picked up on Clean up Australia Day5.

– Australia recycles only 36% of PET plastic drink bottles, so around 373 million plastic water bottles end up as waste each year6.

– A plastic water bottle can take anywhere from 400-1,000 years to break down7.

Cost

– Drinking tap water is the most cost effective way to stay hydrated – especially compared to bottled water.

– Sydney’s tap water costs less than one cent per litre.

– Bottled water can cost up to 2,000 times more than tap water!

– If you’re drinking 8 glasses of water a day tap water will cost you less than $1.50 a year compared to around $2,600 for bottled water.

– Australians spent more than $600 million on bottled water last year8.

Reference

http://oursydneyourwater.com.au/

http://oursydneyourwater.com.au/aquavist/

1 Australian Drinking Water Guidelines, NHMRC, 2011

2 Choice, August 2016

3 Choice, March 2016

4 Clean Up Australia Bottled Water Fact Sheet may 2015

5 Clean Up Australia Bottled Water Fact Sheet may 2015

6 University of Wollongong

7 University of Queensland

8 Choice, August 2016© Sydney Water 2019


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DRINKING WATER SURVEY

Tap water drinker Responses

‘Reasons why you mainly drink tap water.’

Bottle water drinker Responses

‘Reasons why you mainly drink bottled water.’

Bottle water drinker Responses

‘What would persuade you to choose tap water over bottled water?’

Survey at least two students (12 to 14 years old) in your school, but outside your class (you could conduct your survey at the school canteen).

Survey at least one student who mainly drinks bottled water and at least one who mainly drinks tap water. Find out why they mainly choose one over the other (e.g. convenience, temperature, taste, cost).

Ask the bottled water drinkers what would persuade them to choose tap water over bottled water and record your answers below.



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Task summaryYour challenge is to create a short film that shifts perceptions of teenagers, using persuasive language and techniques, to choose tap water over bottled water.

BackgroundDrinking bottled water is on the rise. Yet in Sydney, our tap water is amongst the best in the world. We should be proud of the quality of our drinking water!

Why then are 10% of (500,000) people in this city choosing to only drink bottled water rather than tap water?

Research shows there are a few key reasons why:

– there’s a perception that bottled water is better

– convenience

– water temperature

By using clever words and images evoking pure, pristine and natural, the message that bottled water is better and safer has been formed. The companies who sell bottled water have benefited ever since. The fact is bottled water has enormous implications to the environment including:

– a high carbon footprint to produce and transport plastic bottles

– plastic litter waste in the environment and in our landfills

– harmful impacts on freshwater and marine life

Sydney Water cares about our community and the environment and wants people to choose tap water for their wellbeing, wallet and the environment.

Objective Create a powerful and compelling short film challenging teenagers’ perception that bottled water is better.

Final output requirements A 60 second short film supplied in MP4 or MOV format.

For more information visit: brandwithoutabottle.com.au

SYDNEY WATER – CLIENT BRIEF



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PERSUASIVE TECHNIQUES USED IN ADVERTISING

View the slide presentation and record you notes.

1. List some reasons why advertisers use persuasive techniques.

2. Record your notes on persuasive techniques introduced in the slides.

Bandwagon

Repetition

Testimonial

Emotional appeal

Humour

Rhetorical question

Can you think of other persuasive techniques? (irony, metaphors)

3. How do advertisers appeal to the target market (audience)? Choose 2 slides and record who the target audience is, what the purpose is and what persuasive technique is used.

Slide

Purpose:

Audience:

Persuasive technique:

Slide

Purpose:

Audience:


List continues on the next page



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4. Identify and analyse the audience, purpose and persuasive techniques used in each video.

Bobble: live for once

Purpose:

Audience:


Evian TV Commercial

Purpose:

Audience:


Fiji Water TV

Purpose:

Audience:


Sydney Water: Our Sydney our water - teas of the world

Purpose:

Audience:




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Use the following steps to help master the art of developing a compelling script and storyboard.

1. Start with the brief. Who is the client and what is the problem they want you to solve? How will you address the problem and what is your call to action? What do you want them to do?

2. Who is your target market/audience? Who are you speaking to? In this case, teenagers and what do you know about them? What do they like? This can shape the way you communicate to them. Use words and content that your teenage audience will understand.

3. What do you want to say? What do you want them to know? Think about the issue and write a few key points about what you want to tell them. Will your script have a beginning, middle and end? Are you asking them to do something? Is there a call to action?

4. Plan your script and storyboard. In planning your script and storyboard think about:

– Where will the story take place? Are there transition scenes?

– What characters will be in your story?

– Will there be sound effects or images?

5. Build your script. How will you communicate with your audience? Consider your key points. State the problem in your first couple of shots. Ensure your opening lines include a good ‘hook’ to grab your audience’s attention. Open with an unusual fact or question, then spend the rest of your script revealing the answer. Don’t give it all away too early, you’ll want to keep it interesting.

Make sure there is a strong call to action at the end. We want to invoke behaviour change, like stop buying certain products or taking steps to protect the environment.

Keep in mind you must allow time for things like voice pauses and pace, sound effects, images, scene transitions, and sound effects. Check your timing by reading your draft script to ensure it’s within the 90 seconds.

6. Build your storyboard. Apply your script to the storyboard template, then draw these key scenes to bring it to life! This provides a strong visual reference for when the short film is produced.

THE ART OF CREATING A SCRIPT AND STORYBOARD



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Use the following steps to help master the art of creating a short film

1. Roles and responsibilities Decide who is who, director, actors, narrator, prop coordinator, camera, lighting and sound persons.

2. Prepare your props and costumes Gather or make your props and costumes. Don’t forget to dress the scene. Consider where the scene takes place and what’s in the background or foreground.

3. Know your camera Familiarise yourself with your camera, tablet or phone and research how it works. Consider and test a range of shots types before the day of filming. Using the camera hand held rather than on a tripod creates footage with some shake. This can help immerse the viewer in the action. Using a tripod will keep the camera still and the viewer can focus on the scene. Moving the camera can make the viewer focus on something important in your scene.

4. Plan your sound effects Consider sound effects and music. Will it be recorded in the camera or added in post-production. Film people talking as either close-ups (including extreme close-ups) or medium shots so they can be heard.

5. Set the scene Walk through your storyboard and decide where to put the camera for each scene. Does the camera move, is it a wide shot, mid shot or close up. If you want to show people entering a scene try a wide shot, a person talking, a medium close-up, or a person showing expression go in for an extreme close-up. Don’t forget the lighting. Make sure what is important in your scene is visible and in focus.

6. Practice, practice, practice Rehearse the scripts in front of the camera playing with the camera angles and shots. The actors should practice and consider how expression, body language, tone of voice and volume (too soft or loud) suits the scene and message.

7. Learn the lingo ‘Camera set’, ‘Action’, ‘Cut’, ‘Take’. The camera person starts recording and yells “Camera set”. The director then calls “Action” and the scene begins. The actors continue to act and the camera continues to record until the director calls “Cut”. When the director calls “Cut” the actors and camera stop. It’s good to review your footage after a scene to see if you like it. If you need to reshoot a scene it’s called a ‘Take’. Take 1, take 2, take 3.

8. Make the final cut Edit with a movie software. Try using Windows movie maker or Mac iMovie for cutting, cropping and transitions between scenes, visual and sound effects and finally add titles and credits.

THE ART OF FILM MAKING



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SAMPLE ASSESSMENT FOR LEARNING ACTIVITYEnglish Years 7–10 sample assessment for learning activityStage 4 (linked to The storyteller and the story sample unit)

Activity name: Review of the features of a good story

ContextIn the unit, The storyteller and the story, students have been exploring the place of stories in our world. They have been developing an appreciation and understanding of the features of engaging and enduring stories from around the world. Students have read, listened to and viewed a number of stories and discussed their own ideas about what makes a story engaging. They have also learned about techniques, including language choice, that composers use to shape meaning. They have read or listened to some examples of early traditions of storytelling, such as bush ballads, legends and myths.

Description of activityStudents choose one story from those they have studied in class and explain how the elements of engaging storytelling are apparent in the story and why the story has endured through time.

Areas of assesment• reading, listening

• writing, speaking

• interpretive thinking

• analysing language

• expressing views

OutcomesEN4-1A: responds to and composes texts for understanding, interpretation, critical analysis,

imaginative expression and pleasure

EN4-3B: uses and describes language forms, features and structures of text appropriate to a range of purposes, audiences and contexts

EN4-5C: thinks imaginatively, creatively, interpretively and critically about information, ideas and arguments to respond to and compose texts



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Criteria for assessing learningStudents will be assessed on their ability to:

• analyse a story interpretively through:

– identification of storytelling conventions, including effective language choice

– analysis of techniques to explain their effects

• demonstrate an understanding of one story:

– plan, compose and edit an accurate, clear and coherent text

– make consistent and appropriate choices about language for purpose, audience and context in order to explain personal response to, and analysis of, a text.

FeedbackStudents will undertake self-assessment of their learning in relation to the assessment criteria in this activity. They will also receive peer and teacher feedback through the use of an evaluation sheet. During the teaching–learning experiences, students will receive oral and/or teacher feedback in relation to:

• their use of appropriate language forms and features and structure in their own writing, including appropriate editing strategies

• their analysis and interpretation of engaging storytelling

Recording evidence of learningTeachers may gather a variety of evidence of learning, informal and/or formal, during the assessment for learning activity. This may include:

• anecdotal records

• comments or notations

• conversations

• marks

• grades

• digital recordings and/or audio or visual representations.



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script & storyboard create a winning and get on the big screen · 2019-11-07 · script &...

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