- Storyboard Template
- Session 3
- Session 1
- Session 8
- Self Assessment
- Session 2
- Creative Brief
- Session 5-7 - Filming
- Your Eco Ad Must Have
- Session 4
- Group Feedback Check Sheet
- Eco Ad Project
- Choosing your Environmental Issue and Message
- Student Assessment
- Teacher Assessment Sheet
TEACHER: Andrea Holmes
|Duration:||8 - 10 sessions @ 1 hr 30 min|
|Level/s:||3 & 4|
- Video of television advertisements
- Magazine advertisements
- Scrap paper for brainstorming, etc
- Props and costumes
- Clipboards for directors
- Video camera tape
- Plenty of hard drive space - preferably 80GB +
- Pinnacle Studio version 8 or 9 (video editing)
- Windows Movie Maker (video editing)
- Microsoft Powerpoint
- Video camera and/or digital stills camera
- Ad Dissection 101: Exposing Media Manipulation
- English: Visual Language Moving Images CD ROM - Ministry of Education, Learning Media Ltd, 2003.
- Glossary of Video and Editing Terms
- "Going to the Movies - A Guide to Film Study" by Dale Sutherland (Essential Resources, 2004) - types of shots information.
- "The Drama Recipe Cookbook" by Education Resources Group PTY LTD Australia 1995
- "Mime is Fun" by John Bolton (Central Otago Education Centre)
- "The Drama Process" by June Doreen Taylor (Central Otago Education Centre)
- "The Reading Activity Handbook" by Sheena Cameron (Reed Publishing, 2004) - character grid sheet
- Advertising Creative Brief sheet
- "Ad must have" criteria sheet
- Storyboard template
- Question and feedback cards
- Self assessment sheets
- Teacher assessment sheets
Teacher Background Reading:
Refer Telling Our Stories - Classroom Drama in Years 7 - 10, (p.13) The "big question" looks beyond form to what we do and why and how we do it in the drama classroom. By identifying the "big question", we ensure that drama inspires creative and innovative thinking about the big issues in life.
Introduction for Teachers:
Allow plenty of time for creative processes such as brainstorming , scriptwriting and idea generating activities. Children, like adults, need time to explore their ideas and refine them. It is likely to be noisy and chaotic during the creative parts of the project. The teacher's role during the creative process is to provide a motivating environment, support students when they are having difficulties, ensure they are on track, challenge ideas, encourage full exploration, reflection and refining.
If something is taking longer than what is in "lesson one" etc, don't worry. The lesson time-frame is just a guide. It will depend on how many students you have, and what kind of group or class you have. However, in good drama all elements are present and in this case the use of a Time Press provides tension. Time must be carefully considered in initial planning of sessions and monitored to maintain the Time Press.This unit can easily be adapted to use for other themes or projects.
Editing can also be done "in camera" which means filming the scenes in order with one take - so rewinding and going over a scene if it didn't work before going on with the next one. Some cameras have an "editing on" camera function which helps a smoother transition between scenes or takes. Familiarise yourself with the editing programme you are going to use. Maybe have a go at making a home movie of your own, edit it and "make movie".
For ideas that are "too big" or difficult to film in reality (for example a giant worm inside the compost), some shots can be animated using card, raw materials and photographed digitally or videoed (See the English Exemplars: Moving Images mentioned in session 3 ).
The websites listed in the resources may be useful for extending ideas and learning about advertising if you have more time. They are not included in this unit as part of the process.
Teaching and Learning Sequence:
Music specialist groups could create a piece of original music to suit the ad.