| UNIT HOURS |
ACT HOURS |
PERFORMANCE ASSESSEMENTS | |
| 30 | 1 | Unit 0: CAREER ESSENTIALS
|
Journal: Acceptable Use Policies (AUP) / Copyright and Ethics: Students participate in class discussions about Internet use, intellectual property, and ethics.
Create a blog portfolio entry with evidence of student knowledge and understanding of the school AUP, how to use the Internet for class research, understanding of copyright, and media citation. |
| 1 | Signed Contracts: Students submit signed social media and school technology policy agreement. | ||
| 1 | Journal: Safety: Students participate in class discussions about safety with Internet, class equipment, and in the world of work.
Students create a blog portfolio entry with evidence of student knowledge and understanding of class and world of work safety procedures with citations for resources used. |
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| 1 | Journal: Safety: Students complete the Listen Smart – Safely Handling the Power of Sound Blog Post after learning about safe listening habits | ||
| 2 | Journal: Career Exploration: About Me Page: Students create a blog portfolio page entry with evidence of student knowledge of self; interests, hobbies, personality type, learning styles, and also include understanding of course related careers with specific information about the students’ own career pathway options documented with citations for resources used. | ||
| 2 | Identification Card and Career Exploration: Student create an identification card (for class projects used throughout the course) with evidence of student knowledge of self; interests, hobbies, personality type, learning styles, class and personal goals, etc. | ||
| 8 | Journal: Pitch / Presentation Strategies: Students create a blog portfolio entry with evidence of student knowledge and understanding of effective presentation strategies with MLA citations for resources used. | ||
| 2 | Presentation: Pitch / Presentation Strategies: Students create a presentation exhibiting effective pitch / presentation strategies. | ||
| 1 | Journal: Project Workflow, Deming, and TQL: Students participate in class discussions about class structure and project workflow in media projects. Students create a blog portfolio entry with evidence of student knowledge and understanding of effective project workflow including systems functions, qulity in a system, and time management strategies with citations for resources used. | ||
| 4 | Presentation: Project Workflow: Day in My Life: Students create a narrated presentation podcast documenting their; time-on-task, time tracking ‘trusted system’, goal setting for efficient workflow; tasks, milestones, etc. | ||
| 1 | Journal: Portfolio Development: Students create a blog and a blog portfolio entry with evidence of student knowledge and understanding of importance of portfolio development and maintenance with citations for resources used. Students will maintain an online professional portfolio (blog) of their own work throughout the course and will integrate information and media from various sources to support their ideas. | ||
| 1 | Job Interview: Linkedin Creation: Create an online professional presence with Linkedin.com | ||
| 2 | Job Interview: Job Application: Appropriately fill in a job application | ||
| 3 | Job Interview: Linkedin Activity: Successfully compete a job interview | ||
| 10 | 1 | Unit 1 SCREENWRITING | Journal: Screenplay Operation and Control |
| 9 | Production: Screenplay Operation and Control | ||
| 10 | 1 | Unit 2 BLOCKING AND ACTING | Journal: Blocking Operation and Control |
| 4 | Production: Blocking Operation and Control | ||
| 1 | Journal: Acting Operation and Control | ||
| 4 | Production: Acting Operation and Control | ||
| 25 | 1 | Unit 3 CAMERA AND LENS | Journal: Camera Operation and Control |
| 4 | Production: Camera Operation and Control | ||
| 1 | Journal: Camera Movement and Emotion | ||
| 4 | Production: Camera Movement and Emotion | ||
| 1 | Journal: Camera Angles and Emotion | ||
| 4 | Production: Camera Angles and Emotion | ||
| 1 | Journal: Lens Operation and Control | ||
| 4 | Production: Lens Operation and Control | ||
| 1 | Journal: Shot Reverse Shot | ||
| 4 | Production: Shot Reverse Shot | ||
| 10 | 2 | Unit 4 LIGHT DESIGN | Journal: Lighting Operation and Control |
| 8 | Production: Lighting Operation and Control | ||
| 20 | 1 | Unit 5 SOUND DESIGN | Journal: Audio Deck Operation and Control |
| 3 | Production: Audio Deck Operation and Control | ||
| 1 | Journal: The Science and Engineering of Sound and Microphones | ||
| 1 | Journal: The Audio Signal Chain | ||
| 1 | Journal: Microphones and Recording Basics | ||
| 4 | Production: Microphones and Recording Basics | ||
| 1 | Journal: Film Sound Design – (ADR) Automated Dialogue Replacement | ||
| 2 | Production: Film Sound Design – (ADR) Automated Dialogue Replacement | ||
| 1 | Journal: Fundamentals of Sound in Post Production | ||
| 1 | Journal: Film Sound Design – Ambient Sound, Library Sound & Foley | ||
| 4 | Production: Film Sound Design – Ambient Sound, Library Sound & Foley | ||
| 15 | 2 | Unit 6 EDITING | Journal: Editing Operations and Control |
| 8 | Production: Editing Operations and Control | ||
| 1 | Journal: Editing an Interview | ||
| 4 | Production: Editing an Interview | ||
| 30 | 1 | Unit 7 VISUAL STORY – FILM LANGUAGE | Journal: Contrast and Affinity: SPACE |
| 4 | Production: Contrast and Affinity: SPACE | ||
| 1 | Journal: Contrast and Affinity: LINE & SHAPE | ||
| 4 | Production Contrast and Affinity: LINE & SHAPE | ||
| 1 | Journal: Contrast and Affinity: TONE | ||
| 4 | Production: Contrast and Affinity: TONE
FINISH |
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| 1 | Journal: Contrast and Affinity: COLOR
FINISH |
||
| 4 | Production: Contrast and Affinity: COLOR | ||
| 1 | Journal: Contrast and Affinity: MOVEMENT | ||
| 4 | Production: Contrast and Affinity: MOVEMENT | ||
| 1 | Journal: Contrast and Affinity: RHYTHM | ||
| 4 | Production: Contrast and Affinity: RHYTHM | ||
| 30 | 2 | Unit 8 EXPLORING FILM PRODUCTION ROLES AND FILM PORTFOLIO |
Journal: Risky Business |
| 3 | Journal: Understanding the phases | ||
| 3 | Production: One-minute film | ||
| Journal: One-minute film | |||
| 3 | Journal: Auditing my skills | ||
| 3 | Journal: Reading a script and creating a storyboard | ||
| 3 | Journal: The basics of production | ||
| Production: The basics of production | |||
| 5 | Journal: Post-production experiments | ||
| Production: Post-production experiments | |||
| 5 | Journal: Film project ideas | ||
| Production: Film project ideas | |||
| 2 | Journal: What have I learned? | ||
| 1 | Production: IB ASSESSMENTS: ROLES | ||
| 5 | 1 | Unit 9 THE FILM JOURNAL | Journal: Retrospective reflection |
| 1 | Journal: Developmental reflection | ||
| 1 | Journal: Recording ideas visually | ||
| 1 | Journal: Discovering influences | ||
| 1 | Journal: Citation and Plagiarism examples | ||
| Journal: IB ASSESSMENT: PORTFOLIO | |||
| 5 | 2 | Unit 10 COLLABORATIVE FILM PROJECT (HL ONLY)
|
Journal: Goal Setting |
| 2 | Journal: Igniting the flame | ||
| Journal: Support activities: Pre-production | |||
| Journal: Support activities: Production | |||
| Journal: Support activities: Post-production | |||
| 1 | Journal: Scrutinize the evidence | ||
| IB ASSESSMENT: FILM | |||
| 50 | 5 | Unit 11 WORKING IN FILM PRODUCTION ROLES
|
Journal: Cinematography skills |
| Production: Cinematography skills | |||
| 5 | Journal: Working on transitions | ||
| Production: Working on transitions | |||
| Journal: Generating evidence as cinematographer | |||
| 5 | Production: Solo film | ||
| Journal: Solo film | |||
| 5 | Production: The same but different | ||
| Journal: The same but different | |||
| Journal: Generating evidence as director | |||
| 3 | Production: Create a trailer | ||
| Journal: Create a trailer | |||
| 3 | Journal: Compositing effects | ||
| Production: Compositing effects | |||
| 5 | Production: Match transitions: traveling object | ||
| Journal: Match transitions: traveling object | |||
| Journal: Generating evidence as editor | |||
| 5 | Journal: Matching Foley | ||
| Production: Matching Foley | |||
| 5 | Journal: Re-dubbing | ||
| Production: Re-dubbing | |||
| 3 | Journal: Background noise | ||
| Journal: Generating evidence for sound | |||
| 2 | Journal: Training your ear for dialogue | ||
| 2 | Journal: Character profile | ||
| 2 | Journal: Loose adaptation | ||
| Production: Loose adaptation | |||
| Journal: Generating evidence for writer | |||
| 15 | 1 | Unit 12 READING FILM AND THE TEXTUAL ANALYSIS | Journal: Close reading an image |
| 2 | Journal: Making mise-en-scène | ||
| 3 | Journal: Screen it, see it, say it | ||
| 2 | Journal: Persuade and inform | ||
| 3 | Journal: Let the hunt begin | ||
| 2 | Journal: Change the lens | ||
| 2 | Journal: IB ASSESSMENT | ||
| 30 | 5 | Unit 13 CONTEXTUALIZING FILM AND COMPARATIVE STUDY | Journal: So many movements |
| Presentation/Lesson: So many movements | |||
| 4 | Journal: The genre DNA test | ||
| Presentation/Lesson: The genre DNA test | |||
| 4 | Journal: Talking the talk | ||
| Presentation: Talking the talk | |||
| 4 | Journal: The film school thesis generator | ||
| 4 | Journal: Editing a film (argument) | ||
| 6 | Journal: Choose your medium to deliver your message | ||
| Presentation/Film: Choose your medium to deliver your message | |||
| 3 | Journal: IB ASSESSMENT | ||
| 25 | Unit 14 PRE-PRODUCTION | Journal: Embed evidence of vision and inspiration development | |
| Journal: Embed evidence of planning development | |||
| Journal: Embed evidence of student’s role in pitch of project vision and plan | |||
| Journal: Embed evidence of student’s role in practice and preparation for the production stage of the project | |||
| Journal: Embed evidence of student’s role in collaboration with project team | |||
| Journal: Embed evidence of planning skills growth, professionalism, and portfolio development | |||
| 5 | Journal: Screenwriter’s Journal | ||
| 5 | Journal: Director’s Journal | ||
| 5 | Journal: Cinematographer’s Journal | ||
| 5 | Journal: Sound Designer’s Journal | ||
| 5 | Journal: Editor’s Journal | ||
| 25 | Unit 15 PRODUCTION
|
Journal: Embed evidence of skills practice | |
| Journal: Embed evidence of student’s role in collaboration with project team | |||
| Journal: Embed evidence of production skills growth, professionalism, and portfolio development | |||
| 5 | Journal: Screenwriter’s Journal | ||
| 5 | Journal: Director’s Journal | ||
| 5 | Journal: Cinematographer’s Journal | ||
| 5 | Journal: Sound Designer’s Journal | ||
| 5 | Journal: Editor’s Journal | ||
| 25 | Unit 16 POST-PRODUCTION | Journal: Embed evidence of fine-tuning the performance/production and final product | |
| Journal: Embed evidence of student’s role in collaboration with project team | |||
| Journal: Embed evidence of production skills growth, professionalism, and portfolio development | |||
| 5 | Journal: Screenwriter’s Journal | ||
| 5 | Journal: Director’s Journal | ||
| 5 | Journal: Cinematographer’s Journal | ||
| 5 | Journal: Sound Designer’s Journal | ||
| 5 | Journal: Editor’s Journal | ||
| 360 | TOTAL |
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Capital High School 