Short Film Creation Week 5 Monday April 3rd to Friday April 7th - See

accompanying Week breakdown

Ms. Lannan
Grade, Subject, and Lesson Title Lesson # 20 out of a unit of 26 lessons
Film Studies 25/35
Timing and Pacing in film and Editing

Learner Outcomes (Program of Studies) Plan for Diversity (or state why none)
1. The student will interact with
film for the purposes of
building technical Student with Down syndrome breaking down the task, one on one check
proficiency, a sense of ins and check in with group. Setting individual goals.
Checking in with all groups to ensure that roles have been established
personal identity as an artist, Student with anxiety modifications to group work student teacher
expression and a developing conferencing for success. Check in re: the individual check in task I still
disciplinary theory. need him to set a goal, and at the end of the day show me one element.
1.1a how are the formal For all students small and large group work
Peer mentorship opportunities
elements of mise-en-scene,
cinematography, editing and
sound considered in the process
of filmmaking and affect the
experience of the audience?
1.1d how is technical method
considered in the intent of
filmmaking?
1.2a engaging in the creative
process of finding
inspiration, designing,
making and analyzing within
media art

2. The student will respond to and

investigate a wide range of
artworks in the medium.
2.2a Observing and reflecting on
ones work and the work of others
2.2c Making connections
between creative intent, approach and
technique
3. The student will work alongside
other artists and mentors to learn
the language, techniques, culture
and nuances of the discipline
3.2d Contributing to the learning
of others

Prerequisite Knowledge, Skills, Strategies

and/or Attitudes
Students have participated in pre-production planning, have conducted preliminary filming.
We have established a check in routine that will now be finessed for individual process marks
Objective (one sentence describing how students will change* as result of this lesson)
Students will understand that STEALING from other artists, improves ones art
Students will observe Editing techniques and apply them to their own work
*Knowledge, skills, attitudes, or appreciation
Introduction:
Hook Steal the technique! You are currently gathering your footage to create your short films, lets
look at two examples of Edits to create timing and pacing. In Your studio groups tell me what you
observed, why it was effective and how you will steal this technique for your own films.
Link to previous learning pre-production planning, and prelim filming. Students will be prompted to recall editing types and cuts.
Materials, Resources, Technology:
Smart board hookups to video and audio
Studio group planning pages and process marks

Scene resources:

Inglorious bastards intro scene: https://www.youtube.com/watch?v=8uldpQpoZQM

Diva fight scene: https://www.youtube.com/watch?v=AcuaoDtYcUY

Activity Ongoing
Sequence Teacher & Student Activity
Assessment
Yesterday we looked at types of editing
Recap of Editing, intro of and Cuts Large group check
timing and pacing. Today we are going to consider Timing in
one sentence SMART goal and Pacing
setting (25 mins) Lets observe two clips. Teams set SMART
filming (45 mins) Guided viewing of Clip one consider Goal and discuss
individual check ins with the pacing of this scene what is the techniques
clips (15mins) rhythm, how many cuts are used and Groups filming
what is the effect? and communicating
STUDENT DISCUSSION their plans
Guided viewing of Clip two and now for Each group has a
something completely different! There status check in
are specific editing techniques used in
this scene which we discussed Ms. Lannan to
yesterday, see if you can spot them. circulate to each of
Consider again the rhythm, number of the filming
cuts, and what other edits have been locations.
 made to influence the timing and pacing
of the scene.
STUDENT DISCUSSION
These are two very differently paced
scenes and achieved using different
editing techniques.
As you set your shot goal for the day,
tell me what technique you will steal
(what technique will help shape pacing
for one or more of your scenes).
REMINDER of making your goal a
S.M.A.R.T goal
2 mins to come up with your goal
sentence what scene(s) are you going
to shoot how many shots what do
you want to convey where are you
do you need anything.
Share goals and pacing plans
Reminder:
This week I am also collecting data for
your process mark Ive been checking
in with all of you so you have a sense of
how you are doing and this week We
are going to work as a team to make
that concrete, so work together and help
each other but you will all be
responsible for speaking to ONE shot
during end of day check in.

Keep an eye to the time I want to check

back in at 1:40 to unload your footage
and discuss shots
Closure 15 mins How did today go? Were there challenges? Are Individual check ins
(Summary, wrap-up, clean-up, follow-up there questions for tomorrow? Each individual shows me a with process mark
tasks) shot. collection.
Use positive language

Know your plan so you can throw it away!

Reflection (ongoing and
after) Ensure the questions you are asking allow for student
success

Stealing works as an effective hook!

Timing and Pacing Extension Questions:

In Scene one - how would you describe the pace? Is it fast slow. What about
the rhythm of the cuts? How many cuts do you see Would it be different if
the editor had taken out the long pauses? Is this effective to you as a viewer?

Scene 2 Did you notice editing elements that we discussed yesterday?

Montage, cross-cutting/ parallel editing? Are these techniques effective?

How do both clips effectively build tension?