This course introduces participants to the key elements of short-film production and supports them in making their own movies. Every session begins with a brief introduction to one of the fundamentals of filmmaking, followed by a demonstration of how the concept is applied. Then, the majority of the session time is spent on hands-on brainstorming of movie ideas, refining concepts, and filmmaking by the participants.
The most important part of the course is to allow participants to have creative control in their filmmaking and enable them to achieve their own storytelling goals.
Specific session topics include:
Introduction to filmmaking:
(1) Films are stories that include a beginning, middle, and end.
(2) These components of a movie are expressed through plot, setting, characters, and conflict.
(3) Cinematic stories are often planned by using storyboards that mix sketches and words to lay out the scenes in a movie.
As an example, the class can watch the short film Paperman (directed by John Kahrs; produced by Walt
Disney Studios, 2012) and review the movie's storyboard, which is available here.
Next, the class participants can begin brainstorming ideas for their own short films. If the ideas are sufficiently well-developed, then the participants can work with volunteers to create their storyboards that show the storyline, including the beginning, middle, and end.
Continue work on participant film ideas, with some students teaming up in groups and others choosing to make films individually. Review the basic elements of visual stories from the first session.
Then, introduce different camera angles and explain how they can reinforce elements of the story, such as:
(1) Wide / Establishing Shots, to show setting or action.
(2) Close Shots, to show emotion and connect with characters.
(3) Dutch Angle (tilted), to show that something is wrong.
(4) High shots, to make someone look weak.
(5) Low shots, to make someone appear powerful.
Watch the movie Piper (directed by Alan Barillaro, produced by Pixar Animation Studios, 2016) and discuss the camera angles used in the film, as well as the reasons behind those decisions.
Request participants to volunteer as actors to demonstrate the effects achieved from different camera angles.
Finalize movie concepts and storyboards that include the following elements:
- Film title;
- Beginning of the story and specific scenes;
- Middle of the story and specific scenes;
- End of the story and specific scenes;
- List of roles and actors, and
- List of props and/or costumes.
Request that each group complete, with their volunteers, an adapted film summary handout with each of these components.
Filming days!
Assign 1-2 volunteers per filmmaking group. The teacher should move between the various film sets and provide advice as well as assistance as needed.
Capture bloopers! These moments create the opportunity for a funny blooper reel, which can be shown at the premiere.
At the end of the sessions, request that each filmmaking group send their best takes (and funniest bloopers) to the course instructor, ideally by uploading on DropBox or Google Drive. Alternatively, students can simply text or email videos to the film class leader. In addition, the filmmakers should specify any music selections that they would like included in the films.
Once the footage is captured, the lead instructor, with film editing knowledge, should assemble the various takes, edit the films, and add music.
After completing the first cut, the instructor should share the short films with the participants to request edits. The movies should be finalized only after the participants' input is addressed.
It is worth noting that if participants would like to edit their own films, they should of course do so.
Organize a film premiere!
(Ideally, find a donated venue. If possible, order personalized Oscar awards for all participants.)
Celebrate the new filmmakers and the new community formed in the process!
This course is a continuation of the first Filmmaking for Everyone class. It begins with a review of key concepts, then adds new dimensions of the movie making process.
Every session starts with a brief overview of a topic, followed by a demonstration of how the concept is applied. Participants are then given time to practice on their own.
The final two sessions of the course focus on participants filming and may run longer, if needed.
For a full school year program, we added movie watching club and field trips to local film companies.
Specific sessions topics include:
Introductions
- Introductions and welcome filmmakers!
- Discussion of course theme: We are all storytellers and can be filmmakers.
Lesson
Review of movie plot structure (Beginning, Middle, and End), in which:
- the beginning grabs attention and sets the stage,
- the middle deepens plot and develops characters, and
- the ending gives closure and emotional resolution.
Give an example with the plot diagram, including the mountain structure of:
- Exposition,
- Conflict,
- Rising Action,
- Climax,
- Falling Action, and
- Resolution.
Show Pixar short film Bao (directed by Domee Shi and produced by Pixar Animation Studios, 2018) as an example. Discuss the structure of the film, specifically how it fits with the plot approach (above).
Activity: Planning your film!
Participants and volunteers work together on movie brainstorming.
(Note: Small groups can be helpful, but are not necessary and depend on participant interest).
Welcome back, Filmmakers!
- Review plot structure and shot types.
- Depending on how much work was done, participants continue brainstorming or share their story ideas.
Lesson on shot types
- Review shot types from previous course (session 2) and have participants practice by taking photos.
- Inspiration: Show a classic scene that has a variety of shot types. For example, Star Wars: A New Hope, when Luke is first introduced (directed by George Lucas and produced by Lucasfilm Ltd., 1977).
Introduce Mood and Tone
- Give two examples of similar scenes, such as: (1) the shootout in The Grand Budapest Hotel (directed by Wes Anderson and produced by Wes Anderson, Scott Rudin, Steven M. Rales, and Jeremy Dawson, 2014), and (2) the duel in The Good, the Bad, and the Ugly (directed by Sergio Leone and produced by Alberto Grimaldi, 1966).
- Discuss similarities and differences. (For example, how The Good, the Bad, and the Ugly feels much more dramatic and tense.)
- Highlight how the scenes are made differently based on distinct choices, including shots, music, writing, etc.
Wrapping up Mood and Tone:
- Focus on how mood and tone can be created in a variety of ways. For example, point out how writing, pacing, acting, and color can be used to make something feel more dramatic or comical.
Activity
- Give three groups the same script but with different mood and tone assignments. Then, have each group make a one-shot scene that fits that mood. The program director can help to edit within the camera app to add a filter if needed. Note: A one-line script can work as well.
Welcome back, Filmmakers!
Discuss pacing briefly and talk about different approaches to the speed of storytelling.
Focus on three main ideas:
(1) Acting: the speed of dialogue and actions can help to show pacing.
(2) Shot choices: Longer shots with little movement feel slower, while quick cuts or longer shots (particularly with a lot of camera movement) can feel more fast-paced.
(3) Purpose: Some scenes intentionally feel slower because much less happens, while some feel quicker because a lot happens within the story. It is important to consider the purpose of the scene and make decisions based on that purpose.
Final note: Good films often balance slow scenes with fast scenes and do not move at one single pace. Instead, the speed of the scene is based on what is happening in the story. It can be important to have a mix of both to allow the audience to catch up with the plot or not be bored.
Activity:
Finalize participant movie ideas and storyboards or film outline.
Filming days!
Assign 1-2 volunteers to each group.
The teacher should be checking in with each group throughout and helping in any way that they can.
At the end of the sessions, if the teacher is editing, the best takes (and funniest bloopers) should be sent to the program leader through a software like DropBox or Google Drive. Or students can share the clips by text or AirDrop.
The second session can end in the same way the first did with editing, reviewing, and screening the films.
Celebrate the filmmakers and the community!
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