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EDUB 5012Video Art, Culture, and EducationDr. Joanna BlackUniversity of ManitobaFaculty of EducationAugust 24, 2012

Table of Contents

Unit Overview/Schedule...................................................................................3

Lesson #1 - What is a Documentary?...............................................................5

Lesson #2 - The History of the Documentary...................................................9

Project 1 (handout) "A Story Without Words" ................................................11

Project 2 (handout) "Documentary ................................................................12

Lesson #3 - Film Theory & Terminology.........................................................13

Film History Assignment 1(handout)..............................................................15

Film History Assignment 2 (handout).............................................................16

Senior 4 English : The Documentary

Barbara L.E. ReimerStudent # 6712946

English 40S – Documentary Unit 2

Camera Shots & Film Composition Assignment (handout).............................17

Lesson #4 - Methods of Persuasion................................................................18

Identifying Ethos, Pathos, and Logos in Print Media Assignment (handout)...20

Lesson #5- Power of Persuasion.....................................................................22

Lesson #6 & 7 - The Art of Research .............................................................29

Lesson #8 - Preproduction.............................................................................35

Lesson #9 - Video Editing..............................................................................40

Lesson #10 - Documentary Film Festival.......................................................43

References ....................................................................................................45

Additional Sources of Information .................................................................47

DOCUMENTARY UNIT

I don't know what truth is. Truth is something unattainable. We can't think we're creating truth with a camera. But what we can do, is reveal

something to viewers that allows them to discover their own truth.—Michel Brault

THE LEARNERS

Prior Knowledge Students will have likely seen several documentaries on television or in previous

classes (although this may be new for ESL learners). Some students will have prior video editing/film making experience where as

other students will be very limited in this knowledge. Students may have some experience in deconstructing a text (in this case a

documentary). Students will have already had some experience with scriptwriting in a previous

unit on Short Stories.

Barbara Reimer


The Hook(Why should learners be interested in this unit?)

Students will hopefully become interested in the unit because of the current topics and the relevance to their lives

Every effort will be made to use current topics and to use topics that relate to the current group of students taking this course

Notes/ Assumptions:

Each class is three (3) hours long with approximately 15-20 minutes given for a break part way through the class.

English 40S Transactional is being taught to a group of adult learners (ages 19+)in a small adult learning centre which does not have most of the conveniences of a ‘traditional’ high school (i.e. dated computer lab, pc computers only, no school cameras/video recorders or speakers).

While many of the learners have computer access outside of the school, there are a significant number of students who do not have internet access outside of the school.

Students are coming from a wide range of backgrounds and education levels (Senior 3 English is not a requirement for students to be able to take Senior 4 English).

THE OBJECTIVES

The goals of this unit include the following: Students will gain a general knowledge of the history of the

documentary film genre. Students will be able to critically analyze documentary films using film-

making terminology. Students will be able to research documentary topics using Winnipeg

Public Library Search techniques as well as internet sources. Explore social/global issues related to future course content

Students will use their research topics to develop 3 to 5 minute documentary in small groups (or individually?) which will be the final project for this particular unit.

Students will be exposed to entry-level to intermediate digital film-making and editing techniques to enhance their documentary film.

Students will showcase their documentary films to the class and reflect on this process as a way of researching a topic.?

UNIT OVERVIEW – Class Length = 3 hours

Day 1: What is a Documentary?

Barbara Reimer


Day 2: The History of Documentary Films

Day 3: Film Theory and Terminology

Day 4: Deconstructing Documentaries – looking at documentaries through a critical lens

Day 5 & 6: One day to learn how to research, and one day to conduct the actual research

Day 7: Preproduction

Day 8: Video Editing – using Windows Live Movie Maker

Day 9: Documentary Film Festival & Critiqueo This film showcase will likely take place one week after class #8 in

order to give students time to complete their projects on their own time

Class 1: What is a Documentary?

This unit begins with students assessing their own ideas of what a documentary is, about who makes them, and the purpose of a documentary. It is important to determine which documentaries (if any) students are familiar with, and what their feelings are towards the documentary genre (in the past, students have been less than thrilled with this topic at first).

Student Specific Learning Outcomes:

What are sources of documentaries? What are the types of documentaries? What are the elements (different parts) of documentaries? What is the language of the documentary film producer? Why is it important to use documentary terminology?

Course Specific Learning Outcomes:

Express Ideas (1.1.1)- consider the relative merits of a range of ideas, observations, opinions, and emotions to reformulate or strengthen tentative positions

Consider Others’ Ideas (1.1.2) - assess diverse, challenging information and questions and alternative perspectives to clarify own ideas and positions

Barbara Reimer


Develop Understanding (1.2.1) - explain how new knowledge, ideas, experiences, and perspectives reshape understanding of own and others’ texts

Explain Opinions (1.2.2)- explore multiple viewpoints on an issue or topic and identify aspects for further investigation; evaluate implications of differing perspectives when generating and responding to texts

Participate in Group Inquiry (3.1.3) - collaborate with and support group in defining the focus, purpose, and parameters of inquiry or research goals, adapting roles and procedures as required

Access Information (3.2.4) - access information to accomplish a particular task using a variety of tools and sources [such as web sites, spreadsheets, specialized publications, periodical guides…]

Make Sense of Information (3.2.5) - use knowledge of text cues, organizational patterns [such as analogies…], and cognitive and emotional appeals [such as rational appeals, innuendo…] to extract, infer, synthesize, organize, and integrate ideas from extended texts [including books]; adjust reading and viewing rates according to purpose, content, and context

Organize Information (3.3.1)- organize and reorganize main ideas and supporting information to clarify thinking and to achieve desired action or specific response from an audience

Record Information (3.3.2)- synthesize and record information and ideas to determine focus or perspective of message; quote from or refer to sources as required; document sources accurately

Evaluate Information (3.3.3 - evaluate the appropriateness of information, taking into account the values and beliefs of particular audiences

Develop New Understanding (3.3.4) - assess the effect of new understanding and changing context; adjust inquiry or research plans and procedures to achieve a particular purpose

Share Ideas and Information (4.4.1)- anticipate and react to audience needs by selecting ideas and information appropriate to shifting priorities; adjust presentation plan and pace for a variety of purposes [such as to clarify, eliminate ambiguity, provide rationale…]

Effective Oral and Visual Communication (4.4.2) - select and adjust appropriate voice and visual production factors [such as repetition, figures and charts, parallelism…] to enhance audience understanding

Attentive Listening and Viewing (4.4.3) - evaluate presentations for assumptions, values, and motives of presenters, reliability and validity of information, and potential implications and effects

Materials & Resources

Projector, Smartboard (or whiteboard), Laptop, Internet access PowerPoint presentation (attached) Whiteboard markers Lesson Source:

http://teachingmedialiteracy.pbworks.com/w/page/19924124/DocumentaryFilm

Background Knowledge Students may have watched some documentaries in the past. It is important to get a feel for which types of documentaries they enjoy, as well as clear the air on their perceptions of the documentary genre (i.e. find out if they find them boring, or irrelevant, etc.).

Teacher Notes

A unit on documentary films should be an essential component to a Grade 12 English Language Arts course. According to Bordwell and Thompson, “Films

Barbara Reimer




communicate information and ideas, and they show us places and ways of life we might not otherwise know. Important as these benefits are, though, something more is at stake. Films off us ways of seeing and feeling that we find deeply gratifying. They take us through experiences” (2). Essentially, having students study documentary films will give them an opportunity to see a genre that they might not otherwise experience and in turn, feel something they might not feel.

The following information(italicized) is taken from: http://documentaryarchive.com/defining_documentary.html

What is a Documentary?

Documentary film is a broad category of visual expression that is based on the attempt, in one fashion or another, to "document" reality.

Although "documentary film" originally referred to movies shot on film stock, it has subsequently expanded to include video and digital productions that can be either direct-to-video or made for a television series. Documentary, as it applies here, works to identify a "filmmaking practice, a cinematic tradition, and mode of audience reception" that is continually evolving and is without clear boundaries.

The word "documentary" was first applied to films of this nature in a review of Robert Flaherty's film Moana (1926), published in the New York Sun on 8 February 1926 and written by "The Moviegoer", a pen name for documentarian John Grierson.

In the 1930s, Grierson further argued in his essay First Principles of Documentary that Moana had "documentary value". Grierson's principles of documentary were that cinema's potential for observing life could be exploited in a new art form; that the "original" actor and "original" scene are better guides than their fiction counterparts to interpreting the modern world; and that materials "thus taken from the raw" can be more real than the acted article. In this regard, Grierson's views align with Vertov's contempt for dramatic fiction as "bourgeois excess," though with considerably more subtlety. Grierson's definition of documentary as "creative treatment of actuality" has gained some acceptance, though it presents philosophical questions about documentaries containing stagings and reenactments.

In his essays, Dziga Vertov argued for presenting "life as it is" (that is, life filmed surreptitiously) and "life caught unaware" (life surprised by the camera).

Procedures

1. Activating Prior Knowledge (15 minutes) Have students discuss the following questions in small groups:

o What is a documentary? (provide a definition)o What are some documentaries you have seen? (not just the ones

you have heard of)

Barbara Reimer

http://documentaryarchive.com/defining_documentary.html


o What are the qualities or parts of a documentary? In other words, what makes a documentary a documentary?

o What are the different types of documentaries?o What is the purpose of a documentary? Why do people make

them? Once the groups are done discussing, bring the whole class together to

share ideas. o Record these on the board.

A good resource for this topic is: http://documentaryarchive.com/defining_documentary.html

2. Notes (20 minutes) Provide the following information (see attached PowerPoint)

Definition of Documentary Types of Documentary

3. Jigsaw (remaining class time) Students will research the different types of documentaries in groups of 3

or 4 (depending on the number of students). Types of documentaries to be researched include the following: (Film Art

p.353)o Direct-Cinema - Records an ongoing event as it happens, with

minimal interference by the filmmaker – also called cinema-verite (French for ‘cinema-truth)

Primary Hoop Dreams Spellbound No Lies

o Expositoryo Observationalo Interactiveo Reflexiveo Categoricalo Rhetorical

A good handout (if needed) is attached from this website: http://www.godnose.co.uk/downloads/alevel/documentary/Doc%20Modes%20nichols.pdf )

Students much provide information on the following topics:o A description of the genre (what are the ‘key ingredients’?)o Key Exampleso Examples of Directors who have used this style

Students will then create a one-page handout for the other students in the class, as well as provide the teacher with a you-tube clip demonstrating each specific type of documentary OR students will present their information to the rest of the class (quick one-two slide powerpoint presentation with video attached)

Additional Activities

Barbara Reimer

http://www.godnose.co.uk/downloads/alevel/documentary/Doc%20Modes%20nichols.pdf


http://documentaryarchive.com/defining_documentary.html


show trailers for the documentaries that will be shown in the classo Note: at this point, I am unsure of which documentaries to show -

mostly due to the fact that I have not met the learners yet and am unsure of their interests

Teacher ReflectionTeacher to respond to the following questions after completing this lesson.

To what degree were the outcomes/objectives achieved? To what extent were plans changed? What necessitated the change? What

were the results of the change? What helped or hindered learning? What worked well? What needs improvement or special attention? What are the crucial links to the next lesson(s)? What revisions or adjustments in preparation, presentation, management, or

evaluation strategies are necessary or useful? What, if anything, should be re-taught or re-evaluated?

Class 2: The History of Documentary Films

This second class is really a continuation of the first class. Yesterday we looked at defining the documentary film. Today, we will look at where the documentary came from, and what it has evolved to today.


Where did the documentary come from? How has the documentary evolved over the years?


Express Ideas (1.1.1) - consider the relative merits of a range of ideas, observations, opinions, and emotions to reformulate or strengthen tentative positions


Extend Understanding (1.2.4) - extend understanding by considering multiple perspectives, research data, and audience diversity [such as culture, age, gender…] when generating and responding to texts

Prior Knowledge (2.1.1) - analyze connections between personal experiences and prior knowledge of particular forms and content and a variety of texts [such as demonstrations, books, technical reports, editorials, multimedia presentations…] to develop interpretations and perspectives

Comprehension Strategies (2.1.2) - apply a broad repertoire of appropriate comprehension strategies [such as following inductive and deductive arguments, detecting biases or logical fallacies, assessing plausibility, paraphrasing arguments…] to monitor and develop understanding of texts

Experience Various Texts (2.2.1) - experience texts [such as debates, oral and written historical accounts, books, editorials…] from a variety of perspectives, disciplines, and cultural traditions; analyze various interpretations of texts to revise or confirm understanding ofideas and information

Barbara Reimer


Appreciate the Artistry of Texts (2.2.3) - analyze how language and stylistic choices [such as word choice, graphics, sounds, non-verbal cues…] in texts [including books] communicate intended meaning and create effect

Ask Questions (3.1.2) - formulate and refine focused inquiry or research questions based on analysis of the problem or task, medium, audience needs, and intended result

Record Information (3.3.2) - synthesize and record information and ideas to determine focus or perspective of message; quote from or refer to sources as required; document sources accurately




Projector, Smartboard (or whiteboard), Laptop, Internet Access PowerPoint presentation (attached) Whiteboard markers Lesson Source:

http://documentaryarchive.com/documentary_history.html Eadweard Muybridge: http://www.eadweardmuybridge.co.uk/ Etienne-Jules Marey:

http://americanhistory.si.edu/muybridge/htm/htm_sec1/sec1p3.htm

Procedures

1. Activating Prior Knowledge (15 minutes) Brainstorm with the class the following questions:

o Where did documentaries come from?o When was the first documentary made?o How are older documentaries different from those today?

2. Notes (2.5 hours) Provide the following information (see attached PowerPoint)

The History of the Documentary please read attached PowerPoint for detailed description of

notes. notes are adapted from textbook (Film Art, an Introduction) and

website: http://documentaryarchive.com/documentary_history.html

3. Give Unit Project (15 minutes) Hand out the project for the unit and give students some time to

brainstorm topics individually, and then ask them to form groups.o Students will be allowed to work individually, however, remember

to stress the amount of work that they will have to do by themselves.

o If they still want to proceed to work alone, they may need to hire a 'host' for their documentary, or a camera operator.

Barbara Reimer

http://documentaryarchive.com/documentary_history.html


Additional Activities if there is additional time left in class, give students more time to work on

their unit project http://www.youtube.com/watch?v=BKJqeJ48CPs (the history of film)





Unit Projects

Project #1: A Story without Words

Objective:To become familiar with the preproduction, production, and postproduction of film making in order to tell a story without words.

Directions:Using visual actions, facial expressions, and interaction among main characters, you will create a 1-3 minute video without any dialogue. The only sounds to be used are copyright free music. This video can be in an old black and white silent screen format, or a modern video format.

You will have the choice to either work individually or in a group of no more than 4 people. Please be very cautious of working individually as there is a significant amount of work involved in this project.

Format:The final production must be cut to a DVD format.

Evaluation:Further handouts will be given involving the different elements required for this project which include:

Preproduction: treatment, plot graph, storyboard Production Postproduction: editing, class critique, discussion of learning

Barbara Reimer


(adapted from Film Art, Culture & Education with Dr. Joanna Black)Unit Projects

Project #2: Exploration in Documentary Film

Objective:Now that you are familiar with the different stages involved in filming, you will use the knowledge that you have gained from your first short film to create a documentary film.

Directions:Select and create a video exploring a professional documentary film format. You will create a video from 5-10 minutes long where you move from preproduction to postproduction incorporating moving images, voice, sounds, and texts to convey a message.

You will again have the choice to either work individually or in a group of no more than 4 people. Please be very cautious of working individually as there is a significant amount of work involved in this project.

Format:The final production must be cut to a DVD format.

Evaluation:Further handouts will be given involving the different elements required for this project which include:

individual and/or group work effort Preproduction: treatment, plot graph, storyboard Production Postproduction: editing, class critique, discussion of learning

Barbara Reimer


(adapted from Film Art, Culture & Education with Dr. Joanna Black)

Class 3: Film Theory & Terminology

Now that we have seen where the documentary came from, it is time to go into how the documentary is made. Specifically, we will look at cinematography techniques focusing on the photographic image and framing. This section of the unit will play a major impact in further units of study where we focus on the photograph in advertising as well as in assisting students in creating and enhancing their visual representations.


Students will have a better understanding of the following topics:o Range of tonalitieso speed of motiono perspectiveo framingo creative decisions in camera/filming techniques

Course Specific Learning Outcomes:Express Ideas (1.1.1) - consider the relative merits of a range of ideas, observations, opinions, and emotions to reformulate or strengthen tentative positions


Experiment with Language and Forms (1.1.3)- vary language uses and forms of expression to discover their impact on audience and effect on purpose


Prior Knowledge (2.1.1) - analyze connections between personal experiences and prior knowledge of particular forms and content and a variety of texts [such as demonstrations, books, technical reports, editorials, multimedia presentations…] to develop interpretations and perspectives

Barbara Reimer


Vocabulary (2.3.3) - examine how language and vocabulary [such as acronyms, technical terminology, professional terms and jargon…] are used to convey meaning in particular language communities; adjust use of vocabulary and idiom according to topic and context

Experiment with Language (2.3.4) - experiment with and use language, visuals, and sounds according to audience, purpose, form, and context

Create Original Texts (2.3.5) - create original texts [such as technical manuals, instructional booklets, multimedia presentations, travelogues, documentaries, newscasts…] to communicate ideas and enhance understanding of forms and techniques


Generate Ideas (4.1.1) - generate, evaluate, and select ideas, information, and data to identify topic focus and parameters for a particular audience and purpose in a specific context

Choose Forms (4.1.2) - adapt and use forms [such as research reports, case studies, seminars, multimedia presentations…] appropriate for audience, purpose, and context

Organize Ideas (4.1.3) - evaluate the potential impact of various organizational structures, techniques, and transitions [such as bulleted or numbered points, sections of newspapers, white space in layout, fonts, illustrated talk, introductions…] in texts to achieve specific purposes for particular audiences and to ensure unity and coherence

Appraise Own and Others’ Work (4.2.1) - consider audience needs and characteristics in appraising and discussing the effectiveness of own and others’ choices relative to content, form, style, and presentation


Projector, Smartboard (or whiteboard), Laptop, Internet Access PowerPoint presentation (attached) Whiteboard markers Lesson Source: Film Art, An Introduction (Bordwell & Thompson)

Procedures

1. Activating Prior Knowledge (15 minutes) KWL chart - What do you know about photographic & Film Composition?

o have students complete individually, then share with a small group.o compare results as a class - find out their prior knowledge and what

they want to learn about

2. Notes (2 hours) Provide the following information (see attached PowerPoint)

Film Theory and Terminology please read attached PowerPoint for detailed description of

notes. notes are adapted from textbook (Film Art, an

Introduction)

3. Camera Shot Assignment (45 minutes) students will work individually or in groups of two to take pictures to

represent each of the types of shots discussed in class (give checklist handout)

Barbara Reimer


Additional Activities Film History Assignment (see attached) - adapted from:

http://teachfilmstudy.com/tfs/wp-content/uploads/MP-Assignment-01-Film-History4.pdf





Film History Assignment #1

Objective: Discover the rich history of the film industry!

Directions:Use the internet during and after class time to discover the history of film. You are encouraged to take numerous approaches to this written assignment. For example, you might opt to research the origins of film and moving pictures, the silent era, the beginning of talking pictures, the studio system, independent film making, and the history of numerous motion picture studios both past and present. Be sure to pick a specific topic, otherwise you may be writing a 10-page essay! Please come and see me if you are unsure of a topic.

Format:Paper will be printed on white paper, 8.5*11 inches in size, Times New Roman font, black ink, size 12, and double spaced. Ensure you have a 1" margin (not 1.25"). You must include a reference section and cite ALL sources used. Papers are graded on quality not quantity; please provide as much information that is needed to cover your topic. No emailed papers will be accepted. The following format should be followed:

Introduction Background Information Student’s perspective and thoughts Implications (how has this impacted the film industry today) Conclusion References (list all sources, including sources for photos) Appendixes (if applicable, this might include complete articles that support your research, which

would be helpful for review of the reader)

Barbara Reimer


How to list your references APA style. For quote in your paper or PowerPoint presentation: “Blah, blah, blah” (Seller, 2002, pp. 198-199).

For your reference list at the end of your paper cite a book or article in APA style: Seller, J. (2002). Film history in a nutshell: An owner’s manual. New York, NY: Boston Press.

For your reference list at the end of your paper cite an Internet site in APA style: Seller, J. (2002). Film history in a nutshell: An owner’s manual. New York, NY: Boston Press. Retrieved from: http://hhsdrama.com/videoProd.htm.

For additional options on citing material check out: http://apastyle.apa.org/

(adapted from: http://teachfilmstudy.com/tfs/wp-content/uploads/MP-Assignment-01-Film-History4.pdf)

Film History Assignment #2

Objective:

To illustrate your film history paper through the use of a PowerPoint presentation.

Directions:

Use the internet during and after class to locate images that will support the telling of your history paper. You are encouraged to think out-of-the-box in developing your PowerPoint presentation.

Presentations must be complete with illustrations of significant points that your paper emphasized, and the notes section for each slide should give complete details for your presentation (i.e. what are you going to say while your photo is on the screen).

Citing of pictures should take place on the slide that the image is presented on, using size 10 or 8 font.

**Special note on the use of images within a PowerPoint, you should find large jpg’s, the use of thumbnails or blurry images in the final PowerPoint presentation will not be acceptable !

Format:

Your PowerPoint presentation can be submitted by display, or emailed to me at [email protected]

Barbara Reimer


(adapted from: http://teachfilmstudy.com/tfs/wp-content/uploads/MP-Assignment-02-Film-History-PowerPoint1.pdf)

Camera Shots and Film Composition Assignment

Assignment Guidelines1. The rule of thirds should be clearly demonstrated in all of your shots.2. Shots that include people should follow the rules of headroom and leadroom.3. No dialog or other on-camera sound should be used in your final video.4. Each camera shot should last around 5 seconds.5. No two-for-one shots. Ex. A long shot of a person does not also count as a one shot.6. You may have more than one of a shot if needed to tell your story.7. Maximum length is 2:00.

Put all of your shots into a PowerPoint, Photo Story or Movie Maker file.

Storyline Choices

Choose one storyline from this list:

____ It’s my first day at a new school! ____ I can’t open my locker____ I’m late for class! ____ I need to use the bathroom

____ Asking someone out! ____ Getting ready for the big game____ An argument between friends! ____ I’m locked in a classroom

Required Shots

You MUST include at least one of each of these shots:____ Establishing Shot

Barbara Reimer


____ High Angle ____ Pan____ Long Shot ____ Low Angle ____ Tracking Shot____ Medium Shot

____ Over the Shoulder ____ Head On____ Close Up ____ One Shot ____ Tails Away____ Extreme Close Up ____ Two Shot

Optional Shots

You can also include any of these shots if necessary:

____ Unstable Horizon! ____ Depth Shot____ Three Shot!

____ Dolly In / Dolly Out____ Zoom In / Zoom Out! ____ Tilt Up / Tilt Down

(adapted from: http://bcast.skyviewlibrary.org/wp-content/uploads/2012/08/Camera-Shots-Project.pdf)Class 4: Methods of Persuasion

Now that students have a better understanding of the technical aspects of filmmaking, it is time to look at how documentaries persuade us to believe in one particular point of view.


introduce and discuss methods of ethos, pathos, and logos in creating an effective argument

identify methods of ethos, pathos, and logos in film clips explain how these three main styles of persuasion are used in documentary

films explain how these three forms of persuasion can work together to create a

strong point of view

Course Specific Learning Outcomes:Express Ideas (1.1.1) - consider the relative merits of a range of ideas, observations, opinions, and emotions to reformulate or strengthen tentative positions



Combine Ideas (1.2.3) - consider ideas and information from multiple sources to identify their relative importance when generating and responding to texts; anticipate audience responses through a variety of means [such as rating scales, flow charts…]

Barbara Reimer



Create and Follow a Plan (3.1.4) - develop and follow an appropriate inquiry or research plan to satisfy the unique requirements of the task or problem, audience, and context, using multiple sources and procedures



Grammar and Usage (4.3.1) - analyze and edit texts for word choice, grammatical structures, and register [such as technical vocabulary, clear coordination and subordination, conversational register…] to achieve clarity, artistry, and effectiveness

Spelling (4.3.2) - know and apply Canadian spelling conventions in formal texts; attend to evolving spelling patterns [such as acronyms, abbreviations…]

Capitalization and Punctuation (4.3.3) - know and apply capitalization and punctuation conventions to clarify intended meaning in editing and proofreading texts; attend to capitalization and punctuation conventions in specific disciplines [such as legal agreements and policies…]



http://teachingfilmandmedia.wikispaces.com/Unit+Plan+for+Documentaries+in+a+Film+Studies+Classroom

Procedures

1. Engaging Activity (15 minutes)o Imagine that you want to persuade a friend to do something that

you know they would not normally do - write out your argument for how you would convince them to do what you want

o Try to think about their objections and how you would handle theseo Share your scenario with a partner and have them act out the role

of your friend ... are you able to convince them to do your bidding?


Ethos, Pathos, Logos please read attached PowerPoint for detailed description of

notes.

3. Ethos, Pathos, Logos - practice activity (30 minutes) Working in small groups, design the arguments that would be used in a tv

commercial to sell knives.

Barbara Reimer


o How would you appeal to logos?o How would you appeal to pathos?o How would you appeal to ethos?

4. Ethos, Pathos Logos Newspaper Assignment(1.5 hours) (see attached handout)

Additional Activities time for students to work on projects or individual assignments


To what degree were the outcomes/objectives achieved? To what extent were plans changed? What necessitated the change? What were the results of

the change? What helped or hindered learning? What worked well? What needs improvement or special attention? What are the crucial links to the next lesson(s)? What revisions or adjustments in preparation, presentation, management, or evaluation strategies

are necessary or useful? What, if anything, should be re-taught or re-evaluated?

IDENTIFYING ETHOS, PATHOS, AND LOGOS IN PRINT MEDIA

Name: _________________________Directions: Using the computer, locate 2 news articles in the Winnipeg Free Press and print them. Identify characteristics of ethos, pathos, and logos in each one using the chart below - you may jot down words, phrases, or whole sentences. Then, answer the questions that follow.

Article 1 Title: _____________________________________________________________________________________Source: ______________________________________ Date of Publication: __________________

Evidence of ethos:

Evidence of pathos:

Evidence of logos:

Article 2 Title: _____________________________________________________________________________________Source: ______________________________________ Date of Publication: __________________

Barbara Reimer


Evidence of ethos:

Evidence of pathos:

Evidence of logos:

Article 3 Title: _____________________________________________________________________________________Source: _______________________________________ Date of Publication: _________________

Evidence of ethos:

Evidence of pathos:

Evidence of logos: IDENTIFYING ETHOS, PATHOS, AND LOGOS IN PRINT MEDIA

Evaluation questions:

1. Which method of persuasion do you think is the most effective? Why?

2. Which method of persuasion was used most frequently in the news articles examined? Why do you think this is?

3. List ways in which documentary filmmakers can use ethos, pathos and logos to convince us of a viewpoint. (Give as many examples as possible)

Barbara Reimer


(adapted from: http://teachingfilmandmedia.wikispaces.com/Unit+Plan+for+Documentaries+in+a+Film+Studies+Classroom)

Class 5: The Power of Persuasion

Yesterday's class focused on demonstrating the three main forms of persuasion: pathos, ethos, and logos. This will have further impact on students' persuasive writing in this course as well as future courses. Today we will draw on our understanding of these persuasive techniques to see how they are used in documentaries as well as in print media (from the assignment given at the end of last class).


introduce and discuss methods of ethos, pathos, and logos in creating an effective argument

identify methods of ethos, pathos, and logos in film clips explain how these three main styles of persuasion are used in documentary

films explain how these three forms of persuasion can work together to create a

strong point of view determine a director's intent and purpose for filming observe how persuasion is used in documentaries

Course Specific Learning Outcomes:Explain Opinions (1.2.2) - explore multiple viewpoints on an issue or topic and identify aspects for further investigation; evaluate implications of differing perspectives when generating and responding to texts

Extend Understanding (1.2.4) - extend understanding by considering multiple perspectives, research data, and audience diversity [such as culture, age, gender…] when generating and responding to texts

Barbara Reimer


Textual Cues (2.1.3)- use textual cues [such as colour, debate rebuttals, news story formats…] and prominent organizational patterns [such as proposition and support, hierarchical structures, data matrices…] to construct and confirm meaning and interpret texts

Cueing Systems (2.1.4) - use syntactic, semantic, graphophonic, and pragmatic cueing systems [such as transitional sentences, specialized symbols and codes, social context…] to construct and confirm meaning and interpret texts

Experience Various Texts (2.2.1) - experience texts [such as debates, oral and written historical accounts, books, editorials…] from a variety of perspectives, disciplines, and cultural traditions; analyze various interpretations of texts to revise or confirm understanding ofideas and information

Connect Self, Texts, and Culture (2.2.2) - respond to and critique perspectives and styles of a variety of texts by Canadian and international communicators [such as editors, television producers, lecturers…]

Techniques and Elements (2.3.2) - analyze how various techniques and elements [such as summaries, jolts, camera angles, voice-over narration, bulleted lists, concise headings...] are used in texts [including books] to accomplish particular purposes

Evaluate Sources (3.2.3) - evaluate factors [such as medium, ownership…] that affect the authority, reliability, validity, accuracy, and bias of information sources for inquiry or research






http://teachingfilmandmedia.wikispaces.com/Unit+Plan+for+Documentaries+in+a+Film+Studies+Classroom

Video Clips (these clips may change depending on the students in the classroom and where their interests lie):

Fahrenheit: 9/11 clip: http://www.youtube.com/watch?v=4odmtUBtfeU (2 mins)

Triumph of the Will clip: http://www.youtube.com/watch?v=ftdQHnOBoI8&feature=related (show first 10 mins only)

Food, Inc clip: http://www.youtube.com/watch?v=QqQVll-MP3I (3:30 min)

Full length documentary (Super Size Me) handout - Parts of a Documentary handout - Super Size Me Viewing Sheet

Procedures

1. Identifying Ethos, Pathos, and Logs in Print Media (10 minutes)

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o have students discuss their findings from the homework given yesterday.

o collect homework assignments and news articles


Parts of a Documentary please read attached PowerPoint for detailed description of

notes.

3. Parts of a Documentary (45 minutes)o Distribute Parts of a Documentary handout to students (3 each) and

have students fill them in after they watch each clip. In addition to the questions being asked on the handout, students should explain how ethos, pathos, and logos were used in each track.

o Give students approximately 5 minutes to write after each clip.

4. Deconstructing a Documentary (2 hours) As a previewing strategy, have students briefly discuss the following

question:o Is fast food negatively affecting our culture and health?

Have students complete the Previewing Survey (handout attached) Begin showing the film Stop at 00:04 minutes - What is Spurlock's focus or purpose? How do we

know it? what type of documentary is this? Give Evidence. Resume film Stop at 00:29 minutes (chapter: The Impact). Students should be taking

down notes as they are watching. Try and pause the film every 5-10 minutes so students can focus on watching

the film instead of concentrating on their notes End class with a discussion on the bias they have seen in the film. Does the

film seem to be persuading you to a certain belief or opinion? What is the other side of this argument? How might you as a filmmaker depict that argument?



To what degree were the outcomes/objectives achieved? To what extent were plans changed? What necessitated the change? What were the results of

the change? What helped or hindered learning? What worked well? What needs improvement or special attention? What are the crucial links to the next lesson(s)? What revisions or adjustments in preparation, presentation, management, or evaluation strategies

are necessary or useful? What, if anything, should be re-taught or re-evaluated?

Barbara Reimer


Previewing Survey: Super Size Me 1. How often do you eat at a fast-food restaurant?

every day once a week once a month never/very rarely2. Why do you eat fast food? (circle all that apply)

tastes good it's quick nothing else to eat don't eat itother reasons:

3. How often do you eat your school-provided lunch?every day once a week once a month never/very rarely

4. What words best describes your school lunch? (circle all that apply)excellent terrible healthy too few choicesother words:

5. How much exercise do you normally get in a week?a lot some little none

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6. Do you think that people should be able to sue tobacco companies for theiraddictions?

yes no maybe don't knowComments:

7. Do you think that people should be able to sue fast-food companies for their health?

yes no maybe don't knowComments:

8. In what ways do you think fast food can affect your health?

Name: ________________________________________________Date: ______________________

Super Size Me Viewing Sheet*Directions: Take note of scenes or aspects of the film that stand out in terms of the three tracks and methods of persuasion. Each scene does not need to contain important elements from all six areas, but they should correlate to one another. (For example, if you write an example of ethos, jot down how it was portrayed in the video, audio, or text track)

Item/Scene Ethos Pathos Logos Visual Audio Text

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Discussion Questions:1. What is the thesis or position of this film? 2. List ways in which Spurlock gives his position without actually stating it.3. What problems, issues or challenges do you predict Spurlock might face during his “McDiet?”


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Discussion Questions:

1. What are some major challenges Spurlock has faced so far?

2. How has this experiment effected Spurlock's health at this point? What do you predict for the rest of his experiment?

3. If you were Spurlock, would you continue the experiment at this point, or would you stop? Explain your answer.

4. Continue to think about the other side of this argument. Would the film be as effective if Spurlock had not presented it in a persuasive manner? Why or why not?


Barbara Reimer


Discussion Questions:

1. Are you a heavy user, or a super heavy user, according to the film? How often do you eat fast food?

2. Do you believe people can become addicted to fast food? Why or why not?

3. Has Spurlock changed, or perhaps reinforced, your opinions about fast food? Why or why not? What evidence or footage from the film was particularly influential on you, and why?

Class 6 & 7: The Art of Research

Students have now gained a thorough understanding of all of the components of documentary film making. At this point, students will now being researching topics for their own documentaries.

This section of the unit can be omitted if students have conducted previous research activities (for essay writing).


be familiar with researching techniques using the Winnipeg Public Library search engine

understand what type of information is 'credible' be able to collect a variety of sources of information (not just websites)


Barbara Reimer





Identify Personal and Peer Knowledge (3.2.1) - evaluate and select ideas and information from prior knowledge appropriate for audience characteristics and needs, purpose, and form

Identify Sources (3.2.2) - determine audience characteristics and needs, topic, and purpose to identify a range of primary and secondary information sources [such as transcripts, field studies, reference books, literary and film reviews, works of art…]

Evaluate Sources (3.2.3) - evaluate factors [such as medium, ownership…] that affect the authority, reliability, validity, accuracy, and bias of information sources for inquiry or research



Organize Information (3.3.1) - organize and reorganize main ideas and supporting information to clarify thinking and to achieve desired action or specific response from an audience


Evaluate Information (3.3.3) - evaluate the appropriateness of information, taking into account the values and beliefs of particular audiences



Projector, Smartboard (or whiteboard), Laptop, PowerPoint presentation (attached) Whiteboard markers EBSCOhost tutorial:

http://support.epnet.com/training/flash_videos/intro_to_ehost/intro_to_ehost.html

Procedures

1. Activating Discussion(10 minutes)o Have students meet in their small groups to discuss the filming of

their documentaryo Find out topics (see attached Documentary Topics form) - have

students commit to a topic todayo Have students fill out a KWL chart for their project (in groups)

2. Notes (40 minutes)

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Provide the following information (see attached PowerPoint) Conducting Research

please read attached PowerPoint for detailed description of notes.

3. Winnipeg Library Website (30 minutes)o Go to computer lab.o Walk students through the steps for conducting research using the

Winnipeg Public Library websiteo Show tutorial on using EBSCOhosto http://support.epnet.com/training/flash_videos/intro_to_ehost/

intro_to_ehost.htmlo Do some practice searches with students

4. Research (1 hour) Students will be given class time to conduct the research for their

documentary. Provide students with Documentary Research Checklist (handout)






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Documentary Topics

Group Members Topic

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Group Members: __________________________________________________________________

Topic: _____________________________________________________________________________

What do you KNOW? What do you WANT to know? What did you LEARN?

Barbara Reimer


Documentary Research Checklist

This is your opportunity to explore a topic that is of interest to you! It is essential that you gather enough research at this stage in the filmmaking process so that you are able to put your film together and have a thorough understanding of where you will go with your documentary (who you will have to interview, who will be asking the questions, etc.)

As part of the research phase, be sure to research a minimum of 6 resources. These must include the following:

minimum of 3 articles in scholarly journals minimum of 1 book (may use google books)

You will be required to write an Annotated Bibliography for each of your resources.

Keep in mind that as you begin your research, you may not use all of the websites or journals that you start looking at. It is a good idea however, to record all of the websites/journals/books that you come across just in case you want to take a second look at them.

You will be provided with a handout regarding how to produce an Annotated Bibliography .

Barbara Reimer


Class 8: Preproduction: Storyboards & Treatments

At this point, I am unsure when to do this lesson. It can be taught as a stand-alone lesson for when students are completing their short (1-3 minute) silent video, or when they are creating their documentary. Regardless of when the lesson will be taught, the components of this class are essential to filmmaking technique and documentary filming.


be familiar with the purpose of a storyboard have experience using a storyboard for a short film or documentary be familiar with the purpose of a treatment create a treatment for a short film or documentary



Set Goals (1.1.5) - formulate goals and plans to direct language learning related to daily life, citizenship, employment, and further learning

Explain Opinions (1.2.2) - explore multiple viewpoints on an issue or topic and identify aspects for further investigation; evaluate implications of differing perspectives when generating and responding to texts

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Forms and Genres (2.3.1) - evaluate the effect of forms and genres [such as formal research reports, lectures, non-fiction books, news magazines, billboard campaigns…] on content and purpose [such as to explain, promote action...]

Techniques and Elements (2.3.2) - analyze how various techniques and elements [such as summaries, jolts, camera angles, voice-over narration, bulleted lists, concise headings...] are used in texts [including books] to accomplish particular purposes


Experiment with Language (2.3.4) - experiment with and use language, visuals, and sounds according to audience, purpose, form, and context

Create Original Texts (2.3.5) - create original texts [such as technical manuals, instructional booklets, multimedia presentations, travelogues, documentaries, newscasts…] to communicate ideas and enhance understanding of forms and techniques




Organize Information (3.3.1) - organize and reorganize main ideas and supporting information to clarify thinking and to achieve desired action or specific response from an audience


Revise Content (4.2.2) - consider audience, purpose, and context in evaluating and revising drafts to ensure appropriate content and language [such as journalistic, business, advertising, professional, technological…] and to enhance precision, unity,and coherence

Enhance Legibility (4.2.3) - analyze audience needs in selecting text features [such as bullets, fonts, icons, tables, sounds, visuals…] to enhance legibility and artistry

Enhance Artistry (4.2.4) - use effective language, visuals, and sounds, and arrange and juxtapose ideas for balance, impact, and originality, considering audience characteristics and needs

Enhance Presentation (4.2.5) - consider audience characteristics and needs when selecting and using strategies and devices [such as multimedia technology, posters, computer-generated graphics, overhead transparencies, handouts…] to enhance the impact ofpresentations





Projector, Smartboard (or whiteboard), Laptop, Internet Access PowerPoint presentation (attached)

Barbara Reimer


Whiteboard markers Video Proposal Form (handout) Storyboard template (handout - attached) Storyboard assignment (handout - attached) Storyboard examples

Procedures

1. Video Proposal (30 minutes)o Before students can begin to draw out their short stories, they need

to think about why they are creating them (i.e. what is their purpose or goal)

o They need to think about who their audience iso In other words, they need to identify their writing variables!o Have students meet in their groups to complete the Video Proposal

form Briefly meet with each group before going on to the next

step

2. Treatment & Plot Explanation (30 minutes) Provide the following information (see attached PowerPoint)

Treatment & Plot Explanation have students take down notes from this slide students will then work in their groups to create their treatment and

plot graph

3. Storyboard (30 minutes)o Show students examples of storyboardso Ask students why they might be usefulo share personal story

4. Class work (1.5 hours) give students remaining class time to finish the treatment, plot graph and

storyboard for their project.





Barbara Reimer


Barbara Reimer


Preproduction Assessment

A. Storyboard

Be sure to hand in the following: drawing audio shot descriptions scenes camera angles camera movements framing

Barbara Reimer


You should include at least three different types of camera movements, three different types of camera angles, and three different compositions to make your storyboard interesting. The more variety, the more interesting your film will be. Plan this out.

a. Camera Shot Descriptions (text description for each frame) /5 marksb. Camera Framing (drawing for each frame) /5 marksc. Camera Movements (write out the movement you are planning) /3 marksd. Camera angles (write out the angles you are planning) /3 markse. Composition /3 marksf. Audio (must be Copyright Free and appropriate for images) /3 marksg. Title /1 markh. Text about each shot (1-2 sentences describing action) /2 marksi. Scene and shot (e.g. Scene 1 Shot 2) /2 marksj. Presentation and Care in Image Depiction /8 marks

Use the Storyboard template that has been provided for you and ensure you double check that you are meeting all of the requirements.

(adapted from Video Art, Culture & Education with Dr. Joanna Black)

Class 9: Video EditingOnce students are finished with the filming stage of their documentary, they will need to know how to edit their films. While students are encouraged to use their own video editing software, the one that we will go through in class is Windows Movie Maker (because that is what we have on the computers!).

It is essential to tell students that whichever version of Movie Maker they begin to edit their film with, they must see it through to the end. And whatever you do, DO NOT us WINDOWS LIVE MOVIE MAKER!!


be familiar with Windows Movie Maker

Barbara Reimer


gain experience editing a short film

Course Specific Learning Outcomes:Generate Ideas (4.1.1) - generate, evaluate, and select ideas, information, and data to identify topic focus and parameters for a particular audience and purpose in a specific context

Choose Forms (4.1.2) - adapt and use forms [such as research reports, case studies, seminars, multimedia presentations…] appropriate for audience, purpose, and context

Organize Ideas (4.1.3) - evaluate the potential impact of various organizational structures, techniques, and transitions [such as bulleted or numbered points, sections of newspapers, white space in layout, fonts, illustrated talk, introductions…] in texts to achieve specific purposes for particular audiences and to ensure unity and coherence


Revise Content (4.2.2) - consider audience, purpose, and context in evaluating and revising drafts to ensure appropriate content and language [such as journalistic, business, advertising, professional, technological…] and to enhance precision, unity,and coherence

Enhance Legibility (4.2.3) - analyze audience needs in selecting text features [such as bullets, fonts, icons, tables, sounds, visuals…] to enhance legibility and artistry

Enhance Artistry (4.2.4) - use effective language, visuals, and sounds, and arrange and juxtapose ideas for balance, impact, and originality, considering audience characteristics and needs

Enhance Presentation (4.2.5) - consider audience characteristics and needs when selecting and using strategies and devices [such as multimedia technology, posters, computer-generated graphics, overhead transparencies, handouts…] to enhance the impact ofpresentations




Share Ideas and Information (4.4.1) - anticipate and react to audience needs by selecting ideas and information appropriate to shifting priorities; adjust presentation plan and pace for a variety of purposes [such as to clarify, eliminate ambiguity, provide rationale…]

Effective Oral and Visual Communication (4.4.2) - select and adjust appropriate voice and visual production factors [such as repetition, figures and charts, parallelism…] to enhance audience understanding



Projector, Smartboard (or whiteboard), Laptop, Internet Access PowerPoint presentation (attached) Whiteboard markers Internet Access Short video clip for demonstration

Barbara Reimer


Short audio clip for demonstration (or better yet, show students how to do this in class)

Picture image for demonstration

Procedures

1. Video Editing Some students may have experience doing this, so use them to your

advantage to help out other students! Through demonstration, walk students through the basics of video editing perhaps begin by showing them how to download copyright free music

from www.freeplay.com/ Next, go through the process from beginning to end and be sure to

include the following:o importing video clipso importing audio clipso arranging clipso modifying clips (length)o inserting transitionso modifying audioo saving film for playback

2. Practice Time give students remaining class time to play around with Movie Maker and see

what they come up with by the end of class.





Barbara Reimer


Class 10: Documentary Film Festival

Students have now completed their documentaries and it is time to showcase their work! Students have put in a lot of time and effort into these projects and it will be beneficial for them to highlight their success while at the same time, providing them with constructive feedback on how they can improve their work.


Showcase their individual/group documentaries Identify personal knowledge and learning Identify personal/group problems Identify personal/group successes


Barbara Reimer


Cooperate with Others (5.1.1) - use language to demonstrate openness and flexibility in working with others; listen attentively and encourage differing viewpoints, using tactful language to disagree and solve problems

Work in Groups (5.1.2) - demonstrate commitment and flexibility in groups, support others’ participation, and adjust roles and responsibilities according to task requirements

Use Language to Show Respect (5.1.3) - recognize inclusive, respectful verbal and nonverbal language and appropriate tone and register according to context [such as using gender-inclusive language, avoiding slang in formal settings…]; recognize how language choice anduse may sustain or counter exploitative or discriminatory situations

Evaluate Group Process (5.1.4) - determine the appropriateness of group process to solve a specific problem or achieve a particular goal, considering the task variables [such as time parameters, availability of resources, complexity…]

Share and Compare Responses (5.2.1) - evaluate diverse ideas, factual evidence, and viewpoints to develop informed understanding of texts, others, and self

Relate Texts to Culture (5.2.2) - analyze ways in which cultural and societal factors shape texts and how texts influence, define, and transmit contemporary culture

Appreciate Diversity (5.2.3) - analyze ways in which languages and texts [such as interviews and speeches, proposals and reports, fiction and non-fiction media...] portray, explain, and influence the values, behaviours, and lifestyles of people and diverse communities

Celebrate Special Occasions (5.2.4) - use language and texts to mark accomplishments and significant occasions and to create a shared sense of community


Projector, Smartboard (or whiteboard), Laptop, Internet Access

Procedures

1. Documentary/Film Showcase Each student/group will showcase their documentary by:

o showing their documentaryo discussing their learning/problems/successeso showing their documentary one more time

At this point other students will be encouraged to critique the work they have seen to provide feedback to the group members

Students should be prepared to hand in a DVD copy of their work.



were the results of the change?

Barbara Reimer


What helped or hindered learning? What worked well? What needs improvement or special attention? What are the crucial links to the next lesson(s)? What revisions or adjustments in preparation, presentation, management, or


References

Bordwell, David, and Kristin Thompson. Film art: an introduction. 10th ed. New York: McGraw Hill, 2010. Print.

Bruce, D. L. (2009). Writing with visual images: Examining the video composition processes of high school students. Research in the Teaching of English, 43(4), 426-450. Retrieved from

http://search.proquest.com/docview/61884239?accountid=14569

Burn, A., & Reed, K. (1999). Digi-teens: Media literacies and digital technologies in the secondary classroom. English in Education, 33(3), 5-20. Retrieved from http://search.proquest.com/docview/62417335?accountid=14569

Denski, S. W. (1991). Critical pedagogy and media production: The theory and practice of the video documentary. Journal of Film and Video, 43(3), 3-

Barbara Reimer


17. Retrieved from http://search.proquest.com/docview/62919807?accountid=14569

Goodman, S. (2005). The practice and principles of teaching critical literacy at the educational video center. Yearbook of the National Society for the

Study of Education, 104(1), 206-228. Retrieved from http://search.proquest.com/docview/742875461?accountid=14569

Gorard, S., & See, B. H. (2011). How can we enhance enjoyment of secondary school? the student view. British Educational Research Journal, 37(4), 671- 690. Retrieved from

http://search.proquest.com/docview/889925742?accountid=14569

Harness, H., & Drossman, H. (2011). The environmental education through filmmaking project. Environmental Education Research, 17(6), 829-

849. Retrieved from http://search.proquest.com/docview/964191436?accountid=14569

Marcus, A. S., & Stoddard, J. D. (2007). Tinsel Town as Teacher: Hollywood Film in the High School Classroom. History Teacher, 40(3), 303-330. Retrieved from http://search.proquest.com/docview/61943205?accountid=14569

Mills, K. A., & Levido, A. (2011). iPed: Pedagogy for digital text production. Reading Teacher, 65(1), 80-91. Retrieved from http://search.proquest.com/docview/1011399280?accountid=14569

Reilly, S. S. (1981). A course in visual thinking and design as a preparation for film and video production. Communication Education, 30(4), 421-423. Retrieved from http://search.proquest.com/docview/63571522?accountid=14569

Simpson, K. E. (2008). Classic and modern propaganda in documentary film: Teaching the psychology of persuasion. Teaching of Psychology, 35(2), 103-108. Retrieved from http://search.proquest.com/docview/61966661?accountid=14569

Sobre-Denton, M., & Simonis, J. (2012). Do you talk to your teacher with that mouth? "F*ck: A documentary" and profanity as a teaching tool in the communication classroom. Communication Teacher, 26(3), 178-193. Retrieved from http://search.proquest.com/docview/1031152406?

accountid=14569

Barbara Reimer


Additional Sources of Information (Useful Websites)

www.teachfilmstudy.com www.futurestates.tv http://teachingmedialiteracy.pbworks.com/w/page/19924124/

DocumentaryFilm http://www.edu.gov.mb.ca/k12/cur/ela/docs/s4_framework/

trans_focus.pdf http://www3.nfb.ca/objectifdocumentaire/index.php?language=english http://www.pbs.org/pov/behindthelens/lessonplan1.php http://medb.byu.edu/project/show?id=3 http://teachingfilmandmedia.wikispaces.com/file/detail/Wiki.doc http://www.mocp.org/documentary_photography_ed.pdf http://lifeacoustic.pbworks.com/w/page/17176561/Documentary

%20Unit http://topdocumentaryfilms.com/ http://www.filmeducation.org/index.php

Barbara Reimer

http://www.filmeducation.org/index.php

http://topdocumentaryfilms.com/

http://lifeacoustic.pbworks.com/w/page/17176561/Documentary%20Unit

http://lifeacoustic.pbworks.com/w/page/17176561/Documentary%20Unit

http://www.mocp.org/documentary_photography_ed.pdf

http://teachingfilmandmedia.wikispaces.com/file/detail/Wiki.doc

http://medb.byu.edu/project/show?id=3

http://www.pbs.org/pov/behindthelens/lessonplan1.php

http://www3.nfb.ca/objectifdocumentaire/index.php?language=english

http://www.edu.gov.mb.ca/k12/cur/ela/docs/s4_framework/trans_focus.pdf

http://www.edu.gov.mb.ca/k12/cur/ela/docs/s4_framework/trans_focus.pdf



http://www.futurestates.tv/

http://www.teachfilmstudy.com/


http://saltboxmedia.com/dropbox/SHIFT%20Website%20Redesign %202012/Curriculum/Curriculum%20Sample%20PDFs/Documentary%20Curriculum%20Sample.pdf

http://www.chatham.edu/pti/curriculum/units/2005/Cregan.pdf http://www.ccm.gov.mo/prog10/mifvf/

bill_nichols_6_modes_documentary.pdf http://www.godnose.co.uk/downloads/alevel/documentary/Doc

%20Modes%20nichols.pdf http://teachingfilmandmedia.wikispaces.com/

Unit+Plan+for+Documentaries+in+a+Film+Studies+Classroom/ http://www.youtube.com/watch?v=TIBF7uJ5Dqs http://www.christianvideomag.com/cv2009_11/cv2009_11sredwine.pdf

Barbara Reimer

http://www.christianvideomag.com/cv2009_11/cv2009_11sredwine.pdf

http://www.youtube.com/watch?v=TIBF7uJ5Dqs

http://teachingfilmandmedia.wikispaces.com/Unit+Plan+for+Documentaries+in+a+Film+Studies+Classroom/

http://teachingfilmandmedia.wikispaces.com/Unit+Plan+for+Documentaries+in+a+Film+Studies+Classroom/



http://www.ccm.gov.mo/prog10/mifvf/bill_nichols_6_modes_documentary.pdf

http://www.ccm.gov.mo/prog10/mifvf/bill_nichols_6_modes_documentary.pdf

http://www.chatham.edu/pti/curriculum/units/2005/Cregan.pdf

http://saltboxmedia.com/dropbox/SHIFT%20Website%20Redesign%202012/Curriculum/Curriculum%20Sample%20PDFs/Documentary%20Curriculum%20Sample.pdf



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