Film Making Techniques
INTRODUCTION
This exchange project consists of a virtual part carried out online over four weeks, followed by a two-week stay in Ireland (Carlow Institute).
In this module Film Making Techniques, students will learn about the principles of video in relation to the application of storytelling in a real-life international scenario.
We will cover:
· Pre-Production: The planning stage. What and how to prepare to shoot your video.
· Production: Shooting your video. What you need to know about camera, lighting, and audio equipment to best execute your vision.
· Post-Production: Editing your video. How you put all the final pieces together to edit and present your final video.
The virtual part of the project will include connecting with the people involved, getting the student groups acquainted and completing preliminary tasks about the subject matter (1 hour per week over 4 weeks).
For the visit (two weeks), students will attend lectures/classes/workshops and visit State Broadcaster, Dublin, Ireland. Classes will involve workshops on the equipment (camera, lights, sound, computers etc) used in creating and software (Adobe Premiere) for editing videos.
On completion of the online and face-to-face elements of the programme, students will gain transversal (soft) skills in communication, team working and collaboration with students from other EU countries, along with a finished video of their experience.
Student manual
LEARNING UNIT AND LEARNING OUTCOMES
| Title | Film Making Techniques |
| Responsible teacher e-mail | Brian Flanagan BRIAN.FLANAGAN@kilkennycarlowetb.ie |
| EQF-level | 4 |
| Competence level | First/second year |
| Description | The goal of this module is that students will learn about basic principles of filmmaking, from planning through recording sound and video to editing a real-life international story. |
| Pre-knowledge | Basic knowledge of: IT Skills (Outlook, Powerpoint, Teams, Word) |
| Learning outcomes | After completing this module, You will be able to: (skills) Communicate in English using visual aids Collaborate with international students Carry out research on video projects Research, document and present your video You will know more about: (knowledge) The language of visual communication Lighting, sound recording Converting content from both camera and phone to computer for editing Using music and sound in video The software in editing How to save and export your final video You will gain (competences or attitude): Problem solving Team, Collaboration and group work Communication – (in English – reading, writing, speaking, listening) IT and Video Skills Remote working Presentation Research |
| Assessments | Collection of work: Pre-tasks: Introduction/Team Research/Presentation Module tasks: Collaborative Filming (with written proposal), Location Research – on and off campus Evaluation/reflection task: Presentation to classmates (reflection/evaluation of experience) (recorded and edited as part of the project) |
| Materials | Cameras, tripod, lights, sound recording and other studio equipment such as green screen, slider, gimbal etc) Software: Adobe Premiere) Hardware: Every student must have own laptop plus mobile phone with camera |
DETAILED PROGRAM
| Preparation (Virtual/at home) | Over 4-week period (online) – 1 hour per week – with whole class(s) – can be recorded/shared if not simultaneous Task 1: (All students) Exchange (via email or team chat) personal details with the other EU students (name, age, hobbies, studies, where you live etc) via ice-breakers below: Icebreaker 1: (prior to first online meeting) Each student individually writes & shares a 6-word story (post in Teams) about themselves with 1 picture of an object, place or person that is meaningful or important to them Icebreaker 2: Using Teams, in allocated mixed groups, ask students to identify and list 3 things they have in common & name 1 thing unique to each student in the group (can be anonymous). Results can be shared (& saved) on Whiteboard Task 2: (All students) In own country team, research 1 Irish/Dutch/ Finnish film company/maker (location, genre/type, description etc) Icebreaker 3: In own country team, research 1 Irish/Dutch/ Finnish film company/maker (location, genre/type, description etc) & present their findings – max 3 slides in visual aid Task 3: (All students) present their findings from Task 2 (recorded) Task 4: For Irish & visiting Dutch/Finnish students only: Complete research on Ireland/The Netherlands/Finland (film industry, language, location etc) including statistics for funding and cinema attendance – especially for native films. |
| Day 1: Icebreaker(s) in class Mentimeter – including general questions such as favourite films, actors, genre etc. Interspersing these insights, if appropriate, during the module may help the student feel a greater sense of being ‘seen’ in the class and foster engagement. Irish students – presentation on Co Carlow – (focus on social/cultural aspects and Irish culture generally) Task 1: All Students – team presentation to introduce yourselves (include information on internships) Cultural visit – e.g. National Broadcaster Day 2: Task 2: All Students – team training to engage with lighting, sound, camera, tripod, batteries etc (template needed) Explore and share learning outcomes Irish students to engage in facilitation in workshops Each Dutch/Finnish student sets and records video, sound, lighting, tripod Content converted to computer and imported to Premiere Day 3-5: Task 3: (in allocated groups) Explore the representation of landscape and culture in Ireland and record your own response as video/photographic portfolio Discussion around factors/challenges that influence video research (weather, sun orientation etc) Research/discussion on how film and sound might Task 4: Create a script/treatment/storyboard (in two/three scenes) that gathers information about your experience of Ireland from a European perspective | |
| Week 2 | Day 1: Cultural/Social trip (Kilkenny Castle) Task 5: Capture location video and photographic content to be used in video editing class Set up lighting and background for video capture Day 2: Task 5: Prepare a collaborative video recording on an appropriate set that: Uses a green screen with even lighting Uses slider, gimbal, tripod Uses remote audio – lavalier, zoom, boom mic etc Sets camera controls for: video format Adjusts aperture, shutter speed, ISO, White Balance and Exposure value Day 3-4 Task 6: Create a rough edit to include content relating to: Video formats (including still images) Manipulating green screen content in Premiere Adding sound and music Editing and video/audio effects Saving and exporting content Where necessary, include or film any additional content necessary Create a final version of your video. |
| Evaluation | DAY 5: Task 6: Group/team presentation: Reflection/evaluation on experience (record) Wrap-up lunch for all students |
| Assignment 1 | Orientation (pre-visit) |
| Goal | Digital Introduction (pre-visit) over 4 weeks |
| Activities | Exchange (via email or team chat or recorded video) personal details with the other EU students (name, age, hobbies, studies, where you live etc). Icebreaker 1: (prior to first online meeting) Each student individually writes & shares a 6-word story (post in Teams) about themselves with 1 picture of an object, place or person that is meaningful or important to them Icebreaker 2: Using Teams, in allocated mixed groups, ask students to identify and list 3 things they have in common & name 1 thing unique to each student in the group (can be anonymous). Results can be shared (& saved) on Whiteboard Icebreaker 3: In own country team, research 1 Irish/Dutch company/business (location, product/service, employee numbers etc) & present their findings – max 3 slides in visual aid For Irish & visiting Dutch/Finnish students only: Complete research on Ireland/The Netherlands/Finland (population, language, location etc) including film culture. (prior to visit) |
| Result | |
| Assignment | Presentation: Brief introduction to an Irish Broadcaster – RTE (who they are, where are they located and what do they produce) (recorded) |
| Theory | Soft skills (presentation/communication/teamworking/collaboration) |
| Assignment 2 | Research & Preparation (on-site) – Induction |
| Goal | Students learn to plan, research and prepare video and audio content |
| Activities | Getting acquainted Induction to country & activities Visit & research an Irish broadcaster Research on international film and culture Overview of the equipment involved |
| Result | |
| Assignment | Students research RTE Students explore the working methods. Students identify THREE factors/challenges that they face Students research & explore how the studio might enter the Dutch/Finnish market (exporting, joint venture or direct investment) |
| Theory | Cinematography and lighting Sound and music |
| Assignment 3 | Documenting Research |
| Goal | Students learn how to carry out research and capture data on a mobile device |
| Activities | Creation of content (video, audio and photo) on location |
| Result | Media content |
| Assignment | Students capture data on a mobile device |
| Theory | Using mixed media in an audio-visual editing environment |
| Assignment 4 | Realisation |
| Goal | Creation of a collaborative film/video |
| Activities | Video editing |
| Result | Rough edit of video |
| Assignment | Task 4: Prepare a rough edit that: Gives a brief overview of Ireland/Carlow Details the use of audio and music Provides a brief introduction to the main content |
| Theory | Montage and editing techniques The concept of ‘showing’ not ‘telling’ in film/video |
| Assignment 5 | Global Marketing Plan |
| Goal | Creation of a finished video/film |
| Activities | Application of refined editing techniques Export the finished artefact – movie |
| Result | |
| Assignment | Task 5: create a finished video/film to: combine video and audio Standardisation of content (for uploading or distribution) Archive Distribution – platforms (Facebook, YouTube, etc) Dissemination |
| Theory | Distribution and dissemination of the final artefact |
| Assignment 6 | Evaluation/Reflection |
| Goal | Reflection on module |
| Activities | Students will prepare a team reflection on their experience of the module, what they learned, what they liked and what were the challenges for them Students complete evaluation |
| Result | |
| Assignment | Task 6: Group/team presentation: Reflection/evaluation on experience (record) |
| Theory | Personal development, team formation, teamwork |
STRUCTURE
- Guidelines for teaching
Preparation for teaching and learning during this module will involve invisible, visible and recorded preparation of resources and supports which will take place at the same time as well as before, during and after the module and are equally necessary and valuable to support an appropriate experience for the students.
- Didactical recommendations
Collaboration is one learning outcome for this module & each group/team task has been created so that students will depend on each other’s contributions. Management of group work will require consideration of how best to prepare students for engaging in group work as well as how to manage any emerging issues. The icebreakers are set up as a low stakes groupwork experience to develop student confidence and skills in this area.
Group work may lead to conflict amongst group members particularly where students are from different backgrounds and may also differ in terms of contribution. A group contract or group rules should be developed at the start which set out the roles and expectations for the group members and establish the consequences of non-adherence. This aligns with the storming phase of Tuckman’s stages of group development. The provision of on-going formative feedback by the teacher will be important to ensure all students receive guidance to develop their skills and to act as an ‘early warning system’ should a group be experiencing issues.
- Adapting to different levels
Each student has different ways of learning – some are more visual learners, whilst others learn by doing things. Understanding what type of learner each students is will help when it comes to carrying out their assessments. The assessments listed above cater for the learning styles visual, auditory & kinesthetic and should not inhibit the learning process.
THEORY RELATED TO SPECIFIC SUBJECT AND MODEL
Film and audio-visual culture:
- The institutions of creating and supporting cultures in various contexts
Filmmaking and media analysis:
- Genre
- Narrative
- Audiences
- Script, storyboard, shot list
- Camera Equipment
- Amateur cameras and equipment – phones and mixed content in editing
- Prosumer equipment
- Requirements for Professional equipment
- Lighting techniques
- Studio lighting
- Ambient light
- Camera controls
- Shutter, aperture, ISO
- Colour and White balance position
- Sound recording devices and techniques
- Identifying devices – Zoom, lavalier, boom
- Determining the correct sound level
- Using different sound devices
- Using the clapper board
- Editing sound and video
- Exporting content
- Collaboration/Team working skills development
Demonstrate skills in working with others on a group based project to include the ability to
- Monitor the progress of the project on an on-going basis
- Take corrective action to ensure success of the project
- Evaluate the effectiveness and success of a team based project
RESOURCE KIT
- Individual tasks – Pre-module, Icebreaker 1
- Quizzes – Module Day 1 mentimeter
- group research – Pre-module: Task 2 Module Day 2
- group collaborative film
- group collaborative research
- group collaborative presentation
ASSESSMENT
Grades:
Distinction: 80% – 100%
Merit: 65% – 79%
Pass: 50% – 64%
Unsuccessful: 0% – 49%
Assessment Criteria:
| Working effectively as part of a group | |
| Application of the techniques and controls relevant to audio visual equipment | |
| Develop a coherent audio visual project plan (treatment, script, shot list, storyboard) | |
| Development of a collaborative video (with evidence of effective planning of all stages to include mixed formats (video, stills, music, sound and effects) | |
| Creation of appropriate finished content |
Methods of Assessment:
- written assignment – project plan (collaborative Video)
- skills demonstration (use of audio visual equipment and software
- presentation
- observation
RESOURCES AND LINKS
Film:
The films of Aki Kaurismaki: https://filmlifestyle.com/best-aki-kaurismaki-films/
Famous Dutch films: https://mubi.com/en/lists/essential-dutch-cinema
Screen Ireland: www.screen Ireland.ie
RTE website https://www.rte.ie
LEARNING UNIT AND LEARNING OUTCOMES
| Title | Video Making Techniques |
| Responsible teacher e-mail | Brian Flanagan BRIAN.FLANAGAN@kilkennycarlowetb.ie |
| EQF-level | 4 |
| Competence level | First/second year |
| Description | The goal of this module is that students will learn about basic principles of filmmaking, from planning through recording sound and video to editing a real-life international story. |
| Pre-knowledge | Basic knowledge of: IT Skills (Outlook, Powerpoint, Teams, Word) |
| Learning outcomes | After completing this module, You will be able to: (skills) Communicate in English using visual aids Collaborate with international students Carry out research on video projects Research, document and present your video You will know more about: (knowledge) The language of visual communication Lighting, sound recording Converting content from both camera and phone to computer for editing Using music and sound in video The software in editing How to save and export your final video You will gain (competences or attitude): Problem solving Team, Collaboration and group work Communication – (in English – reading, writing, speaking, listening) IT and Video Skills Remote working Presentation Research |
| Assessments | Collection of work: Pre-tasks: Introduction/Team Research/Presentation Module tasks: Collaborative Filming (with written proposal), Location Research – on and off campus Evaluation/reflection task: Presentation to classmates (reflection/evaluation of experience) (recorded and edited as part of the project) |
| Materials | Cameras, tripod, lights, sound recording and other studio equipment such as green screen, slider, gimbal etc) Software: Adobe Premiere) Hardware: Every student must have own laptop plus mobile phone with camera |
DETAILED PROGRAM
| Preparation (Virtual/at home) | Over 4-week period (online) – 1 hour per week – with whole class(s) – can be recorded/shared if not simultaneous Task 1: (All students) Exchange (via email or team chat) personal details with the other EU students (name, age, hobbies, studies, where you live etc) via ice-breakers below: Icebreaker 1: (prior to first online meeting) Each student individually writes & shares a 6-word story (post in Teams) about themselves with 1 picture of an object, place or person that is meaningful or important to them Icebreaker 2: Using Teams, in allocated mixed groups, ask students to identify and list 3 things they have in common & name 1 thing unique to each student in the group (can be anonymous). Results can be shared (& saved) on Whiteboard Task 2: (All students) In own country team, research 1 Irish/Dutch/ Finnish film company/maker (location, genre/type, description etc) Icebreaker 3: In own country team, research 1 Irish/Dutch/ Finnish film company/maker (location, genre/type, description etc) & present their findings – max 3 slides in visual aid Task 3: (All students) present their findings from Task 2 (recorded) Task 4: For Irish & visiting Dutch/Finnish students only: Complete research on Ireland/The Netherlands/Finland (film industry, language, location etc) including statistics for funding and cinema attendance – especially for native films. |
| Day 1: Icebreaker(s) in class Mentimeter – including general questions such as favourite films, actors, genre etc. Interspersing these insights, if appropriate, during the module may help the student feel a greater sense of being ‘seen’ in the class and foster engagement. Irish students – presentation on Co Carlow – (focus on social/cultural aspects and Irish culture generally) Task 1: All Students – team presentation to introduce yourselves (include information on internships) Cultural visit – e.g. National Broadcaster Day 2: Task 2: All Students – team training to engage with lighting, sound, camera, tripod, batteries etc (template needed) Explore and share learning outcomes Irish students to engage in facilitation in workshops Each Dutch/Finnish student sets and records video, sound, lighting, tripod Content converted to computer and imported to Premiere Day 3-5: Task 3: (in allocated groups) Explore the representation of landscape and culture in Ireland and record your own response as video/photographic portfolio Discussion around factors/challenges that influence video research (weather, sun orientation etc) Research/discussion on how film and sound might Task 4: Create a script/treatment/storyboard (in two/three scenes) that gathers information about your experience of Ireland from a European perspective | |
| Week 2 | Day 1: Cultural/Social trip (Kilkenny Castle) Task 5: Capture location video and photographic content to be used in video editing class Set up lighting and background for video capture Day 2: Task 5: Prepare a collaborative video recording on an appropriate set that: Uses a green screen with even lighting Uses slider, gimbal, tripod Uses remote audio – lavalier, zoom, boom mic etc Sets camera controls for: video format Adjusts aperture, shutter speed, ISO, White Balance and Exposure value Day 3-4 Task 6: Create a rough edit to include content relating to: Video formats (including still images) Manipulating green screen content in Premiere Adding sound and music Editing and video/audio effects Saving and exporting content Where necessary, include or film any additional content necessary Create a final version of your video. |
| Evaluation | DAY 5: Task 6: Group/team presentation: Reflection/evaluation on experience (record) Wrap-up lunch for all students |
| Assignment 1 | Orientation (pre-visit) |
| Goal | Digital Introduction (pre-visit) over 4 weeks |
| Activities | Exchange (via email or team chat or recorded video) personal details with the other EU students (name, age, hobbies, studies, where you live etc). Icebreaker 1: (prior to first online meeting) Each student individually writes & shares a 6-word story (post in Teams) about themselves with 1 picture of an object, place or person that is meaningful or important to them Icebreaker 2: Using Teams, in allocated mixed groups, ask students to identify and list 3 things they have in common & name 1 thing unique to each student in the group (can be anonymous). Results can be shared (& saved) on Whiteboard Icebreaker 3: In own country team, research 1 Irish/Dutch company/business (location, product/service, employee numbers etc) & present their findings – max 3 slides in visual aid For Irish & visiting Dutch/Finnish students only: Complete research on Ireland/The Netherlands/Finland (population, language, location etc) including film culture. (prior to visit) |
| Result | |
| Assignment | Presentation: Brief introduction to an Irish Broadcaster – RTE (who they are, where are they located and what do they produce) (recorded) |
| Theory | Soft skills (presentation/communication/teamworking/collaboration) |
| Assignment 2 | Research & Preparation (on-site) – Induction |
| Goal | Students learn to plan, research and prepare video and audio content |
| Activities | Getting acquainted Induction to country & activities Visit & research an Irish broadcaster Research on international film and culture Overview of the equipment involved |
| Result | |
| Assignment | Students research RTE Students explore the working methods. Students identify THREE factors/challenges that they face Students research & explore how the studio might enter the Dutch/Finnish market (exporting, joint venture or direct investment) |
| Theory | Cinematography and lighting Sound and music |
| Assignment 3 | Documenting Research |
| Goal | Students learn how to carry out research and capture data on a mobile device |
| Activities | Creation of content (video, audio and photo) on location |
| Result | Media content |
| Assignment | Students capture data on a mobile device |
| Theory | Using mixed media in an audio-visual editing environment |
| Assignment 4 | Realisation |
| Goal | Creation of a collaborative film/video |
| Activities | Video editing |
| Result | Rough edit of video |
| Assignment | Task 4: Prepare a rough edit that: Gives a brief overview of Ireland/Carlow Details the use of audio and music Provides a brief introduction to the main content |
| Theory | Montage and editing techniques The concept of ‘showing’ not ‘telling’ in film/video |
| Assignment 5 | Global Marketing Plan |
| Goal | Creation of a finished video/film |
| Activities | Application of refined editing techniques Export the finished artefact – movie |
| Result | |
| Assignment | Task 5: create a finished video/film to: combine video and audio Standardisation of content (for uploading or distribution) Archive Distribution – platforms (Facebook, YouTube, etc) Dissemination |
| Theory | Distribution and dissemination of the final artefact |
| Assignment 6 | Evaluation/Reflection |
| Goal | Reflection on module |
| Activities | Students will prepare a team reflection on their experience of the module, what they learned, what they liked and what were the challenges for them Students complete evaluation |
| Result | |
| Assignment | Task 6: Group/team presentation: Reflection/evaluation on experience (record) |
| Theory | Personal development, team formation, teamwork |
STRUCTURE
- Guidelines for teaching
Preparation for teaching and learning during this module will involve invisible, visible and recorded preparation of resources and supports which will take place at the same time as well as before, during and after the module and are equally necessary and valuable to support an appropriate experience for the students.
- Didactical recommendations
Collaboration is one learning outcome for this module & each group/team task has been created so that students will depend on each other’s contributions. Management of group work will require consideration of how best to prepare students for engaging in group work as well as how to manage any emerging issues. The icebreakers are set up as a low stakes groupwork experience to develop student confidence and skills in this area.
Group work may lead to conflict amongst group members particularly where students are from different backgrounds and may also differ in terms of contribution. A group contract or group rules should be developed at the start which set out the roles and expectations for the group members and establish the consequences of non-adherence. This aligns with the storming phase of Tuckman’s stages of group development. The provision of on-going formative feedback by the teacher will be important to ensure all students receive guidance to develop their skills and to act as an ‘early warning system’ should a group be experiencing issues.
- Adapting to different levels
Each student has different ways of learning – some are more visual learners, whilst others learn by doing things. Understanding what type of learner each students is will help when it comes to carrying out their assessments. The assessments listed above cater for the learning styles visual, auditory & kinesthetic and should not inhibit the learning process.
THEORY RELATED TO SPECIFIC SUBJECT AND MODEL
Film and audio-visual culture:
- The institutions of creating and supporting cultures in various contexts
Filmmaking and media analysis:
- Genre
- Narrative
- Audiences
- Script, storyboard, shot list
- Camera Equipment
- Amateur cameras and equipment – phones and mixed content in editing
- Prosumer equipment
- Requirements for Professional equipment
- Lighting techniques
- Studio lighting
- Ambient light
- Camera controls
- Shutter, aperture, ISO
- Colour and White balance position
- Sound recording devices and techniques
- Identifying devices – Zoom, lavalier, boom
- Determining the correct sound level
- Using different sound devices
- Using the clapper board
- Editing sound and video
- Exporting content
- Collaboration/Team working skills development
Demonstrate skills in working with others on a group based project to include the ability to
- Monitor the progress of the project on an on-going basis
- Take corrective action to ensure success of the project
- Evaluate the effectiveness and success of a team based project
RESOURCE KIT
- Individual tasks – Pre-module, Icebreaker 1
- Quizzes – Module Day 1 mentimeter
- group research – Pre-module: Task 2 Module Day 2
- group collaborative film
- group collaborative research
- group collaborative presentation
ASSESSMENT
Grades:
Distinction: 80% – 100%
Merit: 65% – 79%
Pass: 50% – 64%
Unsuccessful: 0% – 49%
Assessment Criteria:
| Working effectively as part of a group | |
| Application of the techniques and controls relevant to audio visual equipment | |
| Develop a coherent audio visual project plan (treatment, script, shot list, storyboard) | |
| Development of a collaborative video (with evidence of effective planning of all stages to include mixed formats (video, stills, music, sound and effects) | |
| Creation of appropriate finished content |
Methods of Assessment:
- written assignment – project plan (collaborative Video)
- skills demonstration (use of audio visual equipment and software
- presentation
- observation
RESOURCES AND LINKS
Film:
The films of Aki Kaurismaki: https://filmlifestyle.com/best-aki-kaurismaki-films/
Famous Dutch films: https://mubi.com/en/lists/essential-dutch-cinema
Screen Ireland: www.screen Ireland.ie
RTE website https://www.rte.ie