Understanding How Composition and Sequence Can Influence An Audience

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Digital Cinema Production

  Course Title:

  Digital Cinema Production 3

  Course Number:

  8201030

  Career Cluster:

  Arts, A/V Technology and Communication

  CIP Number:

  0650060214

  Course Type:

  Career Preparatory

  CTE Standard(s) or benchmarks

  18.01 - Identify the psychological effects of different types of angles / composition.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Understanding the Psychological Effects of Composition.” See CPALMS resource ID# 210769.

• Career Connection

  
  

  Students will communicate their ideas using industry leading storyboarding software.

• Learning Objectives

  
  

  Students will be able to:

  • Identify the psychological effects of different types of angles, composition, and sequencing in film.
  • Create a three-panel storyboard using digital media software and / or platforms.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Storyboarding.
  • Capturing and uploading images / film.

• Guiding Questions

  
  
  • In what ways does film ellicit an emotional response?
  • How can a filmmaker control or manipulate how an audience is responds?

• Procedure

  
  
  1. The teacher should introduce the lesson by introducing the Kuleshov Effect. Please see Teacher Notes for suggestions. Wrap up the introduction by asking, In Kuleshov’s experiment the man’s facial expression did not change, so why did the audience perceive different meanings?
  2. Initiate the case study, “Understanding the Psychological Effects of Composition,” (see CPALMS resource ID #210769) by asking, “What images do you perceive as appetizing?”
  3. Provide time for students to read the case study and fill out the attached handout, "Understanding the Psychological Effects of Composition Response Guide" (see attachments). Facilitate the discussion and student understanding by asking the following questions.
     • What do the images from Rachel’s storyboard / commercial convey?
     • What do those images make you feel?
     • How would you re-shoot Rachel’s commercial?
     • What should be the focus of the shot? What colors should be used? What angles?
  4. Have students use their smart phone or classroom cameras to take 3 photos / shots that when combined should ellicit an emotion response. Have the students upload their three shots into a storyboarding software or template, to create a three-panel storyboard. If you do not have a storyboarding software platform available, please provide students with a digital copy of the storyboard template attached to this lesson. As part of the storyboard assignment, or as an exit slip, have the students answer and explain the following questions.
     • What is the subject in your photo?
     • What feeling are you trying to convey to your audience?
     • What technique did you use try to convey this message?

• Teacher Notes

  
  
  • The teacher can introduce the Kuleshov Effect several different ways. The teacher can pull the original Kuleshov images and see how these images make the students feel, before reviewing Kuleshov’s findings.
  • Teachers can can utilize numerous video resources and tutorials online to introduce the topic or check to see if there are district textbook resources on this topic. By searching video streaming services teachers can also find the 1964 interview Alfred Hitchcock did with Fletcher Markle, where Hitchcock replicates Kuleshov's findings.
  • There are two versions of the storyboard templates, editable and non-editable.

• Optional

  
  

  Formative Assessment Ideas:

  • Teachers can assign the Three Panel Storyboard Assignment as a graded assessment to check for understanding of composition, tone, and storyboarding.

  Extension Ideas:

  • If time allows or as a lesson extension, students can share their three-panel storyboard in groups, in an online discussion forum, or in a presentation in front of the class.