Action (Explore, Explain) 10:00 Group activity Solicit and suggest criteria for class discussion. These might include: Are LGBTQQ2 individuals portrayed in the same way as cisgender and heterosexual individuals? Are these portrayals stereotypical or representative of a diverse range of experiences? What roles do these characters play? Are they protagonists? Sidekicks? Villains? Using the sticky notes, categorize portrayals of LGBTQQ2 individuals in film, television, and advertising based on criteria established as a class. Sticky notes Chart paper 20:00 Viewing and discussion Show excerpts of films spanning a range of time. Discuss: What are the effects of stereotyping and erasure in film (e.g., fewer opportunities for actors, writers, and directors, viewers are more likely to believe stereotypes are accurate, LGBTQQ2 viewers may not see a “happy ending” as a possibility for them) What are the factors that contribute to these stereotypes and tropes? (e.g., homophobia in society, formal censorship, including the Hayes Code, Reflect on media examples shown in class and suggest examples of their own. Clips could include: Historical: “The Celluloid Closet” “Brokeback Mountain” “Philadelphia” “Boys Don’t Cry” “But I’m a Cheerleader” Modern: “That’s So Gay” PSA “San Junipero” (episode of Netflix’s “Black Mirror”) “In a Heartbeat” (short film) “Aquarium” Encourage students to come up with their own suggestions for relevant media!
taboos in international markets) Has film and television become more inclusive? Do you see portrayals of LGBTQQ2 people in film and TV that reflect your experience or what you would like to see on screen? Is film and TV a “positive space”? What would a positive space look like? Consolidation (Elaborate, Evaluate, Extend) 20:00 Group work Introduce the contest and project components. Introduce themes: “What is Positive Space? What does Positive Space look and feel like? How can we create safe and positive spaces for LGBTQQ2 people?” Review possible formats, including PSAs, video essays, narrative films, documentaries, and music videos. Guide students through brainstorming process Brainstorm ideas and focus. Elect a group representative or representatives. Make Your Pitch handout 15:00 Presentations Time presentations. Ask questions. Solicit feedback. Each group presents an idea or concept for a 3-minute video. Allow time for peer groups to ask questions. Pitch rubric
Format (K/U) Describe industry standards, regulations, and formats that apply to communications technology Effectively apply a variety of planning tools (e.g., storyboards, charts, schematic diagrams) Script, storyboard, or shot list is clear, easy to follow, and demonstrates extensive knowledge of pre-production conventions Script, storyboard, or shot list is logical and demonstrates some knowledge of conventions Script, storyboard, or shot list can be followed, but there are areas of confusion and/or it is not in the proper format Script, storyboard, or shot list is incomplete or missing 5 4 3 0 – 2 Detail (T/I) Outline guidelines, conventions, and rules used in the composition and design of a communications process Use effective techniques to carry out and document the steps in pre-production Pre-production work includes all components necessary, including setting, character, action, props, costumes, and dialogue (if applicable) Most necessary components are present in the submission. Some major components are present in the submission. Most components are absent in the pre-production submission 5 4 3 0 – 2 Structure (Comm.) Apply the steps of the design process to solve a variety of communications technology challenges or problems Effectively plan, organize, direct, and control a variety of communications activities Describe the social, environmental, and economic impacts of communications technology Pre-production submission is well structured and paced, with a clear beginning, middle, and end. It sends a clear message about your theme Pre-production submission has an obvious beginning, middle, and end, and the theme is addressed but could use some refinement Pre-production submission has structural flaws or message is not clear. Pre-production submission has major structure flaws and the message is not clear 8 – 10 7 5 – 6 0 – 4 POSITIVE SPACES FILM Your final film will be an entry for the OSSTF’s Positive Spaces contest. Your film should explore one or more of the following: What is Positive Space? What does Positive Space feel and look like? How can we create safe and positive spaces for LGBTQQ2s people?
You will create an aesthetically-appealing video of 3 minutes (or less), that effectively communicates how Positive Space can be safer space for everyone. Your video may be: A Public Service Announcement A mini-documentary about positive space in the school A music video, a poem, or another form of video Your video should include: A clear theme or message Excellent shot composition, lighting, and audio A variety of shots, angles, and camera movement A copyright-free soundtrack A title and credit sequence Submit your video in MP4 or .AVI format. FINAL FILM Requirement 4 3 2 1 Mark Footage Use current technology and skills to develop a process or a product in response to a communications challenge or problem Set up, operate, and maintain a communications system and analyse its efficiency Production skills: All Apply principles related to light, magnetism, and basic digital fundamentals. Shot composition, lighting, and audio are excellent Composition and lighting are clear in most shots and/or audio can be clearly heard Composition and lighting are unclear in most shots and/or audio is difficult to hear Composition and lighting are unclear and audio is absent or difficult to hear / 10 APPL 8 – 10 7 5 – 6 0 – 4 Variety Use effective techniques to carry out and document the steps in production Production skills: All Video uses a variety of shots, angles, and camera movements effectively to convey information and create interest Video uses several different shots, angles, and camera movements to create some visual interest Video shows little variety in shots, angles, and camera movements Camera is mostly static; composition has not been considered / 5 APP 5 4 3 0 –2 Editing Video is well-edited and Video is well-edited Editing is rough and/or Editing is rough and pacing requires / 5 APP