Silent Film Storytelling
During this Silent Film Unit, students will explore the history of silent film, respond to clips of silent movies, create, rehearse, and perform their own silent films using the Silent Film Studio app on their iPads.
This lesson is taught during the first nine weeks of school during the Physical Acting Unit of study. Students have already demonstrated pantomime skills, reviewed story structure, and had an introduction to the history of silent film. The students and teacher have also discussed how silent communication relates to real-world experience and how it is integrated into everyday life.
Lesson Created By: StephanieWalker
Lesson Partners: ABC (Arts in Basic Curriculum)
Essential Question
How can we communicate characters, conditions, emotions, and story elements non-verbally?
Grade(s):
- 5
Subject(s):
Recommended Technology:
Tablets with the "Silent Film Studio" app installed
Other Instructional Materials or Notes:
Lesson Progression
The teacher will:
- Lead brief lecture on the history of silent film
- Manage whole class discussions of silent film clips (“What was the story being told in this scene?” “How did the actor use his face/body to show character, actions, and feelings?”, “What was the conflict/resolution in the scene?” “How did the music enhance the mood of the scene?”)
- Facilitate small group planning meeting and silent film rehearsals. Check in to make sure students have created a plan for their film
- Manage performances for class feedback (“What was the story being told and how did you know?” “How did the performers use their bodies/faces to communicate?” “What could they add to help tell the story even more clearly next time?”
- Facilitate final filming in small groups
- Lead group and whole class reflections on viewed films and connections to modern life (“What was the story being told?” “How did the performers use their bodies to do this?” “How did the title cards aid in helping to tell the story?” If music, “how did the chosen music help to create the mood for the film?” “Can you think of films you’ve seen today that the performers use their whole bodies to help tell the story?” etc.)
- Assess films based on the given criteria
The students will:
- Participate in a brief lecture on the history of silent film
- Reflect with a partner and whole class on clips of various silent films
- Plan silent film with group members (creating a storyboard, scripts, or list of ideas)
- Rehearse silent film with group members
- Participate in a rehearsal performance for class feedback (record notes)
- Film final draft of silent film with a group
- Participate in small group and whole class reflections on viewed films and share connections to modern life
Standards
- T.CR Creating - I can conceive and develop new artistic ideas and work.
- Grade 3: Speak clearly at an understandable pace, adapting speech to a variety of contexts and tasks; use standard English when indicated or appropriate.
- C Communication
- C.MC Meaning and Context
- C.MC.2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.
- C.MC.3 Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information.
- C.MC.1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse pe...
- C.MC Meaning and Context
- W.MCC Meaning, Context, and Craft
Assessments
Criteria for Assessments (Checklist & Rubric):
1.) Develop a plan for their film (storyboard, script, or list)
2.) Include BME, characters, conflict, and setting in their film
3.) Use only their bodies to communicate story elements
4.) Include at least 3 title cards in their film which describes key dialogue or other important story elements
*EXTRA* – Change the music in your film to communicate the mood of the story being told.