Film+Noir+Pre-Production

=Film Noir Pre-Production = Assessment type(s): ** MYP ** Criteria ** A: Knowing and understanding, B: Developing skills, C: Thinking creatively, D: Responding ** A3, B1, B2, C1, C2, C3, D2, D3

=FORMATIVE ASSESMENT WILL TAKE PLACE THROUGH SPOT CHECKS OF PROCESS JOURNALS= Will Document the creative process in you Process Journal by adding a daily personal entry.

Will make reference to the conventions of Film Noir in the entry.

Students will develop a Logline as an artistic intention for the story.

As a group will create a brainstorm, storyboard, script and shot list, that makes reference to film noir conventions.

Student will document in their particular contributions to the project, including personal ideas wether or not they are used.

Student will evaluate their work as a group member reflecting on their contributions and group dynamics.


 * EVIDENCE TO BE INCLUDED **

Indvidual Logline

Annotated Pictures Of Brainstorms

Annotated Pictures of Storyboards

Annotated Pictures of Group Working

Annotated Shotlist

Annotated Script <span style="color: #58646d; display: block; font-family: 'Helvetica Neue','Lucida Grande','Segoe UI','Trebuchet MS',Verdana,Arial,Helvetica,sans-serif; font-size: 14px; vertical-align: baseline;">
 * ~ Criterion A: Knowing and understanding ||
 * = 0 || The student does not reach a standard described by any of the descriptors below. ||
 * = 1 — 2 || demonstrates limited use of acquired knowledge to purposefully inform artistic decisions in the process of creating a film noir piece. ||
 * = 3 — 4 || demonstrates adequate use of acquired knowledge to purposefully inform artistic decisions in the process of creating a film noir piece. ||
 * = 5 — 6 || demonstrates substantial use of acquired knowledge to purposefully inform artistic decisions in the process of creating a film noir piece. ||
 * = 7 — 8 || demonstrates excellent use of acquired knowledge to purposefully inform artistic decisions in the process of creating a film noir piece. ||


 * ~ Criterion B: Developing skills ||
 * = 0 || The student does not reach a standard described by any of the descriptors below. ||
 * = 1 — 2 || The student demonstrates limited acquisition and development of the skills and techniques of film. demonstrates limited application of skills and techniques to create film. ||
 * = 3 — 4 || The student demonstrates adequate acquisition and development of the skills and techniques film. demonstrates adequate application of skills and techniques to create film. ||
 * = 5 — 6 || The student demonstrates substantial acquisition and development of the skills and techniques of t film. demonstrates substantial application of skills and techniques to create film. ||
 * = 7 — 8 || The student demonstrates excellent acquisition and development of the skills and techniques of the art form studied, demonstrates excellent application of skills and techniques to create film. ||


 * ~ Criterion C: Thinking creatively ||
 * = 0 || The student does not reach a standard described by any of the descriptors below. ||
 * = 1 — 2 || The student develops a limited artistic intention, which is rarely feasible, clear, imaginative or coherent, demonstrates a limited range or depth of creative-thinking behaviours, demonstrates limited exploration of ideas to shape artistic intention, which may reach a point of realization. ||
 * = 3 — 4 || The student develops an adequate artistic intention, which is occasionally feasible, clear, imaginative and/or coherent, demonstrates an adequate range and depth of creative-thinking behaviours, demonstrates adequate exploration of ideas to shape artistic intention through to a point of realization. ||
 * = 5 — 6 || The student develops a substantial artistic intention, which is often feasible, clear, imaginative and coherent, demonstrates a substantial range and depth of creative-thinking behaviours, demonstrates substantial exploration of ideas to purposefully shape artistic intention through to a point of realization. ||
 * = 7 — 8 || The student develops an excellent artistic intention, which is consistently feasible, clear, imaginative and coherent, demonstrates an excellent range and depth of creative-thinking behaviours, demonstrates excellent exploration of ideas to effectively shape artistic intention through to a point of realization. ||


 * ~ Criterion D: Responding ||
 * = 0 || The student does not reach a standard described by any of the descriptors below. ||
 * = 1 — 2 || which may intend to reflect or impact on the world around him or her, presents a limited critique of the artwork of self and others. ||
 * = 3 — 4 || creates an adequate artistic response, which intends to reflect or impact on the world around him or her, presents an adequate critique of the artwork of self and others. ||
 * = 5 — 6 || creates a substantial artistic response, which intends to reflect or impact on the world around him or her, presents a substantial critique of the artwork of self and others. ||
 * = 7 — 8 || creates an excellent artistic response which intends to effectively reflect or impact on the world around him or her, presents an excellent critique of the artwork of self and others. ||