Quebec Competencies Chart - Camera Shots

Author: Wayne McNanney
Level: Secondary Cycle Two
Subject Area: English Language Arts
Lesson Link: Camera Shots

Description: In this lesson, students examine the visual codes used on television and in movies through an exploration of various camera techniques. Students begin with a discussion about camera-subject distance, and review various film techniques that are used to create visual meaning. Using photos from magazines and newspapers, students select examples for the camera techniques they have discussed and present their findings to class. Optional activities include deconstructing the way "long shots, medium shots, and close-ups" are used in comics, television shows, movies and music videos. When their activities are completed, students will answer short vocabulary quiz.

This lesson satisfies the following English Language Arts Competencies from the Quebec Education Program:

COMPETENCY 2 Reads and listens to written, spoken and media texts

Constructing a Reading of a Text

• Focuses on a topic and/or issue that is of interest to her/him to construct an efferent reading, (e.g. makes sense of the text by coming to terms with the ways in which a topic has been developed by a writer/producer)
• Focuses on the relationship between self as reader and the text to construct an interpretive reading
• Activates relevant prior textual knowledge before, during and after reading text(s) to monitor the meaning(s) s/he is making, (e.g. uses what is known about a writer/producer and her/his style to make predictions, draws on knowledge of structures and features of a specific genre, applies knowledge of codes and conventions particular to specific texts)
• Activates relevant prior personal knowledge and experience to make sense of a text which is frequently expressed in text-to-self connections, text-to-world connections, text-to-text connections
• Determines the most important ideas/messages/themes in a text
• Draws inferences from a text

Reader, Text, Context

Draws inferences about the view of the world presented in a text

• Identifies dominant elements and interprets their use, e.g. point of view, specific literary conventions, structure and sequence of argument, patterns of cause and effect
• Identifies the characteristics of the writer/producer and evaluates how these influence meaning, i.e. how stance, socio-cultural context, values and/or beliefs shape the world of the text
• Explores how power relationships are constructed in the text
• Examines how language (word, sound and image) is shaped to present ideas and information

Justifies her/his interpretation(s) of texts on the basis of own fluency as a reader

• Evaluates the way specific codes and conventions of a spoken/written/media text are employed to have an impact upon the assumptions, actions, values and beliefs of readers:
• codes and conventions of a specific genre that are employed to have an impact on readers in general or on a target audience in particular
• mode(s) of representation (sound, word and image) that influence the message(s)/meaning(s) of a text and how these reveal the intention(s) of the writer/producer(s)
• Interrelates characteristics of the writer/producer(s) of a text and self as a reader:
• identifies characteristics of the writer/producer(s) of a text and applies this knowledge to determine how the text is designed to appeal to self as a reader, e.g. writer’s style, producer’s values or intent
• evaluates a perspective or point of view and its impact on self as reader

COMPETENCY 3 Produces texts for personal and social purposes

Public and Private Space

Conducts a genre analysis:

• evaluates the structures, features, codes and conventions used
• examines how language (sound, word and image) is shaped:
• to represent and/or exclude people, events, ideas and information
• to organize and develop ideas
• for special effect

Production Process

Planning and Drafting

• Brainstorms ideas, clarifies and extends thinking by talking with peers and teacher
• Uses strategies to work out ideas, plan and draft, e.g. concept map, free writing, storyboard
• Develops expertise in manipulating resources
• Makes preparations prior to production
• Uses different available ICT in order to draft own texts, e.g. shoots video footage, takes photographs
• Evaluates material gathered and decides on its use, e.g. reviews video footage for best shots

Going Public

• Makes final adjustments before presentation
• Presents text to intended audience