Quebec Competencies Chart - Editing Emotions

Level: Grades 5-9
Lesson Length: 2-3 hours
Subject Area: Digital health, media production, movies
Lesson Link: https://mediasmarts.ca/teacher-resources/editing-emotions

Description: In this lesson, students learn about the history of film editing and how shot composition, juxtaposition of images and the use of rhythm and repetition in film editing can affect the emotional impact of a film. Students begin by watching a video on the basics of film editing and answering questions to aid their comprehension. They then view and analyze a slideshow demonstrating basic ways in which the “building blocks” of film editing can affect a film’s emotional impact, and discuss how this can affect a film’s rating. Finally, students create their own film and/or storyboard, using the editing techniques they’ve learned to produce different emotional effects with the same collection of shots.

Cross-curricular Competencies

  • To use information
  • To exercise critical judgement
  • To use creativity
  • To adopt effective work methods
  • To use information and communication technologies (ICT)
  • To communicate appropriately

Broad Areas of Learning

  • Media Literacy

This lesson satisfies the following Competencies from the Quebec Education Program:

English Language Arts

Reads and listens to written, spoken and media texts

Integrates reading profile, stance and strategies to make sense of a text in a specific context

  • Reads for pleasure and to learn
  • Draws on prior experience and the features of a genre to make sense of a text
  • Adjusts reading strategies and stance to the context
  • Develops research and organizational strategies for working with information

Talks about own response to a text within a classroom community

  • Deepens own meaning(s) of a text in discussions with other readers
  • Situates meanings within own experiences and the world of the text, in order to transform initial readings into more conscious interpretations
  • Considers possible reasons for own responses and the responses of others to clarify and reshape the relationship between self as reader and the text
  • Shares Integrated Profile in teacher-student conferences

Interprets the relationship(s) between reader, text and context in light of own response(s)

  • Explains the impact of a text on self as reader by returning to its social functions, as well as the way meanings and messages are constructed
  • Draws on own reading profile, including knowledge of textual structures and features, to locate textual details that support own interpretations
  • Constructs interpretations that embody both own world and the world of the text

Produces texts for personal and social purposes

Extends repertoire of resources for producing texts

  • Immerses self in texts to learn how they are constructed
  • Investigates the codes and conventions of various genres
  • Creates criteria for what makes text(s) effective
  • Examines the affordances of different modes and genres to make production decisions
  • Uses models of different texts to apply chosen features in own work
  • Applies codes and conventions of written and media language
  • Compares own style in relation to other writers/producers
  • Develops standards for using language responsibly to represent people, events and ideas

Constructs a relationship between writer/producer, text and context

  • Understands that all texts are constructed in specific contexts for specific audiences and purposes
  • Researches as a writer/producer to become more informed, to create authentic contexts and to characterize an audience
  • Assumes various roles in own productions
  • Analyzes the elements of the context and shapes the text accordingly
  • Examines the differences between producing texts for public and private spaces.

Adapts a process to produce texts in specific contexts

  • Participates both individually and collaboratively in different recursive phases of the production process
  • Confers regularly with peers and teacher throughout the production process
  • Uses feedback strategies to improve own productions and support peers
  • Reflects on own development as a writer/producer over time
  • Monitors own learning
  • Cultivates a variety of media and writerly practices
  • Explores a variety of avenues for wider publication

Visual Arts

Creates media images

Uses ideas to create a media production

  • Is open to a stimulus for creation
  • Is receptive to ideas, images, emotions, sensations and impressions evoked by the stimulus
  • Takes into account the characteristics of the target audience
  • Keeps a record of his/her ideas
  • Explores various ways of conveying ideas through images and adapting them to the target audience
  • Chooses ideas and plans a media creation project

Shares his/her experience of media creation

  • Considers his/her creative intention and progress
  • Identifies the important elements of his/her experience and its characteristics
  • Makes comparisons with his/her previous learning
  • Identifies what he/she has learned and the methods used

Uses transforming gestures and elements of media language

  • Experiments with methods of materializing his/her ideas
  • Makes use of his/her memory of transforming gestures and knowledge of media language
  • Chooses the most meaningful gestures and elements for his/her creative intention
  • Develops methods of using these gestures and elements in order to adapt them to the target audience

Structures his/her media production

  • Applies the results of his/her experiments
  • Shapes the material and language elements and organizes them on the basis of the message to be conveyed
  • Validates the media impact of the visual message on a control group
  • Reviews his/her choices of material and language
  • Makes adjustments
  • Refines certain elements, if necessary