UCCI Course Description

Wintercount Integrated Project:

Part 1 - Students each create their own Wintercount(modifications suggested in supplemental materials) made from still images that depict their self-image. Knowledge skills taught: 1. Image composition, 2. Elements of design, 3. Principles of design

Part 2 - Wintercount Tale: Students individually write a one-page story (linear or nonlinear) about his/her identity based upon the images in his/her Wintercount. Students then choose 5-10 words with strong connotative power which illustrate aspects of their Wintercount. They weave these words into the second draft of their tales, adding tone and mood to the story.

Part 3 - Wintercount Script: In groups of 3-4, students create a group Wintercount script through joining several images and finding common themes and ties across their individual identities. The script tells the story of how the individual characters come together, or new characters are created based on the combination of images and individual identities. The script will be 3-4 pages long and show how the different characters/identities interact and illustrate the diversity and synthesis of the American Dream, which will then be used to create a video.

• Part 3A - Group Reflection: As a group, students look at the combined images and discuss the following question, writing one page of bullet points which discusses the connections between individual stories. Question: What stories are told about the American Dream through the combination of individual identities as represented in text and images?

• Part 3B : Create a group narrative, which analyzes the way in which identity is constructed individually and through interactions with others. Write the script of this narrative (including characters, dialogue, plot, and setting) to show how all the individual voices/characters help to shape the American Dream, while the notion of the American Dream also helps to shape these individual lives.

Part 4 - Wintercount Film: Three element video (in the “cinema sport” or “Iron Man” video-style) is filmed, edited, and produced. In the same groups, students create a 2-minute, three-five scene, video that tells the visual story of their Wintercount Scripts. Students storyboard their scripts and are taught how three distinct visual elements can be used to communicate a particular mood / tone: choice of subject, composition (especially camera angle), and color. After they film the ‘Wintercount’ project, groups exchange films with classmates, for peer review.

The American Dream Research Paper: Students begin their search with the Library of Congress Lesson Plans website and subsequently find a minimum of five other sources. They define the American Dream, where this notion originates, its various manifestations and how it has developed across American History, regions, and cultures. They write a 3-4 page research report in MLA format.

Essential Question: “How does the story of the struggle for freedom and independence unfold, and how is this unfolding depicted through images?”

In unit two, students explore the tension between individual freedom and social responsibility by analyzing performance-based literature, ranging from traditional speeches and plays to non-traditional storyboards and graphic novels. Students examine how the choice of media, style, and point-of-view determine the content, meaning, and relative “truth” of a narrative, whether fictional or non-fiction. To further hone their visual storytelling abilities, students continue to collaboratively develop industry-specific skills -- shot-and-scene composition, video editing -- in support of creative video productions.

Personal Declaration of Independence: Students write a 1-2 page personal reflection based on the reading of the Declaration of Independence answering the question: Do I feel free? They must discuss examples from their lives as they relate to the ideals set forth by the Declaration of Independence.

Artistic Freedom Reflective Analysis: In a 2-3 page written reflection, after reading the required unit readings, students answer the question: How does telling someone else’s story change artistic freedom and independence, and the overall story?

Alternate Ending: Students write a 2 page alternate ending to a story read in class, which they develop into a storyboard. Students examine resolution in narrative and the effects on the audience in the way the ending is written -- what ideas are you leaving the audience with to ponder and how effectively have your made your point and resolved your conflict?

Storyboard Project: In groups, develop a storyboard for an alternative ending to an existing story read in the unit, then provide to another group to produce. A storyboard of the first part of the story will be demonstrated to the class to illustrate proper storyboard techniques. Review and revision will occur between teams before production for clarification on interpretation of the other teams storyboard. Knowledge skills: 1. Proper storyboard techniques, 2. Identify and use various shot compositions to tell story (camera direction, angle, movement, aesthetics, visual narrative), 3. Develop proper protocol for peer evaluation during the review and revision.

Essential Question: “Where does the American Dream reside, and what role does ‘family’ play in achieving the ‘Dream’? How are the American norms of ‘family’ and ‘home’ depicted through images?”

Students analyze contrasting images of American families across time and cultures, as portrayed by canonical short-form literature and cinema. Students write a short screenplay, either original or adapted from a course text, in response to the theme of ‘family’ or ‘home.’ Students conclude the unit developing the screenplay into a short film.

Dialogue Construction: Students take a previously written 1-2 page short story and write an adaptation of that story into a short play to be used in their screenplays. There may be no narration, only dialogue.

Analytical Narrative: Students write a 4-5 page narrative about their own family, which must include dialogue and explore how a member of their family is pursuing a dream. Students include information recorded from the interviews they conducted with 2 family members from 2 different generations. Students also compare and contrast their own family with representations of family in film and literature. Students analyze the relationship between their own families and notions of the ideal family, as reflected in "The American Dream."

Original Story Project: In groups, students create an original idea about the significance of family and home, and write a 6-8 page screenplay and present to the class. Teams must develop the concept for their original idea. This is presented to the class for review and revision. Teams must plan their production, implementing the use of script writing, storyboard/shot plans, and production schedule. Teams produce the 1-2 minute video using various shot compositions for emphasis and effect in storytelling. Final video is edited to include a creative title, credits, and production tag that indicates the class, school, and year the video was made. Peer review informs revision of final draft.

Essential Question: “How is the American Dream written -- how is it written by the individual, and how is it written by the community? How do images portray the relationship between the individual and the community?”

Students research, analyze, and evaluate the evolution of American thought about social responsibility, and the 20th and 21st Century perceptions of the relationship between civics, society, and the individual. In the first part of the unit, an emphasis is placed on the study of political speeches and works of nonfiction in the form of print, broadcast, and online media. Students go on to conduct independent research to uncover the current political and social climate of their own communities, and respond by creating a public service announcement (PSA) that addresses a local need or social issue and reflects a personal perspective. In support of this goal, students develop a design strategy for using font families, anatomy of type, kerning, leading, and line weight.

Business Letter: After identifying a local concern and an organization attempting to address that concern, students write letters to the organization offering to create a PSA.

Persuasive Speech Writing: Through analysis of speeches of great Americans who changed the world and the notion of the American Dream, students compose and deliver a persuasive speech attempting to mobilize others to become involved in the organization they focus on for their PSA project. The language used in their speech fuel the PSA video-project. The interviews conducted between students and community members help students to choose a position and find evidence to defend their position, and will serve as primary sources of information.

Analytical Reflection: Students view their video-taped persuasive speech and write a reflection analyzing their public speaking skills and how they present themselves, and create goals for their next public speaking performance task.

PSA Project: In collaborative production teams, students create a short video, 30-60 seconds, public service announcement related to a chosen social issue. Working as individuals, the students investigate font families, the anatomy of type, researching type design, and type designers. Students create a logo design for the public service (PSA) message with font selections, applying kerning, leading, line weight, etc. The video will ONLY contain text elements. Kinetic Text: text elements will be required to animate (motion, scale, color). Perform a public presentation including a public viewing of the PSA to the entire school community.

Essential Question: “What colors represent you and your American Dream, and why? How do images depict issues of race, gender, and class?”

Through analysis and evaluation of poetry and other forms of creative writing, and the study and manipulation of ambient and artificial light in photography and cinematography, students examine methods of using ‘color’ to communicate ideas and establish moods.

Analytical Journaling and Essay: Students identify a color that represents themselves and/or their community and discuss the symbolic meaning of the color. Through daily journal writing, students document the use and application of this color.

Essay: Drawing from the observations documented in their journals, students write an essay analyzing the symbolic use of color in film making. This will fuel ideas for their own use of color in film.

Film Research and Evaluative Essay: Students evaluate the use of color in 5-7 primary sources (film and text). In a 2-3 page paper, students integrate their personal understanding of color with examples of color in text and film in order to evaluate the degree to which color successfully represents ideas and emotions.

Coloring the Content Film Project: Production teams create a film, 1-2 minutes, that uses a specific color to represent the theme and aesthetic, and discuss how this color sets meaning. Teams must plan their production, using script writing, storyboard/shot plans, and a production schedule. Student teams define and acquire required resources - props, talent, equipment. The scripts are void of spoken language, emphasizing non-verbal language cues, focusing on using color and action to set the narrative and should reflect the emotional affect represented by the color. The content of the film will be represented by ambient light, clothing, environment, and other visual cues. Films must include various shot types (pan, zoom, CU, etc.) In order to accomplish the required task, students study color, color palettes, filtration, light modification using both on-set lighting equipment (key, spot, etc.) and post-production color filters such as chroma-key drop out.

Essential Question: “Can you purchase the Dream? How does the American media portray the Dream as a material pursuit? How do some works of American literature treat the Dream as an existential struggle?”

Through the critical analysis of creative and persuasive literature, print ads, and television commercials, students explore how the glorification and criticism of consumption shape our contemporary values and the beliefs we hold about ourselves and the American Dream. Students respond by producing an original ‘commercial’ message, revealing a personal and informed perspective on the relationship between materialism, existentialism, and the American Dream.

Reflective Log: Students trace the role of money and consumption in their lives, in relation to readings, and evaluate the connection to philosophical ideas.

Reflective Essay: Students write a 2-3 page essay in which they reflect upon their own behavior as consumers. Using their logs as well as their readings as starting points for reflection, students articulate their own values as consumers and reflect upon the personal and social consequences of their choices.

Commercial Description and Script: Students must create persuasive characters, setting, plot, and use words with powerful connotations to sell their product. Students use persuasive techniques, logical fallacies, precise and effective dialogue.

Selling the American Dream: Students create a 30 second commercial that attempts to sell the American Dream; using the effects of lighting to sell a product, using the idea of the American Dream to also sell an image within the commercial.

Teams must:

• Plan their production, implementing the use of script writing, storyboard/shot plans, and a production schedule.

• Create lighting diagrams noting the placement of lighting equipment.

• Films must include various shot types (pan, zoom, CU, etc.)

• Commercial must include the use of directional lighting (spot, side, broad) and manipulate contrasts and intensity, all within the context of a black and white/ monochromatic. It must also reapply typography skill from previous unit.

• The video will have scenes both inside using correct three-point lighting and outside controlling the ambient light.

Essential Question: “If you’re famous, have you achieved the Dream? What role do images play in perpetuating the allure of high-status and fame?”

Students explore the nature of today’s ‘celebrity culture’ by examining works of creative writing and visual art, as well historical and contemporary news articles about, and interviews with, famous and ‘everyday’ Americans alike. Students respond by producing their own video interviews that shed light on the themes of ‘status’ and ‘fame.’

Analytical Essay: In a 3-4 page essay, students explore the causes and effects of fame in The Great Gatsby. How does Gatsby experience fame and why? Why is he famous and how do others treat him because of his fame? What are the effects of this fame on his personal life, career, and relationships?

Interview Transcript and Analysis: Choose one famous or non-famous American (as you define “famous”) to interview. Create 20+ questions about the idea of fame and the American Dream, which demonstrate an understanding of specific types of questions such as open, closed, hypothetical, leading, multi-barrelled, and behavioral. Include specific references to current manifestations and representations of fame. After conducting the interview, analyze the transcript for inconsistencies, implications, and subtextual beliefs about fame.

Documentary Proposal: In one detailed page, students describe the subject of their documentary (fame) and the narrative, which will accompany the film.

The Video Interview: Students develop and produce a 1-2 minute video interview of a chosen person, which explores “fame” and the American Dream. The questions are previously developed, and interview techniques will be taught. The interview will be conducted outside of class, and the video-editing will be done in class. The production of the video interview must use proper microphone equipment, and edited to incorporate any leading in voice overs, motion graphics, transition, credits, and soundtrack. After the final review and revision, the output of the video interview must be in web ready format. All final videos will be posted on a website with a public survey that will provide an “authentic audience” assessment of the project.

Essential Question: “How has the notion of the American Dream been created, sustained, and altered throughout American history, in text and in images? How do I personally define failure and success, and how can I illustrate my own ideas about the American Dream?”

Students’ literary and video-production studies culminate in the planning and execution of an original fictional or documentary film that addresses any aspect of ‘The American Dream.’ Students reveal an personal and informed perspective on ‘aspiration, failure and success’ in support of a narrative or rhetorical goal.

Final Project Proposal: Students write a proposal for their final project outlining all the steps they need to take to complete the project, materials they need, and a timeline for completing the project. They create a calendar and checklist of procedures, and are assessed not only on the final product, but on their ability to follow-through with all tasks that they committed to in a timely and thorough manner.

Final Project: Students analyze and reflect on the themes of: identity, family, home, individualism, class, gender, race, freedom, fame, money, and success (seen through text and film), focusing on 4-6 facets of the American Dream as they understand and experience it. They provide evidence of how the American Dream has been portrayed and created by the media. Students examine how the American Dream has evolved over time and how it is currently understood and pursued today. The final film will be 5-10 minutes long, and illustrates the student’s own American dream through text, sound, and moving images. The films will be presented at a community event in which community and family members are invited to be part of the audience as well as members of the school community.

Reflective Essay: Final Self-Assessment of Final Project, Yearlong Journey. Students write a 3-4 page final self-assessment of their final project, their journey to get there, the progress they feel that they have made in all skills areas (reading, writing, public speaking, critical thinking, media production, team-work, leadership, citizenship, and presentation), and goals they have for the future, as well as strategies to achieve their success/dream.