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www.fredericback.com
Workshop / Natural Happiness
Natural Happiness
"Every living thing that shares the planet with us has had to adapt and evolve over millions of
years. Every flower, every insect, every animal is a miracle waiting to be discovered, a marvel to
be respected and loved. But we like to replace them with our own inventions, served up by the
magicians of advertising, the promoters of progress and over-consumption. Unfortunately, these
inventions are outmoded all too quickly. They break down, often taking with them that which is
essential to our lives and happiness, the elements needed to sustain the real miracles
accomplished by nature."
- Frédéric Back
Synopsis of the film
¿Illusion? denounces the damaging effects of runaway urbanization on the natural environment.
The film also questions dehumanizing technology and the false dreams held out by our
consumer society. In the epilogue, Frédéric Back expresses his wish to see children reject the
gizmos and gimcrackery of a destructive 'progress' that he sees as… an illusion.
The movie is a powerful metaphor for postmodernist thinking. The magician, commercialism
corrupts the children into a world of servitude to lights, bells, and whistles. Music and animation
transform sophisticated concepts into a loveable childrenʼs story that is easily understood.
Workshops
There are four workshops centered on the work of Mr. Frédéric Back, in particular his short
animated movie ¿Illusion?. All workshops are self-contained and can be done independently of
one another; however, there is no order to follow if you choose to do more than one. Each
workshop states how long it would take to complete and materials required. These activities are
meant to be fun.
List of Workshops
Workshop 1:
Workshop 2:
Workshop 3:
Workshop 4:
Natural Happiness
Create a Sculpture
Illusion – A Game
Infomercial DVD Production
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Target Participants
Leaders: Teachers and parents
Locations: Home, school, camps, community groups
Participants: Children ages 9 to 13
*Note: Use the objectives, notions, activities and materials in a combination that is appropriate to
your child or group.
Objectives
General Objectives
To have children experience and create art to interpret and communicate about the destructive
urbanization of nature.
Specific Objectives
Environment
 To develop an appreciation for the beauty and importance of nature.
 To raise awareness about the serious impact of leaving what is natural to rely only on
things that are man made.
 To identify the differences between an urban and a rural landscape.
 To utilize our ability to make decisions that support reducing, reusing, and recycling as a
means to make children happy.
 To support children in not wanting materialistic items to be content, successful or
pleased.
Family
 To recognize the role of family in teaching the importance of nature in terms of behavior
(i.e. walking vs. driving, playing a board game vs. playing video games or visiting a
natural park vs. shopping). To support family discussion on how advertising impacts
wants and needs.
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Art
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To interpret how powerful images can be in impacting behavior.
To use art as a means to express our opinions and perceptions.
To experience art as a means of powerful and fundamental communication in a world of print.
To deconstruct how lights, bells, and whistles influence our perceptions.
To experiment in the various mediums of art to develop awareness and depth of expression.
To develop an understanding of how films teach in a conscious and subconscious manner.
To understand that film and art engage the viewer to interpret and make meaning of the subject
presented.
Language
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To extend various writing styles such as procedural, narrative, descriptive, and recount.
To extend verbal communication skills to listen for understanding.
To extend verbal communication skills to be productive members of a team.
To edit and revise written work to meet the conventions of language.
To organize written work in an efficient and productive manner.
Activity Kit Writers
Charleen OʼPray and Owen Ferguson, Teachers, Chignecto-Central Regional School Board,
Nova Scotia
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Workshop 1
Natural Happiness
Objectives
Intermediate Objective
To understand the value of the miracles of the
natural world and to use an art-making activity to
consolidate and share that understanding.
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Specific Objectives
To have participants reflect on the marvel of natural
environments and how spending time in a natural
environment affects them and others.
To have participants reflect on the connection
between music, movement and mood.
To improve spoken language.
To have participants use body movement to
understand and imitate creatures in the wild.
To have participants engage in the art making
process in a way that encourages creativity and an
element of movement.
To have participants use their art making to create
awareness in others of the marvel of our world.
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Materials
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¿Illusion? film and/or Internet Filmography
www.fredericback.com/cineaste/filmographie/
illusion/media_synopsis_V_1219.en.shtml
Worksheet 1 – Art Making
Crayons or oil pastels, watercolours or watercolour
pencils, watercolour paper or heavy white or natural
coloured stock (recycled file folders), scissors, small
magnets and metal object, thin rods such as bamboo
skewers (ends clipped), folded card strips, doublesided thick tape
Music from the film and/or other music samples
and/or musical instruments
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Workshop 1: Natural Happiness
Preliminary Activity
Have students view part 1 of the film, stopping before the magician comes.
www.fredericback.com/cineaste/filmographie/illusion/media_synopsis_V_1219.en.shtml
Group discussion
What animals do you see in the film?
Which of these animals have you seen in the natural environment? Which of these
animals do you think your grandparents have seen?
Which emotions do you feel as you watch this part of the film? (happiness, sadness,
nervousness, anger, peacefulness, fear, excitement, etc.)
What evidence of animal families or animal communities do you see?
How would you describe the soundtrack (music)? What mood does it create?
What made the children come to the window and laugh?
Would you describe these first scenes as rural or urban? Why?
How were the children feeling? What makes you think this?
Describe where they were playing. What were they playing? Have you ever played any
of these games?
With your hands and bodies make movements that imitate one of the creatures shown.
Can your friends guess which creature you are?
Frédéric Back is concerned about the environment. He wants children to understand how
important it is in our lives. He wants everyone to value their connection with the
environment, to respect it and love it. Frédéric Back is also an artist and animator. What
do you like about his artwork? Talk about the way the objects in his film move? How
might you do that with a piece of your own art?
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Workshop 1: Natural Happiness
Main Activity
With crayons and watercolour, or cut and torn paper, create a scene that this early music helps
you feel, a scene that shows the joy of a natural life: play, animals, trees, flowers, parts of the
environment that make you happy. Create at least one movable feature of the art piece that will
move behind, over or around other aspects of your work. Use Worksheet 1 – Art Making for
more details at the end of this document.
Follow-up Activity
Move your art pieces to the music from the first part of ¿Illusion? (0:35, Part 1)
Alternately you may use a short selection of music of your choice. In small groups share your
moving art.
Try using movables from several artists on each background. Share your moving pictures with
students from another class or video them to make a class animation.
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Workshop 2
Create a Sculpture
Objectives
To understand ways that advertising moves us to
want more, promises us a better lifestyle and moves
us away from what is natural.
Specific Objectives
To have participants use a graphic organizer to
reflect on the ways advertising promotes
commercialism.
To have participants reflect on how commercialism
moves us away from nature.
To have participants create a sculpture that is
original and that uses found items.
To have participants interpret their sculpture in a way
that promotes caring use of our environment and/ or
a reduction in consumerism.
To have participants write an introduction that is
informative and convincing and to present this
introduction orally.
To have participants return or recycle their sculpture
components thus practising wise use.
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Materials
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¿Illusion? film and/or Internet: Filmography/illusion
Found materials from the environment or home
(rocks, sticks, shells, seeds, rope, recycled bottles,
screws, springs, yarn, old toy or game parts, wornout shoe, tin can, used cardboard, foil, etc.)
Materials for attaching components of sculpture
(glue, wire, string, elastics, etc.)
Worksheet 2a – Advertising Influences (Graphic
Organizer)
Worksheet 2b – Artist Cards (Worksheet to be
printed on card stock)
Camera to record art work
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Workshop 2: Create a Sculpture
Preliminary Activity
If children have completed activity #1, discuss their artwork. Talk about:
a) what they enjoyed most about creating the art
b) what was most frustrating
c) what they would change about their work if they had the opportunity to do the
art activity again
d) how children and animals were feeling in their pictures.
¿Illusion? pausing just after the magician puts the bird into the hat (filmography/illusion,
1:04, Video 2 of 4). If they have already viewed the first segment ask them to watch it again and
think of their own art making.
Group discussion
What did you like about the magician?
What didn’t you like?
How did the animator make the magician seem more powerful than the children?
What aspects of the magician were appealing?
What expressions did the children have when looking at him?
How might the little girl have felt as her rabbit was changed into a mechanical oy?
How might the other children feel?
What do you think is going to happen to the bird?
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View the entire movie.
Group discussion
Earlier in the film the children were in school and playing outside. Where are the
children during this final segment of the animation?
How did the children react?
What was the final incentive to the children?
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What do you think the children wanted?
Brainstorm a list of things the magician bombarded the children with.
Complete Worksheet 2a – Advertising Influences (Graphic Organizer)
at the end of this document.
Main Activity
Sometimes we need a little help combating
the pressures of society. The magician represents
the pressures of commercialism in society.
Your job is to create a Super Sculpture or a representation
of a character to help promote love for the environment.
Item to create:
Use your imagination to create a character
that has personality and a strong desire to promote his or her beliefs.
Your creation might:
encourage children to play outside, to promote spending time in nature
encourage others to reuse rather than buy new items
remind others that living simply is often more rewarding than worrying about
having the newest toys and technology
introduce others to some unusual marvels of nature
each others about a specific habitat and why protecting it is important
etc.
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Your sculpture could be created outside with items found entirely in the environment.
After you have shared your creation (for example, it may be photographed), put all the materials
back where you found them or try to make the environment better than the way you found it.
Important note: Do not take growing plants or disturb the habitats of animals.
Or
Your sculpture could be made with used items from around home or from the
environment that would otherwise go to the garbage/recycling.
After you have shared your creation (for example, it may be photographed), you might wish to
keep it or dismantle it and recycle or reuse the components.
Whichever method you choose, be creative, take risks in your art making.
You may work with a group, partner or individually. You may want to trade items with others in
the class. You might share items.
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You must complete an artist card to be placed on your sculpture.
Have a base for the sculpture to sit on (if outside, this might be the ground, sand, a stump, etc.).
The sculpture will be displayed and shared accompanied by the artist card.
Worksheet 2b – Artist Cards (Worksheet to be printed on card stock)
(at the end of this document)
Prepare an introduction for your creation.
As you fill in your artist card, it will serve as an outline. Think of details to make your introduction
interesting. Make up feats your sculpture has already accomplished and goals it is aiming for.
Explain what special features your sculpture has and how the features help it do its job well
(examples: an enormous nose for sniffing out pollutants in the air; a magic tube for changing
non-disposable drinking cups into insulation; etc.).
Remember to have a beginning, a middle and an ending. Leave your audience feeling that they
know your sculpture. You will be presenting your sculpture to the group.
Follow-up Activity
Place your sculpture or a photo of it on display in your home, school or club to remind you of
what the sculpture stands for. How are you like your sculpture?
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Workshop 3
Illusion - A Game
Objectives
In a world where we spend so much time playing
electronic games and/or watching television with little
human interaction, normal social development is
challenged. Designing and playing your own board
game is an opportunity to build friendships with your
friends, family or community members through play.
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Specific Objectives
Participants will work to develop these skills,
knowledge and attitudes:
fine motor skills
cooperation skills
inding out that there are fun ways to play without
using electronic games or watching television
artistic skill
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Materials
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¿Illusion? film and/or Internet: Filmography/illusion
Plastic bottle caps, paper, and board card that is to
be recycled
A piece of cardboard approximately 70 cm x 70 cm
(from a box to be recycled)
Crayons, colour pencils, pen/pencil and markers
Scrap paper
Worksheet 3a – What Is Real?
Worksheet 3b – Storyboard
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Workshop 3: Illusion - A Game
Preliminary Activity 1
You will need to do three viewings of the movie ¿Illusion?. First, watch the movie start to finish.
Second, watch the movie and answer the following questions through whole group discussion.
Stop the movie at appropriate times to discuss and answer these questions. View the movie a
final time to see if the answers given support what you see.
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What images were used as the movie opens? Why?
What emotion/feeling do the images generate in the viewer?
How does the music support the images?
What images were used as the magician comes across the field? Why?
What emotion/feeling does the image of the magician generate in the viewer?
How does his music support his image?
Describe the “kids” after the rabbit is transformed?
What emotion/feeling do the images of these “kids” generate in the viewer?
How does the music support these images?
Complete Worksheet 3a – What is real? Discuss what answers you chose, and how/why you
think the answer is correct.
Worksheet 3a – What Is Real? (at the end of this document)
Complete Worksheet 3b – Storyboard, your own storyboard of the movie. Explain to others in
your group why you created the images you did. Be sure you explain how your storyboard tells
the whole story of the movie.
Worksheet 3b – Storyboard (at the end of this document)
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Main Activity
Create your own board game on “commercialism.” Remember the importance of
reducing/reusing/recycling as you plan your game. Your board game will be fun to play with
family members or classmates. At the same time it will help people learn about the impact of our
choices and commercialism.
You and your team will need to work together to create a game that will challenge players. To
complete the game, you will need to follow these steps:
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Step I
Gather these materials/items before starting to construct/create:
Plastic bottle caps, paper, and cardboard that is to be recycled
A piece of cardboard approximately 70 cm x 70 cm (from a box to be recycled)
Crayons, colour pencils, pen/pencil and markers
Scrap paper
Step II
These are the game parts that will need to be created. Divide responsibilities so that all
members of your team contribute. These four components (Parts A-D) should be
completed simultaneously.
Part A – The Game Board
Design the game board on a piece of scrap paper. Think about various board games that
you have played. Be creative and use ideas from math as you plan on the scrap paper.
Will you use a rectangle, square, triangle, circle or an irregular shape? Once you have
consensus, draw the good copy on the cardboard. Use color to highlight and make the
game board appealing.
Draw the name of the game on the game board. Decorate the board as you see fit;
maybe you might use symbols of commercialism, nature and conservation. As you
develop the game squares, include ones to the effect: miss your turn, take a short cut,
move ahead five spaces, and move back five spaces.
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Part B – Game Pieces
Look around your home/school/community for items to make game pieces. Items such
as plastic bottle caps or part of an egg cartoon can be decorated to reflect the theme of
the game. For example, one could be a misguided magician, ecoman, ecowoman,
greed, and so on.
Part C – Game Cards
Make the game cards. Cut out cards from the scrap paper (8 cm x 6 cm). To make the
cards more durable, you can glue the cards on squares of cardboard of the same size.
Print, write or type the questions on the paper, with the correct answer at the bottom of
the card. On the opposite side you could write the name of the cards; something like
“Our Behaviour”, “Conservation” or “Envirnmental Problems.”
Use information from the movie ¿Illusion? on Frédéric Back's website Filmography page.
This site web is a phenomenally rich resource containing information and images to use
for the questions. Explore and turn the information into questions. Word your questions in
a simple and straightforward manner. For example after watching the movie ¿Illusion?,
develop the questions on the key concepts.
A person who believes in commercialism wants to ______?
Answers: 1) make money; 2) be funny; 3) be serious; 4) go to school
The magician is best described as ______?
Answers: 1) kind; 2) angry; 3) greedy; 4) rude
What did the magician do to the pet rabbit?
Answers: 1) sold the rabbit; 2) painted the rabbit; 3) changed the rabbit; 4) took the rabbit
Other concepts: society, consumer, strategies, mechanical, incentive, environment,
reduce, reuse, recycle, conserve and nature. Be sure to include fun cards such as “Miss
Your Turn,” “Everyone Else Move Back Three Spaces.”
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Part D – Directions
Print, write or type up the rules/directions. Remember how to write directions, keep them
simple, easy to follow, and in logical order to play the game. If you wish, glue them on
card stock paper. State how to win the game and how to play.
Part E – Test the Game
Try the game out to see if it works.
Use another group from your class or community to play the game.
Get the group to write up their comments and tell you if you if need to make changes.
Make the necessary changes to improve the game.
Enjoy and good luck!
Follow-up Activity
Play your game with family members, community members, or at school with your friends. Show
them, through playing, how the game works. Ask these people to play the game instead of
playing their video games or watching television for an hour. After they have played for an hour
with their family/friends ask them to report back to you. Use these guiding questions to help your
family/friend(s) form their impressions, responses and opinions:
1.
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Did you have fun?
Was it different than playing your video game or watching television for an hour?
How does the music support the images?
Do you think people like to play games with other people? Why?
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Workshop 4
Infomercial DVD Production
Objectives
Nowadays, the world of our children is visual; they learn so
much through visual stimulation. Sometimes their visual
world is just television, movies, electronic games, text
messaging, electronic gaming and cell phones, with little
understanding of how these items influence and direct
thinking/behaviour.
Children learn best by doing; therefore, to have children
construct their own media product would best teach them
about the importance of balancing their time. They could
demonstrate the enjoyment to be had in simple, enjoyable
outdoor activities.
The intention is to produce a three- to four-minute video
infomercial. This could also be done as writing and
producing a skit/brief play that could be performed for the
participants’ peers.
Specific Objectives
Participants will work to develop these skills, knowledge,
and attitudes:
Fine motor skills to produce a short movie
Cooperation skills to collaborate and share the
limelight and work
Oral communication through the spoken word
Communication skill through the written word
Communication through body language
Communication through visual: art & drama
Artistic skill to edit a film
Technical skill to film and to render a digital film to
DVD format with the iMovie computer program
Personal growth in confidence through
acting/performing in front of your peers
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Workshop 4: Infomercial DVD Production
Materials
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The movies ¿Illusion? and The Man Who Planted Trees
Props to suit the production such, as materials to be recycled, clothes, hats, items to
support roles in the film
Video camera that can export a digital film to a computer
Pencils, pens and paper
Computer (Mac or PC) with a movie-making program such as iMovie or QuickTime
Worksheet 4a – Developing Voice to Convey Meaning
Worksheet 4b – Play/Video Planning
Worksheet 4c – Writing the Infomercial
Have participants view ¿Illusion?. Watch the movie two times, the first as a work
of art to get the message from the movie. During the second viewing, use these
questions to guide the viewing to ascertain how effectively the actions and the
soundtrack convey meaning:
1. What actions occur during the first couple of minutes of the movie?
2. Actions like a bird flying freely through the sky value nature as “good” and “positive”;
what other actions generate these responses?
3. What types of human actions would support the idea that nature is “good” and “positive”?
4. What words and/or expressions support the idea that nature is “good” and “positive”?
5. What actions occur during the movie when the magician works with the rabbit?
6. What emotions and ideas do these actions convey to the viewer?
7. What actions demonstrate how the children respond to their transformed world?
8. What actions could you use to demonstrate emotions such as frustration, greed, anger,
sadness, happiness, joy, fear, boredom and interest?
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Demonstrate and model basic human emotions from fear to joy, anger to love, boredom to
interest. Do not use your voice. Use facial expression, eyes, arms, posture and vocal expression
(for example, sigh, gasp). Have the participants develop a response to exhibit emotions that
would be generated by these events:
• receiving a present / hitting your head / losing $5.00
• watching your best friend open a present / watching your best friend hit his/her head
• getting a new kitten / the last day of school / the first day of school
• walking in the park / swimming at the beach / hiking a trail
• seeing garbage on the ground / seeing a polluted river
Discuss with participants the fact that 80% of communication is non-verbal. We know when a
parent/guardian is pleased, frustrated, tired or sad without talking to them. We convey a great
deal by our actions. Model with one of the participants a situation to demonstrate this non-verbal
communication, such as a teacher being displeased with a student; getting a traffic ticket;
watching the hockey game. Have the participants guess to what the situation is.
To build confidence in acting and performing, play a game of charades with the participants.
Divide the group into two teams and have one team perform the actions to see if the other team
can guess what they are. The team doing the acting has one minute to figure out what actions
will be used. They may not use words. The second team has two minutes to guess the action.
• eating chips / biting into an extremely cold ice cream / doing homework
• text messaging / watching a horror movie / going to the dentist
• watching your favourite team lose the final / watching your favourite team win the final
• picking a flower / playing your favourite video game
• taking a walk on a bright sunny day / playing in the rain
• making a snowperson / having a snowball fight / making a snow angel
• and so on
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View the film The Man Who Planted Trees or the Internet. Listen to the soundtrack in particular.
Examine how the narrator uses his voice to convey meaning and enhance the power of the
movie. Discuss how the narrator uses tone and inflection to suggest mental images for the
listener to utilize in making meaning of the movie.
www.fredericback.com/cineaste/filmographie/lhomme-qui-plantait-des-arbres/index.en.shtml
Explain to the participants what ‘inflection’ means. Discuss how emotion is very often conveyed
in how we say things, as much as, if not more than, what we say. Model how we use inflection to
send messages to the listener. For example, the common expression “I know” means the person
knows what is being said, understands what is being said. Say to the participants “I know” to
convey:
- contempt
- sarcasm
- acceptance
- thank you
- sorrow
Listen to how the narrator says, “The cluster of houses, although they were in ruin, reminding
me of an old wasp nest, made me think that there must have been a fountain, or perhaps a
well.” Ask the participants what qualities they hear in the voice. Is the inflection haunting yet
hopeful?
Listen to how the narrator says, “Roofless houses, here life vanished, [...] on a sunny cloudless
June day the wind blew fierce; it sounded like a wild beast disturbed while feeding on its prey.”
Ask the participants what qualities they hear in the voice. Is the inflection fearful, conveying a
sense of fear and foreboding?
Have the participants develop their use of voice by using Worksheet 4a - Developing Voice to
Convey Meaning . Divide the group into groups of four and ask each group to practice the
exercises on the student handout.
Worksheet 4a – Developing Voice to Convey Meaning (at the end of this document)
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Main Activity
You are to create a “commercial” or “skit” to inform youth about balance in their lifestyle. They
should balance enjoying the outdoors/nature with playing an electronic game/watching television
or a movie. Have fun, this is serious but enjoy! As you go about creating your infomercial you
will need to follow these steps.
Step I
Use Worksheet 4b – Play/Video Planning (at the end of this document) to help participants plan
their infomercial. Pass the sheet out to the participants and discuss the overall project. Go over
each section to ensure the participants understand their roles.
Step II
Items to think about that may be included in planning and producing the infomercial.
A jingle or poem might help others remember your infomercial. Be creative and perform
your original work during the production.
Setting can be outside, playground, woods, home, etc.
Dress for the part to be played .
Use props to support the infomercial.
Write the dialogue to reflect the age and interests of your audience.
Worksheet 4c – Writing the Infomercial
Your infomercial should between two and four minutes in length.
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Step III
Process
Discuss the choices and pick a topic of interest to everyone and receive the
teacher/group leader’s approval.
Co-write the script and acting parts so that acting reflects speaking.
See the teacher/group leader so that one member of the group can learn how to use the
camera and iMovie computer program.
One person to run the camera and computer, three or more actors.
Get permission to use the space/area you will be using to film.
Be careful not to film other people that may be passing by, unless you have their
consent.
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Follow-up Activity 1
Play the infomercial for your peers. If the equipment is available, use a projector so that the
whole group can easily see your work. After watching each production at least twice, have each
group explain their production.
While keeping the discussion positive, have the groups critique their work. This empowers the
participants, as they will feel good about their work. The critique will also serve to move the
discussion along. The participants will be talking about the benefits of nature, like taking a walk
in the park, participating in nature as an observer, and the importance of valuing nature.
Follow-up Activity 2
Have the class assign each infomercial an age rating. What age range would enjoy the
production? How easy is it to get the main idea? Are there areas that might be misinterpreted?
With age ratings in mind, present the infomercials for another group, such as a class at the local
school. For instance if the producers were grade six students, then an approachable audience
might be a grade three class in the same school. Have the producers lead a discussion about
the value of interacting with nature. Talk about the different ways to interact with nature within
their surroundings.
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Worksheet 1 – Art Making
Materials
Crayons or oil pastels, watercolors or watercolor pencils, watercolor paper or heavy
white or natural colored stock (recycled file folders), scissors
Optional materials: small magnets and metal object, thin rods such as bamboo skewers
(ends clipped), folded card strips, double-sided thick tape.
Steps
1. Create a work of art that uses a natural habitat that appeals to you. It may be a
rainforest, a temperate forest, a desert, the Arctic, a meadow, a pond, river, an
ocean, etc. Be creative and remember to include important natural elements of
the habitat you choose.
2. Plan what object(s) you are going to move through or within your scene. Once
this is decided, plan parts of your habitat that can be created on card and raised
from the background.
3. Decide on habitat. Decide on elements to include. Which elements are part of the
background? Which elements are raised above the background? Which
element(s) move(s)?
4. Create one moving part on heavy card. Outline it in heavy crayon or pastel. Use
the crayon or pastel to add important features. Use watercolor to add color to
your movable piece. Cut out your movable piece and decide what method you
will use to make it move.
5. On your background draw some natural features in crayon or pastel.
• Use all the space on your paper.
• Keep objects large enough to be seen.
• Overlap objects to make them interesting.
• Make at least one feature of your habitat appear only partly on the
background.
• Because you want your attached and movable pieces to stand out more
than your background, mute your background. (Use lighter, less intense
color.) Avoid too much detail.
6. On card stock, create plants, a rock, or another creature that will not move but at
times appear in front of your movable object. Decide on a suitable method for
attaching this feature.
page 1 of 2
Attaching methods
• Double-sided foam tape or dots
• Card stock folded and glued to both the background and the raised
features
Moving methods
• Attach a small magnet/piece of metal to the back of your movable, use a
magnet behind the background to move the movable
• Attach a thin rod to the back of your movable, be sure your rod is long
enough that your hand does not show in front of the habitat.
7. Cut a short slit in your background where you want the movement to start. Cut a
slit the same size where the action ends. Cut a narrow strip (a little smaller than
the slits in the background) from a sheet of acetate. Be sure this strip is at least
three times as long as the distance of the movement. Attach your movable 1/3 of
the distance along the acetate. Slip the two ends of the acetate into the slits in
the background.
8. Tape or glue invisible thread or fishing line onto the movable in several places.
page 2 of 2
Place each of the items in the graphic
organizer where you think it fits.
flashing images
wealth
strength
billboards
happiness
technology (tv, …)
gaining possessions (things)
better lifestyle (smoking, fur coat,
diamond ring…)
mechanical toys
color
signs and symbols ($, boxer, …)
enticing sounds
improved transportation
Worksheet 2a – Advertising Influences (Graphic Organizer)
page 1 of 1
Worksheet 2b – Artist Cards
Artist
Artist
Title
Title
Date Completed
Date Completed
Materials Used
Materials Used
Artist Statement
Artist Statement
Artist
Artist
Title
Title
Date Completed
Date Completed
Materials Used
Materials Used
Artist Statement
Artist Statement
Artist
Title
Date Completed
Materials Used
Artist Statement
Artist
Title
Date Completed
Materials Used
Artist Statement
Artist
Artist
Title
Title
Date Completed
Date Completed
Materials Used
Materials Used
Artist Statement
Artist Statement
page 1 of 1
Worksheet 3a
What is Real?
The magician places a live rabbit in his hat but he pulls out a mechanical rabbit. What
would happen if he were to put in the following? What would he pull out?
Potato
Strawberry
Book
Flower
Ant
Tree
Fish
Cloud
Bicycle
page 1 of 1
Worksheet 3b
Storyboard
Draw four pictures to demonstrate that you know the storyline of the movie ¿Illusion?
Write a sentence to accompany the pictures to help explain your understanding of the
movie.
Sentence:
Sentence:
Sentence:
Sentence:
page 1 of 1
Worksheet 4a
Developing Voice To Convey Meaning
To convey meaning in our everyday conversations and discussions we use inflection and tone as a
means to support our words. These two are learned as part of speaking and we all recognize the
impact of tone and inflection.
Formal definitions are as follows:
Inflection means to change how we pronounce a word to represent a change in mood, tense, or
situation.
Tone means the way we say something as an indicator of what that person is feeling, or thinking; their
attitude.
For example the expression “She didn’t steal the purse” can have a number of different meanings
depending on the tone and inflection. Read the following sentences aloud to your partner, using the
appropriate tone and inflection.
“She didn’t steal the black purse” - as a question, by raising your voice at the end of the expression
“She didn’t steal the black purse” - as means to support her; how could you think that?
“She didn’t steal the black purse” - she might take things, but not the black purse (by stressing the
underlined words)
Practice how we use inflection and tone to send messages to the listener by saying the following to
your partner to reflect the listed emotion.
1. “Pass me the puck”
- threatening the player
- quick, I have a great play
- you are no good; you do not know what you are doing
2.
“Loan me a dollar”
- as a bully
- I have nothing, please help
3.
“Can you hear that?”
- afraid, something is coming
- could not hear, I missed it
4.
“What are you doing?”
- frustration
- curiosity
page 1 of 1
Worksheet 4b
Play/Video Planning
Planning is important. Use this worksheet to help your group get organized and stay focused. Be sure
to identify who is doing what by filling in the blanks with that person’s name.
1.
2.
Select your group of 4-6 people. Be sure you can work well together and share work
and responsibility.
Group members are:
____________________
____________________
____________________
____________________
____________________
____________________
Select a theme and scenario for the play/video, one that all members in your group
agree upon and want to do.
Theme____________________Scenario_____________________________________
_____________________________________________________________________
_________________________________________________________________
3.
Begin to design, plan and write
Use Worksheet 4c - Writing the Infomercial to design the actions, clips and
dialogue
Each action/clip can be 20-30 seconds long
Write the script for the spoken parts to match the actions
Edit the dialogue to ensure it supports and matches the actions
Determine the sequence of actions / clips to tell your story
Be sure of what message you want as the subject of each action / clip
4.
5.
Practice each part prior to shooting the video.
Shoot the video. It is a good idea to view each segment and determine if you need to
redo the clip.
Import the video clips onto the computer using I-movie
Edit the video clips to ensure quality
Edit the video by adding titles, special effects, transitions; each of these add depth to
the video (play around and have some fun with this aspect)
Determine what music, if any, you want to use to support the subject of the clip
Import the music into the video stream, knowing that it can overpower the voices on the
clip
Edit the visual and audio to produce the images you want
Be sure you save your “production as you go” in case the computer should quit
unexpectedly
Burn the video onto a DVD
6.
7.
8.
9.
10.
11.
12.
13.
page 1 of 1
Actions
Worksheet 4c
Writing the Infomercial
Characters
/Location
/Props
Dialogue
Action I
Action II
Action III
Action IV
Action V
Action VI
Action VII
page 1 of 2
Action VIII
Action IX
Action X
Action XI
Action XII
Cameraperson: ______________________
Remember this planning sheet supports the writers as you develop the play. Not all spaces need to
be filled in, some blank spaces work. Also the play / video should be around four minutes long; no
more is required for an effective production.
page 2 of 2

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Transcription

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