10 sessions; 45 minutes per session

The students will create a concept for a movie including the synopsis, title, and character sketches.
The students will draw thumbnail sketches to test out different compositions and get feedback from peers.
The students will learn about color as a visual storytelling device.
The students will choose a film still from a movie, video game, or tv show in the same genre as their movie and analyze the colors used.
The students will create digital photographs to be used in their poster designs.
The students will design a life size movie poster that communicates the story and mood of their movie and utilizes appropriate color story.

1. Computers with Photoshop
Optional: digital camera, lighting kit, scanner, graphics tablet, drawing supplies, props, etc.

Need these materials? Visit Blick!

Day 1: Introduce the lesson by talking briefly about how movie posters use design elements to communicate. The teacher will talk about hierarchy in design- the title of the movie is usually the biggest piece of text, the most prominent image is usually the main characters or hint at the event, etc. The students will spend the class period coming up with their movie concepts.
Day 2: The students will start thinking about the most important parts of their movie’s story and create at least 3 thumbnail sketches to test out compositions. The students will get peer and teacher feedback about their designs before continuing.
Day 3: Color story- The class will watch the video from No Film School about how color is a storytelling element. Next, the students will choose a screenshot or poster from a movie, tv show, or video game of the same genre as the movie they are planning and sample the colors to analyze how the art director helped tell the story.
Day 4: After finishing the plan, the students will take any photos necessary for the creation of the poster. The teacher will stress the importance of artistic control over every aspect and making all of the poster elements possible, only relying on others’ royalty free photos when we cannot create it.
Day 5: The teacher will demonstrate techniques for adjusting colors in photoshop.
Days 6-9: Student work. The teacher will monitor work and give feedback.
Day 10: Finish up poster, fill out rubric and write artist statement. Reflection critique after all posters printed and displayed.

Rubric: https://docs.google.com/document/d/1fcPv8Kjo9MgE5SoLNcWBFCzL0ASJ6LcQ_GQKwnWxp6w/edit?usp=sharing

1. http://nofilmschool.com/2015/08/history-importance-color-cinema-storytelling-film-lewis-bond
2. Lesson plan: https://docs.google.com/document/d/1ylF-O3xF9aHxVwgSRxKu5v4cAJ1Pbf3PeOyENqpaCs8/edit?usp=sharing
3. Checklist: https://docs.google.com/document/d/1K2Ad5FbY8bs7jRA__X0lvfcfYyFktNxhgMs_fqkNJPc/edit?usp=sharing

You can narrow the choices if you need to- just a parody, etc.

Our school has a poster printer so we made the designs poster sized which looks really cool displayed.

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

Emphasis

Digital