Welcome to the world of documentaries! Below you will find practical classroom activities that can be incorporated into a unit focusing on documentaries. While students may be well-versed in street smarts, the latest fashions, or what's hip in the music scene, they may find themselves comfortably resting in the egocentric world of adolescence. Often times, it seems that our choices in life are dictated by the narrow environment in which we grow up. The beauty of documentaries is that they open windows into other worlds. They are often educational and eye-opening. They challenge viewpoints and ask their audience to discover the realities of the issue at hand, whether it be fast-food consumption or homelessness, global warming or health care. In a media savvy society where movie blockbusters overshadow independent films, documentaries continue to shine. They can be used to persuade, express, interrogate, analyze, reveal, or preserve. Within the classroom, one of your goals as a teacher is to encourage students to think critically. By providing opportunities for students to explore a world outside of their own, you are further preparing them for life beyond the walls of the classroom. What better way to do this than through a documentary?!
Activity #1 - What IS a documentary?
Begin by assessing what students know about documentaries. This can be done by using a writing prompt similar to this one What is a Documentary.doc. If you have a particularly interactive, outgoing class, you can do a shoutout. Ask the class as a whole, "What is a documentary?" and make a list of the characteristics they come up with. You will be looking for words like, "information, real/reality, non-fiction, true..." etc. Then brainstorm the purposes of documentary - for example, " to provide knowledge, understanding, discuss, explain, expose, inform, instruct, persuade, reveal, educate, recount, elicit response, and provoke emotions." By discovering what students already know, you are then able to provide the necessary information about documentaries before diving too deeply into the lesson.
Assuming that students know very little about documentaries, plan to show them a couple of websites. To do this, you will need a laptop and an LCD projector if the room is not already equipped for such technology. By giving them a chance to see the website first-hand rather than telling them to look up the URL at home, you are creating a visually engaging environment for learning. The first website with a more professional definition the term "documentary" can be found here. Read this outloud and provide handouts so that students have two options for looking at the material (differentiation). Provide highlighters for students to mark the important passages that you point out to them.
Introduce the concept of a constructed reality. Documentaries can manipulate reality and show bias or an opinion but because they are factual, we are more likely to believe/accept this version of reality. Therefore, it is important to question our manipulation of emotions, attitudes, and thoughts.
Complete a constructed reality activity (as adapted from this website).
If a television crew were to make a documentary of your school, they could be neutral, positive or negative, through the choice of information and shots they presented. Have students pair up. This is a small group activity. Give each pair a blank sheet of paper. Instruct them to divide the sheet in half. On the left, brainstorm all of the ways a documentary could present a positive view of the school. On the right, brainstorm all of the ways a documentary could present a negative view of the school.
If students have difficulty with the concept, provide examples -
Positive: newly constructed or refurbished buildings (the new swimming pool in mid shot so you can't see the graffiti on the gym wall, new paint), successful students (those who are studying), the shots of a winning sports team playing with a voice over about their success, interviews with enthusiastic students about recent involvement in a school activity such as a play or a club.
Negative: shots of graffiti on the gym wall, interviews with a disgruntled students who have recently been in trouble, shots of litter in the grounds or a dirty lunchroom, etc.
The final activity for this day involves showing another website called Top Documentary Films which provides lists of documentaries which are categorized by topic. Show students how to navigate the website. For example, if they want to view a documentary on sports, look to the category list on the right side. After clicking "sports," the first to show up is, "Impossible to Forget: The Story of the '67 Boston Red Sox." Clicking on the title of the documentary leads you to a page with a synopsis of the documentary as well as a clip from youTube.com. This is a valuable resource for anybody looking for a place to quickly locate documentaries.
Activity #2 - Viewing Day!
Now that students know what a documentary is, it's time for them to view some. One of the best ways for students to see a wealth of topics and techniques is to show them movie trailors. Before viewing, hand out the Worksheet.doc that compliments the activity. Students will be asked to rate the movie on a scale of 1 to 5 with 1 star indicating the least interesting/entertaining documentary and 5 being the most interesting/entertaining documentary. Note that they can rate more than one movie a 1 or a 5. If they rated a movie a 1 or a 5 (the most extreme choices), they must provide reasoning to support their claims. This worksheet keeps the students engaged during viewing as well as provides a reference for them later as they begin thinking about their final project.
Rize (2005)PG-13
Former commercial photographer and music video director David LaChapelle delves into the "krumping" culture in South Central Los Angeles, capturing the unbelievable gyrations of dancers with moves so quick that they warrant a special disclaimer. The high-octane documentary centers on "Tommy the Clown," a former birthday entertainer who opened a school to train community kids to krump -- and keep them out of trouble.
Born Into Brothels (2004) R
This Oscar-winning documentary is a portrait of several unforgettable children who live in Calcutta's red-light district, where their mothers work as prostitutes. Spurred by the kids' fascination with her camera, Zana Briski, a photographer documenting life in the brothels, decides to teach them photography. As they begin to look at and record their world through new eyes, the kids awaken to their own talents and sense of worth.
Mad Hot Ballroom (2005) PG
Ballroom dancing goes from lame to cool for a group of New York City public school kids in this insightful documentary. The film follows a group of 11-year-olds as they learn to dance old-school styles including the merengue, rumba, tango, foxtrot and swing. Candid interviews capture the kids' initial reluctance at learning ballroom dance and their transformation into serious competitors determined to win a citywide competition.
Spellbound (2002) G
This documentary presents the intense, real-life experience of the National Spelling Bee as seen through the eyes of eight young spellers. We share in their private lives as they train for and compete in this ultimate intellectual showdown. Within these stories, we discover not only their idiosyncrasies, their obsessive study habits and their sometimes heartbreaking, sometimes inspiring family dynamics, but also the story of America itself.
Murderball (2005) R
Rugby-playing quadriplegics compete for the Paralympic gold medal in this documentary about an amazing sport and the strong-willed athletes who play full-contact rugby using specially designed wheelchairs. The film follows the U.S. Quad Rugby Team as they compete in the 2002 World Championships and the 2004 Paralympic Games in Athens. Murderball won the 2005 Audience Award at the Sundance Film Festival.
The Devil Came on Horseback (2007) NR
In this unflinching documentary on the genocide in Darfur, former Marine Capt. Brian Steidle is forever transformed by the atrocities he witnesses as a military observer for the African Union. Armed only with his camera, Steidle records the killings of black Africans at the hands of Janjaweed militias funded by Sudan's Arab government. With his bleak photos, Steidle focuses attention on the horrors ignored by the rest of the world.
Dark Days (2000) NR
Documentarian Marc Singer focuses his camera on a group of homeless people who live deep underground in an abandoned New York City railroad tunnel. By day, they scavenge for food on the mean streets of Manhattan. At night, they retreat to the tunnel, where they've built huts out of scrap metal, plastic and plywood. Amazingly, they have electricity, furniture, working kitchens and a sense of community many surface dwellers would envy.
Hoop Dreams (1994) PG-13
The filmmakers of this groundbreaking documentary meant for it to be a short movie, but wound up weaving a widely celebrated feature-length film spanning years filled with grace and honesty. Meet Arthur Agee and William Gates, two young boys from equally rough Chicago neighborhoods who make use of their prodigious basketball talents to aim for a life outside the ghetto. But strife and setbacks befall them at every turn. Will they succeed?
Who Killed the Electric Car? (2006) PG
Amid ever-increasing gas prices, this documentary delves into the short life of the GM EV1 electric car -- once all the rage in the mid-1990s and now fallen by the roadside. How could such an efficient, green-friendly vehicle fail to transform our garages and skies? Through interviews with government officials, former GM employees and concerned celebs (such as EV1 driver Mel Gibson), Chris Paine (former EV1 owner) seeks to answer the question.
An Inconvenient Truth (2006) PG
Director-producer Davis Guggenheim (HBO's "Deadwood") captures former Vice President Al Gore in the midst of waging a passionate campaign -- not for the White House, but for the environment. Laying out the facts of global warming without getting political, Gore makes a sobering impression in this Oscar-winning doc on the audiences who hear his message, urging them to act "boldly, quickly and wisely" ... before it's too late to act at all.
Bowling for Columbine (2002) R
Famed filmmaker and left-wing political humorist Michael Moore tackles America's obsession with firearms in this Oscar-winning documentary. Focusing mainly on the Columbine massacre in April 1999, Moore also visits a Michigan bank that gives new customers a free gun, recites statistics for gun deaths in the United States and interviews folks ranging from National Rifle Association spokesman Charlton Heston to shock rocker Marilyn Manson.
Super Size Me (2004) PG-13
On the heels of recent lawsuits against McDonald's, director Morgan Spurlock takes a hilarious and often terrifying look at the effects of fast food on the human body. For one month, Spurlock eats nothing but McDonald's food, ordering everything on the menu at least once and "super-sizing" his order if asked. With obesity on the rise, Spurlock's film begs the question: Where does personal responsibility end and corporate responsibility begin?
March of the Penguins (2004) G
Award-winning photographer Luc Jacquet takes documentary film to new heights -- and depths -- with his first feature film, a stunning insider's look at the life of the emperor penguin. The product of more than a year of filming in the brutal Antarctic ice, this Oscar-winning Best Documentary presents never-before-captured footage of the penguins' underwater life and explores their steadfast quest for monogamous mates.
Ken Burns’ Civil War (1990) NR
This documentary masterpiece from Ken Burns depicts the strategies and action of famous Civil War battles, and relates the stories of generals, field soldiers, politicians, heroes and a beleaguered president. The Emmy-winning miniseries begins by looking at the factors that led to the firing on Fort Sumter, and covers specific notable battles, climaxing with Lee's surrender and Lincoln's assassination.
Promises (2001) NR
Documentarians Justine Shapiro and B.Z. Goldberg went to Israel to work on a project about children and conflict, interviewing Palestinian and Israeli kids ages 11-13 to get their views on living in a society afflicted with violence, separatism and religious and political extremism. The film culminates in an astonishing day when two Israeli children meet Palestinian youngsters at a refugee camp. A 2002 Oscar nominee for Best Feature Documentary.
The Education of Shelby Knox (2005) NR
In this documentary from Marion Lipschutz and Rose Rosenblatt -- which uses footage shot over a three-year period -- the action unfolds almost effortlessly, revealing a stunning transformation. Small-town Texas teenager Shelby Knox becomes an advocate for sex education (and the local media's so-called "Sex Ed Girl") when she tries to improve the county's sky-high teen pregnancy rate by challenging her high school's policy of teaching abstinence.
Jesus Camp (2006) PG-13
This riveting Oscar-nominated documentary offers an unfiltered look at a revivalist subculture where devout Christian youngsters are being primed to deliver the fundamentalist community's religious and political messages. Building an evangelical army of tomorrow, the Kids on Fire summer camp in Devil's Lake, N.D., is dedicated to deepening the preteens' spirituality and sowing the seeds of political activism as they're exhorted to "take back America for Christ."
In Prison My Whole Life (2007) NR
Hell House (2001) NR
This documentary goes behind the scenes of the Hell House, a multimedia fire-and-brimstone performance designed to give its audiences a glimpse of what awaits those who stray from the path of a strict Christian life. Put on by the youth members of a church outside Dallas, the show draws thousands of visitors each year. The filmmakers follow the rigorous creative process behind the show and paint intimate portraits of many of its key players.
Devil’s Playground (2002) NR
When Amish teens turn 16, they have the opportunity to venture out in the "Devil's Playground" (the Amish's term for the outside world) and indulge in 21st century vices such as drinking and smoking. At the end of this period, called "Rumspringa," they can choose to commit to the church for good. Or not. This documentary tracks 18-year-old Faron's struggle to reconcile his drug addiction with his deeply ingrained desire to live the Amish life.
Stevie (2003) R
When director Steve James (Hoop Dreams) attended Southern Illinois University, he became Stevie Fielding's Advocate Big Brother. Stevie was a demanding, hyperactive child living a heartbreaking life. When James relocated to Chicago to begin a film career in 1985, he ended his formal duties to Stevie. Ten years later, James again visits Stevie (now in his mid-twenties) and finds out what happened to him in the interim. Not a pretty story.
The Boys of Baraka (2005) R
In an experimental program to reduce the rate of juvenile delinquency, the city of Baltimore sent a group of 12-year-olds deemed "at risk" to a boarding school in Kenya, affording the boys the rare opportunity to turn their troubled lives around. Focusing on four of the youths, this compelling documentary follows the students as they struggle to overcome the obstacles of their past in their hopeful bid for a shot at a brighter future.
Imaginary Witness: Hollywood and the Holocaust (2004) NR
Filmmaker Daniel Anker examines Hollywood's depiction of the Holocaust and its incomprehensible atrocities in this award-winning documentary narrated by Gene Hackman and featuring interviews with Steven Spielberg and Sidney Lumet. Through film clips, newsreels, scholars' comments and firsthand accounts, the documentary also questions the responsibility of filmmakers in retelling history and the effects of film portrayals on the social psyche.
Activity #3 - Analyzation
Now that students have seen trailers for various documentaries, each student will be required to select and view a documentary of their choice (R rated movies and movies not yet rated will require approval from parents). Following the viewing of their selection, students will complete a 1-2 page written analysis addressing the following points:
Identify the target audience for the documentary (use evidence such as documentary content, dialogue, music, themes).
Discuss what effect the creators of the documentary wanted to have on the target audience (for instance, to promote thought or discussion on a topic, to persuade viewers of a certain point of view, to affect viewers emotionally, to arouse sympathy or anger, etc.).
Discuss how the creators of the documentary attempted to achieve this.
Explain whether you, the viewer, are part of the target audience.
Explain how you responded to the idea/ideas in the documentary.
Explain why you responded in this way.
Activity #4 - Let's Plan!
This activity is designed to help students organize their material and plan out their final project before they begin taking pictures or filming. At this point, they should have a topic and a general idea for their very own unique documentary clip. One fantastic way to help students think through their ideas and come up with a plan is to introduce the concept of a storyboard. Storyboards are used in the making of real feature films and aid tremendously in the creation of a final product. At this point, you will need the laptop and LCD projector again. In a website entitled, "Eejit's Guide to Filmmaking," there is a section about storyboarding, which the author calls "Acting with a Pencil: Storyboarding your Movie." This website is a great compliment to a lesson about organization and planning before plunging ahead with the fun part - the actual documentary. This website explains that you don't have a be a great artist to create a storyboard. You simply need to have ideas. Storyboarding allows you to experiment with visual imagery. Students may not need to storyboard their entire film but just the more complicated portions. This website includes professional tips and advice in order to keep filmmakers motivated. Check them out:
1. Keep the area you have to draw small. It allows you to draw much faster. The pictures become more like doodles than works of art. Remember the point is to get an idea of how things will look on screen. Ridley Scott (Blade Runner, Thelma and Louise) is famous for his Ridleygrams - rough, almost indecipherable sketches that outline what he has in mind.
2.Copy up a set of storyboard sheets so you don't have to spend all night drawing screen boxes.
3. Sketch in pencil so you can make changes easily, then ink in for photocopying. Feel free to use any medium you are happy with - professional storyboard artists use everything from magic markers to charcoal.
4. Scribble down short notes about what's happening in shot (e.g.. BOB enters) what characters are saying ("Is this it? Is this how...") or sound effects (Roll of THUNDER).
5. An overhead plan view of the location of the camera, actors and light can be helpful if you know the location you are going to be working on.
6. Number your shots so that they can be quickly referred to on the shot list and during editing.
Here are a couple of examples of storyboards:
For the student who refuses to be a drawer, there is also the option of being a writer. Very specific narration that sets the scene, discusses camera angles, lighting, editing, and content can be very valuable as well. This will account for differentiation for this lesson. All students should be capable of completing this activity, and hopefully one of the two options will appeal to everyone.
Final Project!
For the students' final projects, they will be creating a 10-15 minute documentary. Using what they have learned in these 4 activities as well as others throughout the unit (what happens in a scene, camera shots, lighting, sound/music, editing, etc), students will either videotape or use still images (via imovie) to construct a documentary. Before beginning, provide a copy of the rubric so that students will understand what they will be graded on. Also inform them that they will have to assess their own project using this rubric and provide a one page reflection to support their self-assessment. This should include what they view as their strengths and weaknesses with the project.
Documentary Rubric
Category
Exemplary - 5
Proficient - 3
Poor - 1
Score
Organization/
Structure
Narrative has a clear organizing structure and flows logically, there is clear evidence of storyboarding and/or narrative outlining
Narrative organization is sufficient for understanding the video but lacks clear evidence of storyboarding and or/narrative outlining
Narrative is unclear and disorganized, little to no evidence of storyboarding or narrative outlining
Sound
Speech is clear and easily understood, creative and complementary use of sound effects/music, free of background noise
Speech can be understood, appropriate use of sound effects/music, free of background noise.
Speech is garbled and unintelligible, inappropriate use of sound effects/music, background noise is distracting
Visual Appearance
Camera movement is very smooth, transitions are seamless, images stay in focus, lighting is appropriate for and complements each scene
Camera movement is smooth, transitions do not detract from the video, images stay in focus, lighting is adequate
Camera movement is shaky, transitions are rough, images are blurry, lighting is inadequate
Main Idea
Stays with one clear main idea, main idea is original, perceptive, and insightful
Stays with one main idea, main idea holds viewer’s interest
Has a weak or unclear main idea.
Subject Knowledge
Shows strong and passionate interest in topic, clear evidence of research
Shows general interest in topic, sufficient evidence of research
Lack of interest in topic, very little evidence of research
What is a Documentary.doc
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