caveopf.blogg.se - Imscared workshop edition

This scene is great – the dialogue is in Spanish, but we can focus on how the words are said, not what is said. Watch the ‘Uno, dos, trés….’ scene from Spanish horror La Orfanata as an example. Single shot panĪ single shot pan is where the camera slowly searches the scene: this may build to a climax or anti-climax, and can happen back and forth to build tension. Once prepared, students should film themselves speaking their monologue to camera, using only facial expression and vocal expression to create emotion and tension. They might want to use simile or metaphor. Using the line ‘I'm scared to close my eyes, I'm scared to open them…’ as the start, students should write their own 30-60 second monologue.Įncourage students to write with interesting adjectives and to consider synonyms. Dialogue – what words or phrases were interesting?.

Watch a video clip from The Blair Witch Project or similar, where we have an extended close up monologue from a character. Using the synonyms again, the aim should be to alter voice to convey different emotions. In still image as someone lost in an abandoned school, as the teacher passes, students speak lines of internal thoughts, experimenting with vocal expression. We are going to film a short scene of a horror set in an abandoned school – discuss what might someone in that setting be thinking. Thought Tracking Circleĭefine Thought Tracking – speaking characters thoughts on stage out loud. The audience can guess which picture relates to which words, and discuss who has displayed effective and believable emotions through facial expression. This work can be shared by AirDrop/Apple TV or by email to the teacher, who can display on an interactive whiteboard. Using a tablet or phone, students should then create facial images to match each word, and photograph – or make a short video moving slowly from image to image.

In pairs or working individually, students should list as many synonyms for the word ‘scared’ as possible, for example: frightened, terrified, and so on.

To demonstrate dramatic techniques: Thought Tracking and Soliloquyĭiscuss with students, or mind-map in groups Why do people like horror films? Why do we like to be scared? What makes a good horror film? How do actors show their emotions? Explain that this session will explore creating tension and emotion on camera using only facial expression and voice.

To explore how facial expression and voice can convey emotions and create tension.

To identify camera shots – close up, and single shot pan.

This session would work well as part of a series of lessons on the features of horror, perhaps including some work on The Woman in Black as a text, or as one lesson in a ‘Genre’ scheme. Tablets and mobile phones are everywhere these days, so why not try and harness them to create instant mini films in the classroom this Halloween term?