What's Happening?
Students in University High School's Movie Making elective in Ferndale, Michigan, are engaging in a hands-on project to create silent films. Taught by English language arts teacher Ryan Kleven, the course for 10th to 12th graders combines film history
with practical filmmaking. After studying silent comedies by figures like Charlie Chaplin and Buster Keaton, students were tasked with producing their own three to five-minute silent films. These projects required exaggerated acting, the use of intertitles to convey plot, and appropriate musical accompaniment, all while adhering to a strict no-dialogue rule. Students had five class periods for filming and two for editing. One notable student film, 'The Abandoned School,' created by Joshua Epperson, Aaron Holland, Sydney Johnson, and Trey’shon McGee-Bell, was highlighted for its effective use of music, sound effects, exaggerated acting, and creative cinematography.
Why It's Important?
This educational initiative is important as it provides students with a unique blend of historical understanding and practical skill development in filmmaking. By recreating silent films, students gain a deeper appreciation for the origins of cinema and the art of visual storytelling, which are foundational to modern media. The project fosters creativity, problem-solving, and collaborative skills, as students work in groups to conceptualize, film, and edit their productions. Furthermore, it challenges them to communicate narratives effectively without dialogue, pushing them to explore non-verbal expression and technical aspects like cinematography and editing. This hands-on approach can inspire a lifelong passion for cinema and equip students with valuable skills applicable to various creative and technical fields.
What's Next?
Following the silent film unit, students in the Movie Making class will delve into the Hollywood studio system from the 1920s to the 1960s. This will include examining the roles of artists behind the scenes, the star system, and the impact of censorship under the Hays Code. For an upcoming design thinking project, students will be challenged to create their own movie studio, identifying a niche missing in today's market. Their prototypes could involve investor pitches, movie trailers, or miniature models of their studio lots. The overarching goal of the course is to instill in students a lasting passion for cinema, a richer appreciation for film history, and a comprehensive understanding of the craftsmanship and artistry involved in bringing stories to the screen.
Beyond the Headlines
The project's success in encouraging students to embrace 1920s cinema techniques while utilizing modern tools like green screen technology highlights a fascinating intersection of historical art forms and contemporary technology. This blend not only makes the learning process more engaging but also demonstrates the timeless principles of storytelling that transcend technological advancements. The emphasis on visual communication in silent films can also enhance students' critical thinking about how meaning is conveyed in an increasingly visual world, where images and short-form video dominate digital platforms. This educational approach could foster a generation of media creators who are not only technically proficient but also deeply rooted in the historical and artistic traditions of filmmaking.
