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To connect what students already know about the use of color psychology in films with their zone of proximal development, I'll play this short video. It contains examples of the use of color with a small list of words in English for emotions and feelings.
This will be the starting point of the debate on how we can use colors in the cinematographic narrative.

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Regularly, promote the debate on which lighting elements are the most appropriate for specific situations.

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As the students are acquiring new vocabulary and fluency with the L2, I will add new contents in this language (presentations, videos, interactive contents...) Without forgetting at any time the scaffolding function of the new resources.

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Make a list of the lights and accessories that we have at school.

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Evaluate the lighting design of the play "The Miser" by Molière.

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Design the lighting for a new version of the same play, with the technical equipment available at the school.

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Generate spaces for debate and exchange of points of view on the topics studied in class, without focusing on grammar or fluency in L2.

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Don't force the students to use de foreign language, but encourage them to use it in several learning situations.

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Try to convert the class into a place of confidence where students are not afraid or anxious to start speaking the foreign language.

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CREATING: Plan a lighting design to stage a rock band concert.

EVALUATING: Evaluate if it would be possible to do the same play with the lighting equipment thet we have at school. Argue the answer and propose alternative solutions.

ANALYSING: Inspect the technical documentation of a play running in your town and make a list classifying all the lighting equipment.

APPLYING: In groups, choose which spotlights will be best suited to work with a specific lighting table.

UNDERSTANDING: In pairs, compare the power and coverage angles of different bulbs and spotlights.

REMEMBERING: List the theater spotlights and lighting accessories that you know.

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Teacher’s name: Paula Rubiralta Pierola

Vocational Course: Il·luminació, captació i tractament d’imatge
Subject or module: MP5 Control de la il·luminació
Formative Unit: UF2 Manipulació tècnica i expressiva de la il·luminació
Title of Didactic Sequence: Elements and filtering techniques in lighting

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To share the activity with other teachers as editors:

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To share the activity with other teachers as editors:

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Reading 3: Using graphic organizers (e.g., Venn diagrams, tables & charts).

In groups of 4-5 students, we assign a few terms about the anatomy of a theater to each one. Each student will have to look for information about the assigned terms and, later, he or she will define them to the rest of the classmates.

Afterwards, they will play the Taboo game with cards made by themselves. In this game, each player must explain a word without using the forbidden words indicated on the card. The rest of the participants must guess the word.

A diagram of a theater with its parts indicated will serve as a scaffolding throughout the activity. It will be available in the center of the game, visible to all group members all along.

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ACTIVITY 2: Expressive manipulation of lighting

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ACTIVITY 2: Expressive manipulation of lighting

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Language 12: When preparing for exams, students generate their own questions and then practice answering them.

Each student will prepare 5 questions that could appear in the theoretical exam. Then the questions will be exchanged with the classmates, and each one must answer the questions set out by someone else.

At the end, the whole class will discuss which questions they think are more appropriate and which are not, and for what reason.

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Language 17: Draw out the background knowledge that students have regarding a topic that you are about to introduce and anchor the new learning to this foundation.

Based on the script that the teachers will give to each group, a theatrical fragment will have to be staged with a lighting proposal designed and executed by the same group.

Before starting to think about how to do the stage lighting design, the students will watch a video about the types of spotlights and lighting material that are in the stage spaces (which has already been worked on class).

This way, they will have this content fresh before receiving new knowledge about the steps to design a stage lighting.

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Uploaded by Scottish National Drama on 2017-01-23.

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My lesson plan for "M5 Lighting control"

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My lesson plan for "M5 Lighting control"