One Minute Film Festival


Emily Davies, TCRSB


1 Minute Film Festival Unit

Grade Level


Subject Area

Technology Education — Film and Video Production

Overview of unit/lessons/activities (assumptions of prior knowledge/learning)

  • Students will be engaged in and learn the processes of planning, creating, producing, editing, rendering and showcasing one-minute films.
  • Students will be engaged in and apply critical thinking to the evaluation and assessment of both their own films and those films produced by their peers.
  • Students will need no prior film and video production experience to accomplish these tasks.
  • Students who are technologically savvy and/or have prior knowledge and experience in film and video production are able to share their skills and knowledge set as Technology Mentors within the classroom/lab and field.

Correlations to ICT and curriculum outcomes

ICT Learning Outcomes Covered:

Students will be expected to
BOC 12.1    use a wide variety of technology, demonstrate a clear understanding of technological applications, and consistently apply appropriate technology to solve curriculum problems
BOC 12.3    demonstrate facility with the specialized vocabulary associated with the technology they use

SEHI 12.1    behave ethically and with accuracy as they generate and distribute information about themselves, others, and curriculum topics under study
SEHI 12.4    demonstrate habits of perception, analysis, judgment and selectivity as they contribute to society through the discerning and critical use and creation of information resources and technology
SEHI 12.5    act responsibly when faced with ethical issues that arise from their use of information and ICT

PTS 12.3    write and represent their research using the structures, features, conventions, and techniques of specialized publication and presentation formats with growing fluency

PTS 12.4    evaluate, select and use a range of media, and information and communication technology, to create, edit, and publish their work independently

RPSD 12.2    identify, evaluate, and compare the quality, congruencies, discrepancies, omissions, biases, and perspectives of information content of print, media, and electronic resources
RPSD 12.3    evaluate and organize ideas and information from a wide range of media and a variety of sources to meet their curriculum needs efficiently and independently

CT 12.1    use language, in a range of aural, print, media and electronic forms to explore and express their perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate, and collaborate with others in order to build their understanding
CT 12.2    critically apply technological skills in a range of electronic, visual, and print media for formal and informal communication
CT 12.3    design and create electronic documents to accomplish curricular tasks
CT 12.4    discover, share and reflect upon their own and others' cultures, values, and understandings as they are expressed in electronic and other formats


Nova Scotia Department of Education Film and Video 12 Curriculum
General Curriculum Outcomes (GCO) Covered:

GCO 1:  Students will be expected to demonstrate a basic understanding of key aspects of film and television drama including roles and responsibilities of production team members.

By the end of this module, students will be expected to

  • describe the film process from pre-production, through production, to post-production
  • identify the roles and responsibilities of each member of the production team
  • demonstrate an understanding of and ability to use basic screen production terminology
  • identify key elements of story as expressed in film
  • demonstrate basic technical abilities with camera, sound, lighting, and editing
  • participate in the process of writing and shooting a short movie

GCO 2  Students will be expected to develop basic strategies for creating and critically reviewing films.

By the end of this module, students will be expected to

  • explore a range of roles within the production team
  • demonstrate a working knowledge of the responsibilities of the producer, director, camera operator, sound/music technician, editor, and production designer
  • demonstrate specific functions within their assigned role(s)
  • analyze short scenes, character histories, and movie reviews in order to create their own works
  • analyze characters and scenes and work with actors in the role of director
  • demonstrate an understanding of the operation of a video camera and anticipate and convey any technical difficulties
  • operate sound equipment and record sound scores for scenes
  • express thoughts, experiences, and feelings through acting and collaborating with the creative production team
  • demonstrate a working knowledge of the editing process

GCO 4  Students will be expected to demonstrate their abilities, skills, and techniques in every aspect of the development of their own short films.

By the end of this module, students will be expected to

  • demonstrate an understanding of the script-to-screen process from research to the final production
  • in their specific roles, manage logistical, creative, technical, and/or promotional aspects of a movie
  • demonstrate an understanding of story structure and the script-writing process
  • manage all logistical, creative, technical, and promotional aspects of the production of a film
  • interact with sensitivity to and respect for their own work and that of other team members
  • manipulate ideas, tools, and materials in expressing their understanding
  • bring personal meaning to and communicate discoveries by reflecting on their learning at the end of each video assignment and at the end of the course

Projected timeline for preparation and for carrying out activities

Preparation time will vary according to your familiarity/knowledge with the equipment and digital storage options at your school.

The 1-min film festival will require a significant portion of the term in order for the students to have opportunities to explore all the roles of film production.

Equipment Requirements: (computers, software, etc)

The Camera

Digital cameras (Digital 8 or DV) are highly recommended. The ease of transferring raw footage and superior video quality make these cameras a primary resource. While the prices remain higher than analog cameras, digital technology is the new standard for student-produced video.

Camera features necessary for Film and Video Production 12 include

  • manual focus control
  • manual exposure control
  • shutter speed options
  • microphone input
  • headphones output
  • good optical zoom (16x)
  • firewire in/out
  • in-camera editing features
  • durable and ergonomic design

Recommended camera accessories include

  • tripod: rugged construction, smooth movements, removable camera shoe
  • firewire cables
  • field monitor
  • travel case
  • extra extended-life batteries

The tiny microphone on the video camera is suitable for basic home video production but fails to perform effectively for many student short productions. In Film and Video Production 12 students must learn to appreciate the importance of good-quality sound recording and the impact it has on the audience. Students should be given the opportunity to experiment with and manipulate the soundscape of their productions.

Recommended sound resources include

  • unidirectional boom microphone
  • hand-held cardioid or omni-directional microphone
  • (45 m) extension pole
  • shock mount
  • 5-m microphone cable (XLR to 1/8")
  • headphones (1/8" jack)
  • dual XLR adapter with independent volume controls or other audio mixing device
  • external recorder (DAT or analog tape)

Teaching materials provided (Blacklines, worksheets, templates, teacher materials)

Tools for Critical Thinking
            word format            PDF format

Media Literacy Notes.
            word format             PDF format

Organic Viewfinder
                                                PDF format

                                                PDF format

Rule of Thirds
                                                PDF format


Director's Reflection
            word format            PDF format

Editor's Reflection
            word format            PDF format

Videographer's Reflection
            word format            PDF format

Overall Course Reflection
            word format            PDF format

Resources available for teacher/student use (websites, references, etc)


1 minute film festival  

Worldwide short film festivals  

Atlantic Film Festivals  



Atlantic Film Makers Cooperative  

Film Nova Scotia  

Nova Scotia Archives  

A brief history of film  

National Film Board of Canada  

British Film Institute  

BFI screenonline  


Please refer to the following site for information regarding copyright issues.

Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)

Introduction to the 1-minute Film Festival
            word format            PDF format

A list of the roles that the students will explore
            word format            PDF format

Promotional Campaign activities
            word format            PDF format

Film festival process
            word format            PDF format

Legal Issues:

COPYRIGHT                        website
COPYRIGHT signs            PDF format
CONSENT                        word format            PDF format

Student products expected

1-minute films, Postcards, t-shirt, catalogue entry, film reviews

Samples (include teacher notes, assessment information, student work if available)


Logistics (organization, grouping, management issues, access to technology)

Depending on what school you are in, the availability of cameras, digital storage space, access to passwords, techies etc. will vary. I recommend that you make yourself familiar with the location, use and availability of your equipment. It is also good to get to know your techie. 1 camera for every 4-5 students is ideal. However, schools with limited equipment can still accomplish a film-festival. You will need to be creative in the way that you approach the festival. Have students work on the promotional campaign while others are filming. Students can be reviewing films or researching topics in the library.

You know what works best in your classroom.

Assessment information (e.g., rubrics for products and/or process)


GCO1 A Rubric            word format            PDF format
GCO1 B Rubric            word format            PDF format
GCO1 C Rubric            word format            PDF format
GCO1 D Rubric            word format            PDF format
GCO1 E Rubric            word format            PDF format
GCO1 F Rubric            word format            PDF format
GCO1 G Rubric            word format            PDF format

GCO2 A Rubric            word format            PDF format
GCO2 B Rubric            word format            PDF format
GCO2 C Rubric            word format            PDF format
GCO2 D Rubric            word format            PDF format

GCO4 Overall Rubric            word format            PDF format
GCO4 Reflections Rubric      word format            PDF format

Possible extensions



Racism. Stop It!            Facilitator's Guide       PDF            Educator's Guide       PDF

UNICEF's Make a Difference: One Minute Video Contest



NSCC Waterfront Campus


IMAX field trip

Adaptations for students requiring additional support

Pairing, modeling, one-to one instruction, use of assistive technologies available at your school. Check with your Resource Teachers or Program Support Teachers. This really depends on individual student needs and what is available in your school.