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Lesson Plan
Performance Objective
Upon completion of this lesson, the student will develop an understanding of what a Foley Artist is and
how they do what they do.
Specific Objective
Students will learn about Jack Foley, the first Foley Artist.
Students will learn how to create basic Foley sounds.
Students will analyze and recreate the Foley sounds for 30 seconds of a movie.
Terms
Foley
Time
When taught as written, this lesson should take approximately 2 class periods to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.82. (c) Knowledge and Skills
(2) The student applies professional communications strategies. The student is expected to:
(D) give formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(10) The student applies technical skills for efficiency. The student is expected to employ planning and time-
management skills to complete work tasks.
(11) The student develops a basic understanding of the Arts, Audio/Video Technology, and Communications
cluster. The student is expected to:
(A) research the scope of career opportunities;
(B) develop an understanding of the elements and principles of art;
(C) develop an understanding of the industry by explaining the history and evolution of cluster career
fields and defining and using related terminology;
Tasks: Confer with producers, performers, and others to determine and achieve the desired sound for a
production, such as a musical recording or a film.
Prepare for recording sessions by performing activities such as selecting and setting up microphones.
Record speech, music, and other sounds on recording media, using recording equipment.
Regulate volume level and sound quality during recording sessions, using control consoles.
Separate instruments, vocals, and other sounds, and combine sounds later during the mixing or
postproduction stage.
Mix and edit voices, music, and taped sound effects for live performances and for prerecorded events, using
sound mixing boards.
Report equipment problems and ensure that required repairs are made.
Set up, test, and adjust recording equipment for recording sessions and live performances.
Synchronize and equalize prerecorded dialogue, music, and sound effects with visual action of motion pictures
or television productions, using control consoles.
Preparation
Review and familiarize yourself with the Foley section of www.filmsound.org.
Have materials, microphones, speakers and websites ready to go prior to the start of the lesson.
Preselect potential movie clips for students to recreate the Foley sounds.
References
www.filmsound.org/foley
Ament, V.T. (2014). The Foley grail: The art of performing sound for film, games, and animation (2nd ed.).
Burlington, MA: Focal Press
Instructional Aids
Lesson Plan: Foley Artist: Hearing Footsteps
Slide Presentation: Foley Artist: Hearing Footsteps
Step Into Their Shoes Grading Rubric
Instructor computer and projection unit with audio equipment
Online websites (teacher directed)
Microphones and speakers for class portion of Foley Artist project
Pencils and paper
Introduction
Application
Guided Practice
The teacher will go through the lesson and slide presentation. Then the teacher will show the movie clips from
which the students will be choosing one for their project. Distribute the movie clips and have the students
analyze them, creating a list of Foley sounds from the scene to be performed. This will show them how a Foley
Artist works from beginning to end.
Independent Practice
The teacher will then review the requirements for the “Step Into Their Shoes” Foley Artist project.
Required elements for the “Step Into Their Shoes” Foley Artist project:
Students’ work may be assessed on creativity as well as completeness using the “Step Into Their Shoes”
Grading Rubric.
Review
Review talking points and key terms from slide presentation.
Review the required elements for the “Step Into Their Shoes” Foley Artist project.
Evaluation
Informal Assessment
Students will be informally assessed through the following methods :
Instructor observation during Guided Practice and Independent Practice
Question and Answer during the Review
Formal Assessment
Students will use props to perform all of the Foley sounds they have listed for their movie scene.
Students’ completed work may be assessed using the “Step Into Their Shoes” Grading Rubric.
Enrichment
Extension
Students may also write an essay about how Foley has changed (and how it has not changed) over the years
since its inception up to today’s digital age. The essay may also include research into current career
opportunities of Foley Artists.
Completeness Work is
Work is No attempt was
(30 points) complete and Work is
complete, but made to perform
presents a incomplete.
lacks unity. the Foley effects.
unified whole.
Foley
Foley Foley Foley
Basic performance
performance performance has performance has
(30 points) has some of the
has all the most of the none of the
elements but is
required required required
really
elements. elements. elements.
incomplete.
No evidence of
Foley ideas are Limited
Creativity Foley ideas are creativity or
original in evidence of
(30 points) somewhat originality in
thought and creativity and
original and thought or
exceptionally originality in
creative. execution of
creative. thought.
project.
Professional Project is
Excellent Good project.
Appearance Fair project. unprofessional
project. Neat Very few
(10 points) Several errors and errors
and professional corrections are
are evident. distract
in appearance. needed.
significantly.
Comments: TOTAL
POINTS: