My Savior/Teacher Movie Short Film Treatments
*Note: There are two different directions I would like to take this in, and I am unsure which I prefer so the scenes will differ and be indicated as either version A or version B when necessary*
1. Low, steady shot of students feet, lots of commotion and talking, erratic but not violent. Mid-shot of students walking around, lots of people coming and going. Follow a student over their shoulder, show them saying hi to people, show everybody's faces and the school through their eyes. Continue this shot until they walk into the classroom and see the student, at which point camera comes off the student and circles around to show the classroom and the history teacher closing the door. Switch camera to the hallway with everybody closing their doors and class beginning.
2. Scene begins with the class being introduced to the history teacher, who immediately proposes that he will change all of their lives and they will never see the world the same way again. Multiple close-up shots follow, focusing on the various students in the class reacting to the news, very brief, under a second a piece. The history teacher continues to tell the class about how what they see if a facade and they have already been sorted into their own categories and placed in boxes, trapping them and setting them on a path they think they chose but didn't. Have one of the students, alpha-dog or nerd, question why if they are being placed in boxes, why they are being taught in another box. History teacher responds, who said I'm going to teach you anything? I'm here to learn.
3.a Class ends, with an indication of time passing, ring a bell, mid-shot of the hall again, with commotion and mayhem, everybody running to class but going upstairs, class begins. Follow the same group of students to another class, indicating that the focus is on them. Begin class with new teacher, unsure of how to begin and fumbling about. The science teacher introduces themselves and that they have a lot of learning to do and that it'll be as fun as they make it. One of the students, the same one who had questioned the history teacher, asks the science teacher if they are there to learn, to which the science teacher tells the class they are done learning and are here to teach now. The student replies with a sarcastic remark, indicating that they got stuck in a lame box. Science teacher looks confused.
3.b Class ends, with an indication of time passing, ring a bell, mid-shot of the hall again, with commotion and mayhem, everybody running to class again, doors slamming, class begins. A new group of students is now in the room, completely different than the prior group. The history teacher gives the same speech about boxes, but realizes that this class isn't responding very well to it and is uninterested, so the history teacher asks them why they chose to be there and what they expect. Answers vary from being forced to to being genuinely interested in changing the way they see things, but not the way the history teacher has described it so far. History teacher tells them that they have to ask the right question first, so a student asks why. The history teacher says that is the right question.
4.a Class ends, with an indication of time passing, ring a bell, mid-shot of the hall again, this time following the students through a longer hall back downstairs. Class begins and half of the students from the previous classes are there. The english teacher introduces themselves and acts in a very droll, monotonous manner. The students slowly start to drip to sleep and drift away, attention waning. The teacher asks why everybody is so tired, it's the first day they should have been there ready to learn. The same student as before questions the teacher, who says we're here to learn?
4.b Class ends, with an indication of time passing, ring a bell, mid-shot of the hall again. A new class walks in and the history teacher begins yet another class, introducing themselves and giving the same speech as the first class. The students here all have there notebooks out and are observing everything the teacher does, taking notes studiously. The history teacher points out how nice it is to have such competence on the first day of school and notes how they all have the potential to break free of this habit. One of the students questions the history teacher on this, asking what they mean. The teacher tells them that they have been programmed to act like this, and they all happened to have good programmers, which has led them to where they are. One of the students follows this, asking why this is a bad thing, to which the history teacher replies, because it's depriving you of independence.
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