Class 6 students stepped into the role of documentary filmmakers in their Technology and Design class. Associate Head of Middle School and Head of Middle School Academic Technology Trude Goodman introduced an exciting new project this year that encouraged students to push beyond their comfort zones and explore the art of storytelling through film.
The project’s theme was inspired by the words of our founder, Maria Bowen Chapin, who said, “Remember that your school symbol is a wheel and that like it, education has no beginning nor end, no beginning that we can remember, no end that we can see… you have learned more about Fortitude and Rectitude, and now we send you away, that life may teach you. Fortitude, you know, includes not only Courage, but Strength, Endurance, Patience – that one must learn to be brave for others as well as for oneself.” With this guiding message in mind, each student was tasked with creating a short documentary film about a woman whom they believe embodies the qualities of being “Brave for Others, Brave for Self.”
Students were eager to get started on this new project. While some had previous experience with video editing — using different software in their free time — for many, this was their first introduction to documentary filmmaking.
Prior to selecting their film subjects, students explored the key components of a documentary, including visuals, sound, narration and graphics. During class discussions the girls quickly began drawing connections to films they had seen before, sharing thoughtful observations and ideas. Together, they examined different visual techniques, such as interviews, archival footage, photo backgrounds and split screens that contribute to storytelling. They also explored the role of sound, from instrumental music, narration to voiceovers, and sound effects and music that reflect a specific time period.
As inspiration, each Class 6 section watched a biographical documentary about Shirley Chisholm, the first Black candidate to seek a major party's nomination for President of the United States in 1972. Chisholm was an influential politician, educator, author and the first Black woman elected to the United States Congress in 1968. The film, “A Groundbreaking Legacy,” sparked meaningful class discussions about what made the documentary effective and which filmmaking techniques stood out most — insights that students carried with them into their own creative processes.
Students also learned essential filmmaking vocabulary, including A-roll and B-roll, splicing, trimming, scenes and playheads. These new concepts were reinforced through guiding questions, such as: What visuals go along with what you are hearing? What tools do documentary film makers use? What do you notice about how these tools are used? What is inside the filmmakers toolbox?
To further inspire her students, Ms. Goodman created a short documentary about Miss Chapin, using quotes, archive images, audio and text. This film served as both an example of documentary storytelling and a reminder that Miss Chapin’s words guide the project’s central theme.
After learning what goes into a successful documentary, students selected their subjects. Their final choices represented a wide range of inspiring women, including singers, actors, politicians, artists, athletes, advocates and activists. Every selection was different and reflected Chapin’s motto, “Bravely and Righty,” in the student’s own unique way. Selections included Simone Biles, Julia Child, Taylor Swift, Ruth Bader Ginsburg, Michelle Obama, Anne Frank, Princess Diana, Maya Angelou, Malala Yousafzai, Scarlett Johansson and Aryna Sabalenka.
The research phase of the project was next for the students. Using scholarly and trusted sources, they gathered information about the lives of their chosen figures, their impact and personal journeys. To help organize their ideas, Ms. Goodman provided a structured notetaking worksheet that guided students through both foundational and reflective questions, from where their subjects were born to the obstacles and risks they faced.
Once their research was complete, the students began writing scripts for their documentaries. Another detailed worksheet guided that process, helping students to organize key elements, such as the title, hook, context, challenge, action, impact, closing line and credits portion of their project. This framework supported them with thoughtfully shaping their research into a clear and complete narrative, all in preparation for the production phase.
Next, the girls worked independently to develop storyboards that mapped out the visual elements that would accompany their narration. Through this process, they learned how closely visuals and audio work together and how both play a vital role in shaping an audience’s engagement and understanding.
To further enrich this learning experience, Ms. Goodman invited Violet Feng, a Chapin parent and Emmy Award-winning documentary filmmaker, to speak with the students about her career, creative process and passion for storytelling. Over the past decade, Ms. Feng has directed, produced and executive produced more than 15 films, including The Dating Game, Please Remember Me and Hidden Letters.
Ms. Feng also spoke about the real-world impact of her work. She discussed her film, Please Remember Me, which focuses on individuals in China living with undiagnosed Alzheimer's disease which brought attention to a topic that is often not openly discussed. With more than 500 screenings, the film helped shift public understanding and conversations surrounding Alzheimer's disease in China.
She also shared personal stories from her filmmaking journey, as well as insights into her creative process and mentorship experiences. “Movies are so transformative, they can make people think, laugh and cry,” Ms. Feng said. She also reminded students that filmmaking combines images, music, sound, subtitles, narration and a strong hook — all components that the students were already beginning to explore in their own projects.
“The journey of making a film isn’t about finding answers, it's about the questions,” Ms. Feng said.
The filmmaker encouraged the students to reflect deeply on their projects by asking: “What does your story mean to you? Why is this person incredible? Why does this story matter to the world? Why are the questions you are asking? Why do you want to tell this story? She left Class 6 students to ponder these questions as they went into the next phase of their project.
Over the following weeks, the students finalized their scripts and storyboards before creating their final videos using Canva’s video editing software. They brought together archival footage, photographs, narration, music and carefully sequenced visuals to share meaningful glimpses into their subjects’ lives and legacies.
Throughout the process, Ms. Goodman met with students during class time, providing guidance, feedback and creative suggestions to help strengthen their work. Each film incorporated audio alongside on-screen text, photographs and video. Some students recorded their own narration, while others experimented with Canva’s AI voice tools to bring their scripts to life.
After completing their two-minute films, the students proudly hosted a film screening during Advisory that celebrated the creativity, research and storytelling skills within each individual Class 6 student’s documentary.
