Lights, Camera, Action!€¦ · Check Out the Google Drive Resources • Helping students...

Lights, Camera, Action!

Richelle Pollard, OCT

Agenda

PRE-PRODUCTION - 15mins

PRODUCTION - 15mins

POST PRODUCTION -15mins

QUESTIONS?

The Production Process

Pre-Production Production Post-Production

The Learning Process

Plan Teach Assess

(Organize) (Do) (Show)

Scaffolded Learning

A Gradual Release Model (emphasizing student Inquiry and authentic learning) beginning with

• (Pre-Production) teacher facilitated discussions, collaboration, modelled and guided learning

leading into

• (Production) a hands-on shared learning experience that relies on application of prior knowledge and students working together

and culminating with

• (Post-Production) opportunities for independent decision making, application of creative processing and problem solving skills and final reflections.

Pre-Production Production Post-Production

The Planning/Pre-Production Stage

What does it look like?

The Planning/Pre-Production Stage

Key Concepts:

Organization, Collaboration, Creativity, Conferencing, Time Management, Problem Solving,

Curriculum Connections:

Mathematics, Dramatic Arts, Visual Arts,

Metacognitive/Autonomous learning

Literacy

Pre-Production Technology Aids

Script Writing

• Celtx (computer)

• Fade In Free (iOS/android)

Scene Blocking/Storyboards

• Shot Designer (iOS/android)

• Celtx Shots (iOS)

Production Planning

• Google Drive (Production Communication)

• Cinema Forms (iOS)

• Remind (iOS/android)

Let’s Explore!

Celtx Script Writing

Get your hands on a (Free!) copy of Celtx and let’s get started formatting a short scene.

Script it!

Scene 1

INT. CLASSROOM – DAY

A group of educators and EdTech enthusiasts combine forces to draft the world’s greatest single scene screenplay.

RICHELLE

The challenge is yours, should you choose to accept it.

The Production Process

• During this stage of the process students work collaboratively to ‘Show what they know’ as they apply new learning using the pre-production tools to support their success

The Production Process

Key Concepts:

Patience/stamina, Creative problem solving, Using available tools and resources effectively, Technical production skills

Teamwork and Collaboration

Curriculum Connections: Media Literacy,

Drama

Production Tech Tools

Production Tech Tools Selecting the most appropriate tools for your classroom video project will most likely come down to 3 factors:

1)What is already available for school/class use?

2)What are the least expensive ways I can meet my projects’ audio and video needs?

3)What will the learning curve be, for myself and my students?

Adapters & Connecting Cables Are Your Best Friend!

USB Connector

Remember: In most cases an adapter/cable will otherwise

solve the need for a device upgrade; saving you time and $$

and allowing for more creative usage of the devices you already

have on hand.

Firewire Connector

It’s Showtime! (Connecting to a Projector)

VGA Connector

HDMI Cable

Get Creative:

Investigate DIY hacks

And create with your students!

Check Out the Google Drive Resources

• Helping students appreciate cinematography (strong visual arts component) goes a long way in helping them understand that films are constructed messages.

• If you do not teach students the value of cinematography/shot types/camera angles etc. you will be missing out on a very important opportunity to cement solid literacy/ higher order thinking skills

Wideshot

Shows you all of the action; usually used to

help introduce the scene and establish the

setting

Medium Shot

The upper half of the characters’ bodies fill up the majority of the shot;

allows you to see responses and gestures

Close Up

When you get in close to the thing you are

filming and allow it (or a part of it) to fill up most

of the space; used to capture emotions or

show importance

Depth

• Creating visual images that are not flat, but appear 3 dimensional and appear ‘layered’. Use perspective lines, camera angles and framing to help you achieve depth.

Depth

Breaking the rule!

Tips and Tricks for a Steady Cam!

#1: Use a tripod!

#2: Use two hands to steady handheld shots, and ‘hands off’ for tripods

#3: Increase your center of gravity.. Keep your elbows near your body and move your body, not your arms, to create movement

#4: 2 (or more) takes are always better then 1!

Lighting Tips

#1: Watch out for shadows

(use a bounce board or

avoid shadowy spaces and

filming in front of windowsPs: a portable whiteboard makes a great

Bounceboard, or make your own!

#2: Use practicals (pre-existing lighting equipment) to your advantage in any space

#3: Remember- some editing can be done in post-production to bring up or bring down the lighting levels/ brightness of a scene

Sound Tips #1: Position actors with dialogue close to your camera’s built in recording device- or better yet, USE AN EXTERNAL MICROPHONE

#2: Record in locations that are as quiet as possible and find ways to reduce/control background noise

#3: Remember- sound can be ‘turned up’ in editing, but all of the sound will be increased (including background noise) and the quality will not be that great

Let’s Explore

• Select a (video capable) device

• Conceptualize a short 10-15second scene based off of the following prompt:

A character receives some exciting news.*You may decide if your scene does or does not include dialogue

• Use your knowledge of continuity, cinematography and shot types to film your scene, three different times- using three different shot types. (Remember: you will need actor(s), camera person(s) and a director)

Student Film Examples

Post Production

What does it look like?

Post-Production

Key Concepts:

Creativity, Creative Problem Solving, Summarizing and Storytelling, Sequencing, Communication

Synthesizing and organizing

Curriculum Connections:

Literacy, Math

Post-Production

How do you introduce the software?

How and What do you assess at this stage?

What Does the Post-Production Process Look/Sound Like?

What assessments could you make, after watching the video and listening to the conversations?

Let’s Explore!

• Using the video footage you filmed earlier, import your videos into the iMovie editing software.

• Challenges: (Can you)

– Split a clip

– Make a volume adjustment

– Add a background music track

– Add a sound effect element

– Add a text element

– Playback and watch!

Final Reflection: Notes on Assessment

Things I’ve discovered about assessing the 3 stage Production Process:

•Encourage students to develop and use paperwork, and keep portfolios of student work

•Conference with students frequently throughout all stages (production meetings) to provide meaningful feedback

•Make schedules and timelines a common feature of all working production days so students get used to checking in and self monitoring their use of time

•Co develop and share success criteria with students early on

•Spend plenty of time observing (especially during the Production stage) and making anecdotal notes wherever possible

•Use student video footage as supplementary data collection (and/or encourage students to film ‘behind the scenes’ footage)

•Don’t be afraid to distribute and use a rubric!

•Remember to make opportunity to assess students individually

Final Reflection (Assessment) My solution to these observations:

Employ Backwards Design to design a ‘video unit’ that functions to support students in gaining a deeper appreciation for the production process, while ensuring that assessment FOR, AS and OF learning remains at the forefront of the learning experience.

Feel free to use my model! (And let me know if it works for your classroom needs)

Final Reflection: Notes on Classroom Management

• Employ drama to cement authentic learning experience

• Model expectations for professional behaviour

• Provide students with specific roles/responsibilities

• Allow for a range of choice, vary tasks and scaffold/differentiate the experience to support all learning styles

• Encourage strong organization and communication skills throughout the process

• Create technology/safe use agreements with students and set parameters for device usage and treatment

Final Reflection: Uses for Video in the Classroom

• Support ELL/Early learners

• Motivate Visual/Auditory/Kinesthetic learners

• Create instructional videos in support of a flipped classroom learning environment

• Start a class vlog project

• Provide students with a new skillset

• Promote authentic/constructive interactions with technology

Questions?