A Digital Talking Storybook

Transcription

1 Using ICT Levels 3, 4 & 5 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Assessment Focus Film and Animation Express Evaluate Exhibit Pupil Notes Level 3 Level 4 Level 5 Part 1 Part 2 Part 3 Task Description Teachers can set this task in a curricular context of their choice. In this task, pupils are required to work in a small group to produce a short animation about any topic chosen by the teacher or pupil. When making a judgement of the pupil s level of Using ICT competence within this task, teachers should use the Assessment Criteria Grid. 1

2 Using ICT Levels 3, 4 & 5 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Prior Knowledge/Experience Depending on the level at which they are working, pupils should have some experience in some of the following: using a digital and/or video camera; importing sound/moving image; using software such as Windows Live Movie Maker or imovie; and using ipad/tablet to take images. Resources Windows Live Movie Maker or any other appropriate software. Internet may be used for music /sound effects (licensed for use in school or copyright free). ipad/tablet and suitable app such as istopmotion. Managing the Task Pupils should be given opportunities to: Plan After group discussion, pupils should produce a storyboard to outline the story or report they are to animate. Do Pupils should become familiar with the digital/video camera/ipad/tablet camera. They should set the scene and produce a series of still pictures. These pictures should then be edited appropriately in software such as Windows Live Movie Maker/iStopMotion, adding sound effects, transitions and credits. Depending on the level at which they are working, pupils should save, store and retrieve their work appropriately. Review Depending on the level at which they are working, pupils talk about their own and others work, reflecting on how it was created and the results achieved. They identify any problems they faced. Pupils identify any improvements that might be made and change their work if necessary. Pupils talk about how they planned and approached their work, discussing what they have learned through the process and how they might change the process next time. Evidence for External Moderation As well as submitting the final files in a format that can be viewed on a computer/tablet, please include; evidence of planning a storyboard a pupil evaluation at the appropriate level 2

3 Using ICT Levels 3, 4 & 5 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Assessing Pupils Responses to the Task The first column of the Assessment Criteria Grid sets out the Requirements for Using ICT that are covered in this task. Alongside this are the Levels of Progression and the Using ICT Desirable Features for Film and Animation at Levels 3, 4 and 5. These Desirable Features have been produced as guidance for teachers to consider when observing a pupil and assigning a level to a piece of work. When coming to a holistic judgement of the pupil s level of Using ICT competence, teachers should ensure that these Desirable Features are used in conjunction with the Using ICT Levels of Progression. Assessment Criteria Grid Using ICT Requirements Level 3 Level 4 Level 5 Express create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products. Evaluate talk about, review and make improvements to work, reflecting on the process and outcome and consider the sources and resources used, including safety, reliability and acceptability. communicate and develop ideas by creating and editing text onscreen combining this with an appropriate selection of images and/or sounds; make modifications to improve their work; and process found or selfproduced assets, including text, data, sound, still or moving images, and combine these to create, present and communicate their work, showing an awareness of audience and purpose; use appropriate ICT tools and features to improve work; and process found and self-produced assets, integrating text, data, sound, still and moving images to create, present and communicate their work, demonstrating a clear understanding of audience and purpose; use appropriate ICT tools and features to carry out ongoing improvements and evaluate process and outcome; and Exhibit manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly. save using file names and select work to showcase learning digitally. select, organise, store and retrieve their work to showcase learning digitally in a personalised area. organise, store and maintain their work within a personalised area to showcase learning digitally across the curriculum. Pupils should demonstrate, when and where appropriate, knowledge and understanding of e-safety including acceptable online behaviour. 3

4 Using ICT Levels 3, 4 & 5 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Desirable Features Film and Animation Level 3 Film and Animation Level 4 Film and Animation Level 5 use a storyboard to plan the order of the images required for a simple animation or film; use suitable software to produce a simple animation or film using still photographs or self-created images, for example make a film on How to Make Pancakes, make an animation on Growing a Sunflower, or draw a sequence of images to create a digital flipbook; add a narration, sounds or music to the film or animation; begin to add features such as titles, transitions or effects; and begin to use moving image language, for example talk about the shot sizes they have chosen to use. plan, storyboard and produce a short film or animation showing an awareness of audience; use moving image language when planning and evaluating, for example annotate their storyboard using appropriate shot sizes such as close-up, mid shot and long shot, and explain decisions using the language of film; begin to make editing decisions, for example what to omit and what to include when shooting or editing; use appropriate editing software to construct a short film or animation; experiment with adding a variety of features such as titles, transitions and effects; add appropriate sound effects, music or narration; and organise saved work and export it in an appropriate format such as.wmv. plan and storyboard a film or animation demonstrating an awareness of audience; create a film or animation production, for example an animation of the Titanic leaving Belfast; make use of self-produced assets, for example moving image footage, stills, photographs and audio recordings; start to be discriminating in the use of effects and transitions; use appropriate sound effects, music and/or a planned narration; make clear editing decisions, for example what to omit and what to include when shooting and during the editing process; use moving image language when planning and evaluating, for example annotate their storyboard using appropriate shot sizes such as close-up, mid shot and long shot, and explain decisions using the language of film; and organise and save project assets in a meaningful file structure and export them in an appropriate format such as.wmv. 4

5 You are going to work in a group to create an animation. You can use plasticine models, toys such as Lego characters or images that you have taken. Part 1 Make a storyboard showing the planned layout of your animation. You may use models in plasticine, toys or something else that you have made. Create a background if needed. You may want to use a lamp to light your set. Compose and record a variety of still frames using a camera. Remember to move the models, not the camera. Use a suitable software package to produce a short film. Try to add sound to your animation. Use effects, titles and credits. Think about timing. Think about how you could improve your film and make necessary changes. Save your work where your teacher has told you to giving it a suitable filename. 5

6 Part 2 Plan an animation with a specific audience in mind. You may want to use plasticine models, Leo characters or other toys or something you have created. Make a storyboard to plan a layout of your animation. Consider the sounds that you might use in the animation. Review your storyboard and script and make any changes you think are necessary. Take some still pictures of the shots you intend to animate. Remember to move the characters a little bit at a time and keep the camera steady. It might help to use a lamp to light your stage. Record sounds if necessary. Create and name folders to store your images and sounds. Use a suitable software package to produce and edit your short film. Decide which of your shots you will include. You may include additional sounds from the internet in your work. (Check with your teacher that you are allowed to use these sounds). 6

7 Layer the sounds, effects, titles, credits and any transitions you have used. Try to use appropriate timing when editing your films. Give your piece a title and add credits. Evaluate your film with your group or another group and make any necessary changes. Name and save your work in a suitable format so that it can be viewed on other computers. 7

8 Part 3 Plan an animation with a specific audience in mind. Take some still pictures of the shots you intend to animate. Make a storyboard to plan an layout of your animation. Include the script of any speech you want to use in your animation. Consider the sounds that you might use in the animation. In your group review your storyboard and script, considering your intended audience, and make any changes you think are necessary. Compose and record the shots that will make your animation. Record any sounds you need to include. You may include additional copyright free sounds which you have sourced from the internet or a CD Rom in your work. Use a suitable software package, for example, Windows Movie Maker or imovie to import your images and sounds and produce a short animation. 8

9 During the editing process decide which of your images and sounds are suitable and discard any unsuitable material. Select suitable transitions and effects to enhance your animation. Experiment with sequences. Layer the transitions, sounds, effects, titles and credits. Use appropriate timing when editing your animation. Review your film during the process and make on-going improvements. Save your work. Make sure that it is saved in a format that will enable it to be viewed on other computers. Show your animation and discuss if it could have been improved. Write an account using appropriate film language explaining how you overcame the challenges your met during the production of your animation and what you might do differently next time. Illustrations thinkstock.com 9