Media Production in the Junior Writing Program

Transcription

1 Media Production in the Junior Writing Program Phase 1: Teacher Preparation and Planning Establish a team of teachers and identify classes that will collaborate on and participate in a curricular-based project that culminates with students developing a media product. Approach the school administrator for his or her support of the idea. Plan an integrated unit of work aimed at (i) addressing cross-curricular expectations, (ii) engaging students in writing, and (iii) integrating the use of technology. Note that the timeline and the grade level will greatly influence the type of project the students undertake. Early in the school year, or at lower grade levels, students might adapt a written piece for video, create a short narrative or poem to be filmed, or develop a public service announcement. More senior students, or those working later in the year, might develop a full-length narrative (possibly filming only one portion of the story), a docudrama (e.g., a historical portrayal), or a documentary. Plan for ongoing assessment and evaluation to take place throughout the project; the data can be used for reporting purposes. Consider gathering pre-activity and post-activity data on the students' attitudes towards writing, to gauge the impact the project has had on their attitudes. Develop a timeline for the project and reserve the necessary equipment. Plan introductory learning opportunities to let students look critically at media products. Have students explore the Five Core Concepts and Questions and answer the Guiding Questions for each side of the Media Triangle. Plan for safe use and secure storage of the video equipment while it is at the school. Communicate with parents and other staff about the project and begin to recruit volunteers to provide support. Media Literacy 1 Queen's Printer for Ontario, 2006

2 Phase 2: Exploration Introduce the project to students before the arrival of the equipment. Consider "launching" the project with an event (e.g., invite a presenter, view a movie, discuss a topic). Create production crew groups of 3 or 4 members each. Be sure to review effective group skills with students. Do a full inventory of all project equipment when it arrives; complete and date an inventory checklist and keep it on file. Schedule hands-on time so that all participating classes can become familiar with the equipment and software they will be using. Arrange for the following guided exploration sessions with board support staff, if possible. Approx. Timeline Day 1 Day 2 Day 3 Learning Opportunity Details Introduction to equipment one min. block per class on the same day board support staff lead video equipment exploration sessions Camera techniques, storyboarding, and editing suite one min. block per class on the same day board support staff lead video equipment sessions (students view a video clip, examine and discuss a storyboard for editing the clip, and edit the clip on the computer) Video technique analysis one min. block per class school computers can be used have students analyse camera angles and lighting techniques Days 3 5 Storyboarding and filming mini-project* students create a simple storyboard to depict a common event in which 2 characters are involved (e.g., teacher asking a student to get a pencil, finding a partner in gym class, reading aloud to a friend, opening a door when someone knocks) students film the scene and edit it using editing suite software * Note: Scheduling is a critical factor in ensuring video production success. Also schedule times for staff to have hands-on learning opportunities. Media Literacy 2 Queen's Printer for Ontario, 2006

3 Phase 3: Development Have students work in groups. However, ensure that each student is involved in developing significant written pieces as the project unfolds. Note that, depending on the time of year and the grade level of students, the format of written pieces will vary. Provide explicit instruction in the different forms of writing that students will be using (e.g., writing a narrative or descriptive piece, developing a "pitch" using recount or persuasive argument, journaling, storyboarding, writing dialogue). Review project details with students: describe the scope, goal, timeline, and expectations. Confirm or revise student groups, reviewing with them the norms for collaborative work. Provide explicit instruction in brainstorming, using graphic organizing software to help teach the technique. Have groups brainstorm ideas for their project, reach consensus, and complete a video concept template. Present students with a framework for the type of product they will be developing: original full-length narrative/story (use a story outline format) short narrative (original or adapted) descriptive paragraph docudrama documentary Have students develop their concept using the appropriate format: each student develops a written piece individually group members come together in one or more "story conferences" to make decisions about which piece(s) to use in their movie and to build on the ideas in the selected piece(s) Have groups develop a "pitch" (the persuasive argument or recount that justifies why the video should be made). Beforehand, provide explicit instruction in writing a persuasive piece or a recount. each group member develops part of the draft of the pitch the pitch should include: a) an opening statement providing a clear indication of the story idea/theme/purpose b) a brief outline of the product (this writing can be divided between 2 or 3 students, covering beginning, middle, and end) c) a closing statement that provides an "emotional kicker" to sell the idea (this piece may be completed by the student who writes the opening statement) each group member reviews and revises someone else's written piece Media Literacy 3 Queen's Printer for Ontario, 2006

4 each group member then prepares the final copy of his/her piece Have groups "pitch" their project in a semi-formal presentation to the teacher or to a panel (e.g., principal, parents): the teacher provides explicit instruction in oral presentation skill each group member will deliver a part of the pitch that someone else developed the group rehearses the "pitch", and group members provide feedback to each other the group prepares any visuals that are needed to support the pitch Approve projects, asking for clarification and changes as necessary, and offering suggestions, strategies, and resources, where appropriate. Media Literacy 4 Queen's Printer for Ontario, 2006

5 Phase 4: Pre-production Have groups review the Guiding Questions for the PRODUCTION side of the Media Triangle: What colours will we use in the video? How much will it cost to produce? Where will we advertise or sell our video? Is it part of a series of videos? What is the name of our production crew? What is the crew's symbol? Who will own the copyright for this video text? Groups prepare a storyboard for their movie, showing each shot that is planned, and providing the following details of each shot: a sketch of the shot a description of the action and the location the type and length of shot the camera angle and movement the script of dialogue, if required other audio aspects (e.g., sound effects, live sound), if required Provide explicit instruction in dot-jot note-making. Provide crews with lots of copies of a storyboard template. Have groups discuss their screenplay and determine the number of scenes that will be needed to create the story. Each member of the group takes responsibility for developing a series of scenes and completes a storyboard panel for each shot, using dot-jot format. Have groups finalize the sequence of their storyboard: provide each group with a large sheet of chart paper or butcher paper for their storyboard; supply pencils, markers, and tape groups organize the panels on the large storyboard in the order that best conveys the story, changing, adding, and deleting, as necessary, to improve the flow of the story groups tape the panels onto the large storyboard and number the shots accordingly (use masking tape across the top of the sheets so that they can be easily removed) Have groups meet in a "production conference" to review the storyboard panels; each student then revises his or her own panels according to the feedback received. Review the groups' storyboards. Ask for clarification and suggest changes. Have groups revise their large storyboard, editing, adding, or deleting panels and renumbering shots, as necessary. Media Literacy 5 Queen's Printer for Ontario, 2006

6 Ask groups to staple their storyboard panels together in numerical order. Have groups prepare a shot list for the storyboard that provides a breakdown of requirements for each shot (location, props, actors): provide groups with lots of copies of a shot list template ask groups to divide up the storyboard panels between them and create a shot list entry for each panel, grouping together scenes that will be shot in the same location ensure that the correct shot number is copied from the storyboard panel to the shot list panel remind groups to take their storyboards and shot lists with them to each shooting location Approve shot lists, asking for clarification and changes. Students may need to take on a number of roles during the production phase; roles should be rotated: Director uses storyboard to set up scene makes sure Camera Person captures shots makes sure Actors follow the script directs action, cuts, and retakes oversees rehearsals at the shooting location anticipates any problems (e.g., with sound, lighting) decides how scene will be shot (blocking) decides on lighting On-camera Actor(s) memorize(s) lines and act(s) out the scene as described in the storyboard/script follow(s) directions of the Director and Camera Person should be comfortable being on camera and should have good 'stage presence' If groups are small, additional actors may be recruited from other groups. Camera, microphone, lighting operator(s) 1 or 2 people should read the equipment manuals should be comfortable with all the equipment and how it works operate(s) the camera/lighting according to the shot list check(s) with Director to verify shot follow(s) directions of the Director Props and set organizer ensures that all details are taken care of: props, wardrobe, sets, etc. Media Literacy 6 Queen's Printer for Ontario, 2006

7 Continuity coordinator consults with the Director on shots uses the shot list to coordinate shooting checks off shots that have been filmed ensures that elements are consistent throughout (e.g., lighting, costumes, props, weather) ensures that arrangements are made for shooting at each location Publicity manager (optional) chronicles the whole event (e.g., in writing, by taking photos) conducts interviews with actors and film crew creates invitations for the post-production celebration Groups rehearse scenes, following the storyboard. In the final rehearsals, all props, appropriate wardrobe, and so forth, are used. Groups are now fully prepared to begin their production work. Phase 5: Production Shooting should be completed in a very timely manner. Approximately 2 or 3 shooting time blocks will be required. All groups can film at the same time, or filming can be staggered. Remind students that their video will not be filmed in sequence, but that all shots that take place in one location will be filmed together. Have lights set up at one permanent location in the school and have groups use the same location for shooting. Ensure that each class is assigned enough video tapes. Create a shooting schedule, coordinating with other classes as needed; follow the schedule closely, keeping retakes to a minimum. Review camera techniques with the class and have students review their storyboards to ensure that they are aware of camera angles, etc., for each shot. Have groups reconfirm the roles that each student will play within the group; review the responsibilities of each role. Have groups review their shot list and ensure that they have all necessary materials for shooting. Assign equipment to groups and review careful handling techniques. Ensure that groups follow the shooting schedule and use their shot list and storyboard to film their shots at each location. Check that all equipment is accounted for and properly packed up once shooting is complete. Media Literacy 7 Queen's Printer for Ontario, 2006

8 Phase 6: Post-Production Before Editing: Review the editing software and how to connect the camera to the computer, as required. Have the class discuss collaborative strategies for editing (e.g., all students group around the computer, each person has a turn at using the computer, the group makes recommendations). During Editing: Have students download digital footage from camera onto computer and into editing suite. Have groups review their footage. Have students filter through all "takes" in the footage, and delete the "takes" they will not use. Have students save the trimmed down version of the video with a new file name. Have students insert a small amount of lead time at the beginning and end of each clip. Have groups edit the clips and arrange them in the appropriate order, using the storyboard as a guide. See that transitions, sound, titles, credits, etc., are added as required, including 10 seconds of black screen at the beginning and end of each video. Have each group conduct a "test screening" with another group. The other group can provide feedback and suggest revisions that will bring more clarity and impact to the story and improve the overall product. Have groups revise their video, as necessary. After Editing: Back up all production crew videos on the school network or copy them on an external hard drive to ensure that all final products are securely saved. Ensure that videos are transferred to a format appropriate for the final viewing. For example: exported to tape using the camera, and then made into a VHS copy exported as a QuickTime, RealPlayer, or Windows Media Player movie burned to a DVD Get videos ready for the sharing celebration. Media Literacy 8 Queen's Printer for Ontario, 2006

9 Phase 7: Celebration/Evaluation Provide groups with opportunities for written and oral reflection on their video-making experience. Re-administer the writing attitude survey to measure the impact of the experience on the students' attitudes to writing. Organize a screening event for showing the videos (e.g., combine classes; have an assembly; invite parents, community members, media, trustees, superintendent, etc.; have a 'Hollywood night at the movies'). Don't forget the popcorn! * Adapted with permission from "Write to Produce", Halton District School Board, April 2006 Media Literacy 9 Queen's Printer for Ontario, 2006