A Digital Talking Storybook

Transcription

1 Using ICT Levels 2, 3 & 4 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Assessment Focus Film and Animation Express Evaluate Exhibit Level 2 Level 3 Level 4 Part 1 Part 2 Part 3 Task Description In this task, pupils are required to work in a small group to produce a short film 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 2, 3 & 4 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; and using software such as Windows Live Movie Maker, imovie or Photostory 3 (at Level 2 and 3). Resources Windows Live Movie Maker, imovie, Photostory 3 or any other appropriate software. Internet may be used for music/sound effects/film clips (licensed for use in school or copyright free). Pre-prepared clips in Public Folder. Video and/or digital camera. Managing the Task Pupils should be given opportunities to: Plan After group discussion, pupils should produce a plan or storyboard to outline the story or report they are to film. Do Pupils should become familiar with the digital/video camera. They should set the scene and produce a series of still/moving pictures. These pictures should then be uploaded into editing software such as Windows Live Movie Maker and edited appropriately, by 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 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 product, please include; evidence of planning (Level 2) a storyboard at Levels 3 and 4 a brief pupil evaluation at Levels 3 and 4 2

3 Using ICT Levels 2, 3 & 4 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 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 2, 3 and 4. 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 2 Level 3 Level 4 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. create and edit text onscreen, combining images and/or sound; talk about how to improve their work; and 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 self-produced 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 Exhibit manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly. save their work. 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. Pupils should demonstrate, when and where appropriate, knowledge and understanding of e-safety including acceptable online behaviour. 3

4 Using ICT Levels 2, 3 & 4 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Desirable Features Film and Animation Level 2 Film and Animation Level 3 Film and Animation Level 4 use suitable software to work with pre-loaded images or take still images of objects or models; and arrange the images into a sequence to develop a narrative and record a voiceover if appropriate, for example use Photo Story to rearrange a sequence of still images or take photographs of an object or person in graduated poses or positions to create an animation. 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. 4

5 Part 1 You have been asked to work in a small group to produce a short film as part of a topic you are working on in class. In a group, preview other film sequences and discuss before making your film. Record some still or moving images using a digital or video camera. Your teacher may help you to load these into a suitable software package, for example, Photostory 3, Windows Live Movie Maker or imovie. Arrange these images into a sequence which tells a story. Record your voice on the film to explain your pictures to others. Think about ways to improve your work and make any necessary changes. Save your work. 5

6 Part 2 You have been asked to work in a small group to produce a short film as part of a topic you are working on in class. In a group, preview other film sequences and discuss before making your film. Make a storyboard showing the planned layout of your film. Compose and record a variety of still or moving images using a camera. Use a suitable software package, for example, Photostory 3, Windows Live Movie Maker or imovie to import your images and produce a short film. Add a voiceover, music or sounds to your film. Use some transitions, effects and titles. 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. 6

7 Part 3 You have been asked to work in a small group to produce a short film as part of a topic you are working on in class. In a group, preview other film sequences and discuss before making your film. Plan a film script with a specific audience in mind. Make a storyboard to plan a layout of your film. Include the type of shots you will film. Include a script for any speech you want to have in the film. Review your storyboard and script and make any changes you think are necessary. Compose and record a variety of moving images using a camera. Record sounds or a narration. Use a suitable software package, for example, Windows Live Movie Maker to import your images and produce a short film. Decide which of your images you will include. Make use of editing tools within the software. 7

8 Part 3 (continued) You may include additional sounds from a CD-ROM or the internet in your work. (Check with your teacher that you are allowed to use these sounds). Create and label folders to store any film, images or sounds you are going to use. Experiment with sequences. Layer the transitions, sounds, effects, titles and credits. Try to use appropriate timing when editing your films to match images with sound. Give your piece a title and add credits. Evaluate your film and make necessary changes. Save your work where your teacher has told you to giving it a suitable filename. Make sure it is saved so that it can be watched on other computers. Illustrations thinkstock.com 8