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Making Digital Video using the INTEL DIGITAL BLUE. Why use Digital Video?. The benefits of shared writing Focuses on speaking and listening (September 2006 Literacy Strategy changes) Tune-in to pupils’ “home literacy” Multi-modal texts
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Why use Digital Video? • The benefits of shared writing • Focuses on speaking and listening (September 2006 Literacy Strategy changes) • Tune-in to pupils’ “home literacy” • Multi-modal texts • Shared work – builds skills of co-operation, communication, discussion and management • High motivation factor – particularly boys (?) • Real opportunities for Assessment For Learning (pupil self and peer assessment)
Why use Intel Blue? • Not expensive: £85 (now cheaper?) gets one camera and a site licence • Very child friendly camera and software • Can do complicated things very easily • It is the children’s work - not the teachers (as often happens with expensive £400 digital cameras) • Whilst the video quality is a little grainy, and audio on camera is very quiet – I think this is outweighed by benefits
What the Pupils say • “It is fun” • “It makes you feel like a real director, like you are in control” • “The cameras and the software are easy to use and you can do complicated things really easily” • “Your class won’t moan when it is literacy time” • “It teaches us to work in groups, not argue as much” • “Lets us show our expression, it is creative” • “It’s a reward after doing all your planning and scripting” • “We could actually see where our writing could be made better”
Types of Video I have done • Non Chronological Report: Documentary on Global Education for a visit by our MP • Explanations: Survival guide to Y5, How to write a myth, Top Tips for spellings • Report: What life was like for Victorian street children • Narrative: A ‘creation’ story from West Africa, Re-writing the Nativity story using animation • Persuasive / Script writing: An advert for any product • Poetry: Animation of their own version of “On the Ning Nang Nong” • Just for Fun: Making a pop video in lunchtime club
Other instances • Summer term I will experiment with ‘Voice-Overs’ – using language for effect: Using ready made films, pupils create own narration • Primary National Strategy: ‘Learning and Teaching using ICT’ (CD Rom box). Y2 DT lesson (clearly literacy Sp&L) – opportunities for AFL are obvious • DFES: ‘Learning Platforms, Primary, Making IT personal’. Images of pupils using the Intel Digital Blue
Health Warnings • Need to be really well organised: pupil groupings, supervision, TA’s, timetabling, managing different ‘locations’ for each group. • The topic / context needs to be right: pupils can become silly very quickly. • ICT skills: will need to build the pupils skills. • The first time you do it you may get a lower standard of writing than you are expecting (you may not). Like anything, it needs practice. • ‘Problem Boys’: Naively, I thought it would ‘cure’ their immaturity – it didn’t (but they were more motivated than usual). Solution - more supervision or different grouping. • Don’t expect movie quality – AVI file transfer is not the best. Whilst image is great on each machine, it will be a little grainy when showing on Windows Media Player. The microphone on the camera is quite poor.
Some Examples • Narrative Fiction: African creation myth from Y6, Term 1, mixed ability group. • Persuasive playscript: A TV advert Y6, Term 2, L5 & L4 boys but ‘adolescent’. • A narrative re-telling: The nativity A bright Y6 girl working with a struggling Y5 boy • The software
The Process • Look at examples of text type • Rehearse particular GFW skills as appropriate • Use planning sheet for ‘slides’ of video making • Script / narrative writing • Filming (on-going self assessment necessary) • Editing the film (on-going self assessment necessary) • Presentation and assessment
How long does it take? THE LITERACY • Literacy input: 1-2 lessons (of course dependent on literacy aspect) • Slides:1 lesson • Scripting:2 lessons • Editing Script:1 lesson THE ICT (but don’t forget all that hidden literacy) • Filming:1-2 lessons • Editing together (splicing):2 lessons • Post Production (narration, music, etc):1 lesson • Of course this is dependent on class skills and the type of movie you are making SELF-ASSESSMENT (easy to forget – with time constraints) “We could actually see where our writing could be made better”: 1 lesson