Improving e-literacy outcomes with a collaborati ve student film-making challenge
Prac&cal guidelines for se1ng up a similar event Prac&cal ways for students to create movies Literacy learning outcomes linked to making movies Integra&ng movie making into NZC learning areas An introduc&on to the ‘e-‐competencies’/21st Century Fluencies
Flick-‐It-‐On! – Our aims To operate an enriching ﬁlm school project to support collabora&ve teacher professional learning and sharing and to grow student learning through the eﬀec&ve use of ﬁlm to communicate their learning.
Flick-‐It-‐On! – What is it? 16 classes across 7 Nelson & Tasman Schools Collabora&ng in teams of 4 Learning how to storyboard, ﬁlm, act, add voiceover & sound eﬀects, add music to show mood & emo&on, edit…. …to create a 2-‐3min movies based on a theme or concept In 10 weeks!
2010 – Funding from the Whakatu Cluster Kids Can Film Fes&val – 3 day ﬁlm fes&val 2011 – First year of Flick-‐It-‐On! Followed on from the Kids Can Film Fes&val – sustainability & embed ﬁlm making into classroom programmes 2012 –Second year Flick-‐It-‐On! Flick-‐It-‐On! 1 day workshops for teachers & students (run by local teachers) before the rota&ons started
Themes 2010 Home Kids Can Film Fes&val 2011 Change Kids Can Film Fes&val Heroes Flick-‐It-‐On! 2012 Pushing the Boundaries Flick-‐It-‐On!
Flick-‐It-‐On! RotaCons 2012 RotaCon 1: 1-‐3 min Silent movie – 3 weeks RotaCon 2: add sound eﬀects & voice – 2 weeks RotaCon 3: add music to show mood & emo&on – 2 weeks RotaCon 4: edi&ng, &tles, transi&ons & eﬀects – 2 weeks
Flick-‐It-‐On! Passing-‐it-‐on! 2012 Dropbox We passed on each rota&on through using Dropbox -‐ each teacher set up a free account Deadlines We set the deadline as the Thursday of the ﬁnal week of each rota&on to allow for any glitches! We encouraged teachers in each rota&on to contact each other early rather later!
Flick-‐It-‐On! The Important Bits! Commitment Teachers need to commit to rota&on deadlines 2013 Flick-‐It-‐On! Applica&on Form to take part in the project Intellectual Property Using copyright free images, sound eﬀects and music. 2013 Flick-‐It-‐On! Teachers to complete license to use material forms Release Forms For individuals making / taking part in the ﬁlm
Flick-‐It-‐On! Celebrate! Premiere 2010 – Muritai Centre, Tahunanui School 2011 – State Cinema Nelson / Broadgreen Intermediate 2012 – Broadgreen Intermediate 2013 – ….? TBA
2013 We want you! To take part in Flick-‐It-‐On 2013 – turning a local project into a na&onal project
2013 Classes & their teacher working in teams of 4 with one teacher as the coordinator for the group Teacher coordinators – have taken part in Flick-‐It-‐On! Experienced in ﬁlm making & relevant soeware Support via mee&ngs: skype, email etc. Support via the web: wikipage and blog
Speaking, wriCng & presenCng Listening, reading & viewing The digital stories created during the Flick-‐It-‐On! projects provided opportuni&es to:
1. Integrate sources of informa&on and to create and express their ideas (process& strategies) 2. Shape digital texts for diﬀerent purposes (purpose & audience) 3. Select, form and express their ideas (ideas) 4. Develop their awareness of the eﬀects of language (language features) 5. Develop their skills in organising digital texts (structure)
Thinking Managing Self Rela&ng to others Par&cipa&ng & contribu&ng Using language, symbols and text
Through creaCng digital narraCves and documentaries students… • share new learning • interpret the past • develop new thinking for a sustainable social, cultural, economic and environmental future at a local, naConal and global level
Storyboard & Silent Movie Step 1 Brainstorm the theme /concept writing SOLO Taxonomy – Create Deﬁne Maps and deﬁniCons (alternaCve graphic organisers could be used e.g. KWL, PMI) Reading Reading (fact and ﬁcCon books, websites etc. linked to the students’ understanding & interpretaCons of the theme)
Storyboard & Silent Movie Step 2 Introducing filming & photography techniques ReadingSophisCcated pictures books -‐ introducing types of shot and emoCve photography Visual literacy • watch snippets of movies, moving images etc. analyse types of shot and emoCons portrayed
Storyboard & Silent Movie Step 3 Synopsis and storyboarding writing• WriCng the synopsis of the movie • Taking ‘mock up’ photographs telling the story • Comic Life to create the storyboard, plan shots etc. Make the silent movie!
Add sound eﬀects and voice readingVisual literacy • analysing and interpreCng the silent movie writingScript wriCng • what the characters say, where to put sound eﬀects
Add music to show mood and emoCon readingVisual literacy • analysing and interpreCng the movie with sound eﬀects and voice • watching snippets of movies, moving images analysing how music is used Writing• use SOLO Maps or other graphic organisers to analyse the eﬀect of music when used with staCc or moving images
Add Ctles, eﬀects and edit Writing• Watch the movie, adding Ctles and credits
21st Century Fluencies e-‐competencies • Cri&cal thinking skills • ICT to e-‐competencies • Tradi&onal 20th Century literacies • Best prac&ces • 21st Century literacies • E-‐literacies h^p://www.ﬂuency21.com Juan Cristobal Cobo Romani 2009
A digital ciCzen: • is a conﬁdent and capable user of ICT • uses technologies to parCcipate in educaConal, cultural, and economic acCviCes • uses and develops criCcal thinking skills in cyberspace • is literate in the language, symbols, and texts of digital technologies • is aware of ICT challenges and can manage them eﬀecCvely • uses ICT to relate to others in posiCve, meaningful ways • demonstrates honesty and integrity and ethical behaviour in their use of ICT • respects the concepts of privacy and freedom of speech in a digital world • contributes and ac&vely promotes the values of digital ci&zenship
Digital literacy or the ability to understand and fully par&cipate in the digital world is fundamental to digital ci&zenship. It is the combina&on of technical and social skills that enable a person to be successful and safe in the informa&on age. Like literacy and numeracy ini&a&ves which provide people with the skills to par&cipate in the work force, digital literacy has become an essen&al skill to be a conﬁdent, connected, and ac&vely involved life long learner.
Se1ng up a similar event Startegies to help students create movies Link literacy learning outcomes to making movies How to integrate movie making into NZC learning areas (including key competencies) 21st Century Fluency / ‘e-‐competencies’ email@example.com