Guide to making a JuxtaLearn video 2014-01-13

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This guide to making a JuxtaLearn video is part of the process of creating a performance specification for the EU JuxtaLearn project . …

This guide to making a JuxtaLearn video is part of the process of creating a performance specification for the EU JuxtaLearn project .

2014-01-13

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  • Inspired teachers see teaching and learning as a performance for themselves and their students, a performance that they must craft and support. These guidelines offer support for juxtaposing threshold concepts in creative performance. These guidelines for making a JuxtaLearn video come in the form of a pechakucha. A pechakucha is a PowerPoint presentation in which you see each of 20 slides for only 20 seconds, no more, no less. So the whole presentation is 400 seconds – that is six minutes 40 seconds long
  • These guidelines to making a JuxtaLearn video will structure the video making steps of development, pre-production, production, post-production and upload and screening.
  • There are three components to these guidelines – The teacher resources, which are unique to the JuxtaLearn processThe five video making stepsAnd the performance palette that supports those five steps
  • The teacher resources make the JuxtaLearn video special because the teacher at stage 3 of the process, guides the students round the threshold concepts, using the taxonomy to break down the concept and to classify examples. The teacher must design the JuxtaLearn storyboard template with reference to the taxonomy.
  • These teacher resources feed into the development, planning and creation of the video at various steps. For instance, the threshold concept is the focus for the development of the video; the taxonomy and storyboard influence pre-production, and dramatic scripts are essential for production.
  • Similarly, the performance palette offers support for different steps. There’s genre or style of your video, the technology you have available, various roles to allocate, production design and performance formats. We’ll look at these in detail in a moment.
  • When you put together the teacher resources and the paints from the performance palette you can see where they might support steps in the video-making process.
  • It hints, advises, prompts, advocates, suggests, urges, exhorts, reminds
  • Genre is a means to classify the style of video or category of performance. It could include romantic comedy, horror, spoof, parody, chat show or …. Suspense
  • Technology includes software and hardware.You want software to edit your movie and to bring in pre-existing sounds, clips and still photos Your hardware might include cameras, lights, a scanner to scan in stills, a digital recorder for voice overYou’ll want paper to chart, script and sequence your storyOptional Items might include a green screen
  • There are four crucial roles required to make a performance: producer, director, actor and audience. And there are also lots of jobs to allocate. Make sure every student is on camera because everyone has to have a little bit of a go just to see what can be done technically. Do a dry run. Remember - if the video is a success, those on camera will get the fame
  • These are examples of various formats you could choose to present your video.
  • Students identify, create or get resources,. At pre-production, get everything ready and limit the chaos of production. E.g. if you’re going to have a picture on a wall, it shouldn’t be stuck with blutac and fall off when filming.
  • Here we see all the support for the JuxtaLearn video making process including teacher resources and all the performance palette paints.
  • Take a lesson to discuss what you might do. Research what has already been done.Choose genre from the performance palette. Think about what technology you are going to use. Plan your visuals on a flipchart Use the teacher’s taxonomy to identify words to use in the video. Devise a pitch so you can talk to people about your ideasChicken & egg - you have to try stuff out, so you can move to pre-production.Use online resources, to check various sites for video ideas.
  • Pre-production requires project management.Identify who’s doing which roles Delegate jobs such as editing files, finding propsWork out how everyone can have a go at everything.Write a treatment Check lighting, props, location Create a schedule e.g. rehearsalsBe ready for improvised action. Accept the improvising actor. If plans change, revisit treatment.Identify available technology – see performance palette. Think of safety. Limit the chaos of productionDelegate jobs including editing files, finding props, researching, writing treatment and script, Intent participation – Rogoff – need to be in front of the camera in a minute – expect to participate and to contribute
  • Film the main action – checking rolesCollect other footage (or B Camera) e.g. General views (GVs), cutawaysConsider performance formats to copyCollect other assets e.g. graphics, music, stills, stock video footageShare multi-media resources on web site Post multi-media resources on school web site for parents and students to view. Save and copy this work on a CD to document the learning.
  • Transfer media onto a computer or table top.Assembly your media & assets into order following the script or storyboard and choosing the best shots & takes, to arrange these in correct order on the timeline. Relook at performance formatsThe editor will look out for unscripted / improvised shots that may enrich the project. Make a first cut & get feedbackEditing is a creative activity but takes a lot of time
  • After feedbackFine tuneGet extra shots /textMake a final with titles, graphics, music, voice-over, special effects, colour correction, sound mixing, animation, transitions. Get feedback - tweak if requiredDouble-check permissions to use all the materials in filmExport film in a desired formatArchive project e.g. to a spare hard drive or disc
  • Add 3 seconds of cheering

Transcript

  • 1. Guidelines help Guidelines to making videos help teachers and students because they structure and sequence the important video-making steps of 1. 2. 3. 4. 5. development pre-production, production, post-production, upload and screening 2
  • 2. Three components to JuxtaLearn guidelines • Teacher resources • Five steps • Performance palette 3
  • 3. Teacher resources make a JuxtaLearn video special Teacher resources are essential: • The teacher guides the students round the threshold concept of interest, identifying the taxonomy students need to know and use • The teacher designs the storyboard template with reference to the taxonomy • Students write the drama script together 4
  • 4. Video making guidelines: step by step The teacher resources feed into the development, planning and creation of the video. E.g. • the tricky topic influences initial development, • the taxonomy & storyboard influence preproduction, • dramatic scripts are essential for production. 5
  • 5. Add the performance palette paints At different steps, choose from palette. 6
  • 6. Put them together to see how they support the process 7
  • 7. Genre, roles, formats, technology and resources make the performance palette The performance palette provides advice by 1. suggesting genre 2. prompting for technology use 3. reminding of the roles to consider and perform 4. advocating design resources 5. suggesting performance formats Should it also have a paint on motivating? And how would that work in exciting students to make a video? 8
  • 8. Genre: style or category of performance Genre is a means to classify. This paint suggests styles or categories. 9
  • 9. Technology For example: • Software to edit, Microsoft Movie Maker, iTunes music, • Chart paper • Video camera / Flip Video / camcorder, digital recorder • Scanner • Green screen 10
  • 10. Roles Allocate jobs for everyone. Get everyone on camera somehow Technical crew: Someone monitors sound quality. Someone thinks about camera: focus, exposure, compositio n The director thinks about communicating the idea. 11
  • 11. Performance formats These are some example formats for the videos, to stimulate ideas. 12
  • 12. Production design Students identify or create or get resources 13
  • 13. Put together all the paints in the palette 14
  • 14. Guidelines: development • Take a session to discuss what you might do • Research • What vocabulary has the teacher given you? • Choose a genre • Plan your visuals on a flipchart • Sketch the storyboard. • Use the teacher’s taxonomy to identify words to use in the video script. • Think about what technology to use. • Devise a pitch so you can talk to people about your ideas 15
  • 15. Guidelines: pre-production • Manage project. • Identify who’s doing which roles – do they match the storyboard? • Delegate jobs • Check everyone gets a go at everything • Write a treatment • Check lighting, props, location • Create a schedule • Be ready for improvised action. But check the script. • Identify technology • Think of safety. 16
  • 16. Guidelines: production • Film the main action – checking roles • Collect other footage e.g. General views (GVs), cutaways • Consider performance formats to copy • Collect other assets e.g. graphics, music, stills, st ock video footage • Share multi-media resources on JuxtaLearn web site 17
  • 17. Guidelines: post-production 1.Transfer media onto a computer or table top. 2.Assembly your media & assets into order following the script or storyboard and choosing the best shots & takes, to arrange these in correct order on the timeline. 3.Relook at performance formats 4.The editor will look out for unscripted / improvised shots that may enrich the project. 5.Make a first cut & get feedback 6.Editing is a creative activity but takes a lot of time 18
  • 18. Guidelines: post-production again • After feedback – Fine tune – Get extra shots / text • Make a final with titles, graphics, music, voiceover, special effects, colour correction, sound mixing, animation, transitions. • Get more feedback - tweak if required • Double-check permissions to use all the materials in film • Export film in a desired format • Archive project 19
  • 19. Guidelines: upload and screen • Share with an audience • Have a premiere screening / celebration & invite everyone involved • Get your film known & shown • Provide multi-media resources on web site for students to view. • Work out a means to share production with parents & other externals. • Save and copy this work to the JuxtaLearn site to document the learning. • Applaud yourselves 20