The document discusses the importance of teaching pupils to develop and refine multimedia ideas through various creative tools and technologies. It emphasizes the balance between technical skills and creativity, outlining key components for an effective video essay. Additionally, it incorporates references to educational resources and practical tasks, such as posting content online for further engagement.

2. Developing ideas…
“Pupils should be taught…
2a) how to develop and refine ideas by bringing
together, organising and reorganising text, tables,
images and sound as appropriate”

3. T&L videos?

4. Multiple Intelligences

5. Video in primary schools
 Recording evidence
 Multiple literacies
 Live action
 Kit?
 Edited vs raw footage
 Animation
 Stop motion
 Computer generated (‘tweening vs programming)
 YouTube etc
 Concerns?

6. Key text for your work as
a student
Counts, E (2004) Multimedia
Design and Production, London:
Pearson
ED Counts’ web site

7. Be a moviemaker
“With contemporary technologies,
virtually anyone can be a
moviemaker … Even more
revolutionary than simply making
our own movies, we can distribute
them to the world via the World
Wide Web.” (p8)
Counts, 2004

8. Be creative
“… students and teachers can
learn to use multimedia tools,
theories and skills to create
original , inventive and
expressive works of high
technical quality.” (p7)
Counts, 2004

9. Spectacular results
“Unfortunately, if one wishes to
use multimedia tools creatively,
there is no way to avoid the
many hours that it takes to learn
to use them. Most often,
however, the time spent pays off
in successful and sometimes even
spectacular results.” (p9)
Counts, 2004

10. Vision
“The creative and expressive
power of contemporary
multimedia production tools is
nearly unlimited … [but] merely
having some skills in operating
tools and devices cannot
compensate for a lack of vision,
imagination, motivation, passion
and above all, a point of view.”
(p12)
Counts, 2004

12. An excellent video essay should:
•critically reflect on readings and personal experience,
making connections and comparisons between these;
•explain rather than describe;
•include both live recording and illustrative screen
captures;
•be coherent and well structured;
•ensure the quality of the video is acceptable, e.g. set the
white balance/exposure, frame the subject appropriately;
•have titles, credits, a voiceover and carefully chosen
music/sound effects;
•exhibit good standards of spoken English and be no
longer than three minutes.

14. Screencasts

15. Ken Burns

16. Green Screen

17. Talking Heads

18. Establishing Shots

19. Stock Footage

20. Referencing
Lord, P & Park, N. (2000) Chicken Run.
[VHS Video]. UK: Pathe Distribution

21. To follow up…
Post your screencast and
interview to YouTube and then
embed in your blog
Start work on your video essay
Read Wood et al (2009),
children’s use of mobile phone
text messaging and its impact
on literacy development in
primary school.