Video production process
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This document provides guidance for teachers on incorporating video production into classroom learning. It discusses the benefits of video for improving student skills and engagement. It outlines a 5-stage "5P" model for video projects: Planning, Pre-production, Production, Post-production, and Presentation. For each stage, it describes the roles of both teachers and students, with considerations like establishing goals, storyboarding, shooting footage, editing, adding effects, and sharing the final video. The goal is to provide a structured approach that makes video a meaningful educational experience for students.
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Video production process
- 1. University of South Australia Video Production In The Classroom
- 2. The Potential of Video • Video production is regarded as an integral aspect of a multimedia approach to teaching and learning. • There is evidence to suggest that through their involvement, students can improve self esteem, increase confidence and develop collaborative skills if given the opportunity to explore visual language and focus upon using video as a learning and communication tool. • Students can become highly proficient in utilising this technology but require a structured approach to learning in order to fulfil sound educational aims.
- 3. The ‘5P’ Video Production Model • Teachers and students should be aware that any video production moves through 5 distinct stages … - planning - pre-production - production - post-production - presentation
- 4. Planning - Teacher • Establish clear education and curricular goals associated with undertaking a video production. - The use of video should enhance the learning experience not simply used because it is a fun activity. • Establish criteria for the project - students should have a clear understanding of the purpose of the task, expectations and the assessment process
- 5. Planning - Teacher • Determine specific activities which will be undertaken as part of the video production (i.e. data collection, still images, graphics, filming, problem solving exercises, story boarding etc). - this may be determined in discussion with students • Determine the logistics of the video production (i.e. division of jobs, sharing equipment, locations, etc). • Determine the instructional requirements (storyboarding, cameras, downloading software). • Determine the format of presentation. • Determine the time line of the project.
- 6. Planning - Students • Consider the theme, concept, idea or story • Determine the purpose of the video • Consider the genre of the video (documentary, fictitious story, mockumentary, training video, advertisement, an event, a news report) • Consider the narrative style (i.e. reporter, narration, use of text, no sound, use of music etc) • Consider access to resources (equipment, expertise etc) and locations (within or outside the school) • Consider enhancements to the video (i.e. animation, sound, special effects, diagrams etc).
- 7. Planning - Students • Brainstorming is one of the techniques for generating ideas and thoughts within a collaborative group. All students contribute while saving judgement for the refinement stage. • Refining of ideas is essential for the group/s to focus upon the best suggestions and direct their actions toward those goals. • Storyboarding is essential during the planning stage as it allows the actions of the story to be told in a linear and visual manner (from beginning to end).
- 8. Pre-Production – Students • Pre-production involves putting the discussion and documenting of ideas into action. It may involve … - determining roles and responsibilities within the group - defining the production storyboard and determining the script (dialogue or text) - determining suitable locations - organising input from outside sources (interviews, use of equipment, access to locations) - preparing props, costumes etc.
- 9. Pre-production - Teacher The role of the teacher during pre-production is important … • establish guidelines for promoting constructive interaction between students • acts as a facilitator to keep groups on task (working to designated time line) • provides working parameters for the production • establishing and understanding of video technique, processes and technology • provides clarification and a secondary opinion regarding ideas • ensures the production remains ‘educationally sound’ and fulfils its original purpose • checks all equipment for full working order.
- 10. Production - Teacher During the production stage, the teacher will have a highly managerial role (executive producer) … • with limited equipment, it will be necessary to stagger the tasks being undertaken by various groups, i.e. .. - filming video - photographing still shots - compiling sets, props and resources - finalising storyboards and scripts - organising costumes • Classroom management is essential at this stage … good communication, clear instructions and defined goals.
- 11. Production - Students • The quality of the presentation will depend upon the quality of the ‘footage’ which is shot. • Each ‘shot’ is a single run of the camera - its purpose is to establish place, show actions or reactions - it establishes the pace or ‘tempo’ of the final scene • The ‘scene’ is a group of shots based upon one action or theme - depicts a sequence of events - creates a more detailed overall impression of the story or information being communicated • Students should capture a large number and variety of shots or may shoot scenes from different angles.
- 12. Production - Students When shooting video footage, students should consider … • shooting ‘steady’ footage – use tripod of possible • camera angles • sound quality – avoid ambient noise • lighting conditions • leaving blank space before and after the scene • camera focus • use of camera zoom
- 13. Post-Production – Teacher • Students often appreciate the opportunity to view video footage. This is best undertaken in the classroom before editing begins. • The teacher may provide suggestions or guidance which could be added to a ‘footage log sheet’ which documents detail such as the type of shot, usefulness of the footage, sound problems of further shots required. • Some instruction will be required regarding video download, video editing process and video effects.
- 14. Post-Production • Following the downloading of the footage, students will need to spend some time ‘cropping’ (shortening) and deleting. • Using appropriate video editing software, students can begin the process of considering the sequence of shots and the pace of the presentation. - longer shots slow the pace - calming, tension - shorter shots increase the pace - energy, excitement
- 15. Post-Production - a straight-cut jumps straight to the next scene - a transition provides an effect between one shot to another… i.e. a dissolve, a wipe, a slide (transitions should not be over used but added selectively for additional effect). Students should consider the ‘cuts’ (changing from one shot to another) within a scene.
- 16. Post-Production – Students • As well as the editing capacity of video editing software, a range of special effects may also be provided which can be added to your footage. i.e. sepia, scratchy film, soft focus, mirror. • Text information can also be added at the editing stage including a wide range of transitions which allow it to appear i.e. fade in, drop in, typewriter.
- 17. Post-Production • The ‘soundtrack’ is a very important aspect of the video production which can also be finalised at the editing stage - original sound recording can be retained or deleted - narration can be added - music can be added - ‘sound grabs’ can be added or sourced from the library of sounds usually provided with most video editing software. - Remember silence can also be effective in creating tension or emotion.
- 18. Presentation • The presentation or application of the video production should have been determined at the planning stage. • In most cases, the video will need to be ‘compressed’ or ‘rendered’ at the conclusion of the editing process. • By exporting the video into a recognised viewing file format, the memory size of the production will considerably reduce and make it far more manageable.
- 19. Presentation • How you share the video will depend upon your audience and your purpose. • Digital video can be exported to .. • digital video tape (then converted to VHS tape) • files for multimedia viewing (Quicktime, mpeg, Powerpoint, web page) • CD Rom or DVD • Email viewing
- 20. Post Production • A critique, review or evaluation session should be factored into the designated time line. - students will appreciate the opportunity for feedback from the teacher and a chance to add last minute changes. - The whole class will appreciate the opportunity to view the productions of other groups • Students may require the opportunity to share the thoughts regarding the production before viewing with an audience.