FilmSchoolforVideoPodcasters

=**Welcome to the Film School for Video Podcasters Wiki**=


 * Category:** **Kicking it Up a Notch**
 * Presentation Title: “****Film** **School For Video Podcasters” (16:31)** **__2 CATNIP HOURS__**
 * Webpage:** http://k12onlineconference.org/?p=329
 * Presentation Description:** Make better classroom movies with simple tips that will help elevate your vodcast to the next level in terms of artistic and technical merit. Learn how to storyboard like a pro, choose shots that support the telling of your story, and capture better lighting and sound. Regain lost opportunities to teach media literacy and higher level thinking via video production by empowering yourself to empower your students. Tap into over one hundred years of movie history with this engaging presentation that instructs as it entertains.
 * Presenter:** **Mathew Needleman,** Los Angeles, California, USA

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If you are using a VoiceThread for your Summary please post the link in the Summary section. Make sure your VoiceThread is //not// private. If you are submitting an audio response you will need to email that directly to Kim Thomas (kthomas@msd38.org).
 * Essential Questions and Summary.** (Please follow this format.)

Your Name; Bari Candy Session Title: “Film School for Video Podcasters”.

Essential Question 1:How can teaching video production increase the student’s ability to think critically and analyze media? Response: Students are able to make connections with of media production. They can establish and relate on a personal level an understanding of messages sent by the media. In video production, students are exposed to the “other side of the camera”. They are the ones sending the message. They are responsible for deciding shots, scenes, direction camera angles, and a considerable list of other responsibilities. Taking on all these roles, especially through storyboarding and note taking, helps the student think critically about the decisions that other students have created. So good in the art room! Critical thinking is what I love best when teaching art because it allows the opportunity for deconstructing and reconstructing as the video states. Breaking the whole into parts and what was the trip on the way like. Visually, it is not offensive if students make “critical” comments as long as it is expressed in a subjective way. For example: “I like…because” statements are the most positive form of critical thinking in a classroom setting.

Essential Question 2: In what ways does shot selection and story boarding promote higher-level thinking? Response: The steps a student takes when working in video production promote higher-level thinking in several ways. First, storyboarding has many components: frame and shot selection; camera angles and positioning; emotion and action, lighting and sound. All of these components need to be considered because it has to be interesting. It needs to capture the audience not only with the words, but with the camera as well. A camera alone can tell a story if the “stage” is set right. The student contributes with character and story development as well as directing a show. A student has to also be the choreographer with positioning of the subjects, backgrounds and how all these elements will transition to the next shot.

Essential Question 3: How can we integrate video production in support of our existing curriculum? Response: SO many ways that video production can be applied to state standards and curriculum. I would be able to apply it in the art room in various ways. Showcasing art work that are examples of the assigned lesson and project(assessment) is one example of a connection. Another way is shooting 2/3-D “shorts” that are linked to Language Arts through character development and “storytelling”.

Summary: How can I use this in my classroom? Response: As I stated above, it summarizes how I can apply and use in video production the classroom. Discipline Based Art Ed is the required way to teach art nationwide. DBAE is integrated across curriculum. It is actually very easy and simple to connect curriculum and national/state standards to the art classroom.

2. Your name: **Rob Lazarus** Session Title: Film School for Video Podcasters Essential Question 1: (type the question) How can teaching video production increase the student’s ability to think critically and analyze media? Response: There are many ways to tell a story. Just as students need to critically think when writing a story to convey their messages to certain audiences, the same goes for the telling of a story through the use of movie making. When a student writes a story, how he/she sets up the story is important for the audience to comprehend the meaning. In a movie, how you reveal the story is equally important, thus the students' must use critical thinking in in the movie's storyline and development during filming. Students can also use their critical thinking to analyze and evaluate their own work compared with other movies filmed from other students. Questions such as, " Are the camera angles or storyboarding in one movie better than in others. How can the storytelling be improved? What camera angles should be used that will make for better storytelling? Appreciation of filmmaking and the impact it has on storytelling is also an important part of the learning experience.

Essential Question 2: (type the question) I n what ways does shot selection and story boarding promote higher-level thinking? Response: Storyboarding is an essential part of filmmaking. Much like in writing, there needs to be a sequence of events to best tell the story you want the audience to see. Storyboarding is a way to visually see the sequence of events and how they should look in the movie. Still images can convey motion and the set up of certain scenes of the movie. In the movie, the teacher suggests to draw the picture first and then place a frame around it. Analyzing the storyboards will help in deciding whether the story is being explained in sequence and logically.

Just as storyboarding is important in the pre-production of a student film, so is the use of the camera. Do you use high angles, low angles, close-ups,or zoom. Every camera angle used should be for the overall storytelling. Students critically think through what are the best camera angles to use and why.

Essential Question 3: (type the question) How can we integrate video production in support of our existing curriculum? There are an infinite number of ways that video production support existing curriculum. For example, if a clasrooom objective is that students will write a one chapter continuation of the book, **Stuart Little,** then a higher level Bloom's objective will be to create storyboards and film an original production based on the continuation of the book, **Stuart Little**.

. One of the objectives that I have the students accomplish is that the students will design, write, and draw a comic book that expaind Newton's Three Laws of Motion. Another exciting way to explain Newton's Laws of Motion is by the production of a film that uses the techniques discussed. In my eighth grade science class, videos have also been used to explain physical and chemical reactions of substances

Summary:

My students have produced several films within the science classroom over the last few years, and they always enjoy the alternative ways of storytelling. Last year, my students created and filmed their own short films explaining physical and chemical reactions of substances. This year, because improvement in reading is a school goal, I will integrate filmmaking within an "Academic Lab" class. I plan on reading 20,000 Leagues Under the Sea and have the students explain their comprehension through the filmmaking approach.

This was a great class with interesting ideas.

3. Your name: Alec Fick Session Title: **Film** **School For Video Podcasters** Essential Question 1: How can teaching video production increase the student’s ability to think critically and analyze media? Response: There are many concepts that one must think about when making a video. All of these decisions will stimulate the student's ability to think critically in order to achieve the desired end result. In the end, the students will view media in a new light and be able to analyze the flood of information that they see on a daily basis. Essential Question 2: In what ways does shot selection and story boarding promote higher-level thinking? Response: Prior to looking through the view finder of the video camera, the students must plan what they are going to be shooting. This is accomplished by producing a story board where the producer of the video has an idea on paper what he wants to accomplish during each scene. Such forward thinking will promote higher-level thinking for all those involved in the brainstorming process during the story board making and decisions made about shot selection. Essential Question 3: How can we integrate video production in support of our existing curriculum? Response: I feel video production can be used in all aspects of the curriculum, from science, language arts, and even math. Students can use media presentations to expound on topics being presented in the classroom, making it a fun and exciting way to learn more about the lessons. Summary: There is an incredible amount of forethought that must go into video productions. Developing story boards to get an idea how each scene in the movie will be presented is essential for brain storming ideas. The producer can use these as templates for developing the scenes, or merely as a spring board to keep you on track while making the video. Lighting and audio have to be considered as well as the actually shooting of the video, so there are many facets to making a podcast. Honestly, I had never thought about using this style of presentation as a learning tool, but look forward to using it in my future teaching.

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