We brainstorm ideas for using video in primary education. You practice creating a narrated screencast of your Project. You record an interview with your partner and learn to use video editing software.
FOLLOW-UP
• Post your screen cast and interview to your blog.
• Make a start on creating your video essay, perhaps incorporating sections of your screencast.
• Read Wood et al (2009)
ADDITIONAL RESOURCES
• Chapter 3 of Pritchard (2008)
• Counts (2004)
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”
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
11.
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.
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.
Notas do Editor
They ’ ve covered the ideas behind these in T&L lectures and the prep. reading, but it ’ s still worth just checking they know what the words mean. I get them to choose the one they ’ re best at and then ask the students who picked each to give examples of how video might be used to develop a pupil ’ s capabilities in that area. A little criticality is no bad thing here, and so it ’ s worth encouraging them to suggest flaws in Gardiner ’ s idea. Recommended readings are at http://www.dawsonera.com/guard/protected/dawson.jsp?name=Roehampton%20University&dest=http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780203887240 (requires RU Shibboleth authentication) and http://www.thirteen.org/edonline/concept2class/mi/index.html
I ’ ve generally asked them to share examples of any video work they saw on placement rather than going through the above.