This project was
carried out in partnership with the Modern Foreign Languages department for a
role play on a Tourists Guide to
This Video project,
however, would be suitable for a variety of activities, such as a presentation
on a subject area, role play in Drama, discussion activities in PSHE. It was used with a year 8 PSHE tutorial class
to produce work for an anti-smoking campaign.
The use of video
motivates the pupils to take care with the preparation of their work and the
use of the editing tools allows them to make changes to produce their best
efforts.
The number of lessons
for each session may need to be flexible.
For example, more than one lesson may be needed to video the work and
session 8 will need several lessons to complete. There is flexibility for some groups to be
videoing and editing while slower groups are still preparing, but this may mean
than not all groups will be videoed. It
is expected that this project would take place over one half term’s work.
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Session 1 |
Introduce Project and plan |
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Objectives: |
To understand the
final required outcome. To work in groups to
make decisions and plan |
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Rationale: |
This is a key session
where students choose the topic for their presentation and decide who plays
which role. One or two of the pupils may be doing the videoing or the teacher
may prefer to take this role themselves.
Putting pupils into groups is an important element. We set up groups of 3 to 5 pupils |
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Lesson Plan: |
Introduce the
project, e.g. Tourist Guide to Put students into
groups Give students time
to brainstorm their production and assign roles (15 – 20 mins) Students should
write down the outline in their group Feedback to the
class briefly (5 – 10 minutes) |
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Resources: |
A3 paper and marker
pens for each group |
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Outcome: |
Each group should
produce an outline of their production and assign roles |
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Differentiation: |
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Session 2 |
Research background material |
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Objectives: |
To research
effectively To make decisions on
the most suitable material |
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Rationale: |
The production
should be based on factual evidence.
Pupils will have an opportunity to research their subject and will
need to decide in a group what to include in their production. |
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Lesson Plan: |
Each group should
decide what each member is going to research Carry out research
(20 mins) Back in groups,
share results and decide what will be used (10 mins) Further research on
any areas missed the first time. Save pictures, text
etc in user area. Summarise key ideas |
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Resources: |
Computers with
internet facilities Access to suitable
books, magazines etc. Teachers may want to
provide pupils with a list of suitable web sites |
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Outcome: |
All groups should
obtain research material on their topic.
This should include text and images.
Summary of key points |
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Differentiation: |
All students should
obtain some research material More able students
will be able to refine their ideas and make informed choices. |
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Session 3 |
Draw up a storyboard |
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Objectives: |
To work in a group
to make decisions To make effective
plans |
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Rationale: |
It is worth spending
some time in mocking out a firm direction to the work. This will result in a better structure and
save time in the long run.
Professional video editing always starts with a storyboard |
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Lesson Plan: |
Explain the concept
of a storyboard (Worksheet 1) Brainstorm a
possible storyboard with the whole class (possibly with a different topic) Students then work
in groups to produce storyboard with key ideas, including camera positions
and size of shot (e.g. long range or close up) |
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Resources: |
Original plan and
research materials (from sessions 1 and 2) A3 paper (or larger
if possible) for each group to produce storyboard Glue and scissors to
cut and paste Worksheet
1 |
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Outcome: |
Storyboard from each
group |
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Differentiation: |
Differentiation by
outcome. If mixed ability groups, more
able students would take an active role.
If in same ability groups, the less able groups should still be able
to produce a simple storyboard, but with less points |
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Session 4 |
Write script |
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Objectives: |
To produce written
material for production based on the research |
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Rationale: |
There needs to be a
structure to what is being acted out.
However, the script can be used just as a prompt and they can expand
and ad lib during the actual video if appropriate. It is important to make sure that
everyone’s role is clearly defines |
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Lesson Plan: |
In groups, write out
the script based on the storyboard and including resource material Teacher should spend
some time supporting each group as appropriate |
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Resources: |
Plan, resource
material and storyboard from previous sessions |
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Outcome: |
Script from each
group |
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Differentiation: |
Again, more able
pupils will take an active role but less able pupils should still make a
valued contribution. Teachers will
need to support the less able students in this session |
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Session 5 |
Practice the presentation |
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Objectives: |
Reflect on and
refine the production |
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Rationale: |
Groups should now
practice the actual production and refine their ideas. This is a valuable opportunity for group
discussion – it will probably be a more “lively” session |
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Lesson Plan: |
Assign each group a
working area of the room Groups to practice
and refine their production with the assistance of the teacher. |
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Resources: |
Storyboard and
script |
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Outcome: |
The teacher should
have seen each group in action by the end of the session. Each presentation should last about 2 to 3
minutes |
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Differentiation: |
More able students
will take an active role, less able students will still be able to make a
contribution |
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Session 6 |
Record the video |
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Objectives: |
Make a recording of
the presentation. |
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Rationale: |
This may need to be
shot from different angles and with a variety of zooms. This is a more difficult session and
teachers will need to think carefully how best to carry it out. In the pilot project, we were able to video
5 groups in a 50 minute period (just!!!).
It is important that the audience is quiet during the videoing. It can be quite time consuming and the
teacher may only want to video the best two or three groups. If there is sufficient rooms and equipment,
two groups may be able to work at the same time. It is important to try to keep to the
timescale for each group. The teacher
will need to be familiar with the video camera or else have some technical
support |
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Lesson Plan: |
Set up a filming
schedule. Arrange the room into a
filming area and an audience area. |
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Resources: |
Video camera,
scripts for prompting |
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Outcome: |
All groups should be
videoed |
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Differentiation: |
Working as a group |
IMPORTANT
NOTE: Before the next session, the
videos must be downloaded into the pupils’ working area. Technical support may be required at this
point. Worksheet 2
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Session 7 |
Begin editing |
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Objectives: |
Understand the basic
features of the video editing package |
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Rationale: |
The teacher will
demonstrate the basic features of the package to the class. Students will then begin to edit their own
videos. It would be advisable to make
a copy of the original downloaded video in case errors are made. Alternatively – the
teacher may prefer to follow these guidelines to produce the finished video
themselves or to work with a small group of more able students only |
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Lesson Plan: |
Teacher demonstration
of program features (Worksheet 3) At this stage, the
teacher may wish for the pupils to work alone or in pairs. For example – in a group of 4, one pair
could begin work on the editing while another pair could collect images and
prepare subtitles, work on producing an advertising poster or supporting
notes. They could change over half way through the editing. Alternatively, both pairs could edit the
video separately and the best one could be selected to be shown to the class
later. |
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Resources: |
Video downloaded
into pupils’ work area. Video editing
package (instructions are given for Microsoft Moviemaker) Projector for whole
class demonstration Worksheet
3 |
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Outcome: |
Pupils will begin
editing the video presentation, putting the video clips into a timeline |
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Differentiation: |
Assign different
tasks within the group. |
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Session 8 |
Finish editing and add transitions, sound and
titles |
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Objectives: |
To add effects,
transitions, audio, images and titles |
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Rationale: |
Pupils will add the
extra features to refine their production, following their storyboard. This will take several lessons and some
technical support may be needed at this stage. |
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Lesson Plan: |
Teacher to
demonstrate extra features (Worksheets 4, 5 and 6) Pupils to continue
in pairs to finish editing the video Follow worksheet 7 to produce a final video, suitable for
viewing. |
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Resources: |
Video downloaded
into pupils’ work area. Video editing
package (instructions are given for Microsoft Moviemaker) Projector for whole
class demonstration Worksheets
4, 5, 6 and 7 |
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Outcome: |
Finished video
production |
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Differentiation: |
By outcome,
depending on ability |
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Session 9 |
Show final videos |
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Objectives: |
To show finished
result to peers and obtain feedback |
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Rationale: |
This is an
opportunity for pupils to show their work to the rest of the class. The teacher should encourage the rest of
the class to give positive feedback and advice for improvement |
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Lesson Plan: |
Organise a time slot
for each group. Show videos to class Ask for positive
feedback and advice |
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Resources: |
Computer with movie
package Finished video
production Projector |
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Outcome: |
Pupils give feedback
on finished videos |
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Differentiation: |
By outcome. |
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Session 10 |
Self assessment exercise |
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Objectives: |
To evaluate their
work and make suggestions for improvement |
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Rationale: |
It is important for
students to reflect on their results.
They should consider what new skills they have learnt; what was successful; what could have been improved; how well they prepared; how well they worked as a group |
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Lesson Plan: |
Teacher to explain
the evaluation process (Worksheet 8) Pupils evaluate
their own project. If time, they could
also give written feedback on the other groups’ work |
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Resources: |
Worksheet
8 and 8a |
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Outcome: |
Completed evaluation
sheets |
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Differentiation: |
Less able students
may need prompting with a word frame (Worksheet 8a) |