Digital Documentaries Informational Documentary Work Plan

Transcription

1 Digital Documentaries Informational Documentary Work Plan Each session is preceded with a list of materials needed to complete the session. fall into one of four categories: Handouts primarily intended for students Handouts primarily for teachers Worksheets that can be projected overhead, or in a pinch, drawn on the board Hardware, software, peripherals and other equipment required to do the lesson 2004 Teaching Matters, Inc. 1

2 Session 1 Introduction to the Project Understand what an informational documentary is Describe three characteristics of a good informational documentary Brainstorm topics for their own informational documentaries Road Map Project Rubric The Pitch None Road Map Laptop computer Internet access Projector Time Required (including today): two 45 minute class periods Ask students if they have ever watched an informational documentary. Ask a student to describe it (what was it about? how was the information presented? etc.) Have the students view the examples of informational documentaries Discuss with students -- Which documentary was better done? Elicit from the group a list of characteristics of informational documentaries: o an informational documentary is a non-fiction film without actors o typically, it is a journalistic record of an event, person, place or phenomenon o its purpose is to convey factual data. Record on the board or overhead: What makes a good informational documentary? Pass out the rubric for an informational documentary and ask students to read selections from it (possibly first and last column for each criterion). Show samples again. Show excerpt from a professionally created informational documentary. Ask students to work in pairs to rate the informational documentaries based on the rubric Teaching Matters, Inc. 2

3 Take one criterion at a time and have students justify their ratings with examples from the informational documentaries. Use an overhead projector to show the Digital Documentaries website ( and the Road Map handout and ask students to review (read aloud) the steps to create an informational documentary. Discuss with students -- What makes a strong topic? What are we passionate about? What do we have access to (images, subject interviews, information)? Whom could we invite to our classroom to film? Are we studying something that would be an interesting video? What perspective do we want to present in our video? Explain the guidelines to students -- student videos will be no longer than ten minutes in length and they will use both the video camera and supplementary relevant primary source material (photographs, radio broadcasts, personal items like plane tickets, medals, etc.). Everyone will be assigned a specific job. Cooperation and collaboration with classmates will be essential if the project is to be successful. Students should suggest several ideas for videos to the teacher, who will help them choose the most promising topic. OPTIONAL: Introduce the pitch process, in which students work in groups to create topic proposals and then pitch them to the entire class. A class vote takes place after all of the groups have given their pitch. Students create a pitch for their particular theme with the following elements: 1) rationale, 2) possible video sources or interviews, and 3) description of what the finished product will look like. Watch a documentary (Consultant presents choices) Rate the documentary with the provided rubric OPTIONAL: Complete pitches for favorite topics The teacher should: Consider the video proposals by students Meet with the consultant to discuss the feasibility of the proposals Make the final decision on the selected topic 2004 Teaching Matters, Inc. 3

4 Session 2 Research Use research sources to find information Cite what they have learned about the topic Road Map Research Notes TrackStar track or hotlist of websites for student research KWL-H Road Map Research Notes Laptop Internet Connection Time Required (including today): four 45 minute class periods Review Road Map Handout with students to re-orient them to the step-by-step process. Announce selected topic to students. Discuss the importance of researching with students. Explain that informational videos quite obviously inform viewers and in order to do that, students must conduct research. Students will research for several days so that they can become experts on their topic. As a class, students brainstorm the following questions (KWL-H overhead). o What interesting things do we know about this topic already? o What questions could we research? o Where will we find the information? o If possible, determine a point of view for research. Introduce teacher-created resource on Digital Documentaries web site. OPTIONAL: Teacher and consultant can create a hotlist or TrackStar track. Introduce other possible research sources such as graphs, original research (e.g. opinion polls surveys measurements or science experiments), interviews with experts, witnesses, observers (including man-on-the-street ). Interviews are for research purposes, but they can be taped and used in the final informational documentary Teaching Matters, Inc. 4

5 Alternatively, in special education classrooms, classrooms with literacy issues, or classrooms with limited access to technology, students should be provided with articles pre-printed from the web on their topic. Divide research questions among the students in each group and let students begin researching. Complete the research and prepare a report on the selected topic Use the guidelines provided by the teacher and consultant The teacher should: Locate possible filming locations and interview subjects for Session 5 if required 2004 Teaching Matters, Inc. 5

6 Session 3 Draft Narration Use report to draft narration of the informational documentary Creating a Script None Creating a Script Teacher has created Trackstar or hotlist of websites that students use to conduct research. Internet access Time Required (including today): two 45 minute class periods Discuss the process of how to develop a script. Teacher and consultant model the process of reviewing a sample report, creating an outline, and then forming a script. Working in groups, students review their reports and begin to complete the Creating a Script handout. If groups are beginning to fall behind in the work plan, use this session for gathering additional research and/or writing the report. Complete their assigned part of the narration for the informational documentary The teacher should: Consultant and teacher will review reports before next session 2004 Teaching Matters, Inc. 6

7 Session 4 Revise Narration / Begin Storyboard Assess, revise, and storyboard narration Project Rubric Project Checklist Storyboard Roles and Responsibilities Project Rubric Project Checklist Storyboard Laptop Projector Time Required (including today): two 45 minute class periods Engage the class in a discussion of what makes an effective narration. Create a list on the board with characteristics, such as factual data, compelling content, concise language, details to support ideas, etc. Model how to assess and revise a script of narration, using the classroom list (just created) and the project rubric. Allow students to work in groups to revise and assess their narration, using the class list and the project rubric. Model how a storyboard is prepared What You Hear in the right column, then What You See in the left column. Students will prepare storyboards for next time. Revise and assess narration Complete the storyboard The teacher should: Review scripts from different groups and edit for clarity 2004 Teaching Matters, Inc. 7

8 Session 5 Record Narration / Collect Images Record narration into computer. Collect images (from the Internet) which support narration. Practice camera techniques. Adding Narration (imovie p. 5 Movie Maker p. 6) Adding Still Images (imovie pp. 6-8 Movie Maker pp. 6-10) Setting up the Video Camera Roles and Responsibilities Importing Video Adding Narration Adding Still Images Setting up the Video Camera Digital video camera, cables, microphone Internet access Time Required (including today): three 45 minute class periods (Recommended to be carried out in a location with multiple computers available) Show students how to record narration into computer. Some students gather still images or archival clips from the Internet to support narration. Some students tape original footage. Continue gathering footage (outdoor, coverage, archival, man-on-the-street) Review taping and make notes for editing, voice-over, etc. if time permits 2004 Teaching Matters, Inc. 8

9 The teacher should: Upload video to computer (with assistance of consultant), so that students can begin editing in Session Teaching Matters, Inc. 9

10 Session 6 Creating the First Draft Assemble a first draft of the informational documentary Make editing decisions Editing the Video Clips (imovie p. 4 Movie Maker p. 5) None Editing the Video Clips None Time Required (including today): three 45 minute class periods Prior to this session, teachers should have all narrations recorded and videos for the first draft uploaded to the computer. (Whole class) Consultant and/or teacher demonstrate the decision-making process used in editing. Explain that the original footage must be edited down to five to 10 minutes, requiring that the editors make creative decisions based on the perspective that they want to portray. (Small group) Student video editors work in groups to assemble a first draft of the documentary (stringing together still clips, narration, music, dramatization, etc.). Students review video footage and determine items to be cut and added. Complete the first draft Help the teacher compose a list of elements that should be added to the first draft The teacher should: Make necessary arrangements for adding secondary elements (appointments for interviews, taping outside of school, etc.) 2004 Teaching Matters, Inc. 10

11 Session 7 Evaluating the First Draft Evaluate the first draft of the informational documentary, using the project rubric Storyboard revisions for the second draft Project Rubric Video Clip Assessment Form None Project Rubric Laptop computer Projector Time Required (including today): two 45 minute class periods Watch the video first draft with the rubric. Make judgments about the value of particular scenes / clips and edit out unneeded material. Discuss and decide on additional elements needed for a final draft. Complete Video Clip Assessment Forms Begin collecting secondary elements (interviews, stock footage, additional graphics, etc.) 2004 Teaching Matters, Inc. 11

12 Session 8 Insert New Images and Clips Collect new supporting images or sound files for the informational documentary Video Clip Assessment Form None Storyboard For Second Draft Digital Video Camera Laptop Internet Connection Time Required (including today): three 45 minute class periods Working in groups, students collect the additional elements detailed in their Video Clip Assessment Forms. Students might choose to include any (most likely two or three) of the following media elements: o o o o o additional video footage images from the Internet still photographs voice-over narration art work created and/or scanned by student artists Insert additional material into video as specified in Video Clip Assessment Forms. Add music. Edit the video for time (no more than 10 minutes) and interest. Finish adding secondary elements to the video Prepare titles and credits to be added next session 2004 Teaching Matters, Inc. 12

13 Session 9 Finish the Informational Documentary Exercise judgment in providing appropriate titles, transitions, and special effects Adding Text and Titles (imovie p. 9 Movie Maker pp ) Adding Transitions (imovie p. 12 Movie Maker p. 15) (imovie p. 11 Movie Maker p. 15) Saving the Movie (imovie pp Movie Maker pp ) Project Rubric Laptop computer Internet connection Projector Blank CDs for recording final product Time Required (including today): two 45 minute class periods Add titles. Add transitions and special effects, if desired. Complete the editing of the video and review it. Transfer video to final medium Review the completed video with the rubric 2004 Teaching Matters, Inc. 13

14 Session 10 Project Collection Reflect on the process of creating an informational documentary Articulate what they have learned Evaluation Form Evaluation Form None None Time Required (including today): one 45 minute class period Compare rubric evaluations. Students write a reflective essay on creating their documentary. Address the following: o What is your overall feeling about the final documentary? o What do you like about it? Dislike? o Describe a positive experience in creating this documentary. o Describe a negative experience in creating this documentary. o If you could start over, what would you change about the making of this documentary? o Describe your idea for creating your own documentary. Transfer to final medium. Complete evaluation form. Discuss what students learned and enjoyed in this process. OPTIONAL: Tape student responses about making a documentary and create a oneminute movie summarizing it all Teaching Matters, Inc. 14