1. flick-it-on ulearn 2012
DESCRIPTION
TRANSCRIPT
Improving e-literacy outcomes
with a collaborative
student film-making challenge
Prac&cal guidelines for se1ng up a similar event
Prac&cal ways for students to create movies
Literacy learning outcomes linked to making movies
Integra&ng movie making into NZC learning areas
An introduc&on to the ‘e-‐competencies’/21st
Century Fluencies
Flick-‐It-‐On! – Our aims
To operate an enriching film
school project to support
collabora&ve teacher
professional learning and
sharing and to grow student
learning through the effec&ve
use of film to communicate
their learning.
Flick-‐It-‐On! – What is it? 16 classes across 7 Nelson & Tasman Schools
Collabora&ng in teams of 4
Learning how to storyboard, film, act, add
voiceover & sound effects, add music to show mood & emo&on, edit….
…to create a 2-‐3min movies based on a theme
or concept In 10 weeks!
2010 – Funding from the Whakatu Cluster Kids Can Film Fes&val – 3 day film fes&val 2011 – First year of Flick-‐It-‐On! Followed on from the Kids Can Film Fes&val – sustainability & embed film making into classroom programmes 2012 –Second year Flick-‐It-‐On! Flick-‐It-‐On! 1 day workshops for teachers & students (run by local teachers) before the rota&ons started
Themes 2010 Home Kids Can Film Fes&val
2011 Change Kids Can Film Fes&val
Heroes Flick-‐It-‐On! 2012 Pushing the Boundaries Flick-‐It-‐On!
Flick-‐It-‐On! RotaCons 2012 RotaCon 1: 1-‐3 min Silent movie – 3 weeks RotaCon 2: add sound effects & voice – 2 weeks RotaCon 3: add music to show mood & emo&on – 2 weeks RotaCon 4: edi&ng, &tles, transi&ons & effects – 2 weeks
Flick-‐It-‐On! Passing-‐it-‐on! 2012
Dropbox We passed on each rota&on through using Dropbox -‐ each teacher set up a free account Deadlines We set the deadline as the Thursday of the final week of each rota&on to allow for any glitches! We encouraged teachers in each rota&on to contact each other early rather later!
Flick-‐It-‐On! The Important Bits! Commitment Teachers need to commit to rota&on deadlines 2013 Flick-‐It-‐On! Applica&on Form to take part in the project Intellectual Property Using copyright free images, sound effects and music. 2013 Flick-‐It-‐On! Teachers to complete license to use material forms Release Forms For individuals making / taking part in the film
Flick-‐It-‐On! Celebrate!
Premiere 2010 – Muritai Centre, Tahunanui School 2011 – State Cinema Nelson / Broadgreen Intermediate 2012 – Broadgreen Intermediate 2013 – ….? TBA
2013 We want you!
To take part in Flick-‐It-‐On 2013 – turning a local project into a na&onal project
2013 Classes & their teacher working in teams of 4 with one teacher as the coordinator for the group Teacher coordinators – have taken part in Flick-‐It-‐On! Experienced in film making & relevant soeware Support via mee&ngs: skype, email etc. Support via the web: wikipage and blog
Speaking, wriCng & presenCng
Listening, reading & viewing
The digital stories created during the Flick-‐It-‐On!
projects provided opportuni&es to:
1. Integrate sources of informa&on and to create and express their
ideas (process& strategies)
2. Shape digital texts for different purposes (purpose & audience) 3. Select, form and express their ideas (ideas)
4. Develop their awareness of the effects of language (language features)
5. Develop their skills in organising digital texts (structure)
Thinking
Managing Self
Rela&ng to others
Par&cipa&ng & contribu&ng
Using language, symbols and text
Through creaCng digital narraCves and documentaries students…
• share new learning • interpret the past • develop new thinking for a sustainable social, cultural,
economic and environmental future at a local, naConal and
global level
Storyboard & Silent Movie Step 1 Brainstorm the theme /concept writing SOLO Taxonomy – Create Define Maps and definiCons (alternaCve graphic organisers could be used e.g. KWL, PMI) Reading Reading (fact and ficCon books, websites etc. linked to the students’ understanding & interpretaCons of the theme)
Storyboard & Silent Movie Step 2 Introducing filming & photography techniques Reading SophisCcated pictures books -‐ introducing types of shot and emoCve photography Visual literacy • watch snippets of movies, moving images etc. analyse types of
shot and emoCons portrayed
Storyboard & Silent Movie Step 3 Synopsis and storyboarding writing • WriCng the synopsis of the movie • Taking ‘mock up’ photographs telling the story • Comic Life to create the storyboard, plan shots etc.
Make the silent movie!
Add sound effects and voice reading Visual literacy • analysing and interpreCng the silent movie writing Script wriCng • what the characters say, where to put sound effects
Add music to show mood and emoCon reading Visual literacy • analysing and interpreCng the movie with sound effects and
voice • watching snippets of movies, moving images analysing how
music is used Writing • use SOLO Maps or other graphic organisers to analyse the
effect of music when used with staCc or moving images
Add Ctles, effects and edit Writing • Watch the movie, adding Ctles and credits
21st Century Fluencies
• Cri&cal thinking skills
• Tradi&onal 20th Century literacies
• 21st Century literacies
h^p://www.fluency21.com
e-‐competencies
• ICT to e-‐competencies
• Best prac&ces
• E-‐literacies
Juan Cristobal Cobo Romani 2009
A digital ciCzen: • is a confident and capable user of ICT
• uses technologies to parCcipate in educaConal, cultural, and economic acCviCes
• uses and develops criCcal thinking skills in cyberspace
• is literate in the language, symbols, and texts of digital technologies
• is aware of ICT challenges and can manage them effecCvely
• uses ICT to relate to others in posiCve, meaningful ways
• demonstrates honesty and integrity and ethical behaviour in their use of ICT
• respects the concepts of privacy and freedom of speech in a digital world
• contributes and ac&vely promotes the values of digital ci&zenship
Digital literacy or the ability to understand and fully par&cipate
in the digital world is fundamental to digital ci&zenship. It is the
combina&on of technical and social skills that enable a person to
be successful and safe in the informa&on age. Like literacy and
numeracy ini&a&ves which provide people with the skills to
par&cipate in the work force, digital literacy has become an
essen&al skill to be a confident, connected, and ac&vely involved
life long learner.
Se1ng up a similar event
Startegies to help students create movies
Link literacy learning outcomes to making movies
How to integrate movie making into NZC learning areas
(including key competencies)
21st Century Fluency / ‘e-‐competencies’