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Making Digital Video using the INTEL DIGITAL BLUE

Making Digital Video using the INTEL DIGITAL BLUE. Why use Digital Video?. The benefits of shared writing Focuses on speaking and listening (September 2006 Literacy Strategy changes) Tune-in to pupils’ “home literacy” Multi-modal texts

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Making Digital Video using the INTEL DIGITAL BLUE

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  1. Making Digital Videousing theINTEL DIGITAL BLUE

  2. Why use Digital Video? • The benefits of shared writing • Focuses on speaking and listening (September 2006 Literacy Strategy changes) • Tune-in to pupils’ “home literacy” • Multi-modal texts • Shared work – builds skills of co-operation, communication, discussion and management • High motivation factor – particularly boys (?) • Real opportunities for Assessment For Learning (pupil self and peer assessment)

  3. Why use Intel Blue? • Not expensive: £85 (now cheaper?) gets one camera and a site licence • Very child friendly camera and software • Can do complicated things very easily • It is the children’s work - not the teachers (as often happens with expensive £400 digital cameras) • Whilst the video quality is a little grainy, and audio on camera is very quiet – I think this is outweighed by benefits

  4. What the Pupils say • “It is fun” • “It makes you feel like a real director, like you are in control” • “The cameras and the software are easy to use and you can do complicated things really easily” • “Your class won’t moan when it is literacy time” • “It teaches us to work in groups, not argue as much” • “Lets us show our expression, it is creative” • “It’s a reward after doing all your planning and scripting” • “We could actually see where our writing could be made better”

  5. Types of Video I have done • Non Chronological Report: Documentary on Global Education for a visit by our MP • Explanations: Survival guide to Y5, How to write a myth, Top Tips for spellings • Report: What life was like for Victorian street children • Narrative: A ‘creation’ story from West Africa, Re-writing the Nativity story using animation • Persuasive / Script writing: An advert for any product • Poetry: Animation of their own version of “On the Ning Nang Nong” • Just for Fun: Making a pop video in lunchtime club

  6. Other instances • Summer term I will experiment with ‘Voice-Overs’ – using language for effect: Using ready made films, pupils create own narration • Primary National Strategy: ‘Learning and Teaching using ICT’ (CD Rom box). Y2 DT lesson (clearly literacy Sp&L) – opportunities for AFL are obvious • DFES: ‘Learning Platforms, Primary, Making IT personal’. Images of pupils using the Intel Digital Blue

  7. Health Warnings • Need to be really well organised: pupil groupings, supervision, TA’s, timetabling, managing different ‘locations’ for each group. • The topic / context needs to be right: pupils can become silly very quickly. • ICT skills: will need to build the pupils skills. • The first time you do it you may get a lower standard of writing than you are expecting (you may not). Like anything, it needs practice. • ‘Problem Boys’: Naively, I thought it would ‘cure’ their immaturity – it didn’t (but they were more motivated than usual). Solution - more supervision or different grouping. • Don’t expect movie quality – AVI file transfer is not the best. Whilst image is great on each machine, it will be a little grainy when showing on Windows Media Player. The microphone on the camera is quite poor.

  8. Some Examples • Narrative Fiction: African creation myth from Y6, Term 1, mixed ability group. • Persuasive playscript: A TV advert Y6, Term 2, L5 & L4 boys but ‘adolescent’. • A narrative re-telling: The nativity A bright Y6 girl working with a struggling Y5 boy • The software

  9. The Process • Look at examples of text type • Rehearse particular GFW skills as appropriate • Use planning sheet for ‘slides’ of video making • Script / narrative writing • Filming (on-going self assessment necessary) • Editing the film (on-going self assessment necessary) • Presentation and assessment

  10. Example of planning sheet for ‘slides’

  11. How long does it take? THE LITERACY • Literacy input: 1-2 lessons (of course dependent on literacy aspect) • Slides:1 lesson • Scripting:2 lessons • Editing Script:1 lesson THE ICT (but don’t forget all that hidden literacy) • Filming:1-2 lessons • Editing together (splicing):2 lessons • Post Production (narration, music, etc):1 lesson • Of course this is dependent on class skills and the type of movie you are making SELF-ASSESSMENT (easy to forget – with time constraints) “We could actually see where our writing could be made better”: 1 lesson

  12. Digital Video –Put the ‘ace’ back into Literacy

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