Section

  • How to produce an image–video of your school and country

    Thematic : Activities 1 = activities of collaboration (transversal skills)

    Main aim : Help the apprentices and their teachers to create a motivating image-Video of their school and country to help future exchange-students to get a basic orientation and some engaging impressions of the school before the travel.

    Language :  The image-video should be in English for international standards.

    English level : B2 or up

    Professional sector : cross-cutting

    Pre-requisite : none / knowledge of the school, the town and the region with possible activities and hotspots around

    (The teacher should have some basic experiences in filming and editing Video)

    Tools needed : Internet connection, a video-cam (or a photo-camera with video function, or even a modern smartphone optionally an external microphone), PC/Mac with an video-editing tool (iMovie (Mac), Windows’s Moviemaker (WIN), or Adobe Premiere (MAC/WIN) and some speakers or headphones for audio-output, optionally a tripod with articulated/swivel head and a video-lighter

    Characteristic of the sequence : This learning- sequence can be adapted according to the skills of the apprentices and the individual range of possible activities offered by the school or the region

    Function : Before physical mobility (in order to prepare it (giving a basic orientation of the school, the way to it, the people) and for giving a short Impression of the town’s nightlife or activities to take away fears and to confirm the students’ resolution to visit our school.
    pdf_telechargement skills video video

    • Open allClose all

    • Instructions: Clicking on the section name will show / hide the section.

    • 1
      Topic
      1

      Characteristic: obligatory
      Mode: in classroom
      Duration: 1.5h (2 units)
      Language: native language

      • OBJECTIVES :

        Vision and Mission of the video project
        Collect some ideas for possible shots, settings, activities …
        Sensitize for copyright-restrictions and their alternatives (CC)
        Plan all relevant steps including clear deadlines

      • DESCRIPTION :

        1- Introducing the film project and its intentions

        2- Brainstorming (generating ideas for the content)

        3- Expound the problems of copyright-law and the need of 100% legal content for the film and the sounds
        (submissions, creative commons, gnu)

        4- Making a to-do checklist with all the necessary steps till finally the film can be published

      • ROLE OF THE TEACHER :

        In the introduction-phase of the project the teacher takes the role of the client (the school) explaining the details of a film-job to a team of filmmakers

         After that he takes the role of a moderator helping the students to collect their ideas and bringing back a bit of order by clustering them on the board

         While warning them to respect all copyrights and collect all needed submissions he has the role of a mentor

         Finally he switches back to the moderator role when the class is intended to plan the further steps.

      • DOCUMENTARY RESOURCES :

        Briefing (a paper with a short description of the movie`s intentions and the general requirements)

         An DIN A0 paper-sheet for the to-do-list (stays in the classroom)

    • 2
      Topic
      2

      Characteristic: Obligatory
      Mode: in classroom
      Duration: 1.5h (2u)
      Language: native language and English for the script

      • OBJECTIVES :

        - A basic introduction to the different camera shots and their working on the viewers
        - How to handle the technical difficulties of camera equipment
        - Understand the need of planning the movie`s details and concrete shots before filming for better results
        - How to write a treatment and how to make a storyboard

      • DESCRIPTION :

        In plenary:
        Watch some pictures of different camera shots and discuss their effects and the possible fields to use them

         In groups of 4:
        Explore camera-options and their influence on the film by absolving some little exercises and reading a short summery of the instructions

        Individually (at home)
        Write a short treatment of the film and create a storyboard of a part of the film (2-3 scenes)

      • ROLE OF THE TEACHER :

        The teacher takes the role of a moderator again showing the pictures and discussing their effects

         While the groups are exploring the cameras the teacher can handle as an assistant and help them if there are any difficulties

         He stays a teacher when he gives some homework to the students

      • DOCUMENTARY RESOURCES :

        Pictures (stills) of camera-shots projected at the wall with a video-beamer

        Paper with instructions to the essential cam-options and exercises to experimentally explore them

         Examples of a treatment and a storyboard to explain the homework (no professional stuff!)

        A blank storyboard-template to scribble in (A4)

    • 3
      Topic
      3

      Characteristic: Obligatory
      Mode: in groups of 4-6 students and the teacher
      Duration: 0.5-1h/Group
      Language: native language and English for the texts

      • OBJECTIVES :

        - Discuss the storyboards,
        - Extract the best ideas for realization,
        - Plan the set and the needed equipment for filming

      • DESCRIPTION :

        Per group of 4-6 

        - The students discuss the prepared scenes of their storyboards and combine the best ideas (ca 10) for realization

        - The different roles must be assigned to the group members

        - They make a detailed plan for the shootings with all needed information about the location, the roles, the texts, the requisites, actors, costumes etc.

        - Write the texts and translate it

      • ROLE OF THE TEACHER :

        Teacher = tutor/coach during the coordination process of the group

        Technician in case of technical questions

        The teacher acts as observer and project-coordinator

      • DOCUMENTARY RESOURCES :

        - a blank shooting plan
        - the storyboards

    • 4
      Topic
      4

      Characteristic: Optional
      Mode: in the field
      Duration: 1-5h
      Language: native language / English for the speakers

      • OBJECTIVES :

        Producing the film- and audio-material depending on the shooting-plans and the planed scenes

      • DESCRIPTION :

        The settings depend on the ideas the groups want to realize for their movie

        The students build the film-crew with a concrete role to take for each of them in the producing process

      • ROLE OF THE TEACHER :

        The teacher can act as a technical assistant or supervisor (if the students want him to be there while they film)

      • EQUIPMENTS/TOOLS :

        Cam, microphone, lights,
        storyboards, requisites, texts (in English), tripod, akkus, maybe paper for text-hints , the actors (if needed) ….

         

      • DOCUMENTARY RESOURCES :

        Storyboard

    • 5
      Topic
      5

      Characteristic: Obligatory
      Mode: in classroom and at home
      Duration: 2h (+xh at home)
      Language: native language

      • OBJECTIVES :

        - Import the media,
        - View all recorded media and select the usable stuff,
        - Bring the scenes in order,
        - Add music and sounds,
        - Insert blends and effects if needed,
        - Render the project and export the movie for web

      • DESCRIPTION :

        In classroom: The teacher gives advices concerning software, dramaturgy and cutting technics

        In groups: each group of apprentices chooses the best material and recombines it for a raw cut.

        In individual: the students can optimize the recorded media with a lot of editing tools, filters, effects, blends add a logo or subtitles an Intro/Outro, adjust colors, … this process can get finished as homework with an individual amount of time and engagement

      • ROLE OF THE TEACHER :

        The teacher gives a short introduction to the application and the needed settings for optimal output.

        In individual: he helps them to realize their ideas and to get the best out of the recorded materials

        If needed the teacher gives technical help for the homework-part of the editing-process via messenger, phone or email

      • EQUIPMENTS/TOOLS :

        Editing app,
        produced film material,
        free or self-produced music or sounds
        Codec-pack for compression
        VLC media-player

    • 6
      Topic
      6

      Please fill this satisfaction survey in order to help us to upgrade this learning sequence :

      Satisfaction Survey