video productioneslinsight.qc.ca/img/pdf/documents_from_website.pdf · create a storyboard...

MELS Working Document 2010

Video Production 6 Steps

Raising Public Awareness

for Safe Driving Habits

Video

Production

STEP 2 Brainstorm ideas individually ... and then with team

STEP 3 Write script individually Create/choose team script

STEP 4 Create a storyboard individually Create a team storyboard

STEP 5 (optional)

Determine roles and responsibilities Shoot video

STEP 6 (optional)

Present video to class for feedback Make changes, if necessary

STEP 1 Watch and deconstruct videos


Media Literacy in the Quebec Education Program A wide range of different media (...) influence—and sometimes determine—our world-view, values, tastes, personalities, relationships with the environment and personal, social and cultural identity. By producing media messages and analyzing this production process, students will become familiar with the codes that govern them, their uses and their positive or negative effects on their target audience. They will also learn to use media messages for a variety of purposes while respecting individual and collective rights (...). They are encouraged to analyze media messages in terms of content, technology, language and target audience and to assess their aesthetic value. A broad range of activities are proposed: they include simply learning to read a newspaper, analyzing the handling of the same information by different media, using media content and creating complex productions such as radio or television broadcasts, advertising posters or clips and Web sites.

Source: - QEP, Chapter 1, page 11

Media Literacy 1.0 to 2.0

1.0 2.0 ability to identify and evaluate the techniques of media persuasion

ability to identify, evaluate and apply the techniques of media persuasion

started when a concern was raised that mass media (radio, TV, print) were trying to make people buy specific products and orienting people’s thinking in certain ways

started when technology became less expensive, the web easier to access and the availability to create blogs, audio and video podcasts and more recently web TV.

emphasis is to protect ourselves make us more aware as media consumers

emphasis is to protect ourselves make us more aware as media consumers AND to write effective media

captive audience, no way to talk back to the media

interactive audience, talking back is essential (for consumers), consumers want to have a voice, want to have their say about media

Media Literacy is a must for 21st century education:

•The average teenager is exposed to more than 8 hours of media messages and 3000 ads a day

•Almost all (94%) of students’ top 50 sites include marketing material


Advertising Trends: Down: Traditional advertising: • Newspapers: -18,7% • TV: -10,1% • Radio: -11,7% • Magazines: -14,8%

Up: Digital advertising: • Cell phones: +18,1% • Internet: +9,2%

Why We Should Teach Media Literacy Three Core Problems:

1. The Participation Gap (not all students have similar access to technology which has an impact on their experience with media literacy)

2. The Transparency Problem (students need to be actively reflecting on their media experiences in order to be able to articulate what they learn from their participation)

3. The Ethics Challenge (students need help to develop the ethical norms needed to cope with a complex and diverse social environment online)

Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins and Katie Clinton, Ravi Purushotma, Alice J. Robison, Margaret Weigel MacArthur Foundation http://www.scribd.com/doc/39638067/Henry-Jenkins-Participatory-Culture-Media-Education

http://www.scribd.com/doc/39638067/Henry-Jenkins-Participatory-Culture-Media-Education�


Your Media Profile

Can you identify some of these logos?

What’s your favourite...? • movie • book • TV show • TV commercial • magazine • newspaper • viral video • search engine • website/blog • sports’ team • restaurant • song • store/boutique • car • shoes • clothes • cereal • chocolate • shampoo • computer • cell phone

Who’s your favourite...? • group/singer • actor/actress • painter/visual artist • author • comedian • journalist • politician

Discuss the following:

1. Who are these products/people aimed at? 2. What do your preferences say about you? 3. How do these products/people influence you? 4. Will you always be loyal to these products/people? What could make you change your mind?

Source: http://www.mediaeducationweek.ca/en/101_download.htm (Powerpoint)

http://www.mediaeducationweek.ca/en/101_download.htm�


Your Media Profile

Answers to the Logos

A Adidas N National Film Board

B Bell O Oster

C CTV P Petro-Canada

D Dairy Queen Q Q-tip

E Home Depot R Rogers

F Ford S Scotiabank

G General Mills T Telus

H Tim Hortons U U-Haul

I IBM V Volvo

J Toronto Blue Jays W Warner Bros.

K Kellogg’s X Xbox

L Loblaws Y Yahoo!

M Molson Z Zellers


Viral Video: Greenpeace vs Facebook After viewing this video: http://www.youtube.com/watch?v=QPty-ZLbJt0, answer the questions below:

• What is the message that the author (Greenpeace) is trying to communicate? • What is the purpose of the video? • Which advertising techniques are used? • Who is the audience? • Why was this medium (video) selected? • What appeals to you in this video? • Why is this video considered to be "viral"?

http://www.youtube.com/watch?v=QPty-ZLbJt0�


Video 2: Cassie Cowan Texting and Driving (Possible Answers)

1a. Explore the text individually: Identify the story markers (key events) in the video.

1. Cassie driving and texting

8. Some parents and their baby are unconscious; their little girl is asking her parents to wake up

2. First impact

9. Firefighter use Jaws of Life (cutters) to free victims from their cars

3. Second impact

10. Paramedics help the teenage girls (Cassie is alive, but we don’t know about the other two)

4. The three girls are injured, Cassie is crying, the others are either unconscious or dead

11. Helicopters circle above the scene of the accident

5. Car stops at the scene; man asks someone to call an ambulance and tries to help the victims

12. Paramedics take Cassie out of the car on the stretcher and to the ambulance

6. Help arrives (police officers, paramedics, firefighters) and curious people as well

13. Helicopters continue circling in the sky

7. Paramedics intervene

14. Cassie closes her eyes in despair

1b. Explore the text with others: Compare your answers with your peers. 2. Establish a personal connection: Identify the story marker that had the biggest impact on you. Why did you select this event? 3. Generalize beyond the text: How can we make the people in our community/school more aware of the problem of texting and driving? How can we change/improve laws to make our roads safer?


Examples of Guiding Questions for the Response Process Video: Public Service Announcement (PSA)

EXPLORE THE TEXT 1. Think of five key words to describe the video. 2. Whose viewpoint is being presented in the video? 3. What is the message behind the PSA? What is the producer’s purpose? 4. Who is the target audience? How do you know? 5. Which advertising techniques were used in this video and why? ESTABLISH A PERSONAL CONNECTION WITH THE TEXT 6. What could have improved the video? What would you add or change? What is missing

from the video? 7. Could the action on screen happen in the real world? What makes the video seem real? 8. Do you think the video delivers a convincing message? 9. What do you think the consequences are to dangerous driving? GENERALIZE BEYOND THE TEXT 10. How could you make people in your school/community more aware of this problem? 11. What does this video say about how people behave in society? 12. How should laws change to prevent these tragedies from happening?


Untitled (How Could This Happen to Me) Simple Plan

I open my eyes I try to see but I’m blinded by the white light I can’t remember how I can’t remember why I’m lying here tonight And I can’t stand the pain And I can’t make it go away No, I can’t stand the pain How could this happen to me I made my mistakes I’ve got nowhere to run The night goes on As I’m fading away I’m sick of this life I just wanna scream How could this happen to me Everybody’s screaming I try to make a sound but no one hears me I’m slipping off the edge I’m hanging by a thread I wanna start this over again So I try to hold on to a time when nothing mattered And I can’t explain what happened And I can’t erase the things that I’ve done No, I can’t


Video 3: The Faster the Speed, the Bigger the Mess Speeding

Text Features Questions

INTERNAL FEATURES

Topic/ Message

What is the video about? What is the message?

Language Who is talking? How formal is the language used?

Text Components

Image: Angle From which angle did the director shoot the different scenes (i.e. high, straight, low)? Why? Image: Camera Shots What different camera shots are used (e.g. close-up, medium shot)? What difference do the different camera shots make? Image: Manipulating Time Is time being manipulated (e.g. slow motion, flashback)? If yes, what impact does it have?

Image: Movement How does the camera move during the scenes (e.g. pan left/right, zoom)? How is this aspect important? Image: Special Effects What special effects are used? What effect do they create? Sound: Music How do you feel about the style/rhythm of the song? Sound: Sound Effects Which sound effects are used? Why are they effective? Props, Sets, Costumes What are some of the props, sets and costumes that are used?

EXTERNAL FEATURES

Purpose Why was this video produced? (Intention) • Express Inform Direct

Audience Who is this video intended for?

Culture Where does this video take place? How can you tell?


Video 3: The Faster the Speed, the Bigger the Mess Speeding

Text Features Questions and Answers

INTERNAL FEATURES

Topic/ Message

What is the video about? What is the message? • Driving and Speeding • Speeding can have disastrous effects on so many people.

Language Who is talking? How formal is the language used? • No dialogue except for the judge in the court scene (formal) and the caption at the end of the

clip (informal).Tone is very serious.

Text Components

Image: Angle From which angle did the director shoot the different scenes (i.e.high, straight, low)? Why? • Along with the zoom out, when paramedics free the young man, the shot is taken from above

(the high shot representing that someone is dead). Image: Camera Shots What different camera shots are used (e.g. close-up, medium shot)? What difference do the different camera shots make? Long shot of the accident scene (to have the general idea of the mess) Close-ups used to show tragedy (driver’s face, tears rolling down girl’s cheeks) Image: Manipulating Time Is time being manipulated (e.g. slow motion, flashback)?If yes, what impact does it have?

• Switches from past to future (shows how fast everything happened and how a split second can affect so many lives)

Image: Movement How does the camera move during the scenes (e.g. pan left/right, zoom)? How is this aspect important? Zoom in: larger shot of the morgue to a zoom of the parents (shows the damage caused) Zoom out: when paramedics try to free the young man (shows how big the mess is) Image: Special Effects What special effects are used? What effect do they create? • Crash at the start, driver flipping in his car (shows how speed creates a big mess) Sound: Music How do you feel about the style/rhythm of the song? • A song is played throughout the video. The lyrics are repetitive and intense (Lyrics: I can’t take

my eyes off you.) Sound: Sound Effects Which sound effects are used? Why are they effective? • Girl giggling at the start, car honking, speeding car, dog barking, victims and families screaming

and crying, judge and narrator at the end (dialogue) Props, Sets, Costumes What are some of the props, sets and costumes that are used? Cars (police, fire truck), wheelchair Road, hospital, courtroom Casual, everyday clothing (crash scene), more formal clothing (court scene)

EXTERNAL FEATURES

Purpose Why was this video produced? (Intention) • Express Inform Direct

Audience Who is this video intended for? Teens drivers

Culture Where does this video take place? How can you tell? • In the UK: driver’s seat is on the right, judge wears a wig in court and has a British accent.


Video 4: Embrace Life Wearing Seat Belts Possible Answers

Video Summary

Who?(characters) • A young happy family (father, mother, 9 year-old girl) Where? (place) • In their living room, at home When? (time) • In the evening

Story Summary

Genre • Drama Beginning • Father is sitting on a chair in the middle of the living room, pretending he is driving. Middle • Father is about to get into an imaginary accident when his daughter and wife come

to his rescue by creating a seat belt with their arms. End • Father has an imaginary accident but is saved by his seat belt.

Why?(problem/ conflict)

• Fantasy situation where the father is not wearing his seat belt and he gets into an imaginary accident.

How is the conflict

resolved? • The mother and daughter create a seat belt with their arms to protect the

husband/father from an imaginary car accident.

What is the message?

• Wear your seat belt because your family loves you and doesn’t want you to get injured or killed in a car accident.

Advertising Techniques

Shock Treatment • Father’s face when he realizes he is getting into an accident • Table in the living room tumbling over because of the impact • Glitter represents shattering glass Emotional Appeal • Be safe when you get into a car • Daughter and wife protecting the father • Glitter flying around the room in slow motion • A happy family could easily become very sad

Is the video effective?

• Yes, it sends a clear message about wearing seat belts every time you get into your car.

• It is very emotional, especially when you see the look on the father and his daughter’s face.

• The fact that the mother and the daughter create a seat belt with their arms shows how much they love the husband/father.


Video 4: Embrace Life Wearing Seat Belts Possible Answers

Text Features

INTERNAL FEATURES Topic/

Message • Importance of wearing a seat belt • Wearing your seat belt can make a huge difference

Language • No dialogue, only a title “Embrace Life, Always wear your seat belt” at the end of the video

Text Components

Image: Camera Shots • Close-up on hands and feet (because when you drive you use your hands and your

feet) • Close-up on hands when the mother and the daughter create a seat belt (fingers

intertwined like in prayer) • Long shot when the accident takes place (to show impact) • Medium shot the rest of the time Image: Manipulating Time • The entire video is filmed in slow motion to create the feeling that something can still

be done if you react rapidly Image: Movement • Pan left/right of the family and the living room (so that we know who is involved and

where the action takes place) • Zoom in on the father smiling at the beginning (he is happy, miming for fun) • Zoom in on the father and the daughter’s face when they realize he is getting into an

accident Image: Special Effects • Stool tumbling over and glitter flying around the room were added afterwards (stool

represents another car, glitter represents shattered glass) Sound: Music • The music is very quiet, soothing even (soft piano, voices, violin) in contrast with the

violence of the situation. Sound: Sound Effects • No sound effects at all which creates a great impact because you would expect to

hear some in a car crash situation. The reason for not having any is because it is an imaginary situation.

Props, Sets, Costumes • Typical living room setting • Casual, everyday clothing for the parents, little girl is wearing butterfly wings (to

express child’s simple happiness) EXTERNAL FEATURES

Purpose Why was this video produced? (Intention) Express Inform Direct

Audience • Adult drivers

Culture • Image of a “perfect” family is represented (happy, good looking, caring, middle to

upper social class) • In the UK (Sussex): imaginary seat belt is buckled on the left side


Effective Teamwork Tips for Students

Do your Best You don’t have to be perfect but you have to do your share of the work. Be sure to fulfill your role in the team. Participate actively by discussing ideas, giving suggestions, proposing solutions to problems, and offering feedback. Be prepared to do the work that you agreed to do in the first place. Have discussions with team members about questions that you may have. When in doubt, ask the teacher for help! Each team member is responsible for:

- doing their share of the work - staying on task within the group - trying their best - asking questions when something is unclear - helping teammates (when asked) - being respectful - working together

Be a Team Player Make sure that the workload is distributed fairly, for you or for your team members. Respect the team’s timeline by planning your work and keeping track of your next steps. Make sure that you contribute to the work atmosphere positively. Doing your part of the work is probably the best way to do so. Take time to help teammates, when you can. By helping teammates, they’ll be more willing to help you and there will probably come a time when you'll need help or advice from them. Each team member is responsible for:

- contributing and helping team members to attain the common goal - encouraging every team member - praising good ideas or helpful actions - ensuring that each team member participates - solving team problems - make sure everyone on your team understands what to do

Take Responsibility It is your responsibility to make sure that you fulfill the roles you have selected. If you need help or are experiencing a difficulty, let your team members know right away. This way, you won’t penalize the team because you are stuck and they can help you solve your problem. This is a better solution than waiting until the last minute, when it may be too late. Communicate If there’s a problem with a person on your team, speak directly to that person and try to reach a compromise. Try to find a solution immediately. It will be better for both of you as well as for the entire team. If you still have a conflict, speak directly to your teacher who can give you another point of view or propose another solution. Ask your teammates for support, but remember that other teams (classmates) can also help to clear confusion. Listen to your teammates It’s great to have a lot of ideas, but it’s also important to listen to your teammates’ ideas and suggestions. Always consider what a teammate has to say because it shows that you are interested in other people’s ideas and that you are a good teammate. Pay attention to your teammates, make eye contact with the person who is speaking, nod when you agree, ask questions and give each teammate the opportunity to give their opinion. Active listening is essential to good communication.

Inspired by: http://ezinearticles.com/?Keys-to-Effective-

Teamwork&id=5581476http://www.effectivemeetings.com/teams/teamwork/effective.asp

http://ezinearticles.com/?Keys-to-Effective-Teamwork&id=5581476�




FIVE BASIC ELEMENTS OF COOPERATIVE LEARNING

1. Positive Interdependence

The group has a clear task or goal so all know they sink or swim together. Each person's efforts benefit not only that individual, but everyone else in the group as well. The key to positive interdependence is that commitments are made to personal success and the success of every member of the group.

Ways To Ensure Positive Interdependence:

• The group has only one pencil, paper, book, or other resource • One paper is written from the group • A task is divided into jobs and can't be finished unless all help • Pass one paper around the group on which each member must write a section • Jigsaw -- each person learns a topic and then teaches it to the group • A reward (e.g. bonus points) if everyone in the group succeeds

2. Individual and Group Accountability

The group is accountable for achieving its goals, and each member must be accountable for contributing a fair share of the work. No one can "hitchhike" on the work of others. The performance of each individual must be assessed and results given back to the group.

Ways To Ensure Individual Accountability:

• Students do the work before bringing it to the group • Each student is asked questions related to the task • Instructor observes individual students taking turns

3. Interpersonal and Small-Group Skills

Interpersonal and small group skills are required to function as part of a group. These are basic teamwork skills. Group members must know how to -- and be motivated to -- provide effective leadership, make decisions, build trust, communicate, and manage conflict.

Ways To Ensure Interpersonal and Small-Group Skills:

• Be on time for group meetings and start them on time • Listen to others. Don't be so busy rehearsing what you are going to say that you miss

other group members' points and ideas • Don't close the road to mutual learning by interrupting or using language that can be

regarded as a personal attack • Make sure everyone has the opportunity to speak • Don't suppress conflict, but do control and discipline it


4. Face-to-Face Promotive Interaction

Students promote each other's success bsy sharing resources. They help, support, encourage, and praise each other's efforts to learn. Both academic and personal support are a part of this mutual goal.

Ways To Ensure Face-to-Face Promotive Interaction:

• A student explains orally how to solve a problem • One group member discusses a concept with others • A group member teaches classmates about a topic • Students help each other connect present and past learning

5. Group Processing

Group members discuss how well they are achieving their goals and maintaining effective working relationships.

Ways To Ensure Group Processing:

• Group members describe each other's helpful and unhelpful behaviors and actions • As a group, make decisions about what behaviors to continue and what behaviors to

change

Adapted from: http://istudy.psu.edu/modules.html

http://istudy.psu.edu/FirstYearModules/CooperativeLearn/InstructorGuide.html

http://istudy.psu.edu/modules.html�

http://istudy.psu.edu/FirstYearModules/CooperativeLearn/InstructorGuide.html�


Script and Storyboard Scavenger Hunt

N.B. There may be more than one correct answer for each number…

1. True or False. Media Conventions (technical descriptions such as angles and

camera shots) are included in a script. 2. Which items are always capitalized? 3. Which script goes back in time? 4. What is didascalia? 5. Which script uses humour/sarcasm? 6. Which script uses the flashforward technique? 7. Which script addresses the audience directly? 8. Which script requires the use of a song?

9. How much time does a one page script represent?

10. True or False. Scripts are always written in the present tense.

11. What are the three main parts of a storyboard? 12. How many pictures are used per shot in a storyboard? 13. What is a shot?

14. Which one follows a specific procedure: a script or a storyboard?


Script and Storyboard Scavenger Hunt ANSWER KEY

1. True or False. Media Conventions (technical descriptions such as angles and camera

shots) are included in a script. False

2. Which items are always capitalized?

PLACE, TIME OF DAY, CHARACTER’S NAME 3. Which script goes back in time?

Anthony, Evolution 4. What is didascalia?

Instructions telling the actor what should be done and how(written in parentheses below the character’s name)

5. Which script uses humour/sarcasm?

Evolution 6. Which script uses the flashforward technique?

Reply 7. Which script addresses the audience directly?

Anthony, Evolution, Under Pressure 8. Which script requires the use of a song?

Reply, Under Pressure

9. How much time does a one page script represent? Approximately one minute

10. True or False. Scripts are always written in the present tense. True

11. What are the three main parts of a storyboard?

a. Key scenes b. Written narration and/or dialogue c. Media conventions (techniques)

12. How many pictures are used per shot in a storyboard?

One 13. What is a shot?

A shot is a part of a film between two cuts.

14. Which one follows a specific procedure: a script or a storyboard? Script


Audience Appreciation Cards

Team: _______________________

What did I like about the media text?

Suggestions for improvement:

My name:_____________________

Team: _______________________



My name:_____________________

Team: _______________________



My name:_____________________

Team: _______________________



My name:_____________________


1. Present the text to the intended audience. 2. Reflect and evaluate individually, with the teacher and the production group on the following elements:

• audience reaction and feedback • production process • cooperation • language repertoire • final version of the production • goals for future productions

Strong Points Suggestions for Improvement

Other Feedback

video productioneslinsight.qc.ca/img/pdf/documents_from_website.pdf · create a storyboard...

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