Activity Report

Still image, animated images movies

Curriculum expectations
A1.5 identify different types of communications software used to create
communications technology products and services (e.g., software for photo, audio,
and video editing, animation, page layout, web page creation, and computer
graphics) and describe how they are used.
A2.2 demonstrate an understanding of basic scientific concepts that relate to
processes and technologies used in communications technology (e.g., optical
principles related to use of cameras and lighting, electronic concepts related to sound
recording, principles of digitization and their application to digital imaging and
recording);
A3.2 describe and use techniques that encourage participation by all members of a
team (e.g., brainstorming, group discussion, celebration of others thoughts or
contributions, acceptance of cultural differences);
B1.1 use a variety of planning techniques and tools (e.g., research, project
proposals, production schedules, scripts, blocking, storyboards, site maps, design
briefs) when creating plans for communications technology projects;
B2.3 use a variety of information sources and research techniques (e.g., Internet
and library searches, checking manuals and other printed materials, consulting
experts) to help identify possible solutions;
B3.2 apply editing skills to integrate the components into a unified and effective
production.
C1.2 identify sustainable practices that are currently used or can be used to minimize
the impact of communications technologies on the environment (e.g., recycling of
paper, recycling or reuse of electronic components, use of energy-efficient
equipment, use of sleep mode when computers are temporarily unused).
C2.1 demonstrate an understanding of social standards and cultural sensitivity and
use appropriate and inclusive content, images, and language in communications
media productions (e.g., including people from different races, cultures, and
backgrounds in media productions; portraying minority groups with respect and
sensitivity; avoiding sexism, homophobia, and cultural or racial bias)

Strategy to enhance student engagement

The strategy to enhance student engagement was to make the activity
enjoyable with various options for students to brainstorm and
experiment with movie production. Transferable skills incorporated into
the design process making this activity co-curricular with fundamental
communications technology skills.

Instructional approach to be used (design process, etc.)

The instructional approach throughout unit seven was mostly tutorial,

demonstration and follow along based tactic. There were opportunities

for students to build hands-on skills through practice and trial/error
applications. The foundational skills through out the course are being
applied in this summative activity. Video production is the focus ending
the communications technology course, which gives the students time
again to hone these skills leading into the culminating activity.

Audience the project is intended for

The audience intended for this project is school personnel, students
and the surrounding community.

Community or classroom impact

Student would be in the classroom, school and community filming
footage for this summative and then culminating activity. I would like
to market this summative activity to the community has a student film
festival for short films, documentaries and instruction aids. This will
encourage the connection between the community and classroom
impacting both.

Software and/or technology required

IMovies or Aftereffect
Camera
Microphones, Recording devices, hard drive/storage
Headphones
Lighting
Accessories- Stands, tripods, dollys etc.
Computer, Monitor, Keyboard, Mouse
Internet Connection

Step-by-step procedure to complete the activity

Description of Activity:
Students will create a short film, documentary, or instructional aid. The
Video must be a minimum of 5 minutes in length. The video must
include three different angles of footage and ten different visual
effects, tiles or transitions. The video should have relevant audio,
which compliments the footage.
Procedure:
I started my activity with brainstorming all the people I wanted to
include in my instructional aid/documentary. Teachers, students,
industry professionals and contacted each requesting them to take

part in the filming process. Luckily students of the grade 11-12

healthcare and music classes had already signed off on media sharing
earlier in the semester, which allowed me to skip that process. Next I
had to create a storyboard and dialogue content I wanted to include,
due to time restrictions of the professionals almost all of the dialogue
content was unscripted or done just prior to filming. This method
seemed it would be faster and it was initially, but it left myself with
many different video media feeds. Once I had everything filmed the
editing began, and with all these video it was quite difficult to cut, crop
and form all feeds into one video. I added all transitions, tiles,
backgrounds, and sub-audios connecting all of the pieces together.
Setting:
Students will work in groups of three. Classmates and possibly the
community will view the finished products.
Strategies to Enhance Student Learning:
Use of rubrics for self-assessment
Allowing students choices for the assignment and brainstorming
ideas for what short film, documentary, or instructional aid.
Make the assignments competition based (prizes).
Extend the learning environment beyond the classroom.
KWL Charting
Prior Knowledge
Safe operation of video camera and audio equipment.
Creation of storyboards.
Familiarity with terminology.
Use of software (IMovie, Movie Maker).
Ability to edit.
Setting up the production (pre, production, post).
Planning and design.
Assessment techniques to be used:
Rubric.
Anecdotal notes to be taken by teacher.
Daily log sheets.
Finished product.
Problem or improvement documentation
Instructional Strategies
Demonstrations of equipment by the teacher (exemplars).
Tutorials on use of video and audio equipment.

Allowing students to practice.

Brainstorming and anticipation guide questions.
Ongoing feedback.

Accommodations/Modifications:
The teacher will follow the students IEP as per instructions
(accommodations). Teacher may also make modifications for students
within the classroom as noted in the lesson plan.
Learning Goals:
The student will learn to identify, explain and produce a short film,
documentary, or instructional aid.
Success Criteria:
I can explain various technology terms used during video
production.
I can identify and explain how to use different software used to
create a short film, documentary, or instructional aid.
I can identify different types of technological devices used during
a video production. I can identify the production process (pre,
production, post).

What you learned while completing the activity

I learned so much during this process and how difficult it can be to
produce video media. The amount of work for one person was almost
too much, and in hindsight I should have choose something easier.
Although, I couldnt recreate this experience and given the proper
equipment I believe the production would have been outstanding. If I
had more of a game plan and taken proper procedural filming methods
it would have gone smoother, however filming team consist of many
more so overall it was a huge success in my eyes. I was able to
practice various skills such as; directing, producing, writing, filming,
editing.

Evaluation strategy and rubric

The evaluation strategy will be assessment of learning through the
following rubric.
Technological Design
Summative Activity Marking Sheet
Still image, animated images movies
Student:______________________________

Assessment Style: Rubric

Assessment of Learning
All assessments are 50% for completion of assignment 50% for rubric assessment
Knowledge and Understanding
Criteria
Excellent (4)
Understands and
uses IMovies
program

The movie has

appropriate footage.
Edited with tiles,
transitions, special
effects and audio.

Footage clarity

All footage has

appropriate lighting.
Camera is focused,
and still.
Great movie that all
would enjoy.

Overall

Good (3)

Satisfactory (2)

Needs
Improvement (1)

Most of the movie

has appropriate
footage. Edited with
tiles, transitions,
special effects and
audio.
Most footage has
appropriate lighting.
Camera is focused,
and still.
Great movie that
most would enjoy.

Some of the movie

has appropriate
footage. Edited with
tiles, transitions,
special effects and
audio.
Some footage has
appropriate lighting.
Camera is focused,
and still.
Good movie, but
overall missing some
aspects.

Poor Movie doesnt

have appropriate
footage. Improperly
edited missing tiles,
transitions, special
effects and audio.
Poor footage without
appropriate lighting.
Camera is not
focused, and jumpy.
Awful movie, overall
missing key aspects.

Framing is decent for

the production,
includes different
angles. Somewhat
adding to the movie
production
Most aspects of the
audio are mixed
pleasantly with
appropriate fades.

Framing is ok for the

production, includes
some different
angles. Needs
attention to details

Framing is poor for

the production,
doesnt include
different angles.
Appears choppy.

A few aspects of the

audio are mixed
pleasantly with
acceptable fading.

Audio is not mixed

pleasantly with
unacceptable levels
and fading.

The dialogue is
effective, adding to
the production with
relevant points.
Movie reaches some
of the target
audience and
captivates them to
watch.

The dialogue is
applicable, needs
work to converse
important points.
Movie has problems
reaching the target
audience and
struggle to watch.

The dialogue is poor,

and points are
confusing.

Production planning
was mostly included
with the outline.
Some notes for the
flow of sequence,
delivering scripted
dialogue, and
production.
Formulates questions
from problems with
considerable
effectiveness

Production planning
needs work. Outline
missing few notes for
the flow of sequence,
delivering scripted
dialogue, and
production.

Production planning
needs a lot of work.
Outline is missing
major notes for the
flow of sequence,
delivering scripted
dialogue, and
production.
Formulates questions
from problems with
limited effectiveness

Application
Camera Framing

Framing accents the

production, includes
different angles.
Adding to the movie
production

Audio levels

All aspects of the

audio are mixed
pleasantly with
appropriate fades.

Communication
Dialogue

Target Audience

The dialogue is
effective, adding to
the production with
important points.
Movie reaches the
target audience and
captivates them to
watch.

Movie has doesnt

reach the target
audience and
struggle to watch.

Thinking and Inquiry

Production design

Production planning
was included with the
outline. Detailed
notes for the flow of
sequence, delivering
scripted dialogue,
and production.

Problem solving
and asks questions

Formulates questions
from problems with a
high degree of
effectiveness

Level________

Formulates questions
from problems with
moderate
effectiveness