Video Production for the Classroom Teacher

So I remembered when reading my old posts how I'd promised to share with you how I set up the centers to teach students how to make a video, from production, to filming, to editing, which you can do in as little as 2 weeks, barring snow days like we've had this winter...so this is a fall or spring project. The great thing about teaching the process in centers, is once you've set it up and collected all the materials, you can keep one master copy and you can reuse it next year.  I keep mine in a crate with hanging files and a placard on is that says "So you want to make a movie?"  I keep three folders in each hanging file.  One folder is the original with it labeled as "ORIGINAL" so no one, including myself, writes on it or uses any of the originals.  The second folder is for the center facilitator.  It includes everything they need including brief instructions so they need your assistance in a minimal way.  The third is extra copies of all the handouts and directions so you can pull it out and put it away as needed.

There will invariably be students absent or questions that you will need these handouts as a guide for the students later on and it makes it nice to be able to walk over and grab it out of the folder without having to tell students...think "show NOT tell."  You're fostering independence and creativity here, so the more you can let them figure out on their own, the more they will learn and have fun. This organization also makes my life so much easier when facilitating this exciting day.  It will be tiring, but fun and fairly stress free if you take the time to have it organized and ready to go. It likewise also reduces stress for your students and gives them confidence when they see you know what you're doing.  Again, your school technologist can be a big help here.

First, I insure I have enough centers to make the heterogeneous groups manageable.  This depends upon the age of the students and how many students it takes to complete the task, which is usually no more than 4 per group.  Depending on your class size, this will determine how many centers you need.  It's okay to duplicate centers for larger classes if needed, just be mindful of your schedule of rotations and how many volunteers you have on that day/days.  Remember, all students, including secondary students like learning in centers as well.  It fulfills their need to move, to discuss, to collaborate, to problem solve, to be independent. Changing activities at least every 15-20 minutes is fun. Yes, this may take two class periods, but is so worth the investment of time you make.

Here's a starter list you can expand upon:

1. Story-boarding-Give them comic strip-like images cut up of the story and actually have them order the sample short story.  You could even use a comic book, photocopied of course, because you have to cut up the scenes.  A parent or student in the group reads the story aloud to them without showing them the pictures. The reader gives them the cut up comic strip (kept in a zip lock bag) after reading the story and students work together to get the story in the correct order.  The reader can check it with students when they're finished.  High school students can have a student in the group volunteer to be the reader and order checker.
2. Production-Shot lists for the film crew- Students often have a misconception that they shoot the film in the order of the story, which is of course false.  The scenes are shot where they are located, with the people in that scene, in the same costume, which is usually NOT in chronological order.  Provide them the same sheet used in the Story-boarding center and have them create a shot list.  They'll need a dry erase board to make this manageable and collaborative, and then erase for the next group when they rotate.  Again, hide the answer sheet in a folder (a second copy or the comic or short story) so they can check their own answers before rotating to the next center.You might provide them with a sample shot list from another story so they know what a shot list looks like using the language they should use with directions.  This center also includes a simplified shot definitions list.
3. Editing or learning how to use the software- Most schools have a platform that includes either free or school purchased video editing software.  Microsoft's Moviemaker is fine for most student-created videos with enough special effects to satisfy their need to be creative.  Ask your school's technology or a parent volunteer to man this center so students can experience the software, even if that is not the job they want.  They all need to learn that they are capable of editing a short film.  Provide the film clips for them to edit, even if it means just downloading a Youtube video and clipping it yourself so they can explore the software.  Have them work in pairs if you have limited computers and insist that students take turns "driving" the mouse.
4. Camera crew- This center includes camera, boom mic, lighting, and a parent or the teacher or maybe a technology assistant if you school has one.  Even the school librarian can help with this.  I use the basic video camera our school provides and the boom mic is a cheap ($5.95) lapel mic taped to a Swiffer handle.  Really!  That's it.  The kids act like it's a real boom mic and get pretty stoked recording each other in scenes around the building.  I provide a different short story and provide them with a paper with a simplified shot list and dialog.  Students take turns recording in the hallway (close by since they have to rotate soon).  I insist they make some background noise when filming one of the shots. They need to see how background noise impacts the film.
5. Costume department- Some students LOVE, LOVE, LOVE this job.  They have to develop lists for every character in the sample book and what props would be needed by each character.  This  makes getting the real work done much easier because they have to think of literally everything down to the shoes.  They also need to conference with all department heads to be sure they haven't missed something when the real movie making begins.  The leader of this group needs to be an organizer who is detailed oriented and works well with others.
6. Scenery design- Again they need to brainstorm what props they would need for each and every scene in the book, and later the movie.  Creative types will flock to this department, especially those who don't like being on camera, but like to paint and gather materials.  They are also usually very detail oriented or the organizers in the class.
7. Script department-  These are your writers.  The center will need to have a computer so students can type up the dialog from the story.  They'll need a sample so they can see how to write the script.  I recommend using a story they already know to write the dialog.  Have them make up lines for a common story or fable, like a conversation between Cinderella and Snow White.  What would they talk about?  Or for high school students, how about a story you just read about.  
8. Assignments- This center explores the roles of everyone from cast to film crew, to props person.  Students need time to think about what role they want.  Have them discuss with their group what roles they want and why.  Let them help each other begin completing their application.  Have a reflect question list for each job so students can self-evaluate each position and what personal characteristics they possess that would be applicable to each position.  This will help them with the application process.

Next you handout the applications for them to fill out for homework for what job they want.  Be sure they make a 1st choice and a 2nd choice so you have some flexibility with assigning roles.  Some, particularly younger students, sometimes pick jobs they aren't suited for. For primary and middle school students, have a parent sign the application as well.  This will help if a conflict/challenge should arise during the production phase.  I've never had a problem as a result.  Like when students apply for the role of Director, when they can't keep themselves organized and/or have difficulty getting along with others. I also interview for the role of Director (2 in case one is absent) and department heads.  These are student leadership positions and students need to take their responsibility seriously for the project to work. Students also need to be reminded there is NO changing jobs/roles after production begins, so they need to be committed to their 1st and 2nd choices.  

I've done this project with students as young as 3rd grade to varying degrees as far as scope, and have been successful.  And had more fun than I can begin to describe.  Students will remember this forever...believe me.  I now work in a high school where some of my former students attend that I taught this to when they were in elementary school. The first thing they do when they see me is come up and say "remember when we made those movies in elementary school?"  Yes, I remember every one and it truly warms my heart as an educator to know I had that kind of impact on a student.  

A special thanks to MHZLearn's Education program for teaching me all this and sharing their resources.  I'm sorry to say I confirmed that department is now gone.  RIP...you had a huge impact.

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