Last Day of Filming September 8th Second Part

Last Day of Filming: Thanks to...

At Last! After three months work we finally finished our movie and I would like to first thank my colleagues who supported me and got enthusiastically involved in this 'craze' and also our students who really behaved like artists and made this project possible. Secondly, I would like to thank my head of department too, because he has been constantly encouraging and supporting this project. This made me get a tremendous drive to carry it out. See you in the next one!

Last Day of Filming September 7th First Part

Interview to 7th Year Students

'My heart will go on' by 7th Year B

This is a free version of the famous song performed by 7th year students at Saint Patrick School as part of a video production project in the classroom. It took nearly eighty minutes to record scenes and the rest of the students helped either being part of the production crew or just being silent and paying attention to this activity. At the end of the recording stage of the video clip, I interviewed my students asking them what their impression about the activity was. See the interview and reach to your own conclusion.

My Heart Will Go On by 7th Year B

Another Day of Filming 08/30/07 Second Part

Another Day of Filming 08/30/07

Another Day of Filming 08/16/07

Another Day of Filming 08/15/07

These are new images of the video production in the classroom carried out by 7th year students.

Another Day of Filming 08/15/07

Another Day of Filming 08/14/07 Second Part

Another Day of Filming 08/14/07

These images were shot last month, which are part of the movie we have recently finished filming. They are not edited so you can enjoy the process of filming with bloopers included!!! Hope you like them.

Another Day of Filming 08/14/07

Producer's note:

The posted images from the second day at filming are not edited as we want to show the process of filming as well as the environment setting. The artists seem to enjoy their performance while learning. These images were shot on 4th of July. Sorry for the delay. I hope you enjoy as much as I do.

Images of the second day at filming

ACCEPTED!

Our workshop proposals have been accepted - or at least I've heard about 3 of the 4. The only one that I haven't heard about is the Drama presentation. Has anyone of you heard anything?? I have cc'd the presenters the email I sent to the FAAPI committee asking for an extension of the deadline to turn in our 2nd draft or extended papers, which now is July 31! I hope we get it - and if we don't... I'm afraid I'm going to have to ask each team of presenters to take the initiative. I'm overloaded with work right now and it's just impossible for my mind to wander in this direction... Sorry! Anyway, let's not cross bridges yet and hope that they'll give us the extension. All in all, this is good news!!! :)

Second Day at Filming

4th of July:
There’s terrifying fog today and is really ‘fine’ to film other exciting Tom’s adventures in the cemetery. The groups in charge of filming these scenes belong to my class of Global Studies. They are really involved not only during preparations before filming but also while shooting. They have already rehearsed the scenes and have got some props. Also, they have learned their scripts and have tried to act professionally. I’m really glad because of their commitment to work and to film two scenes took us less than fifty minutes. The rest of the class collaborated in anything they needed and they clapped at their classmates' performance after finishing shooting the scenes.

First Day at Filming

29th of June:
Today is the first day at filming. We have already divided the groups and they have been given the scenes to act out. Some groups have prepared their costumes and scenery but others aren’t ready for filming so we have to reorganize and assign new activities. One of them is to help the groups that are going to film today with the props. At the beginning there is disorder during the arrangements and it's difficult to control those students who aren’t filming but as soon as we begin the rehearsals of the first scene there is plenty collaboration from the majority. When we start filming the first scene, the students who are not acting watch their classmates acting out the scene and get involved in the class (after all it's a language class!) and remained reasonably quiet. They watch and enjoy the process of filming and some funny situations that happen to the performers while acting. So, there are lots of stops during the shooting. Well, remember colleagues, we are dealing with twelve-year-old actors.
After more than a month of planning and reshaping our project, at last we can shoot three scenes of the film project. Then those students who weren’t so much involved in the first day of filming, they are now showing much more interest than before, asking me constantly “When are we going to film?” or “Do we film today?” and showing enthusiasms as well as excitement. I think one of the objectives of this project has been accomplished: commitment to work, collaboration and having fun while learning a second language. See you later when I tell about our second day at filming.

Clip Video Class Production - First Scenes

Writing the Scripts for the Movie Project at Saint Patrick School - Tucumán

7th Year students writing the scripts for the movie project

Looking ahead

As discussed in yesterday's meeting, we agreed we would:

a) Diversify the projects. Instead of working on one big movie, Tom Sawyer's story, you'll be working on shorter mini-projects that will involve the use of video in the classroom. They could be worked on simultaneously, not necessarily consecutively. Some ideas we mentioned:

• Dracula
• Any topic/issue discussed in the Global Culture Class, e.g. the Caribbean
• School or local issues

Possible formats:

• News program
• Talk show
• Reality show
• Interview
• Documentary
• Lunch with...
• Video clip
• Commercial
• Public surveys
• A Day in the Life of ...

b) Importance of planning: as Friday afternoons become a long stretch for all three groups, planning for it is essential. This way activities will be better directed and all of the kids will feel they're actively taking part.

c) Any of the above mentioned formats would require extensive preparation and planning.

d) Importance of working together with Paula so that her students feel they're equally taking part in the project

Video Production in the Classroom: Bibliography

A selection of sources and Web links of the use of video production in the classroom:

• BAUGH, D. 2002a. DV in Education. http://www.dvineducation.org/
• BAUGH, D., 2002b. Not just for the Kubricks of the future. TES Online, 4 January, pp. 49.
• BENNETT, A., (no date). Education will be televised - the DV revolution in schools. NESTA. Futurelab.
• BENNEY, A., 2001. Creating an active learning environment using digital video. World Conference on Educational Multimedia, Hypermedia, and Telecommunications. pp.133-138.
• BROOKES, D., et al., 2003. Integrating video technology effectively into instruction. Society for Information Technology and Teacher Education International Conference. pp.2990-2993.
• BUCKINGHAM, D., 2001. New media literacies: informal learning, digital technologies and education. In: A Digitally-Driven Curriculum? (Eds, BUCKINGHAM, D. and MCFARLANE, A.). Institute for Public Policy Research. London.
• BURN, A., REED, K., 1999. Digi-teens: media literacies and digital technologies in the secondary classroom. English in Education, 33, pp. 5-20.
• CLAYTON, G., 2002. Using the Avio in the classroom. DfES Best Practice Research Scholarship.
• COHEN, M., et al., 2003. Digital video and teacher education. Technology and Teacher Education Annual, 2, pp. 1402-1404.
• CRAMER, S., SMITH, A., 2002. Technology's impact on student writing at the middle school level. Journal of Instructional Psychology, 29, pp. 3-14.
• DONOVAN, P., 2003. Digital video proves "super tool" for disaffected students. University at Buffalo Reporter.
• DRAGE, C., 2002. The right stuff. EC & T, pp. 80-85.
• ERSTAD, O., 2002. Norwegian students using digital artifacts in project-based learning. 18, pp. 427-437.
• ESCALADA, L.T., ZOLLMAN, D.A., 1997. An investigation of the effects of using interactive digital video in a physics classroom on student learning and attitudes. Journal of Research in Science Teaching, 34, pp. 467-489.
• FEE, S., FEE, L., 2003. Pedagogical approaches for the use of digital video. Technology and Teacher Education Annual, 2, pp. 1407-1414.
• FITCHETT, A., 2002. Digital editing as a creative process. DfES Best Practice Research Scholarship. http://www.bfi.org.uk/education/research/teachlearn/digied/
• FROST, R., 2002. A good motivator. The Guardian, 19 November. http://education.guardian.co.uk/digitalvideo
• GARCIA, V., CHEN, I., 2002. Digital video technology clips provide a snapshot of urban school settings for students in teacher preparation programs. Technology and Teacher Education Annual, 1, pp. 377-381.
  
• GOLD, R., SERIM, F., 2002. Multimedia comes of age: the future is now in Lawrenceville, New Jersey. Multimedia Schools, 9 (2), pp. 14-16,18-20.
  
• GROSS, M.M., 1998. Analysis of human movement using digital video. Journal of Educational Multimedia and Hypermedia, 7 (4), pp. 375-395.
• HARVEY, I., et al., 2002. Being Seen, Being Heard. London: National Youth Agency.
• HEIN, T.L., ZOLLMAN, D.A., 1997. Integrating interactive digital video techniques in an introductory physics course for non-science majors. Frontiers in Education Conference, 1, pp. 372-378.
• HIGGINS, C., 2002. Using film text to support reluctant writers. English in Education, 36, pp. 25 - 37.
• HOFFENBERG, H., HANDLER, M., 2001. Digital video goes to school. Learning and Leading with Technology, 29 (2), pp. 10-17.
• HOOPER, B., 2002. Observing digital editing. DfES Best Practice Research Scholarship. http://www.bfi.org.uk/education/research/teachlearn/digied/
• HOWARD, M., 2001. Team up with digital video and iMovie for social studies excitement. Library Talk, 14 (5), pp. 18-20,22.
• http://kidsvid.altec.org/
• JOSS, M., 2001. Now playing in schools: digital video. Technology and Learning, 22 (3), p. 17.
• KENNY, J., 2002. Learning by teaching. The Guardian, 19 November. http://education.guardian.co.uk/digitalvideo .
• KENNY, J., 2002. How to make a soap opera. The Guardian, 19 November. http://education.guardian.co.uk/digitalvideo .
• KENNY, J., 2002. New-found talents. The Guardian, 19 November. http://education.guardian.co.uk/digitalvideo
• KIMBELL-LOPEZ, K., et al., 2003. Using iMovie to enhance teaching and learning activities. Society for Information Technology and Teacher Education International Conference, (1), pp. 988-990.
• LACHS, V., 2001. Movie magic captivates its producers. Times Educational Supplement, 8 June, pp. 26.
• LAWS, P., PFISTER, H., 1998. Using digital video analysis in introductory mechanics projects. Physics Teacher, 36 (5), pp. 282-287.
• LEBLANC, P., OATES, R., 2003. Getting serious about digital video. Technology and Teacher Education Annual, 5, pp. 3642-3644.
• MARCHIONINI, G., 2003. Video and learning redux: new capabilities for practical use. Educational Technology, 43 (2), pp. 36-41. MARTINDALE, T., 2002. Understanding Computer-Based Digital Video. Techtrends, 46 (4), pp. 19-22,57.
• MCMILLAN, C., 2002. How does digital editing help students develop their understanding of narrative? DfES Best Practice Research Scholarship. http://www.bfi.org.uk/education/research/teachlearn/digied/
• MORTENSEN, M., PEMBERTON, J., 2003. Digital video: an old medium learns some new tricks. Technology and Teacher Education Annual, 2, pp. 1503-1509.
• PARKER, D., [no date]. Moving image, media, print literacy and narrative. British Film Institute.
• REID, M., et al., 2002. Evaluation report of the Becta Digital Video Pilot Project. Coventry: Becta.
• ROBERTS, C., [no date]. Editing myself: using video production and editing to help pupils reflect on their classroom behaviour. DfES Best Practice Research Scholarship. http://www.bfi.org.uk/education/research/teachlearn/digied/
• RYAN, S., 2002. Digital video: using technology to improve learner motivation. Modern English Teacher, 11 (2), pp. 72-75.
• SHEWBRIDGE, W., 2003. Projectvideo: evaluation of a coursetool for digital video in the classroom. Technology and Teacher Education Annual, 4, pp. 2502-2503.
• SWAIN, C., et al., 2003. Using digital video to study history. Social Education, 67 (3), pp. 154 -157.
• TSCHIRNER, E., 2001. Language acquisition in the classroom: the role of digital video. Computer Assisted Language Learning, 14 (3-4), pp. 305-319. http://www.szp.swets.nl/szp/journals/ca143-4305.htm
• WALKER, D., 2003. Poetry in motion. TES Teacher, 4 July 2003, pp. 30-31.
• WALKER, D., 2003. Stars in their eyes. TES Teacher, 9 May, pp. 28-29.
• www.kqed.org/topics/education/educators/videoclassroom/index
  
• YAO, J.E., OUYANG, J.R., 2001. Digital video: what should teachers know? Society for Information Technology and Teacher Education International Conference. Association for the Advancement of Computing in Education. pp.1493-1498.

Let's Rock!

Here is our place to develop the project and share with each other. Looking forward to exploring the labyrinths of our imagination!