lesson plans - Northern Ireland Curriculum

Transcription

CONTENTS
ABOUT THIS UNIT OF STUDY
............................................................................................................ 3
LESSON 1: PLANNING A DIGITAL STORYTELLING PROJECT ................................. 4
EXAMPLE OF CLASS SCRIPT AND STORYBOARD
......................................................
5
LESSON 2: THE THREE C’S AND THE THREE S’S .................................................................. 6
CAMERA ANGLES ..................................................................................................................... 7
RESOURCES NEEDED ............................................................................................................. 7
CAMERA SHOTS QUIZ ANSWERS ..................................................................................... 8
CAMERA ANGLES QUIZ ANSWERS ................................................................................. 9
LESSON 3: EXPLORING STYLE AND CHARACTER .............................................................. 10
CELTIC DRESS AND JEWELLERY SUGGESTED ACTIVITIES ............................... 11
CHARACTER DEVELOPMENT ................................................................................................ 12
LESSON 4: EXPLORING SETTINGS IN
STORIES AND FILMS
14
15
DISCUSSING THE SETTING
..................................................................................................
..............................................................................................
LESSON 5: ALLOCATING SCRIPT LINES
AND PLANNING DRAWINGS ................................................................................... 16
DRAWING PLANNING WORKSHEETS .............................................................................. 17
RESOURCES NEEDED ............................................................................................................ 17
LESSON 6: PRODUCE FINAL DRAWINGS
FOR DIGITAL STORY .................................................................................................... 18
SAMPLE EXPRESSIONS ...................................................................................................... 19
LESSON 7: CREATING A COMIC-STYLE STORYBOARD .............................................. 20
SAMPLE STORYBOARD ........................................................................................................ 21
PREPARATION AND GETTING STARTED ..................................................................... 22
LESSON 8: ASSEMBLING PROJECT WITH
DIGITAL STORYTELLING SOFTWARE ........................................................... 25
GETTING STARTED
............................................................................................................... 26
NARRATION AND SOUNDS, OPENING TITLES
......................................................... 27
ADDING PICTURES, TEXT, AND END CREDITS
........................................................ 28
PICTURE EFFECTS, TRANSITIONS, ADDING MUSIC
........................................... 29
FINAL STAGES
........................................................................................................................ 30
RESOURCES NEEDED
............................................................................................................ 30
2 EXPLORING CREATIVITY AND ICT - TEACHER GUIDE
ABOUT THIS
UNIT OF STUDY...
IN THIS UNIT, THE CÚ CHULAINN ANIMATED SERIES IS USED TO PROMOTE
CREATIVITY AND THE USE OF ICT IN THE CLASSROOM. THIS UNIT OF STUDY WILL
INTRODUCE THE STUDY OF FILM LANGUAGE AND COVER THE CORE SKILLS INVOLVED
IN FILM-MAKING, INCLUDING STORYBOARDING, DRAWING, DIGITAL STORYTELLING,
VIDEO EDITING, ANIMATION AND CREATING A MUSICAL SOUNDTRACK - ALL AREAS
WHICH CAN BE FORMALLY ASSESSED BY CCEA'S USING ICT ACCREDITATION SCHEME.
THE CÚ CHULAINN ANIMATED SERIES WAS PRODUCED BY THE NERVE CENTRE WITH A
TARGET AUDIENCE OF KEY STAGE TWO PUPILS. THE SERIES IS AVAILABLE IN BOTH
ENGLISH AND IRISH, AND FOLLOWS THE HEROIC DEEDS OF THE HOUND OF ULSTER
FROM HIS BOYHOOD ADVENTURES TO HIS TRAGIC DEATH IN THE EPIC ENCOUNTER
BETWEEN ULSTER AND CONNAUGHT.
THE AIM OF THIS UNIT IS TO PROVIDE TEACHERS WITH THE KNOWLEDGE,
TECHNIQUES AND APPROACHES THAT WILL ENABLE PUPILS TO CREATE THEIR OWN
COMICS, DIGITAL STORIES AND MUSICAL SOUNDTRACKS EXPLORING THE WORLD OF
THE CELTS.
HOW DOES THIS UNIT OF STUDY SUPPORT
THE NORTHERN IRELAND CURRICULUM?
AREAS OF LEARNING
LANGUAGE & LITERACY: READING; WRITING; TALKING AND LISTENING
THE WORLD AROUND US: HISTORY - LIFE IN EARLY TIMES
PERSONAL DEVELOPMENT & MUTUAL UNDERSTANDING: MUTUAL
UNDERSTANDING IN THE LOCAL & WIDER COMMUNITY
THE ARTS: ART & DESIGN, MUSIC
FOCUS: ART & DESIGN; USING ICT
SKILLS & CAPABILITIES
THINKING SKILLS AND PERSONAL CAPABILITIES: THINKING; PROBLEMSOLVING AND DECISION-MAKING; MANAGING INFORMATION; WORKING WITH
OTHERS AND BEING CREATIVE.
CROSS-CURRICULAR SKILLS: COMMUNICATION; USING ICT
CCEA'S USING ICT ACCREDITATION SCHEME
DESIRABLE FEATURES COVERED IN THIS UNIT INCLUDE: WORKING WITH TEXT;
WORKING WITH IMAGES; WORKING WITH SOUND; DESK TOP PUBLISHING; MOVING
IMAGES AND RESEARCHING. PUPILS CAN SHARE THEIR COMPLETED WORK ONLINE
TO COVER THE DESIRABLE FEATURE 'ONLINE COLLABORATION'.
EXPLORING CREATIVITY AND ICT - TEACHER GUIDE 3
TEACHER GUIDE
I
CU CHULAINN
LESSON 1: PLANNING
EPISODE 1
A DIGITAL
STORYTELLING PROJECT
VIEW ‘CÚ CHULAINN - THE ANIMATED SERIES’
THE BIRTH OF SETANTA
THE STORY OF CÚ CHULAINN BEGINS WITH HIS
UNUSUAL BIRTH.
EPISODE 2
GROWING UP
THE STORY OF SETANTA GROWING UP AND
BEGINNING HIS TRAINING.
EPISODE 3
THE NAME
THE STORY OF HOW SETANTA GOT THE
NAME CÚ CHULAINN.
EPISODE 4
IN LOVE AND WAR
CÚ CHULAINN FALLS IN LOVE WITH EMER BUT WILL
HIS DESTINY COME BETWEEN THEM?
EPISODE 5
THE GREAT CHALLENGE
THE STORY OF THE BROWN BULL OF COOLEY.
EPISODE 6
THE HERO'S DEATH
CÚ CHULAINN FIGHTS MAEVE'S ARMY TO THE
DEATH.
CREATE A CLASS SCRIPT BASED ON AN EPISODE OR A SCENE FROM ONE OF THE EPISODES.
THE CLASS MAY CONTRIBUTE TO A COLLECTIVE STORY WHERE THE CLASS DEVELOPS THE
SCRIPT AND EACH PUPIL CONTRIBUTES A DRAWING OR DRAWINGS TO THE FINAL DIGITAL
STORY. ALTERNATIVELY, EACH PUPIL CAN DEVELOP THEIR OWN SHORT VERSION OF A CU
CHULAINN LEGEND OR SCENE.
PUPILS WILL DEVELOP THEIR DRAWINGS TO BE USED IN A DIGITAL STORY WHICH WILL BE
ASSEMBLED USING DIGITAL STORYTELLING SOFTWARE SUCH AS WINDOWS MOVIE MAKER
OR PHOTOSTORY, TO COMBINE THEIR DRAWINGS WITH TEXT, VOICEOVER AND MUSIC.
TEACHER GUIDE
STORYBOARDS...
STORYBOARDS COMBINE CHILDREN'S LOVE OF DRAWING AND SKETCHING WITH
WORDS. IT IS A TOOL THAT CAN ASSIST THEM TO GATHER THEIR IDEAS, PLAN THE
FLOW OF EVENTS, AND THEN WRITE THE STORY.
STORYBOARDS CAN BE PLANNED USING COMICLIFE SOFTWARE.
here is an example of a
class script divided into
separate script numbers...
here is an example of a
storyboard...
_
HOW CU CHULAINN GOT HIS NAME
Scene 1
Narrator:
1. My name is Ciara and I'm going to
_
tell you the story of how Cu Chulainn
got his name.
_
2. Cu Chulainn was a famous celtic
warrior from long, long ago.
3. When he was a boy he was called
Setanta and he trained to be a warrior
at the court of King Conor.
4. One day King Conor was invited to a
feast by Chulainn the blacksmith and
the king invited all his warriors
including Setanta to join him.
King Conor:
5. “Let us go at all speed to the feast
and make sure that everyone leaves
together”.
Narrator:
6. All the warriors jumped into their
chariots and followed the king...
7. All except Setanta who was playing
with his hound.
RESOURCES NEEDED...
CÚ CHULAINN ANIMATED SERIES ON DVD OR INTERNET
CONNECTION TO VIEW THE ANIMATED SERIES ONLINE
SOFTWARE...
DVD PLAYING SOFTWARE OR INTERNET BROWSER
HARDWARE...
WHITEBOARD
HANDOUTS AND GUIDES...
LESSON 1 WHITEBOARD RESOURCE
TEACHER GUIDE
I
CU CHULAINN
LESSON 2: THE
THREE C’S AND THE THREE S’S
BEGINNING WITH THREE OF THE BASIC CAMERA SHOTS AND THREE OF THE BASIC
CAMERA ANGLES USED IN THE CÚ CHULAINN EPISODE.
THE THREE C'S
THE THREE S'S
CAMERA
CHARACTER
COLOUR
1
2
3
4
INTRODUCTION AND OVERVIEW OF THE PROJECT
DISTRIBUTE WORKSHEETS ON THE THREE C’S AND THE THREE S’S AND EXPLAIN
THAT THESE ARE THE SIX THEMES YOU WILL BE EXPLORING OVER THE PROJECT.
WATCH EPISODE(S) OF CÚ CHULAINN TO BE EXPLORED IN PROJECT
EXPLAIN BASIC CAMERA SHOTS. DECONSTRUCT EPISODE BY USING THE WHITE
BOARD AND PAUSING THE EPISODE TO SHOW EXAMPLES OF THE THREE BASIC
CAMERA SHOTS.
LONG SHOT
5
STORY
SETTING
SOUND
MID OR MEDIUM SHOT
DISTRIBUTE AND DISCUSS THE CAMERA SHOTS WORKSHEET.
CLOSE UP
TEACHER GUIDE
6
USE
THE LESSON 2
WHITEBOARD
RESOURCE FOR SAMPLE
CAMERA SHOTS.
DEMONSTRATE CAMERA SHOTS USING EITHER A WEB
CAMERA OR A PROP SUCH AS A GLUE STICK OR THICK
MARKER AND PRETEND IT IS A CAMERA. USE THE CAMERA
OR PROP AND HOLD AT DIFFERENT DISTANCES. HAVE
PUPILS GUESS WHAT SHOTS THE CAMERA IS TAKING.
7
QUIZ!
DISTRIBUTE THE CAMERA SHOTS QUIZ AND HAVE
PUPILS COMPLETE AS INDIVIDUALS OR IN GROUPS.
DISCUSS ANSWERS AS A GROUP.
8
EXPLAIN THE THREE BASIC CAMERA ANGLES. DECONSTRUCT THE EPISODE BY USING
THE WHITEBOARD AND PAUSING EPISODE TO SHOW EXAMPLES OF THE CAMERA ANGLES.
HIGH ANGLE SHOT
9
POINT OF VIEW
DISTRIBUTE AND DISCUSS CAMERA ANGLES WORKSHEET.
10
11
LOW ANGLE SHOT
DEMONSTRATE CAMERA ANGLES BY USING A WEB CAMERA
OR A PROP SUCH AS A GLUE STICK OR THICK MARKER.
DISTRIBUTE THE CAMERA ANGLES QUIZ AND HAVE
PUPILS COMPLETE AS INDIVIDUALS OR IN GROUPS.
USE
THE LESSON 2
WHITEBOARD
RESOURCE FOR SAMPLE
CAMERA ANGLES.
QUIZ!
DISCUSS ANSWERS AS A GROUP.
RESOURCES NEEDED...
CU CHULAINN DVD OR VIEW EPISODES ONLINE
SOFTWARE...
DVD PLAYING SOFTWARE OR INTERNET BROWSER
HARDWARE...
WHITEBOARD
PUPIL WORKSHEETS: THE THREE C’S AND THE THREE S’S • CAMERA SHOTS •
CAMERA SHOT QUIZ • CAMERA ANGLES • CAMERA ANGLE QUIZ
TEACHER GUIDE
WHAT CAMERA SHOT?
ANSWERS...
WRITE THE CAMERA SHOT IN THE BOX.
IS IT A CLOSE UP, MID OR LONG SHOT?
1
MID SHOT
2
LONG SHOT
3
CLOSE UP
4
LONG SHOT
5
MID SHOT
6
CLOSE UP
7
LONG SHOT
8
CLOSE UP
TEACHER GUIDE
WHAT CAMERA ANGLE?
ANSWERS...
WRITE THE CAMERA ANGLE IN THE BOX. IS IT A HIGH
ANGLE, LOW ANGLE OR POINT OF VIEW SHOT?
1
POINT OF VIEW: HOUND’S TEETH
2
HIGH ANGLE SHOT
3
POINT OF VIEW
4
HIGH ANGLE
5
LOW ANGLE SHOT
6
LOW ANGLE SHOT
7
LOW ANGLE SHOT
8
POINT OF VIEW
TEACHER GUIDE
I
CU CHULAINN
LESSON 3: EXPLORING
STYLE AND CHARACTER
CHARACTER DEVELOPMENT AND THE IMPORTANCE OF CONTINUITY WHEN CREATING
A VISUAL STORY AS A TEAM.
1
2
3
DISCUSS WHY A COMMON STYLE, OR CONTINUITY, IS IMPORTANT WHEN
CREATING A VISUAL STORY AS A TEAM.
DISCUSS STYLE OF CHARACTERS INCLUDING CELTIC CLOTHING, ORNAMENTATION,
WEAPONS ETC. ADDITIONAL DISCUSSION IDEAS AND TIMELINE AVAILABLE IN
WHITEBOARD RESOURCE CELTIC DRESS AND JEWELLERY.
DISTRIBUTE AND DISCUSS WORKSHEETS:
CELTIC DRESS
CELTIC JEWELLERY
CÚ CHULAINN & CELTIC WARRIORS
IRISH WOLFHOUND
TEACHER GUIDE
CELTIC DRESS AND JEWELLERY
SUGGESTED DISCUSSIONS OR EXTRA ACTIVITIES...
1
DISCUSS THE TIMELINE.
1,000 BC
500 BC
B.O.C.
500 AD
350 BC
THE ARRIVAL
OF
THE CELTS
1,000 AD
432 AD
THE ARRIVAL OF
ST. PATRICK
IN IRELAND
370 AD
EAMHAIN
MHACHA
(NAVAN FORT)
SEAT OF THE KINGS
OF ULSTER, BURNED
TO THE GROUND
2
DISCUSS WHAT FABRIC AND MATERIALS WOULD HAVE BEEN AVAILABLE TO
PEOPLE AT THE TIME I.E. WOOL, LEATHER, LINEN, GOLD, SILVER, GEMS.
DISCUSS AVAILABLE DYES FOR CLOTHES. WOULD IT HAVE LIMITED THEIR COLOUR
RANGE?
WHAT MIGHT ANCIENT PEOPLE HAVE DECORATED THEIR CLOTHES WITH?
SUGGESTED ACTIVITY:
DESIGN AN ANCIENT GARMENT.
DO YOU THINK SILK AND OTHER SUCH LUXURY GOODS WOULD HAVE BEEN
AVAILABLE AT A PRICE IN IRELAND, FOR EXAMPLE IF YOU WERE A KING?
3
EXPLORE ANCIENT IRISH ARTIFACTS FROM THE NATIONAL MUSEUM OF IRELAND
IN CONTEXT OF DRESS AND ORNAMENTATION.
IRELAND'S GOLD PERMANENT COLLECTION
HTTP://WWW.MUSEUM.IE/EN/EXHIBITION/GALLERY/IRELANDS-GOLD-PHOTO-GALLERY.ASPX
HTTP://WWW.MUSEUM.IE/EN/EXHIBITION/PREHISTORIC-IRELAND.ASPX
HTTP://WWW.MUSEUM.IE/EN/COLLECTION-LIST/THE-COLLECTIONS-ANTIQUITIES.ASPX
TEACHER GUIDE
CHARACTER DEVELOPMENT
1
AGREE ON THE LOOK OF THE CHARACTERS FOR YOUR DIGITAL STORY BY USING
A SHOW OF HANDS, THE WHITEBOARD AND CHARACTER DISCUSSION
HANDOUTS. HAVE THE PUPILS WRITE THEIR SUGGESTIONS AND NOTES ON
THESE PAGES AS YOU MAKE NOTES ON THE WHITEBOARD.
CHARACTER
DISCUSSION
WORKSHEETS
2
HAVE PUPILS COMPLETE CHARACTER DEVELOPMENT WORKSHEETS
BY DRAWING THEIR VERSION OF THE CHARACTER USING THE AGREED DESCRIPTION
I.E. HAIR COLOUR, BUILD, CLOTHING, ETC.
TEACHER GUIDE
MATERIALS NEEDED...
CU CHULAINN DVD OR VIEW EPISODES ONLINE
SOFTWARE...
NONE
HARDWARE...
WHITEBOARD
PUPIL WORKSHEETS:
• THE CELTIC DRESS
• CELTIC JEWELLERY
• CU CHULAINN AND CELTIC WARRIORS
• IRISH WOLFHOUND
DISCUSSION WORKSHEETS:
SETANTA
KING CONOR
CHULAINN
THE GUARDS
THE HOUND
CHARACTER DEVELOPMENT WORKSHEETS:
SETANTA
KING CONOR
CHULAINN
THE GUARDS
THE HOUND
OTHER CHARACTERS
TEACHER GUIDE
I
CU CHULAINN
LESSON 4: EXPLORING
SETTINGS IN STORIES
AND FILMS
INCLUDING THE TIME, LOCATION, BACKDROP, MOOD, AND EVERYTHING IN WHICH
A STORY TAKES PLACE.
1
DISTRIBUTE THE HANDOUTS AND DISCUSS THE SETTING AND OTHER
SETTINGS, ALSO REFER TO THE THREE C’S AND THE THREE S’S.
2
3
4
FOR SUGGESTED DISCUSSION POINTS SEE LESSON 4 WHITEBOARD RESOURCE:
DISCUSSING THE SETTING.
DRAW 2 SETTINGS FROM THE CÚ CHULAINN EPISODE.
TEACHER GUIDE
DISCUSSING THE SETTING
1
HAVE THE STUDENTS DISCUSS FILMS AND OTHER SETTINGS IN STORIES THAT
THEY KNOW. FOR EXAMPLE, IN TIM BURTON’S 'A NIGHTMARE BEFORE CHRISTMAS',
THE SETTING IS THE NIGHTMARISH HALLOWEEN TOWN AND ALL ITS MACABRE
CAST. DISCUSS THE CONTRAST WITH CHRISTMAS TOWN WHERE EVERYTHING IS
COLOURFUL, BRIGHT AND PRETTY. DISCUSS HOW THE MOOD AND LIGHT IS
DIFFERENT IN THE TWO TOWNS.
DISCUSS ANY STORIES FROM THE CURRENT CURRICULUM AND WHERE THE STORY
IS SET.
IS IT A CERTAIN
ERA LIKE THE 20'S,
THE 40'S,
OR THE FUTURE?
DOES THE STORY
TAKE PLACE IN A
PARTICULAR
COUNTRY?
IS IT GRIM AND
DARK OR BRIGHT
AND CHEERFUL?
IS IT RURAL,
OR CITY?
CHOOSE
A STORY
OR FILM
WHAT ARE THE
VISUAL CLUES THAT
TELL US THE TIME,
PLACE OR SPACE?
DOES THE STORY
TAKE PLACE
INSIDE, (I.E.
ANDY'S BEDROOM
IN ‘TOY STORY’)
OR OUTSIDE?
2
SUGGESTED POPULAR FILMS TO DISCUSS:
PIRATES OF THE CARIBBEAN TAKES PLACE MOSTLY AT SEA ON BOARD SHIPS. IT IS SET IN THE LATE
1600'S, AS THE COSTUMES ARE 17TH AND 18TH CENTURY.
WALL-E TAKES PLACE IN THE FUTURE WHEN THE EARTH IS LITTLE MORE THAN A SCRAP HEAP.
FINDING NEMO TAKES PLACE IN THE OCEAN AND THE FISH TANK IN THE DENTIST'S SURGERY.
TOY STORY ALTHOUGH THEY DO VENTURE OUTSIDE MOST OF THE STORY IS SET IN ANDY'S BEDROOM.
SHREK IS SET A LONG TIME AGO IN A LAND FAR AWAY.
LORD OF THE RINGS IS SET IN THE FANTASY WORLD OF MIDDLE EARTH.
THE BOY IN THE STRIPED PYJAMAS IS SET IN A NAZI CONCENTRATION CAMP.
RATATOUILLE IS SET IN A RESTAURANT IN PARIS, FRANCE.
STAR WARS HAPPENS IN A GALAXY FAR AWAY.
HARRY POTTER FILMS: ON JK ROWLING'S WEBSITE IT SAYS THAT HARRY IS BORN IN 1980. THE STORY
MOSTLY TAKES PLACE AROUND HOGWARTS SCHOOL OF WITCHCRAFT AND WIZARDRY.
MATERIALS NEEDED...
SOFTWARE...
NONE
NONE
HARDWARE...
NONE
PUPIL WORKSHEETS: THE SETTING • OTHER SETTINGS
TEACHER GUIDE
I
CU CHULAINN
LESSON 5: ALLOCATING
SCRIPT LINES AND
PLANNING DRAWINGS
DISCUSSING AND PLANNING PUPILS' INDIVIDUAL DRAWINGS IN THE CONTEXT OF
THE CAMERA SHOTS AND ANGLES THEY WILL USE AND THE CHARACTERS DEVELOPED
BY THE CLASS.
1
2
3
IF WRITING A COLLECTIVE SCRIPT,
DIVIDE THE SCRIPT TO SUIT HOW MANY
PUPILS ARE IN THE CLASS, I.E... IF
YOUR SCRIPT HAS 63 LINES AND YOU
HAVE 21 PUPILS, THEN EACH PUPIL WILL
BE RESPONSIBLE TO MAKE DRAWINGS
FOR 3 SCRIPT LINES.
POSSIBLY CUT THE SCRIPT
INTO INDIVIDUAL SCRIPT
LINES WITH NUMBERS AND
ALLOW PUPILS TO PICK THEIR
LINES FROM A HAT.
GIVE EACH PUPIL A COPY OF THE SCRIPT TO KEEP
THEIR INDIVIDUAL LINES IN CONTEXT.
REMEMBER...
DISCUSS THEIR LINES IN GROUPS TO GET SUGGESTIONS AS TO WHAT THEIR
IMAGE/DRAWING MIGHT BE (SOME LINES ARE MORE TRUNCATED OR OBSCURE
THAN OTHERS).
REMIND THE CLASS ABOUT USING THE CAMERA SHOTS AND ANGLES THEY HAVE
LEARNED ABOUT.
4
SHOW REMINDERS ON THE WHITE
BOARD TO HELP THEM REMEMBER
THE SHOTS AND ANGLES.
5
DISTRIBUTE
THE DRAWING
PLAN
WORKSHEET.
TEACHER GUIDE
6
PUPILS MUST NUMBER THEIR SCRIPT LINE AND
EITHER PASTE OR WRITE THEIR SCRIPT LINE IN THE
APPROPRIATE BOX.
SHOW PLAN EXAMPLE ON THE WHITE BOARD.
THESE ARE JUST ROUGH SKETCHES, NOT FINISHED
DRAWINGS.
PLAN EXAMPLE
REMINDER...
REMIND THE CLASS THAT EACH BOX IS LIKE THE TV SCREEN.
YOU HAVE TO CHOOSE YOUR APPROPRIATE SHOT AND ANGLE
AND
YOU MUST FILL THE SCREEN.
NO TINY PEOPLE FLOATING ABOUT.
IF TWO PEOPLE ARE SPEAKING TO EACH OTHER, THEY FACE
EACH OTHER SO THE CHARACTERS MUST BE DRAWN FROM A
SIDE VIEW, ETC...
WHAT CAMERA SHOT
AND ANGLE?
7
WHO OR WHAT IS GOING
TO BE IN THE SHOT?
PUPILS SHOULD WRITE WHICH SHOT AND/OR ANGLE THEY ARE USING AND
EXPLAIN WHY NEXT TO EACH SKETCH.
MATERIALS NEEDED...
SOFTWARE...
NONE
NONE
HARDWARE...
WHITEBOARD
PUPIL WORKSHEET: DRAWING PLAN
TEACHER GUIDE
I
CU CHULAINN
LESSON 6: PRODUCE
FINAL DRAWINGS FOR
DIGITAL STORY
TODAY THE PUPILS SHOULD FINISH THEIR FINAL DRAWINGS FOR THEIR DIGITAL
STORY. REMIND THE PUPILS OF THE IMPORTANCE OF USING THE DIFFERENT
CAMERA SHOTS AND ANGLES THEY HAVE LEARNED ABOUT.
1
2
HAVE PUPILS WRITE THEIR NAME AND THE SCRIPT NUMBER ON THE BACK OF
THEIR PAGE IN PENCIL NOT TOO HEAVY AS IT WILL SHOW UP ON THE SCAN.
ALL PAGES MUST BE LANDSCAPE (SIDEWAYS).
THIS IS TO PREVENT UNSIGHTLY GAPS AT THE SIDES OF
THE IMAGE OR CROPPED IMAGES IN FINAL DIGITAL STORY.
ALL PAGES THIS WAY...
3
NOT THIS WAY...
REMEMBER...
REMIND PUPILS TO THINK OF THE PAGE AS A TV OR FILM SCREEN. YOU MUST FILL
THE PAGE AND THINK OF EVERYTHING YOU WOULD WANT TO SHOW ON THE SCREEN.
TEACHER GUIDE
4
USE THE LESSON 6 WHITEBOARD
RESOURCE TO SHOW PUPILS REMINDERS OF
CAMERA SHOTS AND ANGLES AND
EXAMPLES OF EXPRESSIONS FOR CLOSE
UPS OF FACES.
CU EXPRESSIONS
REMINDERS
CONOR EXPRESSIONS
FINAL PREPARATION
SCAN IMAGES AT
150 DPI RESOLUTION FOR GOOD SCAN QUALITY.
ADJUST THE HUE, SATURATION AND CONTRAST WHERE NECESSARY.
SAVE THE IMAGES AT 72 DPI AND USE FILE NAMES WHICH CORRELATE TO THE
SCRIPT LINES, E.G. 1.JPG, 2.JPG, 63.JPG, ETC...
RECORD THE SCRIPT AS SEPARATE AUDIO FILES WITH FILE NAMES CORRELATING
TO THE SCRIPT LINES, E.G. SCRIPT LINE 1 WOULD BE SAVED AS 1.WAV.
MATERIALS NEEDED...
PAPER AND COLOURING PENS
HARDWARE...
SOFTWARE...
SCANNING SOFTWARE
WHITEBOARD,
SCANNER OR DIGITAL
CAMERA TO DIGITISE
DRAWINGS
PUPIL WORKSHEET: COPY OF THE SCRIPT •
COMPLETED DRAWING PLANS
TEACHER GUIDE
I
CU CHULAINN
LESSON 7: MAKING
A COMIC-STYLE STORYBOARD
WHY STORYBOARD?
STORYBOARDING IS AN INTEGRAL PART OF
THE DIGITAL STORYTELLING PROCESS.
IT HELPS PUPILS TO PLAN THEIR STORY
AND PREPARE FOR USING MOVING IMAGE
SOFTWARE SUCH AS WINDOWS MOVIE MAKER
OR PHOTOSTORY.
WHY COMICS?
USING COMICS CAN MAKE TASKS SUCH AS
STORY PLANNING FUN FOR PUPILS.
IT ALLOWS THEM TO PLAN OUT THE TEXT
AND IMAGES THEY ARE GOING TO USE IN
AN ATTRACTIVE WAY.
PLUS PUPILS WILL HAVE THEIR OWN
COLOURFUL COMIC VERSIONS OF THEIR
STORY TO PRINT OUT WHEN THEY ARE DONE!
COMIC MAKING
SOFTWARE
COMIC LIFE SOFTWARE IS RECOMMENDED BECAUSE
IT IS EASY TO USE, AFFORDABLE, AND MAKES
GREAT-LOOKING COMICS.
SCHOOLS CAN PURCHASE AND DOWNLOAD THE
SOFTWARE AT WWW.PLASQ.COM.
IF YOU CAN'T GET YOUR HANDS ON A COPY OF
COMIC LIFE, YOU COULD USE MICROSOFT WORD
TO MAKE A SIMPLE STORYBOARD - USE TABLES TO
LAY OUT YOUR PANELS, TEXT BOXES FOR THE
NARRATION AND SPEECH BUBBLES FOR DIALOGUE.
SAMPLE STORYBOARD
TEACHER GUIDE
THIS SAMPLE STORYBOARD USES PICTURES FROM THE CÚ CHULAINN ANIMATED
SERIES. PUPIL STORYBOARDS SHOULD INCLUDE THEIR OWN DRAWINGS AND TEXT.
TEACHER GUIDE
PREPARATION
SCAN IN PUPILS' DRAWINGS AND SAVE THEM AS JPEGS.
COPY THEM INTO A SHARED FOLDER ON THE COMPUTER
NETWORK THAT PUPILS CAN ACCESS. DISTRIBUTE THE
DRAWING PLAN WORKSHEET.
TIP: YOU CAN ALSO USE A DIGITAL
STILLS CAMERA TO TAKE PICTURES OF THE
DRAWINGS. THIS IS A FASTER WAY TO DIGITISE
THE DRAWINGS RATHER THAN SCANNING, BUT
THE QUALITY WON'T BE AS GOOD.
1
GET STARTED...
PUPILS SHOULD EITHER HAVE A COPY OF THEIR INDIVIDUAL STORY THEY WROTE,
OR A PRINTED COPY OF A COLLECTIVE SCRIPT/STORY THE CLASS PRODUCED
TOGETHER.
IF THE STORY IS QUITE LONG, THEN PUPILS COULD BE ALLOCATED A SCENE FROM
THE STORY TO STORYBOARD. IT SHOULD BE A SCENE THAT THEY HAVE CONTRIBUTED
TO WITH THEIR ILLUSTRATIONS.
HAND OUT PUPIL WORKSHEET: STORYBOARDS FOR THEM TO USE AS A GUIDE.
2
3
OPEN THE COMIC-MAKING SOFTWARE
USE THE INTERACTIVE WHITEBOARD
TO DEMONSTRATE HOW TO USE THE
SOFTWARE. DEMONSTRATE EACH STEP
BEFORE YOU ASK PUPILS TO DO A STEP
ON THEIR OWN COMPUTER.
FIRST, POINT OUT TO PUPILS THE
DIFFERENT PARTS OF THE SOFTWARE'S
WORKSPACE, E.G. COMIC LIFE'S
'LIBRARIES' PANEL, 'BUBBLES' PANEL,
ETC..., SO THEY ARE FAMILIAR WITH
WHAT EACH SECTION OF WORKSPACE
ALLOWS YOU TO DO.
CLICK ON 'HELP' IN
COMIC LIFE FOR DETAILED
INFORMATION ABOUT HOW
TO USE THE SOFTWARE
USE THE LESSON 7
WHITEBOARD
RESOURCE FOR ON
OVERHEAD GUIDE.
WHITEBOARD
TEACHER GUIDE
4
CHOOSE A PAGE TEMPLATE
HAVE PUPILS SELECT A PAGE TEMPLATE AND DRAG IT ONTO
THEIR FIRST PAGE.
5
TITLE PANEL
ADD THE NAME OF THE STORY, SCENE NUMBER AND PUPIL
NAME TO THE FIRST PANEL (BOX FOR A PICTURE).
6
NUMBER THE PANELS
LOOK AT SAMPLE
STORYBOARD TO SEE
WHERE NUMBERS
SHOULD GO.
NUMBER THE INDIVIDUAL PANELS ON THE PAGE. USE
THE LETTERING TOOL OR TEXT BOX TOOL TO DO THIS.
THESE WILL CORRESPOND TO THE SENTENCES IN
THE PUPIL'S STORY OR SCENE, E.G. THE FIRST
PICTURE & SENTENCE WILL APPEAR IN PANEL '1', ETC...
PUPILS CAN PUT IN EXTRA PAGES IF NEEDED TO CONTINUE
NUMBERING AS MANY PANELS AS THEY WILL NEED.
7
8
ADD PICTURES
SHOW PUPILS WHERE TO FIND THE SHARED FOLDER ON THE COMPUTER NETWORK
WHERE THEIR DRAWINGS ARE STORED.
PUPILS SHOULD SELECT AND DRAG
THE PICTURES THEY WANT TO USE
INTO THE NUMBERED PANELS TO
ILLUSTRATE THEIR SENTENCES.
TEACHER GUIDE
ADD STORY TEXT
9
DRAG A TEXT BOX INTO PANEL 1 AND TYPE IN THE FIRST SENTENCE.
REPEAT ADDING TEXT BOXES TO THE REMAINING PANELS UNTIL THE
ENTIRE TEXT FROM THE STORY OR SCENE HAS BEEN ADDED.
ONLY ADD ONE SENTENCE PER TEXT BOX.
USE
TEXT BOXES
FOR
NARRATION
USE
SPEECH
BUBBLES
FOR DIALOGUE
10
HAVE PUPILS FORMAT THEIR TEXT TO CHANGE THE COLOUR, FONT, SIZE, ETC.
SAVE
11
SAVE THE WORK INTO AN APPROPRIATE FOLDER ON THE COMPUTER.
12
PRINT
PRINT OUT THE STORYBOARDS SO PUPILS CAN USE
THEM AS A GUIDE FOR THEIR DIGITAL STORYTELLING
SESSION WITH MOVING IMAGE SOFTWARE SUCH AS
MOVIE MAKER.
HARDWARE NEEDED...
COMPUTER SUITE WITH WHITEBOARD
SOFTWARE...
COMIC LIFE (PREFERRED) OR MICROSOFT WORD
PUPIL WORKSHEET: STORYBOARDS
PRINTOUTS OF PUPILS' STORIES/SCRIPTS
TEACHER GUIDE
I
CU CHULAINN
LESSON 8: ASSEMBLE
PROJECT WITH DIGITAL
STORYTELLING SOFTWARE
SUCH AS MOVIE MAKER, PHOTOSTORY, OR IMOVIE
PREPARATION:
PICTURES
PUPILS' DRAWINGS
SHOULD BE STORED IN A SHARED
FOLDER ON THE COMPUTER NETWORK
FOR PUPILS TO ACCESS.
SOUNDS
PUPILS WILL
BE ABLE TO
RECORD THEIR OWN
NARRATION
WITHIN THE
DIGITAL
STORYTELLING
SOFTWARE.
IF PUPILS ARE WORKING ON
A COLLECTIVE SCRIPT,
YOU CAN PRE-RECORD THE
SCRIPT USING SOUND
RECORDING SOFTWARE SUCH
AS AUDACITY.
SAVE EACH SENTENCE AS A
SEPARATE NUMBERED AUDIO
FILE.
COPY THE SOUND FILES
INTO A SHARED FOLDER ON
THE NETWORK FOR PUPILS
TO ACCESS.
SOUND EFFECTS CAN BE DOWNLOADED
FROM THE INTERNET (SEARCH FOR FREE
SOUND EFFECTS) OR RECORDED USING
MUSIC SOFTWARE SUCH AS AUDACITY.
VROOOM!
COPY THE SOUND FILES TO BE USED
INTO A SHARED FOLDER ON THE
NETWORK FOR PUPILS TO ACCESS.
MUSIC CAN EITHER BE PRODUCED BY
THE CLASS AND RECORDED INTO THE
COMPUTER, DOWNLOADED FROM A
MUSIC SHARING WEBSITE, OR TAKEN
FROM AN AUDIO-CD.
USE MUSIC THAT SUITS
THE SUBJECT CONTENT,
E.G. CELTIC MUSIC WOULD
SUIT A STORY ABOUT
CÚ CHULAINN.
TEACHER GUIDE
DIGITAL STORYTELLING SOFTWARE
WINDOWS MOVIE MAKER SOFTWARE IS RECOMMENDED FOR DIGITAL
STORYTELLING PROJECTS USING STILL IMAGES, TITLES & MUSIC ON THE PC.
OTHER PC SOFTWARE SUCH AS PHOTOSTORY CAN ALSO BE USED. IF YOU ARE
USING MACINTOSH COMPUTERS, USE IMOVIE.
THIS LESSON PLAN OUTLINES THE GENERAL STEPS IN MAKING A DIGITAL STORY,
BUT EACH SOFTWARE PACKAGE WORKS SLIGHTLY DIFFERENTLY. SEE WEB
RESOURCES AT THE END OF THIS LESSON PLAN FOR LINKS TO ONLINE
TUTORIALS FOR USING MOVIE MAKER, PHOTOSTORY AND IMOVIE.
1
GET STARTED...
PUPILS SHOULD HAVE A PRINTED COPY
OF THEIR STORYBOARDS WHEN THEY
ARE AT THE COMPUTERS TO USE AS
A GUIDE.
SEE LESSON 7:
MAKING A
COMIC-STYLE
STORYBOARD
HEADSET WITH
HEADPHONES
2
GIVE EACH PUPIL A SET OF HEADPHONES.
USE A HEADSET WITH A MICROPHONE ATTACHED SO
EACH PUPIL CAN RECORD THEIR OWN NARRATION.
HAVE PUPILS PLUG THE HEADSETS INTO THE HEADPHONE
& MICROPHONE SOCKETS ON THE COMPUTER (HEADSETS
WITH MICROPHONES WILL HAVE 2 LEADS THAT CONNECT
TO THE COMPUTER).
HEADPHONE
SPLITTER
IF PUPILS ARE
DOUBLING UP ON A
COMPUTER, USE
HEADPHONE SPLITTERS
SO THAT 2 PUPILS CAN
LISTEN AT THE SAME
TIME.
USB
MICROPHONE
IF YOU FIND YOU CAN'T RECORD SOUND USING A HEADSET (SOME
SCHOOLS HAVE HARDWARE RESTRICTIONS), YOU COULD TRY USING
A USB MICROPHONE (PLUGS INTO COMPUTER'S USB SOCKET).
ALTERNATIVELY, PUPILS CAN JUST USE TEXT ALONGSIDE THEIR
IMAGES TO TELL THE STORY INSTEAD OF RECORDING NARRATION.
TEACHER GUIDE
3
OPEN SOFTWARE
OPEN THE DIGITAL STORYTELLING SOFTWARE YOU ARE GOING TO USE, E.G. MOVIE
MAKER, PHOTO STORY, OR IMOVIE.
4
USING THE WHITEBOARD, POINT
OUT THE DIFFERENT PARTS OF
THE SOFTWARE'S WORKSPACE,
E.G. MOVIE MAKER'S
COLLECTIONS WINDOW, TASKS
PANEL, PREVIEW WINDOW,
TIMELINE, ETC. AND EXPLAIN
WHAT EACH AREA IS USED FOR.
5
WHITEBOARD
TIP:
DEMONSTRATE
EVERY STEP OF
USING SOFTWARE ON THE
WHITEBOARD BEFORE
YOU ASK PUPILS TO
DO A STEP!
NARRATION & SOUNDS
PUPILS CAN RECORD NARRATION WITHIN THE PROGRAMME
USING HEADPHONES WITH MICROPHONES.
RECORD EACH SENTENCE SEPARATELY AND GIVE EACH
SENTENCE'S SOUND FILE AN APPROPRIATE NAME, E.G.
SENTENCE 1, SENTENCE 2, ETC... SO THAT EACH SOUND
FILE IS EASILY RECOGNISEABLE AS TO WHAT IT IS.
6
POW!
CRACK!HOWL!
BOOM!
7
IF YOU HAVE ANY PRE-RECORDED AUDIO (SOUND
EFFECTS OR A PRE-RECORDED SCRIPT) SHOW PUPILS
WHERE THE AUDIO FILES ARE STORED.
IMPORT AUDIO FILES INTO PROGRAMME.
INSERT AUDIO FILES INTO APPROPRIATE LOCATION AND
ORDER IN THE TIMELINE.
OPENING TITLE
ADD AN OPENING TITLE INCLUDING STORY
NAME, SCENE NUMBER, AND PUPIL NAME.
FORMAT YOUR TITLE BY CHANGING THE FONT,
SIZE, COLOUR AND ALIGNMENT.
MOVIE MAKER & IMOVIE ALLOW YOU TO CHANGE
THE TITLE'S ANIMATION STYLE (HOW THE TITLE
APPEARS AND DISAPPEARS ON THE SCREEN).
HOW CÚ CH UL AI NN
GOT HI S NA M E
Scene 1
by John Doolile
TEACHER GUIDE
8
SAVE WORK
HAVE PUPILS SAVE THEIR WORK EARLY ON AND OFTEN BECAUSE COMPUTERS DO
'CRASH', ESPECIALLY WHEN WORKING WITH FILES CONTAINING LOTS OF PICTURES
AND BIG AUDIO FILES!
9
ADD PICTURES
SHOW PUPILS WHAT FOLDER THEIR SCANNED PICTURES ARE
STORED IN ON THE COMPUTER NETWORK.
HAVE PUPILS IMPORT THE PICTURES THAT THEY WILL USE IN
THEIR STORY OR SCENE INTO THE PROGRAMME.
10
DRAG PICTURES INTO THE TIMELINE. PLACE THEM IN THE
CORRECT ORDER THAT THEY SHOULD APPEAR IN THE STORY.
ADJUST THE DURATION OF THE PICTURE IN RELATION TO THE LENGTH OF ITS
ASSOCIATED AUDIO CLIP. THE PICTURE USED TO ILLUSTRATE A SENTENCE SHOULD
APPEAR ON THE SCREEN FOR THE DURATION OF THE VOICED SENTENCE.
11
ADDING TEXT
IF PUPILS ARE NOT RECORDING NARRATION, THEN THEY WILL NEED TO ADD
TYPED TEXT TO THEIR STORY. PUPILS SHOULD ADD EACH SENTENCE OF THE STORY
TO THE PICTURE THAT ILLUSTRATES THE SENTENCE.
IF SENTENCES ARE BEING VOICED OVER, YOU MAY NOT NEED TEXT ON THE
PICTURES, UNLESS YOU WANT TO ADD SOME CAPTIONS, E.G. CHARACTER OR PLACE
NAMES.
FORMAT THE TEXT BY CHANGING THE FONT, SIZE, STYLE, COLOUR AND ALIGNMENT.
12
END CREDITS
ADD END CREDITS. PUPILS CAN LIST THE VARIOUS
ROLES THEY AND OTHERS PLAYED IN THE MAKING
OF THE DIGITAL STORY.
FORMAT THE TEXT BY CHANGING THE FONT, SIZE,
STYLE, COLOUR AND ALIGNMENT.
IN MOVIE MAKER & IMOVIE YOU CAN CHANGE THE
ANIMATION STYLE OF THE TEXT.
TH E EN D
DIR EC TE D BY...
DR AW ING S BY...
NA RR AT ED BY...
ED ITE D BY...
TEACHER GUIDE
13
PICTURE EFFECTS
OPTIONAL: PUPILS CAN APPLY SPECIAL EFFECTS TO
THEIR PICTURES TO CHANGE THEIR APPEARANCE.
EXPLAIN THAT EFFECTS SHOULD BE USED SPARINGLY, AND
ONLY TO ENHANCE THE EFFECT OF A PICTURE E.G. EFFECTS
COULD BE APPLIED TO PICTURES TO MAKE THEM LOOK 'OLD' THIS MIGHT BE SUITABLE FOR SOME HISTORICAL STORIES.
14
TRANSITIONS
OPTIONAL: PUPILS CAN APPLY TRANSITIONS IN MOVIE
MAKER AND IMOVIE.
A TRANSITION IS AN EFFECT GIVEN TO HOW ONE
PICTURE BLENDS INTO THE NEXT PICTURE.
EXAMPLES OF TRANSITIONS MIGHT INCLUDE,
DISSOLVE, WIPE, EASE IN & EASE OUT.
TRANSITIONS CAN
ADD MOVEMENT
TO A DIGITAL STORY
THAT USES STILL
PICTURES
TRANSITIONS WORK BY TAKING A PORTION OF THE LAST
PART OF A CLIP AND THE BEGINNING OF THE NEXT CLIP,
AND BY BLENDING THE TWO USING DIFFERENT STYLES OF
TRANSITIONS.
NOTE: TRANSITIONS WILL AFFECT TIMINGS, SO PUPILS
WILL HAVE TO ADJUST THEIR AUDIO & PICTURE TIMINGS
AFTER PUTTING IN TRANSITIONS.
15
ADD SOME MUSIC
SHOW PUPILS WHERE THE MUSIC FILES TO
BE USED ARE STORED ON THE COMPUTER
NETWORK. DEMONSTRATE HOW TO ADD
MUSIC TO THEIR STORY.
PHOTOSTORY HAS SOME MUSIC THAT IS PROVIDED WITHIN THE PROGRAMME.
PHOTOSTORY & IMOVIE ALLOW YOU TO ADD MUSIC WHICH WILL PLAY
THROUGHOUT THE STORY, UNDERNEATH THE NARRATION.
MOVIE MAKER WILL ONLY ALLOW FOR ONE AUDIO TRACK TO PLAY AT A TIME,
SO YOU WILL ONLY BE ABLE TO ADD MUSIC WHERE THERE IS NO NARRATION.
IT IS RECOMMENDED TO USE SHORT PIECES OF MUSIC TO GO WITH THE OPENING
TITLES AND END CREDITS.
16
FINE TUNE ANY MUSIC OR AUDIO USED IN THE STORY.
PUPILS CAN ADJUST THE VOLUME LEVELS OF AUDIO FILES. NARRATION SHOULD
BE CLEAR, WITH ANY ACCOMPANYING MUSIC NOT OVERPOWERING THE NARRATION.
MOVIE MAKER AND IMOVIE ALLOW YOU TO FADE MUSIC IN AND OUT. IT WOULD
BE A GOOD IDEA TO FADE OUT ANY MUSIC AT THE END OF THE STORY SO THAT IT
DOES NOT STOP TOO ABRUPTLY.
TEACHER GUIDE
FINAL STAGES
17
PREVIEW & PROOF THE MOVIE.
IF THERE ARE ANY CHANGES TO BE MADE, MAKE THEM NOW BEFORE MOVIES ARE
SAVED AND EXPORTED.
IF THERE IS TEXT IN THE STORY, CHECK FOR SPELLING OR GRAMMAR MISTAKES.
TYPOS CAN EASILY DETRACT FROM THE QUALITY OF SOMEONE'S WORK.
18
SAVE THE WORK A FINAL TIME BEFORE EXPORTING AS A MOVIE.
19
EXPORT THE WORK AS A SELF-CONTAINED MOVIE FILE THAT CAN BE
PLAYED ON ANY COMPUTER.
20
THAT'S IT!
WATCH THE FINISHED MOVIES USING THE OVERHEAD
PROJECTOR FOR THE WHOLE CLASS TO ENJOY!
PUPILS
CAN EXHIBIT THEIR WORK BY
UPLOADING THEIR MOVIES TO A CLASS
E-PORTFOLIO OR THE SCHOOL'S
SOCIAL NETWORK.
HARDWARE NEEDED...
COMPUTER SUITE WITH WHITEBOARD.
HEADSETS WITH MICROPHONES FOR EACH PUPIL.
IF PUPILS ARE DOUBLING UP ON COMPUTERS, HEADPHONE SPLITTERS
ARE NEEDED SO TWO HEADSETS WILL WORK ON ONE COMPUTER.
SOFTWARE...
WINDOWS MOVIE MAKER (PC), PHOTOSTORY(PC), OR IMOVIE
(MAC), AUDACITY TO RECORD A COLLECTIVE SCRIPT.
PUPIL WORKSHEET: PUPILS' COMPLETED STORYBOARDS FROM PREVIOUS LESSON
WEB RESOURCES...
MOVIE MAKER TUTORIALS: GO TO WWW.MICROSOFT.COM AND SEARCH FOR
'MOVIE MAKER TUTORIAL' FOR THE LATEST TUTORIALS
PHOTOSTORY TUTORIALS: GO TO WWW.MICROSOFT.COM AND SEARCH FOR
'PHOTOSTORY TUTORIAL' FOR THE LATEST TUTORIALS
IMOVIE TUTORIALS: GO TO WWW.APPLE.COM/ILIFE/IMOVIE/
AUDACITY TUTORIALS: GO TO HTTP://AUDACITY.SOURCEFORGE.NET/HELP/
STORYBOARD
YOUR NAME:
A STORYBOARD CAN LOOK A BIT LIKE A COMIC BOOK. IT IS A WAY OF
PLANNING YOUR ANIMATION. USE BIG BOXES TO DRAW PICTURES OF THE SHOTS
IN YOUR ANIMATION. USE THE SPEECH BOXES TO WRITE YOUR IDEAS AND ANY
NARRATION OR SOUNDS YOU WANT TO ADD.
IDEAS FOR NAME OF YOUR FILM:
SHOT
SHOT
SHOT
SHOT
PAGE
OF

lesson plans - Northern Ireland Curriculum

Transcription

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