GATE Tech Enrichment
2011 Video Class
Pre-Production
Lesson 1
1. Equipment: Flip camera operation and tips
2. Camera Shots and composition: demo using web cam; students study links and watch videos on camera movement; then students, given a shot list, experiment with all shots and movement types using Flip cameras; See table below for shot types
3. Script Writing (page 26, Movie Maker) Read and discuss on document camera
4. Shot Sheet or Storyboard (page 2, Movie Maker)
Pre-production Links
The Shot: http://kidsvid.4teachers.org/making02.shtml (Read, including composition)
Camera Moves: http://kidsvid.4teachers.org/making03.shtml (watch on front board)
| Shot Types | |
| Close up: Detail such as facial expression | Extreme Close up: More detailed than close-up (use sparingly as a special effect) |
| Mid shot: Characters above the waist to the head; good for talking and interacting. | Long shot: useful as first shot to set up your story; establishes setting |
| High angle: Point downward to create suspense or confusion | Low angle: Pointing upward makes a character seem big and powerful as a special effect (use sparingly as a special effect) |
| Point of view: Records what the actor sees from his or her point of view | Tilt: move camera up and down slowly; you might introduce a scene or character this way. |
| Pan: move camera sideways to follow a complete action. Avoid sudden, jerky motion | Zoom: move in on a character or object |
| Camera Movement Types | ||
| Zoom In | Pan Left | Keep Action in Frame |
| Zoom Out | Pan Right | Follow the Action |
Lesson 2
1. Review shot types
2. Learn: examples on links below. Explore and watch on your computer.
3. Assignment: the 6 in one video: Create two shot sheets. One for the single shot video and another with 5 different shots of the same subject.
4. Tape your video
Production:
http://kidsvid.4teachers.org/index.shtml
Lighting: http://kidsvid.4teachers.org/making04.shtml
Audio: http://kidsvid.4teachers.org/making05.shtml
Take: “quiet please
Action: the cast begins the scene
CUT: stop action and stop camera
Lesson 3
Edit your first video
1. AVS Video demo
2. Trimming Clips, transitions
3. Use your single shot first. Transition to the 5-shots and edit without transitions.
4. Adding titles: add a title to the start
5. Finishing: fade out.
Editing
http://kidsvid.4teachers.org/editing.shtml
Lesson 4
Finish trimming video and adding transitions
Add titles and special effects
Add a fade ending
Publish to computer as a Quicktime video
Copy to the dropbox (My Computer > Dropbox > GATE)
Show and feedback time
Intro to music looper
Lesson 5
Create a soundtrack for your movie using Music Looper that matches your movie
Match length of your movie and export as a "wav" file
Add to the soundtrack line in the movie editor.
Add or redo any scenes based on feedback
Publish final movie and copy to the Dropbox (My Computer > Dropbox > GATE)
Assignment 1 (2.5 sessions)
In this activity you will break up into groups. Each group is to write a script with two scenes. Scene One has one shot with five pieces of action within the shot. Scene Two has five shots. Each shot contains one of the actions in Scene One. Then you will create a shot sheet describing each of the shots. There should be at least six shots on the shot sheet. Next your group is to record the shots based on the script (one shot from Scene One and five shots from Scene Two).
Assignment 2 (2.5 sessions) If time allows
Use a plan sheet to create a short 3 minute film
Watch examples
What are Silent Films (Page 27)
Select a Film Type:
Drama / Science Fiction / Action / Adventure / Fantasy / Crime / Scary / Western / Comedy
___________________________
2010 Robotics Program:
Students are learning to use the data-collection and analysis software of NXT 2.0 purchased last Spring. In our first sessions, students conduct experiments with the NXT brick units. On the first day, they test materials to determine the best insulator using the temperature sensor; the other experiment has students check the reflectivity of different colors and plot them in the software to determine which colors reflect the most or least amount of light. The second day, students conduct sound experiments of their own design. The third session is primary for building the driving base-- a car for roving experiments. Students will use this care for the robotics adventure, our final project.
2010 Final Robotics Project (2 days)
Europa Robotics Adventure*
By Mr. Graham
Your Mission:
The year is 2025. You will explore Jupiter's moon, Europa to plan a future manned landing that will search for life deep below the icy crust.
You will conduct research critical to the mission’s success. An orbital probe has determined that this site known as the Conamara Chaos is a possible landing spot for a manned mission. Your robotic mission will use scientific instruments to provide accurate data for a future manned mission.
If successful, the landing site will be sufficiently safe and clear of hazards, there will be a source of fresh water in the form of water-ice, and the manned mission will have enough solar power to keep their research station running for three months.
About the Conamara Chaos:
The mission is located in an area known as the "Conamara Chaos", characterized by polygonal sections of Europa's icy crust that broadly resemble icebergs. Individual ice rafts have been tilted, rotated and displaced from their original positions for distances of several kilometers. This terrain suggests that liquid water or ductile ice was present near the surface
Mission Briefing:
Prepare with a mission briefing at http://www.spacetoday.org/SolSys/Jupiter/JupiterOceans.html
Additional Briefing:
Europa is tidally locked with Jupiter, which means that the same side is always facing it. This means that a day on Europa is the same as the time it takes for it to complete one orbit around Jupiter—about 3 days and 13 hours. This means that over the course of 3 and ½ days, any given part of the moon will have the daylight of Jupiter’s reflection at one time or another.
Task:
1. Measure the distance of large boulders. How much of a local hazard are they for the nearby landing.
2. Identify the temperature of the "Conamara Chaos" ice field. This may be a source of water for the astronauts. The temperature will inform engineers back on earth how much heat will be required to melt a fresh water supply for the astronauts.
3. Measure the reflected light from Jupiter. The measurement will determine how many solar cells astronauts will need to power their manned research station.
Classroom Setup for Tasks
- Several obstacles resembling rocks will be set up around the landing spot marked by a dot on the playing board. Students will program a wheeled robot with an ultrasonic sensor to slowly turn in a circle at the landing spot and measure the distance of nearby objects. To do this, they will need to create a program that includes a data module that measures distance over the time of the slow turn. At computers, they will upload, annotate with their names and print results.
- A shallow pan of ice water on the board will serve as the ice field. Students will build a robot that rolls up to it from the landing spot and drops in a temperature sensor. At computers, they will upload, annotate with their names and print results.
- Students will build a moving robot with a light sensor. The robot will move around the room on the carpet for one minute. During that time the room lights will be dimmed by switching them off one by one to simulate night and on again for daytime.
- NOTE: The play area will be set up. It is a plastic table.
*The Europa Adventure was created using real information about the moon gathered from NASA missions and earth observations.
2009 Games Factory
GATE program students developed break-out style games while learning about basic game development. The class challenged the creativity of students while it reinforced math logic concepts used for problem-solving.
Using a visual interface, students used variables, if-then conditions, collision tests and other game logic to create their games. They even wrote a story for their games to set up the action!
During the five hour series of classes, students developed single or multi-level games. Students made a lot of progress in the time allowed; the games work and are fun to play.
The class took a lot of preparation, but the students and I had fun. I plan on offering the class and/or an extension of this class next school year; we may, for example, use a collaborative process to develop a single multi-level learning game.
To play a game, right-click on a link and select "save target" to save it to your computer. Double-click the icon to run the game. The games do not install on your computer; they play directly from the ".exe" file.
Files
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