DIRECTIONS Use this guide to help you plan and create a video postcard. Check off each step as you complete it.

❑ Choose a place. Write a possible location in each box. Consider theadvantages of each. Then, choose a location that has accessibility, personalsignificance, and visual interest.

❑ Complete the necessary preparations.

_____ Visit the site and take notes.

_____ Choose which props, if any, to use.

_____ Decide how to add movement to the location.

_____ Obtain or reserve video equipment.

_____ Get a videotape.

_____ Decide on camerawork.

_____ Complete the storyboard.

_____ Reconsider the sequencing of shots. (Renumber the storyboard boxes if a different sequence seems more effective.)

_____ Decide on the date and time for taping.

❑ Plan tasks for the day of shooting. If you are working in a group, divide the tasks belowamong group members. Place a check in the third column when each task is completed.

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NAME CLASS DATE

Project-Planning Guide

Media Literacy and Communication Skills | Support and Practice 1

for CREATING A VIDEO POSTCARD, CHAPTER 1 page 46

TASK ASSIGNED TO

Bring video camera

Bring a videotape

Bring and manage props

Bring and followthe storyboard

Time shots

Shoot video postcard

COMPLETED

DIRECTIONS To help you plan your postcard, complete each of thesentences below.

1. I have selected as my subject

2. This place is important to me because

3. The part of this place that is most important to me is

4. The colors that come to mind when I think of this place are

5. When I am in this place, I feel

6. If a friend asked me what is so special about this place, I would say

7. When I think about this place, the time of day I think of is

8. I would like my video postcard to make people think of this place as

9. When I make the video postcard, I will try to communicate these things about the place:

a.

b.

c.

10. The song that comes to mind when I think of this place is

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2 ELEMENTS OF LANGUAGE | Third Course

NAME CLASS DATE

Video Brainstorming Guidefor CREATING A VIDEO POSTCARD, CHAPTER 1 page 46

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Props may be objects, people, or animals. Notice how props areused to add interest to the scenes.

ELEMENTS OF LANGUAGE | Third Course | Media Literacy and Communication Skills

Guide to Props and Action

TRANSPARENCY

1� for Chapter 1, Creating a Video Postcard � Props and movement have been added to these photographs to create an

emotional effect.� Use the Guided Questioning in A Teacher’s Guide, page 2.

1

2

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ELEMENTS OF LANGUAGE | Third Course | Media Literacy and Communication Skills

Guide to Props and Action (continued)

TRANSPARENCY

2� for Chapter 1, Creating a Video Postcard � Props and movement have been added to these photographs to create an

emotional effect.� Use the Guided Questioning in A Teacher’s Guide, page 2.

3

4

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ELEMENTS OF LANGUAGE | Third Course | Media Literacy and Communication Skills

Guide to Camera Angles

TRANSPARENCY

3� for Chapter 1, Creating a Video Postcard � Point out that the camera angle in each photo is used to create a different effect.

The first photograph is a high-angle shot; the second is a low-angle shot.� Use the Guided Questioning in A Teacher’s Guide, pages 3–4.

DIRECTIONS Write the lens or camera movements and the camera anglesyou plan to use. Take notes on the effects you hope to achieve with each. Ask your teacher for additional copies of the guide if you need them.

Camera or Lens MovementPanning: Moving the camera horizontallyTracking: Moving the camera backwards, forward, or sidewaysTilting: Moving the camera up and downZooming: Moving the camera lens backwards and forward

Movement I will use:

How I will use it:

Effect on viewers:

Movement I will use:

How I will use it:

Effect on viewers:

Movement I will use:

How I will use it:

Effect on viewers:

Camera Angles:Bird’s-Eye View: Angle that is far above the subjectHigh Angle: Above eye levelLow Angle: Below eye level

Angle I will use:

How I will use it:

Effect on viewers:

Angle I will use:

How I will use it:

Effect on viewers:

Angle I will use:

How I will use it:

Effect on viewers:

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Camerawork Planning Guide

Media Literacy and Communication Skills | Support and Practice 3

for CREATING A VIDEO POSTCARD, CHAPTER 1 page 46

DIRECTIONS Use this template to create your storyboards.

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4 ELEMENTS OF LANGUAGE | Third Course

NAME CLASS DATE

Storyboard Templatefor CREATING A VIDEO POSTCARD, CHAPTER 1 page 46

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Camera or Lens Movement: hold shot of parkCamera Angle: eye levelDuration of Shot: four secondsType of Shot: distance shot

Camera or Lens Movement: trackingshot as camera moves toward childrenCamera Angle: high angleDuration of Shot: eight secondsType of Shot: medium shot

Camera or Lens Movement: move camera to the right and zoomin to show children playing on aswing set in the distanceCamera Angle: eye levelDuration of Shot: eight secondsType of Shot: distance shot

Camera or Lens Movement: zoomin on young childCamera Angle: high angleDuration of Shot: six secondsType of Shot: medium close-up shot

ELEMENTS OF LANGUAGE | Third Course | Media Literacy and Communication Skills

Making a Storyboard

TRANSPARENCY

4� for Chapter 1, Creating a Video Postcard � Use the sample storyboards to show students which details they should consider

as they compose their own storyboards.� Use the Guided Questioning in A Teacher’s Guide, page 4.

1 2

3 4

DIRECTIONS Complete this guide to evaluate a video postcard. Rate each element of the postcard using the following scale.

1 = does not meet the criterion2 = meets the criterion but needs improvement3 = meets the criterion

In the box, write constructive comments for the postcard’s creator.

This video postcard was created by

The subject of the postcard is

� The video presents a personal view of the place. 1 2 3

� The video elicits an emotional response. 1 2 3

� The video shows the subject from different angles. 1 2 3

� The video has both close-ups and wide shots. 1 2 3

� The video includes props and action that add interest. 1 2 3

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NAME CLASS DATE

Evaluation Guide

Media Literacy and Communication Skills | Support and Practice 5

for CREATING A VIDEO POSTCARD, CHAPTER 1 page 46

CONSTRUCTIVE COMMENTS

DIRECTIONS As you watch the video segment, list in the chart below the lighting, camera techniques, and sound used to create the two different moods.

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6 ELEMENTS OF LANGUAGE | Third Course

NAME CLASS DATE

Active-Viewing Guide: Creating Moodfor CREATING A VIDEO POSTCARD, CHAPTER 1 page 46

EERIE MOOD

Lighting Techniques:

Camera Techniques:

Sound:

CHEERFUL MOOD

Lighting Techniques:

Camera Techniques:

Sound:

DIRECTIONS After you have reviewed pages 46–48 of the Pupil’s Edition and your completed Active-Viewing Guide: Creating Mood, answer the following questions.

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NAME CLASS DATE

Using the Video: Planning the Postcard

Media Literacy and Communication Skills | Support and Practice 7

for CREATING A VIDEO POSTCARD, CHAPTER 1 page 46

1. According to the Pupil’s Edition, why would you make a video postcard? Can you think of other reasons to make a video postcard?

2. What steps must you take to create a video postcard?

3. In what stage of the process might you decide on the mood you want to present?

4. When will you need to decide on camera angles and lighting? Why should you decide at this stage in the process?

Chapter 1

p. 6 ❘ Active-Viewing Guide: Creating Mood

Answers will vary. Sample answers are providedbelow.

EERIE MOOD

Lighting Techniques: Place key light outsideof window to give “moonlight” effect and tocreate shadows on the wall. Place smalllights around the set to create pools of lightin specific places. Add blue gels to the light.

Camera Techniques: Place a camera, movingfrom side to side, outside the window to givethe effect of an intruder or monster lookingin. Place the camera below the subject tomake the subject seem imposing. Place thecamera above the ceiling fan to capture theeerie shadows on the wall. Use a close-up ofthe clown to make it look sinister. Vary close-ups and panoramic views to capture both theoverall scene and the small objects that makeit seem eerie.

Sound: Use sound effects like wind blowingthrough the trees and doors creaking as theyopen.

CHEERFUL MOOD

Lighting Techniques: Flood the scene withlight. Change the gels to orange or amber togive the effect of sunlight. Position a lightbehind tree branches to give the effect ofsunlight coming in through the window.

Camera Techniques: Use a primarilypanoramic view from eye level to make the room seem open and inviting. Move thecamera closer to the ceiling fan to capture therelaxing motion of the fan as it cools the room.

Sound: Use music to set the mood. In thevideo segment, bongos and bass help set aneerie mood. Piano and guitar music helpsset a cheerful mood.

p. 7 ❘ Using the Video: Planning the Postcard

Answers will vary. Sample answers are providedbelow.

1. According to the Pupil’s Edition, whywould you make a video postcard? Canyou think of other reasons to make avideo postcard?

According to the Pupil’s Edition, a videopostcard might be created as a visualmemento of a visit to a certain place.Students may suggest video postcardscan also be made to capture the emotionsor feelings of a favorite place, such as aparticular room in their house that holdsprecious memories.

2. What steps must you take to create avideo postcard?

You must choose a place, observe theplace before taping, storyboard the videopostcard, tape the video, and edit thetape. If you use in-camera editing, the laststep will be included in the taping.

3. In what stage of the process might youdecide on the mood you want to pre-sent?

Students might decide on the mood asthey observe the place before taping.Others may decide while storyboardingthe video postcard.

4. When will you need to decide on cameraangles and lighting? Why should youdecide at this stage in the process?

You will need to decide on the cameraangles and lighting before you begin storyboarding your video postcard.Doing so at this stage in the process willallow you to storyboard the process cor-rectly and avoid extra time planning andtaping the video postcard.

Focus on Viewing and Representing:Creating a Video Postcard

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Answer Key

78 ELEMENTS OF LANGUAGE | Third Course