Multiple Intelligences

Video in primary schools Recording evidence

Multiple literacies

Live action Kit? Edited vs raw footage

Animation Stop motion Computer generated (‘tweening vs programming)

YouTube etc

Concerns?

Key text for your work as a student

Counts, E (2004) Multimedia Design and Production, London: Pearson

ED Counts’ web site

Be a moviemaker

“With contemporary technologies, virtually anyone can be a moviemaker … Even more revolutionary than simply making our own movies, we can distribute them to the world via the World Wide Web.” (p8)

Counts, 2004

Be creative“… students and teachers can learn to use multimedia tools, theories and skills to create original , inventive and expressive works of high technical quality.” (p7)

Counts, 2004

Spectacular results

“Unfortunately, if one wishes to use multimedia tools creatively, there is no way to avoid the many hours that it takes to learn to use them. Most often, however, the time spent pays off in successful and sometimes even spectacular results.” (p9)

Counts, 2004

Vision

“The creative and expressive power of contemporary multimedia production tools is nearly unlimited … [but] merely having some skills in operating tools and devices cannot compensate for a lack of vision, imagination, motivation, passion and above all, a point of view.” (p12)

Counts, 2004

f. Provide a critical justification for the place

of multimedia games in school, in the form

of a video essay. (20%)

You should, drawing on your readings and your

experience in this project and elsewhere, critically

justify the use of multimedia games in school to

support or extend learning. Create an edited

video, of no more than 3 minutes duration, in

which you give your views on this question

This and final versions of the above sections must

be submitted on or by 20th May.

An excellent video essay should:•critically reflect on readings and personal experience, making connections and comparisons between these;•explain rather than describe;•include both live recording and illustrative screen captures;•be coherent and well structured;•ensure the quality of the video is acceptable, e.g. set the white balance/exposure, frame the subject appropriately;•have titles, credits, a voiceover and carefully chosen music/sound effects;•exhibit good standards of spoken English and be no longer than three minutes.

Screencasts

Ken Burns

Green Screen

Talking Heads

Establishing Shots

Stock Footage

Referencing

Lord, P & Park, N. (2000) Chicken Run. [VHS Video]. UK: Pathe Distribution

To follow up… Post your screen cast and

interview to your blog.

Make a start on creating your video essay, perhaps incorporating sections of your screencast.

Draw any remaining work on your Scratch project to a conclusion and assemble media you wish to use in your video essay.

Chapter 5, Microworlds: Incubators for Knowledge in Papert (1980)