Wednesday, October 9, 2013

Critical Multiculturalism through Student-Led Filmography: GAEA Presentation #2

The full presentation:


Videos to preview for students:
(The video below is the project exemplar my students created)
Variety of Society from Cooper Middle School on Vimeo.



Definition of Social Justice from Cooper Middle School on Vimeo.



The full process:
1.       Ask students to identify a topic/theme for a prospective film; it should be broadly associated with “social justice.”
a.       Show students the following films
                                                               i.      Middle School students defining social justice: https://vimeo.com/66586761
                                                             ii.      Love Alliance defines social justice: http://tinyurl.com/cygylax
                                                            iii.      Catholic Ed. League anti-bullying video (non-religious): http://tinyurl.com/bhg7hsr
                                                           iv.      Cooper Middle School “Variety of Society”: https://vimeo.com/66076983
b.      Have students complete the attached worksheet to research
2.       Provide students time to research their identified topic/theme.
3.       Students cultivate thoughtful responses (possibly collaborate with an ELA teacher).
a.       Essay
b.      Short response
c.       Informal/internet polls
d.      Class discussions
4.       Collectively, as a class/group select one thoughtful response to use as a script/outline/form for the film.
5.       Identify and assign individual responsibilities.
a.       Director(s)
b.      Script adapter/developer (maybe not necessary)
c.       Cinematographer(S)
d.      Editor(s)
e.      Musical composer(s)
f.        Actor(s)
g.       Narrator(s)
h.      Set designer(s)
i.         Costumer(s)
6.       The directors, cinematographers, and set designers cultivate a storyboard and/or script.
a.       Consider location
b.      Consider costuming needs
c.       Outline what words will be said by whom
d.      Consider limitations of location, actors, and school
7.       Cast the actors.
a.       Will they be volunteers?
b.      Will auditions be held?
c.       What criteria will be used to cast roles?
d.      Who will have the final say in casting?
8.       Directors, cinematographers, and actors shoot the film.
a.       Always make more than one take.
b.      Perform regular “quality checks” by playing back video.
9.       Edit and add musical score to the film.
a.       Try to use free program to provide equitable access (Windows Live Movie Maker)
b.      Audio can be edited using the free program called “Audacity” (there are great how-tos online)
10.   Acquire media releases for all participants (ideally you do this as you cast).
11.   Directors and editors publish the video.
a.       MP4, MP3, WMV format
b.      Youtube.com
c.       Vimeo.com
12.   Find avenues to share student film with others.

Reflecting and demonstrating thoughtful understanding:
1.       Ask students to review the film.
2.       Ask students to write a reflection (quick) about the process and end result (aesthetics, criticism, and emotional response).
3.       Ask students to share their responses aloud.
4.       When the film is screened for others, provide criticism cards for useful feedback.

Worksheet used for research/pre-writing/pre-planning
Worksheet :(downloadable version http://tinyurl.com/lcyfgpu)

Storyboarding Worksheet

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