X-Mim_Huberdeau
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Oct 23, 2003, 4:39 PM
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teaching examples for K to 6 grades, sharing and needing
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hey there, i am a 24 yr old video artist and documentarian that has been geting into video workshop teaching over the last few years. I like it cause i got to really learn/understand what i am talking about before explaining it to others.
i read on past posts that there are k-5 grade video teachers out there, so i am hoping ya'll or others can help me out.
i am giving a workshop to the elementary school teachers association of my town, Winnipeg, Manitoba,Canada in a couple days. i have 2 1h15 minute sessions to relate film vocabulary to the english language arts curriculum. But really what teachers want (i was told) was 3 good exercises to leave the workshop with that can happen in their classes.
here's what i got so far, and what i am looking for is more specific details on what exercises are appropriate for each grade k to 6...( yes a bit much maybe, but this is the kind of juice i need from this forum)
1) viewing a film:
[after explaining the notion of visual languages and the most dominant form on this continent right now -'film language', and film vocabulary (angles, lighting..)we can practice viewing with names for the details...]
-"counting the edits" for younger kids. showing a sequence from a faster-paced film and a slower one
-gr. 2-3* (need an exercise) work on understanding the string of images, do a small writing exercise
gr 4: learn about editing pace and framing (what info is in and what is out)
-gr. 5-6: doing a film review (giving a hand-out to the teachers about what elements kids should look out for, structure of a review)
2) photo sequencing:
giving each adult (or child) a photo (news clipping, travel photo) and asking them to describe a scene that is happening (not what elements are in the frame). If its a big group, get them to pair off and tell each other and pick 3 people to tell the group.
Then, form bigger groups and get them to create a story by combining their photos, then telling the group.
[appropriate all ages (?)]
3) Live camera and animation
plug a camera into a tv monitor and show live examples of framing, angles etc.
do a short stop-motion animation (someone popping out of a garbage can, someone slidding down the hall) with the teachers. [easy for all kids]
tip for teaching storyboarding:
use "sticky notes": each sticky note is one shot. draw a horizontal line near the bottom for dialogue, sound and effects to be written down. use a single-line arrow to demonstrate character moving and double-line arrow for camera movement.
A This is non-linear editing in its simplest form! you can easily change the order of sticky notes on the table or wall, or take some away, or make room to add some shots in a sequence. You can tell the kids to start by drawing out the ending, and work backwards.
**the notion of a 'surprise ending' is great for steering kids away from the tendency to create violent scenes.
my problem: i am used to teaching teenage women, i don't know what's appropriate, or learning level of little kids (k to 6 is really just all 'little kids' to me) i need help fleshing this out.
The other thing i am working on is designing examples and using example footage that is anti-racist and empowering in different ways...and also try to talk about different ways of working:
collaboration, not just film set hierarchy
video art/poetry (not just shortstory, essay/news or fiction)
creating/conceptualizing from the starting point of musicians, dancers and painters, not just writers (different spatial intelligences, different storyforms)
the other thing i try to talk about [when i get a chance] is one of the outcomes of watching alot of tv: in my opinion, it really narrows our conceptions of reality, as in what exists and what doesn't. It draws clear lines between past, present and future, when i feel that my experience in life is alot different [like Utah Phillips says: if you think the past is past, i'll drop a million-year old rock on your foot and see what you say (or something like that)] This stuff i feel contributes to Aboriginal peoples (for example) being described as 'traditional' peoples being peoples of the past (as opposed to the future)...i find this problematic...
what else are people teaching simultaneously as they are teaching technical skills?
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