Exploratorium 2012: Barrer, Jane

Table # 6      Through the Lens:  Using Digital Cameras in the Library Media Center

Audience:       All      

Presenter:       Jane Barrer                

                        IS 141Q, Steinway Intermediate School

                        37-11 21^st Avenue

                        Long Island City, NY 11105

Library Web site: Library IS 141Q, The Steinway

E-mail: jbarrer@schools.nyc.gov     jbarrerlibrarian@gmail.com

Description, Goals, Intended Outcomes: 

Steinway Library Monitors interview and film student authors, (class winners,) about their Ezra Jack Keats Bookmaking Competition entries.

Students from the Film-making Arts Elective at IS 111 make a documentary film about the Arts Electives programs.

Process to Develop and Implement this Project:

1.      Photographic release forms: Students begin by getting NYCDOE photographic release forms signed by their parents. Although students may have already signed one, or think that they have signed one, for their Homeroom teacher it is imperative that the film-making teacher has a copy on file that is specific to the task, in order to be absolutely certain that the student js authorized to be on camera.

2.      View and analyze: After release forms are distributed students watch, and analyze The Pact, a documentary film by Andrea Kalin, adapted from the book by three young doctors from Newark NJ who helped each other to graduate from medical school.

3.      Discussion and Planning: After viewing the film students discuss elements of documentary film-making, and use the analysis to start to plan their own methods of making their documentaries.

4.      Define the project and the process: Students learn to use the Flip cameras, tripods, clip lights and reflectors, practicing on each other.

5.      Small teams: Students divide into small teams of 2-3.

Author interview teams:

·         Select books and authors

·         Read books

·         Design interview questions

·         Hand out release forms to authors

Arts Electives teams:

·         Select Arts Electives

·         Visit and quietly observe the electives in action

·         Hand out release forms to selected participants.

·         Design interview questions

·         Choose filming locations.

6.      Storyboard: Make a visual storyline (in comic strip format.)

7.      Film.

8.      Analyze footage:

·         Students download and look at the filmed material.

·         Students assemble a rough-cut, with the help of librarian and/or editor volunteers.

·         Check to see if any additional footage is required.

9.      Re-shoots.

10.  Final cut.

11.  Presentation.

Budget:

·         Flip Cameras are now discontinued but can still be purchased on Amazon and on Famis for prices ranging from $100-$200 per camera.

·         Tripods start at $25.00 each.

·         AA Batteries - $20 approx.

·         Clip-lights can be found at any hardware store at approximately $15 - $20

·         Use chart paper for bounce boards.

Timeline:

            Approximately 12 – 15 weeks of a double period class.

Evidence of Outcomes: The finished film.

Possible Adaptations: I also use Flips in the LMC to:

·         Film student presentations – eg. NY Times research projects

·         Film student productions

·         Film teachers reading picture books aloud.

·         Make book trailers

·         Film student entries for the NYPL Newbery Short Film competition

Lessons Learned:

There is a lot of independent activity in this process, so students need to be prepared to behave with maturity, and  respect in the school, responsibility with the equipment and kindness towards their subjects. This needs to be part of the conversation at the outset.

Common Core State Standard(s) addressed:

College and Career Readiness Anchor Standards for Writing: Production and distribution of writing

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

College and Career Readiness Anchor Standards for Speaking and Listening: Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,

building on others’ ideas and expressing their own clearly and persuasively.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and Ideas

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

College and Career Readiness Anchor Standards for Language: Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Knowledge of Language

3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices  for meaning or style, and to comprehend more fully when reading or listening

College and Career-readiness: Students use technology and digital media strategically and capably.

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use…They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

IFC Skills addressed:

Grades 6-8 - EXPRESS

• Uses pre-writing to discover alternate ways to present conclusions
• Creates a product plan using organizational tools, (storyboard.)
• Drafts the presentation tailored to the audience.
• Assesses own product and criteria, and develops a few ideas for improvement,
• Edits for grammar and language conventions. (Interview questions.)
• Publishes final product for a particular audience and purpose.

Skill(s) taught:           

Film-making, storyboarding, interviewing, camera work, editing.

Resources Used:

            Flip cameras, tripods, batteries.