Welcome to Digital Video. Activity 1 - Getting to know your Camera. Activity 3 Multiple Subject Shots. Activity 4 Moving the Camera

Transcription

1 Welcome to Digital Video Activity 1 - Getting to know your Camera. Activity 2 Setting up Single Subject Shots Activity 3 Multiple Subject Shots Activity 4 Moving the Camera Activity 5 The 7 Deadly Camera Mistakes Activity 6 Storyboards, Shooting and Editing, Activity 7- Windows Movie Maker Activity 8 Final Project Appendix 1

2 Welcome to the wonderful world of digital video. In this module you will receive instruction on how to properly shoot and edit together simple, yet professional looking video from start to finish. You will learn how your camera functions as a tool, but also as a storytelling necessity. Digital video is an art form that requires patience, time management and organization. When you go a movie, you don t see what happens behind the scenes, you only get to see what the camera is setup to show you. Now while you are not making a feature film here in this course, you will have the opportunity to practice some of these techniques employed by professional filmmakers during your own film making process. This module is setup to give you these tools using a variety of methods: - Reading is a component of the module. - Watching video examples of what shots should look like in their rawest forms and also in edited forms. - Using a camera to explore the skills. - Create a plan for shooting video. If at any time you have any questions, please feel free to talk with your teacher. 2

3 Outcomes Digvid-1 Students will name the parts of the camera. (GTO B) Digvid-2 Students will reproduce camera shots. (GTO A) Digvid-3 Students will identify the social meaning behind camera shots (GTO C) Digvid-4 Students will recognize common errors in camera handling techniques. (GTO A, GTO E) Digvid-5 Students will sketch an accurate and complete storyboard. (GTO E) Digvid-6 Students will operate the camera to create pre-planned video clips. (GTO A) Digvid-7 Students will use video editing software. (GTO D) 3

4 Activity 1 Getting to Know your Camera We will be using the JVC Everio MG630 Video Camera. For amateur videographers, these cameras are fully functional and easy to master. Take a look at each picture below and locate on your camera the buttons and slots that you ll use during this module. Front View Wide angle lens, snapshot Lens Microphone USB 4

5 Side Angle View Battery Speaker Play/Record Controls LCD Screen with Touch Sensor Functions and Settings Video to Camera, Upload, Export Once you have these parts mastered, contact your teacher. You will be asked to answer the following questions. 1. How do you use the touch sensor on the LCD screen? 2. How do you remove and recharge the battery? 3. How do you connect to the computer? 5

6 How to operate the Tripod As you will soon discover, the tripod is a very important piece of equipment. Start by opening up the stance of the tripod. This is done by loosening the center column tension adjustment and pulling on the legs of the tripod. Make sure that you tighten the adjustment when you are finished. When you connect your camera to the tripod, it is probably best to remove the plate on top of the tripod by pushing the release lever. Take the plate and use the threaded screw to attach it to the camera. This is better than taking the camera and twisting it on to the plate while it is attached to the tripod. To increase the height of your tripod, loosen the adjuster directly underneath the pan head and turn the crank. This will raise the pan head higher or lower. Be sure to tighten the adjustment to keep the tripod from accidently being raised or lowered. Also remember to loosen the adjustment before you turn the crank to raise and lower. 6

7 Activity 2 Setting Up Basic Subject Shots Everytime you watch a TV show or movie and there is an edit or cut to another point of view, you are watching a combination of many different SHOTS. Shots basically are singular images that are taken with a video camera for the purpose of telling a portion of a story. All the shots together make up a movie or TV Show. Directors and cinematographers spend hours planning each shot before they even touch a camera. You ll learn in this activity 7 basic shots that are used by professional film makers everyday when they plan out their productions. The Process for this activity is simple. You will watch the short video on Shots provided by your teacher and then you have the opportunity to use a camera and setup your own shots. Follow the instructions below for complete and detailed directions. 1. Ask your teacher to arrange a spot for you to view the DVD video on: Setting Up Basic Subject Shots. 2. After you watch the video read the next page of this module which explains shot composition. 3. Get a camera from your teacher. 4. Use your partner as the subject and film them in the various shot compositions. Be organized with your filming: a. Set up the shot. The subject should stand still and look at the camera. b. Press the Record button to start recording. c. The camera operator describes the shot. i. This is an example of an extreme Close-Up. The Subjects face is alone on the screen. d. Press the Record button to stop recording. e. Set up another shot and repeat the steps until all 7 shots are recorded. 5. After you have filmed your partner, change positions and do the same so both people have the opportunity to shoot the shot types. 7

8 This is an Extreme Long Shot or Establishing Shot. The subject is very small on the camera and you can see the entire general area around him including time of day, weather, location etc. This is a Long Shot. The subject is shot with his whole body on the screen from his feet to the top of his head. This would just be for establishing who the person is and where they are specifically. This is a Medium Long Shot. The subject is shot from his knees to the top of the head. This shot is where you would show movement on the screen such as walking or entering. Dialogue between characters is not introduced here. This is a Medium Shot. The subject is shot from just below the waist to the top of the head. This shot is where you can introduce dialogue. You are close enough to also show emotion on a subjects face. This is a Medium Close Up Shot. The subject is shot from the middle of the chest to the top of the head. As you get closer to the face, the dialogue becomes more important. Also you can show emotion without any words. This is a Close Up Shot. The subject is shot from shoulders to the top of the head. This shot is reserved usually for one person and is designed to show only one person s reaction or truths. The eyes tell the story. This is an Extreme Close Up Shot. The subjects face is alone on the screen. This shot is short in length perhaps just a flash. Imagine a shocking moment in a thriller or horror movie. 8

9 *****Once you both have recorded the shots, show your work to your teacher. Do not put these shots on the computers. They are only for practice.***** 9

10 Activity 3 Setting Up Multiple Subject Shots As you probably understand, not all film productions have only one character. The basic rules for shot composition remain the same with respect to how much of the body should be on frame and such, however with dialogue between characters, some changes have to occur. This activity will provide you with the basic skills to shoot shots with more than one subject and allow you to move your story along in a manner that is exciting and quick. One error that many amateur filmmakers make is to shoot dialogue scenes straight on without direct regard for who is speaking at any given time. Your activity requires you to read the following information., and then watch the short video on Multiple Subject Shots. Following all that, you will then practice the skill with your partner. Multiple Subject Shots The Two Shot (2S) Two-shots are good for establishing a relationship between subjects. If you see two sports broadcasters standing side by side, facing the camera, you get the idea that these people are going to be the show's co-hosts. As they have equal prominence in the frame, the implication is that they will provide equal input. With dialogue scenes, this would normally be the first shot, then you would move to other types of shots such as the Over the Shoulder Shot. 10

11 Over The Shoulder Shot (OSS)- This shot helps to establish the positions of each person, and to get the feel of looking at one person from the other's point of view while discussing a topic. To set it up, you would put the camera behind the person who is NOT talking, cutting off the frame just behind the ear. The person facing the subject should occupy about 1/3 of the frame. This person, the one facing the screen is the one who is talking. Does that make sense? Do you think you would be able to recognize the shots in a movie or TV Show. Ask your teacher if you don t understand. Now ask you teacher to show you the short video on Multiple Subject shots. After viewing the video, do you have any questions as to what this is supposed to look like? If not, then use the instructions below to shoot over the shoulder shots. Multiple Shots Activity In this activity, both students must control the camera. That means that there is a director/actor, and an actor. Each student is responsible for setting up their three shots while their partner sits quietly and patiently for the director to do their job. Job Descriptions The director/actor must setup the shots, press record, movie into position, deliver lines, and then turn off the camera. The actor sits patiently waiting for the director to do their job. 11

12 Any walking into and out of frame would be edited out and the audience would not know the difference. Use the script below to help you with the activity. Scene Both subjects will be sitting at opposite sides of a table facing each other. Director/ Actor Table Actor Shot 1 This is a 2S (Set the camera straight at the table with room for both actors as above) Director/Actor - Do you know the Alphabet? Actor - Nope. But I know my ABC s! Shot 2 This is an OSS (Director/Actor is featured so put the camera behind Actor) Director - That is the alphabet?! Shot 3 This is an OSS (Actor is featured so put the camera behind Director/Actor) Actor It s also a cereal! 12

13 Activity 4 Moving the Camera A stationary camera at times can be boring. Imagine watching a hockey game on TV and not having the cameras follow the play, zoom in, or change positions around the rink. Moving the camera into different positions before shooting is an effective tool used by filmmakers to create energy in shots, speed up a story line or create suspense. There are many basic skills to master but you are only going to concern yourselves with three moving shots. The Pan Shot This is a horizontal movement of the camera that allows you to take overall setting shots from left to right, or right to left. The Tilt Shot this is a vertical movement of the camera that allows you to look up at a subject or down at a subject. The Dolly Shot This shot is taken from a mobile camera, or a camera on some sort of wheel based tripod. The camera moves along with the action at the same pace. Your activity will require you to watch the video on The Moving Camera and then you ll use the camera to shoot examples of these shots. It will not be necessary to save the clips on your computer. Read the following page for more detailed instructions. 13

14 Activity 4-Step1 1. Watch The Moving Camera Video on the DVD. You are going to create similar shots in a few moments. 2. Get your camera. 3. Each person in the group will do this task using the other person as their subject. Step 2 -PAN SHOT 1. The subject will be standing in the middle of the room. Stand motionless. 2. The camera operator, with the camera on a tripod will press record and say, This is a Pan Shot. 3. The operator will then pan the room with the camera from left to right, only capturing the subject in the middle of the shot for a short period of time. 4. The operator will then press the record button again to stop recording. Step 3-TILT SHOT 1. The subject will be standing in the frame not moving. 2. The camera operator, with the camera on a tripod will press record and say, This is a Tilt Shot. 3. Then the operator will tilt the camera until the entire body is out of the frame at the head and at the toes. 4. The operator will then press the record button again to stop recording. Step4-DOLLY SHOT (only do this if your class setup allows for it.) 1. Secure from your teacher a cart of some sort or a rolling device. 2. Make sure there is nobody in the walking path of the subjects. 3. The camera operator will press the record button and say, This is an example of a dolly shot using <insert the object name you are using here>! 4. Then slowly along with the subjects, walk with your camera focused on the subjects. 5. The operator will then press the record button again to stop recording. Please show your examples to the teacher and do not put them onto the computer. 14

15 Activity 5 - The Seven Deadly Camera Mistakes Headhunting This is when you place the subjects head directly in the middle of the frame and it always stays there. By simply adjusting your camera so the head is not directly in the middle is the way to make better shots, Camera Shake This is when you aren t holding the camera steady at all. It s very disorientating and can add confusion and distraction to the elements of your shot. A way to get rid of camera shake is to use a tripod or just stop moving while you are shooting. Fire Hosing This is when you move the camera up and down and all around looking for your subject in the frame, while all the time recording. The best way to avoid fire hosing is to find your subject, set it up in the frame and then press record. Eye Leveling This is when you take all your video from the same constant height of your eye. With cameras, we have the ability to take video from heights that we are less used to seeing, creating points of view that our audience is not used to, so do your best and choose different levels to shoot from. Motor Zooming This is when the camera operator has their finger on the Zoom Control and they are constantly zooming in and out on a subject. Zooming can be effective but too much is not a good thing. As a general rule, zoom in once and then leave it. 15

16 Snap Shooting This is when the camera operator takes small short shots that really have no start, finish, meaning or significance at all. They almost look like mistakes when you compare them to well defined and planned out shots. Your best bet to rid yourself of snap shooting is to always have a plan before you press record. Back Lighting This is when the subject stands in front of a strong light source. You ll experience a glow around the subject, which at sometimes can be very stylistic, but most of the times is bad for your video. You should position your subject correctly and check the LCD screen for back lighting before you press record. Please read the following pages for more detailed instructions. 16

17 Activity 5- Step 1 1. Watch The Deadly Camera Mistakes video on the DVD. Activity 5- Step 2 2. Each partner will shoot all 7 examples with your partner being the subject. 3. Your procedure for shooting is simple: a. Set up the shot b. Press the record button to start recording c. Introduce the shot, ex: This is fire hosing d. Press the record button to stop recording. 4. Repeat the steps for all seven mistakes. 5. Change roles so that each group member has a turn at being both the subject and the camera operator. Show your examples to the teacher. Do not put them on the computer. 17

18 Activity 6 Storyboarding, Shooting and Editing With this activity, we ll attempt to put it all together and add-in a few more things that are necessary to the video making process. You already know how to use the camera and how not to use the camera. Here are a few techniques to help you go from idea to final product. Storyboarding This is where shots are sketched and planned out in advance and in sequence before shooting. It allows the director to know what his product will look like before shooting. These usually include drawings and written instructions. Shooting After the planning stage is complete, it s time to shoot. Using the skills you learned in earlier activities, you will create your movie. Editing This is the process of putting the clips together in sequence using a video editing software package. Also in this stage you would add sound effects, visual effects, credits, titles and much more Go to the next few pages to see the combined activity on planning, shooting and editing. 18

19 Activity 6-Step 1 Storyboarding with Jack and Jill 1. Your task is to develop a storyboard to help you organize your thoughts just like you would if you were producer developing a music video, television program, or movie for the nursery rhyme Jack and Jill. Do not shoot this activity. It is a storyboard activity only. 2. Lay your story out with a picture in a box of what will be happening for each major event. 3. Place a label below each picture, between 1-3 words, to represent the action that will be occurring. 4. Only use as many boxes as you need. If you need more boxes, add sheets of paper. You will find the storyboarding sheets in the back of the module. See Appendix Use as many as you feel is necessary. Jack and Jill went up the hill To fetch a pail of water. Jack fell down and broke his crown, And Jill came tumbling after. Show your work to your teacher. 19

20 Activity 6-Step 2 School shot. 1. Get a storyboarding sheet and plan out your own storyboard for your own School Shot. 2. Show your teacher the storyboard before you go outside to shoot. THIS IS YOUR SHOT LIST SHOOT THESE ITEMS. - Establishing shot of the school - Pan shot of the school - Tilt shot leading up to the School identification sign. - A Medium Shot of someone waving outside the school. - And whatever else you want to put in to create a 60 second clip. - There should be no talking in this activity. Any natural sounds picked up are ok as you are going to be adding sound effects later. USE THE TRIPOD AND MAKE SURE TO AVOID THE SEVEN DEADLY CAMERA MISTAKES! Go get your shots 20

21 Activity 6 EDITING Finally you have arrived at the computer and we re going to upload some video to the computer for editing. Please note on the next page that due to the nature of the camera being used, there is an extra step to allow for file formatting changes. Good editing is so important to the movie making process. There are 8 steps to this editing portion of the module for you to complete. DO THEM IN ORDER. Read things very carefully. In this part you will learn to: a. Connect a camera to your computer b. Download your video and save it in a file c. Use MediaCoder (or another utility) to change the format of your file. d. Open a Movie Maker project e. Import the formatted video from your file f. Edit the clips g. Add clips to the timeline. h. Add transitions, titles special effects, etc Your movie will have: a. A collection of the clips as indicated in the previous shot list (Part 2 of this activity). b. Transitions between each clip. c. A title d. A Special Effect e. Closing Credits. Show your teacher the final project after you complete all the steps in the activity. 21

22 Converting File Formats- Step 3 When a movie is shot using the JVC Everio, it is saved on the hard drive of the camera as a.mod file. Before you can edit the movie using Windows Movie Maker, you must convert the file to a format that will be recognized by this program. One solution to this challenge is to use a free downloadable utility called MediaCoder. This utility can be obtained by typing the name in a search engine such as Google. You should then be directed to a site where you may freely download this utility onto your computer. The following page gives you more complete instructions on how to use MediaCoder. 22

23 Encoding your.mod video for MovieMaker 1. Open MediaCoder An internet page may open close the page and click on the media player icon in the taskbar 2. The mediacoder screen will appear as below. 3. Ensure that under the video tab The format is Windows Media Video 4. Ensure the Mode is bitrate-based 5. If the Encoder box is greyed out, uncheck the Auto-Select and select FFmpeg as the Encoder 23

24 6. The audio tab should have Lame mp3 as the encoder 24

25 7. Click on the Container tab and ensure that the Container is set to AVI 25

26 Loading your Media 1. Click on the + sign in the toolbar 2. Locate & add your files. You may add multiple files for converting. 3. Make note of your output folder or change the folder to your preference. 4. Click Start from the toolbar. 5. Import the converted file into Moviemaker. 26

27 Activity 7 Windows Movie Maker You now have all your clips in the Your Schoolname Videomodule_Yourclass. You can see all of your files by clicking on the Collections button at the top of the screen. By clicking and dragging your video files, you can move them onto the timeline. As you move each one, you are able to view it on the video window at the right of the screen. It is always a good idea to name your video files so that you can find them easier. 27

28 On this screen you also have the: 1. Timeline. 2. Editing Monitor. 3. Link to Transition collection. 4. Link to Effects collection. 28

29 Activity 7 Step 1 Placing Clips on the Timeline 1. Click on a clip in your file and hold down your mouse button. 2. Drag it down to the left hand side of the timeline and release the button. 3. You ll see it show up like this. The arrows at the end of the clip represent the start and middle of the clip. The audio is matched up with the video in this case. 4. Next, bring in another clip and place it to the right of the first clip. 29

30 5. Now we ll bring in another clip and put it in between the two clips to separate them. Notice how the clips remain in the collection area up top. 6. Your task right now is to put all your clips in order as indicated on your storyboard. We ll worry about editing individual clips next. 7. Press the Rewind Timeline button and then play the unedited clips in succession in the monitor. 8. Save your project. File > Save As. - Make sure you name your project as Yourschool video_yourclass - Save it in the appropriate folder. 30

31 Activity7 Step 2 Editing Clips There are two ways to edit clips in Movie Maker. Try both on some clips that need some work. Procedure 1 Using the Ins and Outs of a Clip to cut off unwanted material at the beginning or ending of a clip. The simplest way to edit a clip is to drag inward the black triangles that signify the ins and outs of each individual clip. 1. Click on a clip to highlight it. This will bring up the triangles. 2. Put your mouse overtop of the side you want to edit out. 3. A red 2-direction arrow will show up. You can drag the clip in towards the centre at this point to get rid of the unwanted video. 4. You can also drag the clips back out if you have gone too far or you want to try other things. Dragging doesn t get rid of clip material it hides it. Procedure 2 Using the Split Clip feature if you want to edit something from the middle of a clip or if you want to separate a clip to edit back and forth with like in a conversation. 1. Select a longer clip that has a problem in the middle of it. 2. Move your timeline indictor to the middle of the clip where you want to split it. 3. Under the monitor, select the Split Clip Feature. 31

32 4. Watch how the clip you selected turns into two clips. 5. The Original is still up in the Collection in case you messed up. Just select each clip you don t want or that you ve ruined, press delete and drag the original back down to the timeline. 6. Do this for all your clips and make them work as individual clips but also as part of the bigger project. 7. Don t forget to SAVE. FILE > SAVE. 32

33 Activity 7 Step 3 Adding Transitions 1. In the Collections panel, select Video Transitions. This will bring up in the collections area, all your possible transitions as shown below. Also, a descriptive image of what the transition looks like is shown. A video transition controls how your movie plays from one video clip to the next. You can add a transition between video clips, or titles, in any combination, on the timeline. The transition plays before the one clip ends and while the other clip starts to play. 33

34 1. Select a transition in the collection area. 2. Then press play underneath the monitor to view an animation of what the transition will look like. 3. If you like the transition then you can bring it down to your clips on the timeline. 4. Click and hold the transition you like and drag it down and put it between the two clips you want to transition between. A blue line should show up on your timeline between the clips. Let go. Then you should see an overlay of one clip onto the other. 34

35 5. Move your timeline indicator to a spot in the clip just before the transition. Go to your monitor and preview your movie. Did it work? How does it look? If it worked well great, but if not, there are things we can do to improve the transition. We can : REPLACE IT or ADJUST THE DURATION. 6. To delete and replace a transition, we have to isolate just that transition. o You ll see between the video and audio lines there is now a space called transition. o Select your transition in this layer. A triangle will show up. o Press Delete. o Repeat the steps. 7. To adjust its length, drag the triangle to the left. 8. Now press play in the monitor window to see how the transition has changed on the previewed movie. Try putting some different transitions in now. But don t go too crazy with them. Sometimes lesser amounts of transitions are better too many transitions can be distracting. 35

36 Activity 7 Step 4 Adding Special Effects to Clips 1. In the Collections panel, select Video Effects. This will bring up in the collections area, all your possible transitions as shown below. Also, a descriptive image of what the transition looks like is shown. 1. Select an effect in the collection area. 2. Then press play underneath the monitor to view an animation of what the transition will look like. 3. If you like the transition than you can bring it down to your clips on the timeline. 36

37 4. Click and hold the effect you like and drag it down and put it on the clip you want to change. A blue line should show up on your timeline before the clip. 5. Let go. A star should show up on the clip now this indicates that an effect has been added to that clip. 6. Preview it in the monitor. Do you like it? If not, we can change it. Select the clip and right click. 7. This screen comes up. Select Video Effects. 37

38 8. This window will come up. In here you can select the displayed effects and move them in and out of the clip. Try it out. 9. You can also add multiple effects to one clip. See what you can do with your movie. 10. File > Save. 38

39 Activity 7 Step 5 Adding Titles and Credits You can put titles and credits on any clip at any given time. 1. At the top of your screen go to the Tools Menu and then Titles and Credits 2. The following choices come up on the screen. 39

40 3. Select where you want your title to go. For our purposes, go to the third choice Add Title on the Selected Clip in the timeline. 4. In the enter title text screen that will appear, type the following title in. Use your class of course. 5. Press Done, add title to movie. 6. Preview the title in your monitor. Do you like it? Ask yourself these questions. Is it long enough? Does the color work? What about the font size and type? How about that style? Is there another design I can use? 40

41 7. You can make changes by double clicking on the title down below in the title layer. This brings up the title edit box again. 41

42 Click on these options to change your title. Get creative. Once you are satisfied, hit Done again, preview and then repeat the steps until you are satisfied with the result. 8. The last thing to do now is to put credits at the end of your movie. Select a clip and once again put a Title on the Selected Clip. Make it look good. You can also experiment with putting titles before and after selected clips, and before and after all clips. 42

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44 Activity 7 Step 6 Adding Music Adding music in Windows Movie Maker is just as simple as the previous actions. Make sure your collection is highlighted in the Collections Panels. 1. Go to File and then Import Into Collections 1. Music files will have to be created and saved in a drive on your computer. Be aware of copyright issues using licenced music. Call this folder Windows Movie Maker Theme Songs 4. Open it and click on a song. Hit Import. 44

45 5. Scroll back up in your collection of clips and you ll see your imported file. 45

46 6. Click and drag the audio track down to the audio layer on the timeline. - You can move it around, use the triangles to shorten it, etc. File > Save! Now, ask yourself these questions Can I hear my dialogue over the music? Are there too many noises coming from my project? Can I layer sound? To find possible answers to these questions use mouse right click on your objects. 46

47 1. Go to File and Save Movie File. Activity 7 Step 7 Exporting your Video 2. Highlight My Computer and click Next. 3. Enter the following for your file name: Yourschoolname (your class) Final. 4. Make sure My Videos is chosen as your location. 5. Press Next. 6. Press Next. You movie is now being made. 47

48 Activity 8 The Final Project You now have the skills to make high quality movies with the Movie Maker software package and JVC Everio camcorder series. Now it is your job, as a team to go and create something magnificent. All ideas must be brought to your teacher before moving onto the filming stage. Under no circumstances will the following items be allowed into your movie. - Violence, Sex, Implied Drug or Alcohol Use, etc. - Any planning in these areas will result in your removal from the module and other possible disciplinary action. Here are some suggestions for you. 1. a music video 2. an infomercial 3. news broadcast 4. interview 5. sitcom Suggested Assessment Tools - A Storyboard /5 - Transitions /5 - A title /5 - Credits /5 - Music /5 - Multiple Shot Setups /10 - No 7 Deadly Mistakes /10-3 minutes minimum /5 - Journal /10 - Peer/Self Evaluation Rubric /10 - Participation Checklist /5 48

49 Appendix Participation checklist Group Students name Participates in Group Planning Participates in Project Work Student stays on task Cooperation between team members is present Group 1 Student A Student B Student C Student D Group 2 Student E Student F Student G Student H Group 3 Student I Student J Student K Student L Group 4 Student M Student N Student O Student P Group 5 Student Q Student R Student S Student T Group 6 Student U Student V Student W Student X 49

50 Storyboard Template 50

51 In each of the boxes, the following is required for a good storyboard. 1. Shot number (1 through 6 in this case) 2. Brief description of the story that you are going to tell(could be drawn or written) 3. Shot Type (wide angle, close-up, over the shoulder shot, etc) 4. Any visual clues that help communicate the idea (pointing in a direction, nodding, use of props, etc) Feel free to add or take away boxes from your storyboard if necessary. 51

52 Glossary Cinematographer- A photographer in charge of shooting a movie. Director- Someone who supervises the actors and directs the action in a production of a show. Editing- Cutting and assembling the components of film. Formatting- The organization of information usually for computers. LCD screen- (Liquid Crystal Display) Thin, flat panel made of liquid crystals. Uses small amounts of electricity. Multiple Subject Shot- Using more than one person in a film shoot. Tripod- Three-legged stand for a camera Special Effect- A trick or illusion used to enhance films. USB- (Universal Serial Bus) A standard type of port for connecting cameras, keyboards, etc to computers. 52

53 Grade 7/8 IT Modules Introductory Student Survey Souris Consolidated School Stephen MacSwain Name: The purpose of this survey is to try to gain an understanding about how you learn and the role of computers in your learning. Please answer the questions as honestly as you can. 1. Do you have a computer at home? 2. Do you think computers can help you learn? 3. Do you find working with computers difficult? Students: Please select the letter that describes what you can do at the present time. Selecting letter D indicates that you can also do A, B and C. 1. Basic Computer Use A- I do not use a computer. B- I start the computer, open, use and close programs on my own. C- I open programs from icons and the Start bar and use more than one program at the same time. D- I teach myself how to use new programs and discover additional program features on my own. 2. Computer Terminology A-I don t know the names of the parts of a computer. B-I can identify the monitor, keyboard, mouse and CPU. C-I know the drive letters for the hard drive, floppy drive and CD-ROM drive. D-I can put a computer system together by plugging in the mouse, keyboard, monitor, phone cable, and printer cable. 3. Keyboarding A-I don t know how to type. B-I use two fingers to type (hunt and peck method) C-I can type with all my fingers on the keyboard and looking at the keys. 53

54 D-I can type with all my fingers on the keyboard, without looking at the keys. 4. Windows Desktop A-I don t know what the desktop is or where to find it. B-I use the desktop icons to start applications. C-I know how to add a new folder to the desktop. D-I know how to open and resize multiple windows on the desktop. 5. Windows Terminology A-I don t know how to open, save a document or close out of a Windows application. B-I know the difference between the Title bar and the Taskbar. C-I know how to minimize a window and then retrieve it from the Taskbar. D-I use keystrokes to do most of the actions in Windows like copying, cutting, pasting, and closing windows. 6. File Management A- I do not save any documents I create using the computer. B- I select, open and save documents on different drives. C- I use Windows Explorer or My Computer to locate drives and files. D- I create folders to organize my files and maintain my student account on the school server. 7. A- I do not use . B- I compose and send appropriate messages outside of school. C- I organize my mail folders to save messages and delete those I no longer need. D- I use to request or send information for research or school projects. 8. Word Processing A- I do not use a word processor. B- I use a word processor for basic writing tasks. C- I use word processor tools (copy, cut, and paste text, change font style, spell check, grammar check) to edit my work. D- I revise and improve the content of my previous drafts and publish a quality document. 54

55 9. Graphics A- I do not use graphics with my word processing pieces. B- I create pictures with painting and drawing programs and use clip art. C- I select and insert graphics in order to make a point or illustrate what I have learned. D- I edit clip art, scan graphics and modify them using a graphic editor (Photoshop, Paint Shop Pro) 10. Desktop Publishing A- I do not use a publishing program. B- I use templates or wizards to create a published document. C- I create original publications from a blank page combining design elements such as columns, clip art, tables, word art and captions. D- I design original publications that communicate to others what I ve learned 11. Digital Photography is something A- I know nothing about! B- I am familiar with and can handle a camera pretty well. C-something I want to learn more about as I own my own camera. D- I know inside out. I could teach this class. 12. Computer Programming is A-something that scares me! B-something I m interested in but have limited knowledge. C- something I have some experience with and can t wait to dive in and learn more. D- That is old news to me, I design games at home for fun! 13. Digital Audio A- I have no idea what digital audio is nor do I care to! B- use it daily, but never gave it much thought how it works. C- have experience working with Windows Sound Recorder and Audacity. D-comes easy to me and am quite knowledgeable about it. My top three choices for the modules we will work on this term are:

56 1. Following Instructions & Problem Solving Self-Evaluation Category I usually read I always read I sometimes read instructions and instructions and instructions, but I sometimes tried attempted to didn t try to solve to solve solve problems problems on my problems on my prior to asking own before asking own before for help. for help. asking for help. 2. Attitude 3. Focus on the Task 4. Working with Others I always had a positive attitude. I always stayed focused on the task and was very self-directed. I always listened to, shared with, and supported the efforts of others. I Worked well with my partner. 5. Applied Effort My work reflected my best possible effort. I had a positive attitude the majority of the time. I stayed on task most of the time. I usually listened to, shared with, and supported the efforts of others. I never caused issues with my partner. I put a strong effort into my work. Student Score: I usually had a positive attitude, but sometimes complained about the tasks assigned. I was focused on the task some of the time, but needed to be reminded to stay on task sometimes. I often listened to, shared with, and supported the efforts of my partner, but I was sometimes not a good team member. My work reflected a basic effort. I could have done more. Instead of reading instructions, I always asked the teacher what to do consistently. I often had a negative attitude. I was rarely focused on the task and let others do the work. I was often not a good team member. I put very little effort into Tech Arts. 56

57 Collaborative Work Skills : Information Technology Modules Student Name: CATEGORY Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, Often listens to, shares with, and supports the with, and supports the efforts of others. Does not efforts of others, but cause "waves" in the group. sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. Quality of Work Provides work of the highest quality. Provides high quality work. Provides work that occasionally needs to be checked/redone by other group members to ensure quality. Provides work that usually needs to be checked/redone by others to ensure quality. Time Management Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination. Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management. Problem Solving Focus on the Task Actively looks for and suggests solutions to problems. Consistently stays focused on the task and what needs to be done. Very selfdirected. Refines solutions suggested by others. Does not suggest or refine solutions, but is willing to try out solutions suggested by others. Focuses on the task and Focuses on the task and what needs to be done most what needs to be done some of the time. Other group of the time. Other group members can count on this members must sometimes person. nag, prod, and remind to keep this person on-task. Does not try to solve problems or help others solve problems. Lets others do the work. Rarely focuses on the task and what needs to be done. Lets others do the work. Follows Directions Reads and follows directions. Completes task with little or no supervision. Usually reads directions and follows directions accordingly with assistance. Sometimes reads directions. Has some difficulty completing the tasks based on instructions. Rarely reads directions. Has difficulty completing the tasks based on instructions. Use of Software Confident using software. Teaches others in the group their skills. Somewhat comfortable using software. Asks for assistance if necessary and all options have been exhausted. Somewhat comfortable using software. Rarely asks for assistance. Not comfortable using software. Now making an effort to learn. Total : 57

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