documentaries: capturing the moment

8/6/2019 Documentaries: Capturing the Moment

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- Digital storytelling

- Digital photography

- Image quality

- Photo Story 3

Katy Benton

Paige Hill

April 6, 2011

SPED 6402

Differentiated Curriculum for the Gifted


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Documentaries: Capturing the Moment

Did you see Justin Biebers Never Say Never? How about the Planet Earth series on the Discovery

Channel? Did you know that was a documentary? In our class, you will discover how to create a

documentary just like this! You will get the chance to use digital technology to produce a documentary

video capturing our week at AIG camp. Come make movie magic with us!

Elementary Students


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Content Outline

I. Documentaries

A. A documentary is factual a movie or TV program presenting facts and

information, especially about a political, historical, or social issue.

B. Documentaries capture the essence of real-life situations, and allow people to

experience it without having to actually be there

C. Documentaries have been around since 1877.

1. Documentaries have been used for entertainment purposes and to

inform viewers of important events.

2. Over the years we have used them to capture everything from John F.

Kennedys assassination, to the daily lives of those who live on the Jersey Shore.

D. Digital storytelling is one type of documentary that incorporates digital

photography and computers.

1. There are seven elements of digital storytelling.

a. Point of View

i. This element considers the main point of the story.

ii. It also wants states that you need to consider your

audience.

b. Dramatic Structure

i. Grab the audience with important points, depth, and

descriptive language.

ii. Reflect your true voice.

c. Emotional Content

i. Share the reality with your audience.

ii. Capture the moment.

d. The Gift of Your Voice


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i. One of the most effective tools you have available to you

for storytelling is the gift of your voice.

ii. Be sure to strive for natural conversational tones andpatterns. Include room to stop, pause, and think

while you are telling your story.

e. The Power of the Soundtrack

i. Music can set the mood for the documentary, establish a

rhythm, and change the way we perceive visual

information.

ii. Used appropriately, music and sound effects can add

depth to your visual images.

f. Economy

i. To illustrate your documentary effectively, use carefullyselected images.

ii. You will use a storyboard and look at every possible wayto edit your words and then choose your images

wisely.

g. Pacing

i. The rhythm of your script and images will determine

what sustains the audiences interest.

ii. You should include pauses, starts, stops, and stretches ofconversation.

II. Digital Photography

A. Digital cameras are the main source of input for a documentary in the form of

digital storytelling.

B. There are many important parts of a camera to know in order to insure proper

usage.

1. Shutter button: Press this button all the way to take a picture.

2. Optical viewfinder: To frame and compose your picture.

3. Zoom lens and control: Magnifies or reduces the size of the

image.


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4. Docking port: Can be used to transfer photos, recharge the

batteries, make prints, or perform other functions

5. Power switch: Turn the camera on or off.

6. LCD (liquid crystal display) panel: The cameras display.

7. Picture review: Press this button to review the pictures youve

already taken.

8. Electronic flash: Provides addition light to your scene.

C. Choosing quality photographs will enhance your documentary.

1. Pictures should be in focus.

2. They should be cropped appropriately.

3. Use correct lighting so the object in the picture is still visible.

4. Make sure there is something in the picture worth photographing.

III. Use a program to create your documentary.

A. There are many types of programs out there that you can use to create

a documentary.

B. PhotoStory 3 is the program we are using in our unit.

1. It allows you to upload pictures and videos to create a

documentary.

2. It adds text, music and voiceovers to be added to enhance the

documentary.

IV. Storyboards

A. A storyboard is a visual display of the script divided into segments, where each

segment is represented by an appropriate image (slides, video clips, etc.) for that

segment.


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Content Paper

Documentaries capture the essence of real-life situations, and allow people to experience

them without having to actually be there. The Encarta World English Dictionary defines the

word documentary as a factual movie or TV program: a movie or TV program presenting facts

and information, especially about a political, historical, or social issue (Encarta Online

Dictionary, 2009). There are seven elements that producers use to make a documentary film

(Robin, 2008). Knowledge of the parts and functions of a digital camera is essential to create a

successful documentary.

Documentaries first became available for public viewing in 1877 (UC Berkley).

Eadweard Muybridge developed photographs of horses running. Two years later, Muybridge

invented the zopraxiscope, a device for projecting and "animating" his pictures (UC Berkley).

Documentaries have been used over the years as a way to entertain viewers and as a source of

information. Over the years we have used them to inform viewers of the events of September 11,

2001, to entertain by revealing the daily lives of those who live of the Jersey Shore.

There is more to making documentaries than just pointing a camera at someone. In fact,

there are seven elements that make up a documentary: point of view, dramatic structure,

emotional content, the gift of your voice, the power of the soundtrack, economy and pacing

(University of Houston, 2010).

The first element is point of view. Documentaries are made to make a point and share

knowledge from the authors point of view. When creating a documentary, the author should

consider his or her audience and what he or she wants the audience to gain from their story.


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Dramatic structure is the second element in making a documentary. The author should

grab the audience with important points, depth, and descriptive language. The author should

reflect his true voice while keeping the writing from becoming too complicated (University of

Houston, 2010).

The third element is emotional content. In this element, the author should ask himself,

why is this story important? The author shares his reality with the audience, and captures the

moment.

The fourth element is the gift of your voice. One of the most effective tools an author has

for storytelling is his or her voice. The authors voice should be strong and sure. One can

accomplish this by practicing recording their voice several times while reading a script. While

speaking, be sure to strive for natural conversational tones and patterns.

The power of the soundtrack is the fifth element. Music can set the tone for the

documentary, establish rhythm, and change the way the audience perceives visual information.

When used appropriately, music and sound can add depth to the documentary, and it can help the

audience understand the mood of the story. Music can also make the story seem more real to the

audience.

Economy is the sixth element of documentaries. This element emphasizes the importance

of carefully selected footage. The film should truly relate to the narration. Often, authors use

storyboards to help map out the documentary. A storyboard is a written plan for a movie using a

series of panels. It includes music and narration along with the film. The final element is pacing.

The rhythm of the script and images will determine what sustains the audiences interest.

Changing the pace of the film can also be a very good way to capture the audience. Pauses,


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starts, stops and stretches are very important in the narrators voice (University of Houston,

2010).

One form of documentaries is called digital storytelling. In this form, digital cameras are

used to capture the documentary instead of a video camera and film. In North America, most

people under the age of 25 have grown up with either a remote control or a computer mouse in

their hand (Carpenter & Taylor, 2007). Digital storytelling is a way of blending the old way of

doing things with our new technology (Wyatt, 1999). There is an important part to creating

digital storytelling- choosing good quality digital images. In the documentary, the picture should

be in focus, correctly cropped, shown with accurate lighting, and actually be a picture of

something important (Robin, 2008).

When creating a documentary, there are various forms of technology that the creator

could choose from. One type is digital photography. Digital cameras are readily available and

affordable these days. However, there is more to taking a picture than just point and shoot. In

order to properly operate a digital camera, knowledge of the parts and accessories is essential.

The lens focuses on an object and captures the final picture. There are many types of lenses

based on zoom and quality. A viewfinder is a small window that allows the photographer to view

what is about to be captured. The flash is an optional device which sits above the lens, usually on

the top of a camera. It gives off a burst of light when the image is taken that will brighten up a

picture. Located on the top of any camera, the shutter button is pressed to take a photo. All

digital cameras will have some degree of menu controls. These buttons allow users to control

functions on the digital camera such as flash, shutter speeds, custom settings and other functions.

Most digital cameras have an LCD screen to navigate menu screens and view pictures that were

previously taken. Once an image has been captured, it will be stored on the memory card. This is


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the storage device of a camera that allows users to view images, upload them to a computer, and

print the pictures. Finally, a USB cable connects the camera to a computer so users can upload

and edit pictures (eHow 1999-2011).

Documentaries are not just for history class any more. There are many variations in the

world of documentaries. One type is digital storytelling, which has seven elements to creating a

successful documentary. Technology is an essential part of documentaries. One type is the digital

camera, which with proper knowledge of parts and functions can be very easily operated.

Finally, there are many programs available to create a documentary.. With these tools, anyone

can become a professional in the world of documentaries.


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Resources

Carpenter, B., & Taylor, P. (2007). Mediating art education: Digital kids, art, and

technology.Visual Arts Research, 33, (2) 84-95.

eHow (1999-2011). eHow Computers and Technology. Retrieved from

http://www.ehow.com/list_6934294_list-parts-digital-camera.html

Encarta Online Dictionary [North American Edition] (2009).Documentary-

definition. Retrieved from http://www.bing.com/Dictionary/search?q=define +

documentary&FORM=DTPDIA&qpvt=definition+of+documentary

Robin, B. (2008). Digital storytelling: A powerful technology tool for the 21st century

classroom.Theory into Practice47(3), 220-228.

UC Berkley- Media Resources Center. Chronology of documentary history. Retrieved

from http://www.lib.berkeley.edu/MRC/docexhibit/docuchron.htm

University of Houston. (2010). The 7 elements of storytelling. Retrieved from

http://digitalstorytelling.coe.uh.edu/7elements.html

Wyatt, R. (1999). The emergence of a digital cinema.Computers and the Humanities,

33 (4) 365-381.
http://www.jstor.org.jproxy.lib.ecu.edu/stable/20715451?&Search=yes&searchText=storytelling&searchText=digital&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Ddigital%2Bstorytelling%26acc%3Don%26wc%3Don&prevSearch=&item=5&ttl=1018&returnArticleService=showFullTexthttp://www.jstor.org.jproxy.lib.ecu.edu/stable/20715451?&Search=yes&searchText=storytelling&searchText=digital&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Ddigital%2Bstorytelling%26acc%3Don%26wc%3Don&prevSearch=&item=5&ttl=1018&returnArticleService=showFullTexthttp://www.ehow.com/list_6934294_list-parts-digital-camera.htmlhttp://www.bing.com/Dictionary/search?q=definehttp://www.jstor.org.jproxy.lib.ecu.edu/action/doBasicSearch?Query=au%3A%22Bernard+R.+Robin%22&wc=on&acc=onhttp://www.jstor.org.jproxy.lib.ecu.edu/stable/40071546?&Search=yes&searchText=storytelling&searchText=digital&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Ddigital%2Bstorytelling%26acc%3Don%26wc%3Don&prevSearch=&item=2&ttl=1018&returnArticleService=showFullTexthttp://www.jstor.org.jproxy.lib.ecu.edu/stable/40071546?&Search=yes&searchText=storytelling&searchText=digital&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Ddigital%2Bstorytelling%26acc%3Don%26wc%3Don&prevSearch=&item=2&ttl=1018&returnArticleService=showFullTexthttp://www.lib.berkeley.edu/MRC/docexhibit/docuchron.htmhttp://digitalstorytelling.coe.uh.edu/7elements.htmlhttp://www.jstor.org.jproxy.lib.ecu.edu/action/doBasicSearch?Query=au%3A%22Roger+B.+Wyatt%22&wc=on&acc=onhttp://www.jstor.org.jproxy.lib.ecu.edu/stable/30200518?&Search=yes&searchText=storytelling&searchText=digital&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Ddigital%2Bstorytelling%26acc%3Don%26wc%3Don&prevSearch=&item=3&ttl=1018&returnArticleService=showFullTexthttp://www.jstor.org.jproxy.lib.ecu.edu/stable/30200518?&Search=yes&searchText=storytelling&searchText=digital&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Ddigital%2Bstorytelling%26acc%3Don%26wc%3Don&prevSearch=&item=3&ttl=1018&returnArticleService=showFullTexthttp://www.jstor.org.jproxy.lib.ecu.edu/action/doBasicSearch?Query=au%3A%22Roger+B.+Wyatt%22&wc=on&acc=onhttp://digitalstorytelling.coe.uh.edu/7elements.htmlhttp://www.lib.berkeley.edu/MRC/docexhibit/docuchron.htmhttp://www.jstor.org.jproxy.lib.ecu.edu/stable/40071546?&Search=yes&searchText=storytelling&searchText=digital&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Ddigital%2Bstorytelling%26acc%3Don%26wc%3Don&prevSearch=&item=2&ttl=1018&returnArticleService=showFullTexthttp://www.jstor.org.jproxy.lib.ecu.edu/stable/40071546?&Search=yes&searchText=storytelling&searchText=digital&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Ddigital%2Bstorytelling%26acc%3Don%26wc%3Don&prevSearch=&item=2&ttl=1018&returnArticleService=showFullTexthttp://www.jstor.org.jproxy.lib.ecu.edu/action/doBasicSearch?Query=au%3A%22Bernard+R.+Robin%22&wc=on&acc=onhttp://www.bing.com/Dictionary/search?q=definehttp://www.ehow.com/list_6934294_list-parts-digital-camera.htmlhttp://www.jstor.org.jproxy.lib.ecu.edu/stable/20715451?&Search=yes&searchText=storytelling&searchText=digital&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Ddigital%2Bstorytelling%26acc%3Don%26wc%3Don&prevSearch=&item=5&ttl=1018&returnArticleService=showFullTexthttp://www.jstor.org.jproxy.lib.ecu.edu/stable/20715451?&Search=yes&searchText=storytelling&searchText=digital&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Ddigital%2Bstorytelling%26acc%3Don%26wc%3Don&prevSearch=&item=5&ttl=1018&returnArticleService=showFullText


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Technology-Infused Paper

Documentaries provide an insight into the lives of various people and events. They

present the facts in a way that is interesting and pleasing to the audience. Throughout the week

at AIG camp, students will be exposed to various documentaries that have impacted our society.

They will learn about the elements that go into making a documentary and how they can best

present information in an appealing way. Campers will become familiar with digital

photography and how to capture a moment in time. They will also learn how to use digital

software to produce their own documentary.

In todays education system, there are few opportunities for gifted students seeking

enriching activities. They must search for extra-curricular activities and camps during the

summer months. This documentary will provide a marketing tool for the AIG camp held in

Greenville, NC each summer. It will target students in grades four through seven and their

parents. The documentary will be shown to various schools throughout Pitt County and

surrounding counties. Even though the documentary will be used as a recruitment tool, it will

also be a celebration of a great week at camp. Students will be able to share their week with

their parents and others who are interested in looking for similar opportunities.

Each day, students will be taught about the elements of documentaries and digital

photography. Our challenge to the students will be to make a documentary that serves two

purposes: a recruitment video for AIG camp and a celebration of the week. Using last years

camp video as inspiration, students will be able to show their creative side in developing this

video. We would like to inspire students to think outside of the box and make this documentary


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their own. Through our guidance, they should be able to create and edit a video that will make

them proud.

Throughout the week, campers will be exposed to different documentaries that have

impacted our society. We will be studying the elements that are present in these documentaries.

We will discuss what makes the documentaries successful and how producers portray the stories

to their audience. Campers will then get a chance to create their own documentary highlighting

their week at AIG camp. In order to accurately portray the week, students will learn how to

correctly use a digital camera. We will teach students about the parts of a camera and how to use

the view finder to create a picture. They will use these skills to capture various events

throughout the week to use in their documentary. We will be using an online program from the

website Animoto to create our documentary. It will allow us to use digital images and music to

create an eye-catching video to present to parents and students. Campers will first be exposed to

the Animoto technology through a short video presentation introducing them to the features that

are used in Animoto. Students will have a chance to experiment with the Animoto software

before starting their documentaries. We will assist them in showing how to use the different

features of the program throughout the project.

The camp documentary will be approximately five minutes long. It will combine digital

images, written text, voice threads, and music to present their week at camp. Both groups will

work together to produce one video for the week. The documentary will be based around the

camps theme of Odyssey. Campers will determine how they would like to portray the theme in

the video. Both groups will need to communicate daily to make sure we are making one product

that is cohesive. They will use the website edu.glogster.com to communicate daily with each


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other. Students will post ideas, storyboards and comments to the site in order to make a cohesive

documentary.


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Odyssey Paper

An odyssey is an extended journey filled with adventure, twists and turns. When one

embarks on an odyssey, he or she may experience hardships and challenges. The expedition

could be literal or within oneself. We plan to take our students on an odyssey that will challenge

their minds and open their eyes to a new and exciting world. They will learn about

documentaries and all of the elements that are necessary to put together, edit and produce their

own documentary. They may experience difficulties. This is a new concept to them and that

should be expected. Through our guidance, we hope to lead them on this journey and show them

how to complete the task of making a documentary of our camp experience.

During our unit, we would like to show the students and parents what an odyssey is

through our own eyes. Campers will be completing a documentary showing the journey of their

week at AIG camp. The documentary will include the odyssey that many groups had to go

through in order to complete their final product. They will follow certain groups and capture

moments in their journey to the last day of camp. The documentary will showcase these groups

and show the campers and parents what they have learned during the course of the week.

Through this activity, students will learn about the overall theme of the camp and how to portray

it through the documentary.

It is essential that we come up with a definition of odyssey and how it relates to our final

project. Our students must be familiar with the ideas that we are trying to portray. We will

complete various activities with students to make sure they understand what an odyssey is, how

it relates to them, and how it relates to our final project. We feel certain that students will walk

away from the week with a thorough understanding of the overall camp theme. They are


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learning about this journey, but also they are given the chance to teach others about what they

have learned.


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DAY 1:READY,SET,ACTION

I.DEFINE THE CONTENT

LESSON OBJECTIVE:

THE STUDENT WILL UNDERSTAND THE ELEMENTS OF POINT OF VIEW AND DRAMATIC STRUCTURE IN DOCUMENTARIES.

LESSON POINT TO PONDER:(REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE. THIS IS

NOT A QUESTION.)

Documentaries accurately portray the human experience.

II.PREPLANNING:BEGIN WITH THE END IN MIND

A.WHAT 3 ITEMS ARE WORTH

KNOWING?

(THINK ABOUT THE CONTENT YOU

HAVE SELECTED.WHAT IS IMPORTANT

FOR STUDENTS TO KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT A DOCUMENTARY IS A FACTUAL MOVIE OR TV PROGRAM

PRESENTING FACTS AND INFORMATION, ESPECIALLY ABOUT A POLITICAL, HISTORICAL, OR SOCIAL

ISSUE.

STUDENTS WILL KNOW THAT DOCUMENTARIES HAVE IMPACTED LIVES FOR MANY YEARS.

STUDENTS WILL KNOW THAT DIGITAL CAMERAS ARE THE MAIN SOURCE OF INPUT FOR A

DOCUMENTARY IN THE FORM OF DIGITAL STORYTELLING.

B.WHAT 3 ITEMS ARE IMPORTANT

FOR STUDENTS TO BE ABLE TO DO?

(DEFINE WHAT STUDENTS SHOULD BE

ABLE TO DO AS A RESULT OF YOUR

LESSON.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO IDENTIFY THE ELEMENTS OF POINT OF VIEW AND DRAMATIC

STRUCTURE IN DIGITAL STORYTELLING.

STUDENTS SHOULD BE ABLE TO TAKE A PICTURE USING A DIGITAL CAMERA.

STUDENTS SHOULD BE ABLE TO RELATE TO OTHERS THE FOCUS/THEME OF THE CAMPDOCUMENTARY THROUGH DISCUSSION.

C.WHAT ARE THE ENDURING

UNDERSTANDINGS THAT STUDENTS

SHOULD TAKE AWAY FROM THE

LESSON?(DEFINE THE BIG IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT DOCUMENTARIES ARE USED TO CAPTURE THE ESSENCE OF

REAL-LIFE SITUATIONS, AND ALLOW PEOPLE TO EXPERIENCE IT WITHOUT HAVING TO ACTUALLY BE


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THERE.

STUDENTS WILL UNDERSTAND THAT DIGITAL STORYTELLING IS A TYPE OF DOCUMENTARY THAT

INCORPORATES DIGITAL PHOTOGRAPHY AND COMPUTERS.

STUDENTS WILL UNDERSTAND THAT MAKING A DOCUMENTARY TAKES TIME AND INVOLVES

PLANNING A FOCUS/THEME, STORYBOARD, AND DIGITAL ELEMENTS.

III.PLANNING

D.ESSENTIAL QUESTION:

(ONE OVERARCHING LESSON

QUESTION )

HOW DO DOCUMENTARIES REFLECT THE HUMAN EXPERIENCE?

E.ASSESSMENT:

(PERFORMANCE TASK) WHAT WILL

THE STUDENTS DO TO SHOW YOU THAT

THEY MASTERED THE CONTENT?

STUDENTS WILL COMPLETE THE LEARNED COLUMN ON THE KWL CHART.

F. CONTENT

LIST THE CONTENT FOR THIS LESSON

ONLY.

(OUTLINE THE CONTENT YOU WILL

TEACH TODAY-THIS MAY COME FROM

YOUR CONTENT OUTLINE)

I. Documentaries

A. A documentary is factual a movie or TV program presenting

facts and information, especially about a political, historical, or social

issue.

B. Documentaries capture the essence of real-life situations,

and allow people to experience it without having to actually be there.

C. Documentaries have been around since 1877.

1. Documentaries have been used for entertainment

purposes and to inform viewers of important events.

2. Over the years we have used them to capture

everything from John F. Kennedys assassination, to the daily lives of

those who live on the Jersey Shore.

D. Digital storytelling is one type of documentary that

incorporates digital photography and computers.


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1. There are seven elements of digital

storytelling.

a. Point of View

i. This element considers the main

point of the story.

ii. It also wants states that you

need to consider your audience.

b. Dramatic Structure

i. Grab the audience with

important points, depth, and

descriptive language.

ii. Reflect your true voice.

II. Digital Photography

A. Digital cameras are the main source of input for a

documentary in the form of digital storytelling.

B. There are many important parts of a camera to know in order

to insure proper usage.

1. Shutter button: Press this button all the way to take a

picture.

2. Optical viewfinder: To frame and composeyour picture.

III. Use a program to create your documentary.

A. There are many types of programs out there that you can use

to create a documentary.


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B. PhotoStory 3 is the program we are using in our unit

1. It allows you to upload pictures and videos to create

a documentary.

2. It adds text, music and voiceovers to be added to

enhance the documentary.

G.HOOK:

(DESCRIBE HOW YOU WILL GRAB

STUDENTS ATTENTION AT THE

BEGINNING OF THE LESSON. BE

CREATIVE.)

STUDENTS WILL BE SHOWN THE MOVIE TRAILER FOR JUSTIN BIEBERS MOVIE NEVER

SAY NEVER.

(HTTP://WWW.JUSTINBIEBERNEVERSAYNEVER.COM/VIDEOS)

AFTER WATCHING THE MOVIE TRAILER, STUDENTS WILL BE ASKED ABOUTTHE TYPE OF MEDIA THAT THEY HAVE JUST SEEN.

THIS WILL START A DISCUSSION ABOUT DOCUMENTARIES. STUDENTS WILLBE ASKED QUESTIONS:

o HOW DO YOU KNOW IT IS A DOCUMENTARY?o WHAT MAKES THIS FILM A DOCUMENTARY?o WHAT DO YOU KNOW ABOUT DOCUMENTARIES?

THE ANSWERS TO THEIR QUESTIONS WILL BEGIN OUR KWL CHART.

H.INSTRUCTION:

(TELL, STEP-BY-STEP, WHAT YOU WILL

DO.)

1. HOOK:SHOW JUSTIN BIEBER VIDEOa. DISCUSS WITH STUDENTS THAT THIS TYPE OF VIDEO IS CALLED A

DOCUMENTARY.

b. DOCUMENTARIES CAPTURE THE ESSENCE OF REAL-LIFESITUATIONS, AND ALLOW PEOPLE TO EXPERIENCE IT WITHOUT

ACTUALLY HAVING TO BE THERE.

2. START KWL CHART ON DOCUMENTARIESa. HAVE STUDENTS TAKE TURNS COMING UP WITH IDEAS ABOUT

WHAT THEY KNOW ABOUT DOCUMENTARIES.

b. HAVE STUDENTS TAKE TURNS COMING UP WITH IDEAS ABOUTWHAT THEY WANT TO LEARN ABOUT DOCUMENTARIES.

3. GIVE A BRIEF HISTORY OF DOCUMENTARIESa. PROFOUND DOCUMENTARIES INCLUDE AL GORES AN

INCONVENIENT TRUTH (A DOCUMENTARY ABOUT GLOBAL

WARMING) AND 102 MINUTES THAT CHANGED AMERICA (A

DOCUMENTARY ABOUT 9/11)

b. WE WILL BE USING THESE DOCUMENTARIES THROUGHOUT THEWEEK TO SHOW STUDENTS ELEMENTS OF DIGITAL STORYTELLING.

4. INTRODUCE DIGITAL STORYTELLING (USE PHOTOSTORY 3 PRESENTATION)a. VIDEO CAN BE SEEN AT

(HTTP://WWW.YOUTUBE.COM/WATCH?V=1X1DUHJSG10) STILL

WORKING ON HOW TO SHOW IT AT CAMP. WILL EMAIL WHEN WE

HAVE FIGURED OUT SOLUTION.

b. DIGITAL STORYTELLING WAS INVENTED IN BERKELEY IN THE
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EARLY 90S WHEN A GROUP OF WRITERS, ARTISTS AND COMPUTER

PEOPLE WERE TRYING TO FIND A WAY TO INCORPORATE NEW

COMPUTER TECHNOLOGY WITH STORYTELLING.

c. THEY SET UP THE CENTER FOR DIGITAL STORYTELLING IN BERKELEYAND THE DIGITAL CLUBHOUSE IN NEW YORK CITY, WHERE THEY

HELD COURSES AND INVITED PEOPLE FOR SCREENINGS.THEY ALSOWROTE A MANUAL FOR HOW TO MAKE DIGITAL STORIES: THE

DIGITAL COOKBOOK.

d. THEY WANTED TO FIND AN ALTERNATIVE TO MAINSTREAM MEDIA,AND ALSO TO LET GROUPS WHO USUALLY WERENT HEARD (ETHNIC

MINORITIES IN THE US ARMY, WOMAN WITH BREAST CANCER) BE

HEARD.

e. DIGITAL STORYTELLING IS ONE TYPE OF DOCUMENTARY THATINCORPORATES DIGITAL PHOTOGRAPHY AND COMPUTERS.

f. THERE ARE SEVEN ELEMENTS OF DIGITAL STORYTELLING.i. POINT OF VIEWii. DRAMATIC STRUCTURE

iii. EMOTIONAL CONTENTiv. PACINGv. THE GIFT OF YOUR VOICE

vi. THE POWER OF THE SOUNDTRACKvii. ECONOMY

5. DISCUSS WITH STUDENTS THE FIRST ELEMENT OF DIGITAL STORYTELLING:POINT OF VIEW

a. THIS ELEMENT CONSIDERS THE MAIN POINT OF THE STORY.b. IT ALSO STATES THAT YOU NEED TO CONSIDER YOU AUDIENCE.c. ASK STUDENTS, WHAT DOES THIS MEAN?d. LETS TAKE A LOOK AT THIS SHORT CLIP (2 MINUTES) OF AN

INCONVENIENT TRUTH TO SEE IF WE CAN TELL WHAT THE MAIN

POINT OF THIS DOCUMENTARY IS.

(HTTP://TOPDOCUMENTARYFILMS.COM/AN-INCONVENIENT-

TRUTH/#) (SHOW CLIP 0:00-2:00)

e. WHILE WE WATCH, USE YOUR JOURNALS TO JOT DOWN IDEASABOUT THE DOCUMENTARYS POINT OF VIEW.

f. DISCUSS WITH STUDENTS THE POINT OF THE VIEW OF THEDOCUMENTARY.

g. ASK GUIDING QUESTIONS: HOW DID YOU KNOW? DID THENARRATOR SAY THIS? WAS IT IMPLIED?

6. DISCUSS THE SECOND ELEMENT OF DIGITAL STORYTELLING:DRAMATICSTRUCTURE

a. GRAB THE AUDIENCE WITH IMPORTANT POINTS, DEPTH, ANDDESCRIPTIVE LANGUAGE

b. GIVE EXAMPLES: OPEN WITH A FUN FACT, USE YOUR VOICE TOGRAB THE AUDIENCE
http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/http://topdocumentaryfilms.com/an-inconvenient-truth/


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c. LETS WATCH ANOTHER SHORT CLIP (4:05-6:00) FROM ANINCONVENIENT TRUTH TO DETERMINE THE DRAMATIC STRUCTURE

OF THIS DOCUMENTARY

d. AGAIN, HAVE STUDENTS JOT DOWN IDEAS IN THEIR JOURNALSWHILE THEY ARE WATCHING.

e. DISCUSS HOW THE NARRATOR GRABS THE AUDIENCE.f. WHAT KIND OF LANGUAGE IS USED? DOES THE PRODUCER USE

MUSIC TO HELP ADD TO THE DRAMATIC STRUCTURE OF THE FILM?

WHY IS IT IMPORTANT TO USE DRAMATIC STRUCTURE?

7. INTRODUCE THE PROJECT/SHOW 2010AIGCAMP VIDEOa. THIS WEEK, STUDENTS WILL BE WORKING TOGETHER TO CREATE A

CAMP VIDEO THAT REFLECTS THEIR WEEK AT AIGCAMP.

b. THE VIDEO WILL BE SHOWN ON THE LAST DAY OF CAMP TOPARENTS AND FELLOW CAMPERS.

c. SHOW 2010AIGCAMP VIDEO:TELL STUDENTS TO LOOKCAREFULLY AT THE VIDEO AND THINK ABOUT WHAT WENT IN TO

MAKING THE FILM.

d. TELL STUDENTS THAT THE CAMP VIDEO THAT THEY WILL BEMAKING WILL REFLECT THE DOCUMENTARY STYLE, USING MUSIC,

VOICE, AND TELLING A STORY.

e. WE WILL GO BEYOND SIMPLE PICTURES AND MUSIC.8. PLAN FOCUS/THEME OF DOCUMENTARY AND HOW IT WILL RELATE TO THE

CAMP THEME: ODYSSEY

a. POSE QUESTION:GIVEN OUR PROJECT, HOW ARE WE GOING TOMAKE THIS DOCUMENTARY RELATE TO THE CAMP THEME OF

ODYSSEY?

b. DISCUSS PURPOSE OF VIDEO (AS A RECRUITMENT TOOL AND ACELEBRATION OF OUR WEEK)

c. ASK QUESTIONS:WHAT DO WE WANT OUR DOCUMENTARY TOLOOK LIKE? HOW ARE WE GOING TO GRAB THE AUDIENCES

ATTENTION? HOW ARE WE GOING TO ACCOMPLISH OUR GOAL IN

FOUR DAYS?

d. GIVE STUDENTS TIME TO BRAINSTORM IDEASe. POST IDEAS TO IDEA WALL(STUDENTS WILL USE POST IT NOTES

TO ADD IDEAS TO THE IDEA WALL. THIS WILL BE EASILY ACCESSIBLE

TO ALL STUDENTS AND IDEAS CAN BE CHANGED, ADDED, OR

DELETED THROUGHOUT THE WEEK.

9. INTRODUCE DIGITAL PHOTOGRAPHYa. DIGITAL CAMERAS ARE THE MAIN SOURCE OF INPUT FOR ADOCUMENTARY IN THE FORM OF DIGITAL STORYTELLING.

b. DISCUSS THE PROPER CARE OF THE CAMERAi. THE STRAP SHOULD STAY AROUND NECK OR HAND

(DEPENDING ON THE CAMERA) AT ALL TIMES

ii. USE BOTH HANDS WHEN CARRYING AND TAKING APICTURE


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iii. WHEN THE CAMERA IS NOT IN USE, PUT THE CAMERA INTHE CASE

c. THERE ARE MANY IMPORTANT PARTS OF A CAMERA TO KNOW INORDER TO INSURE PROPER USAGE.

i. SHUTTER BUTTON: PRESS THIS BUTTON ALL THE WAY TOTAKE A PICTURE

ii. OPTICAL VIEWFINDER: TO FRAME AND COMPOSE YOURPICTURE

d. GIVE STUDENTS A CHALLENGE TO USE THE OPTICAL VIEWFINDER TOFILL THE FRAME WITH AN ITEM

i. TELL STUDENTS THAT THEY HAVE ONE MINUTE TOCHOOSE AN OBJECT IN THE ROOM AND TAKE A PICTURE

OF IT.

ii. STUDENTS WILL TAKE ONE PICTURE OF THE OBJECT ANDSHARE WITH A CLASSMATE.

iii. THEY WILL SHOW THE PICTURE USING THE OPTICALVIEWFINDER.

iv. STUDENTS WILL CRITIQUE EACH OTHERS PICTURE ANDTELL WHAT THEY THOUGHT WAS INTERESTING AND WHAT

THEY THOUGHT WAS CONFUSING/NEEDED

IMPROVEMENT

v. STUDENTS WILL SWITCH PARTNERS AND CRITIQUEANOTHER PHOTO

e. DISCUSS WITH STUDENTS THEIR TASKi. STUDENTS WILL WALK AROUND CAMP AREA TO TAKE

PICTURES OF DIFFERENT LESSONS BEING TAUGHT

THROUGHOUT THE WEEK

ii. STUDENTS MUST RESPECT THE CLASSROOMS THAT THEYARE ENTERING, THEY MUST STAY QUIET AND NOT

DISRUPT LESSONS

iii. MAKE SURE NOT TO GO TO THE SAME ROOMS DAY AFTERDAY, WE NEED PICTURES OF EVERY GROUP

iv. DEPENDING ON OUR PLAN FOR THE DOCUMENTARY, WEMAY NEED TO TALK WITH STUDENTS ABOUT THEIR

PROJECTS, MAKE SURE TO SET UP A TIME WITH THE

LEADER SO AS NOT TO DISRUPT INSTRUCTION (TEACHERS

WILL ASSIST WITH THIS)

v.

REMEMBER WE NEED QUALITY PICTURES (MAKE THINGSINTERESTING)

10.GIVE STUDENTS 15-20 MINUTES (OR AS MUCH TIME AS ALLOWS) TO GOOUT AND TAKE PICTURES

11. (LAST 5 MINUTES)CONTINUE KWL CHARTa. GIVE STUDENTS TIME TO PROCESS WHAT THEY HAVE LEARNED

ABOUT DOCUMENTARIES TODAY

b. SHARE THOUGHTS WITH EACH OTHER AND WRITE THEM UNDER


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LEARNED COLUMN ON THE CHART


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DAY 2:SAY CHEESE


LESSON OBJECTIVE:

THE STUDENT WILL UNDERSTAND THE ELEMENTS OF PACING AND EMOTIONAL CONTENT IN DOCUMENTARIES AND THE IMPORTANCE OF

PLANNING.


NOT A QUESTION.)

STORYBOARDS ARE A NECESSARY STEP IN PLANNING A DOCUMENTARY.


A.WHAT 3 ITEMS ARE WORTH

KNOWING?

(THINK ABOUT THE CONTENT

YOU HAVE SELECTED.WHAT IS

IMPORTANT FOR STUDENTS TO

KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT SHARING THE REALITY WITH YOUR AUDIENCE IS THE ELEMENT OF

EMOTIONAL CONTENT.

STUDENTS WILL KNOW THAT PACING REFERS TO THE RHYTHM OF YOUR SCRIPT AND IMAGES AND

DETERMINES WHAT WILL HOLD THE AUDIENCES ATTENTION.

STUDENTS WILL KNOW THAT THE ZOOM LENS MAGNIFIES OR REDUCES THE SIZE OF THE IMAGE .

B.WHAT 3 ITEMS ARE

IMPORTANT FOR STUDENTS TO

BE ABLE TO DO?

(DEFINE WHAT STUDENTS

SHOULD BE ABLE TO DO AS A

RESULT OF YOUR LESSON.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO TAKE A PICTURE SHOWING DIFFERENT PERSPECTIVES.

STUDENTS SHOULD BE ABLE TO PROPERLY OPERATE THE ZOOM FEATURE ON A DIGITAL CAMERA.

STUDENTS SHOULD BE ABLE TO CREATE A STORYBOARD.

C.WHAT ARE THE ENDURING

UNDERSTANDINGS THAT

STUDENTS SHOULD TAKE AWAY

FROM THE LESSON?(DEFINE THE

BIG IDEAS.)

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT DOCUMENTARY MAKERS NEED A CLEAR FOCUS BEFORE STARTING

A DOCUMENTARY.

STUDENTS WILL UNDERSTAND THAT PACING AND PERSPECTIVE CONTRIBUTES TO THE EXCITEMENT OF

DOCUMENTARIES.


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STUDENTS WILL UNDERSTAND THAT STORYBOARDS HELP DOCUMENTARY MAKERS IN THEIR PLANNING.

III.PLANNING

D.ESSENTIAL QUESTION:

(ONE OVERARCHING LESSON

QUESTION )

HOW DOES A STORYBOARD HELP DOCUMENTARY FILMMAKERS KEEP A CLEAR FOCUS?

E.ASSESSMENT:

(PERFORMANCE TASK) WHAT

WILL THE STUDENTS DO TO

SHOW YOU THAT THEY

MASTERED THE CONTENT?

THE STUDENTS WILL CREATE STORYBOARDS FOR THE DOCUMENTARY. THEY WILL BE GIVEN

A RUBRIC TO FOLLOW TO HELP IN THEIR CREATION.(ATTACHED)

F. CONTENT

LIST THE CONTENT FOR THIS

LESSON ONLY.

(OUTLINE THE CONTENT YOU

WILL TEACH TODAY-THIS MAY

COME FROM YOUR CONTENT

OUTLINE)

1. Emotional Contenti. Share the reality with your audience.ii. Capture the moment.

2. Pacingi. The rhythm of your script and images will determine

what sustains the audiences interest.

ii. You should include pauses, starts, stops, and stretchesof conversation.

i. Helps create mood of filmii. Creates suspense, excitement

3. Zoom lens and control: Magnifies or reduces the size of the image.

4. Picture review: Press this button to review the pictures youvealready taken.

5. Storyboards

G.HOOK:

(DESCRIBE HOW YOU WILL GRAB

STUDENTS ATTENTION AT THE

Camera Challenge

Students will be shown several pictures taken from different


26/51


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b. IT IS AN IMPORTANT PART OF THE DOCUMENTARY PROCESS.c. IT IS USED TO HELP YOU DECIDE WHICH PICTURES, GRAPHS AND SOUND

WILL BEST SUIT THE NARRATIVE SCRIPT.

d. THE STORYBOARD WE WILL BE USING HAS A PLACE FOR NOTES, VISUALAND AUDIO.

e. SHOW STUDENTS THE STORYBOARD WE MADE FOR OUR DOCUMENTARYABOUT DIGITAL STORYTELLING (USING PHOTOSTORY 3)

f. TALK THEM THROUGH SOME OF THE QUESTIONS WE ASKED OURSELVESWHILE CREATING OUR STORYBOARD

g. QUESTIONS: WHAT PICTURES WILL CONVEY OUR MESSAGE? DO WEHAVE AN INTRODUCTION THAT WILL CATCH THEIR ATTENTION? HOW

ARE WE GOING TO CONCLUDE OUR PRESENTATION? WHAT TYPE OF

MOOD WOULD WE LIKE TO SET? HOW ARE WE GOING TO USE PICTURES

AND VOICE? ARE WE GOING TO USE MUSIC? IF SO, WHAT TYPE OF

MUSIC?

h. HAVE THEM START THINKING THROUGH WHAT THEIR STORYBOARD WILLLOOK LIKE.

5. START MAKING STORYBOARDa. HAVE STUDENTS WORK WITH THEIR GROUP TO BEGIN STORYBOARD

(THIS WILL GET THEM THINKING ABOUT WHAT PICTURES THEY NEED TO

TAKE)

b. THE STORYBOARD WILL BE DRAWN ON BULLETIN BOARD PAPER. IT WILLUSE THE SAME LAYOUT BY FRAMES. THERE WILL BE A SECTION FOR

NOTES, VISUAL, AND AUDIO.

c. WE WILL HAVE SMALL PRINTOUTS OF PICTURES THAT HAVE ALREADYBEEN TAKEN (WE WILL CONTINUE TO PRINT PICTURES THROUGHOUT

THE WEEK)

d. STUDENTS CAN MOVE AROUND THESE CUTOUTS TO DECIDE WHATORDER THEY WOULD LIKE TO HAVE PICTURES IN (THIS WILL ALSO HELP

THEM DECIDE WHAT TYPES OF PICTURES THEY NEED TO BE TAKING)

e. STUDENTS WILL USE POST IT NOTES TO WRITE SCRIPT TEXT AND NOTESTO THEMSELVES ABOUT EACH FRAME

f. THE STORYBOARD WILL BE LEFT FOR BOTH GROUPS TO WORK ON ANDTHE PICTURES AND POST ITS CAN BE MOVED AROUND EASILY

g. ALLOW STUDENTS TIME TO WORK ON STORYBOARD (MAKE SURE THEYARE GIVEN TIME TO GET OUT AND TAKE PICTURES AS WELL)

6. GIVE STUDENTS 15-20 MINUTES TO GO OUT AND TAKE PICTURES FORDOCUMENTARY

7. TAKE A FEW MINUTES TO WRITE DOWN ANY LAST IDEAS OR NOTES FOR NEXTGROUP TO THINK ABOUT. POST ON IDEA WALL


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Documentary Storyboard

Producers: ____Katy Benton and Paige Hill_________________

Notes Visual Audio

Start music at

beginning, play softly in

background

Paige speaks.

A documentary is a

factual movie or TV

program presenting

facts and information,

especially about a

political, historical, orsocial issue.


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Transition between two

photos during audio.

Katy speaks.

Documentaries capture

the essence of real-life

situations, and allow

people to experience it

without having to

actually be there.

Paige speaks. Documentaries have

been around since1877. They have been

used for entertainment

purposes and to inform

viewers of important

events.


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Katy speaks. Over the years we have

used them to capture

everything from John F.

Kennedys

assassination, to the

daily lives of those wholive on the Jersey Shore.


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Paige speaks. Digital storytelling is

one type of

documentary that

incorporates digital

photography and

computers.

Katy speaks. There are seven

elements of digital

storytelling.

Point of View

This elementconsiders the main

point of the story.

It also states that

you need to

consider your

audience.


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Paige speaks. Dramatic Structure

Grab the audience

with important

points, depth, and

descriptive

language. Reflect

your true voice.

Katy speaks. Emotional Content

Share the reality

with your audience.

Capture the

moment.


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Paige speaks. The Gift of Your Voice

One of the most

effective tools you

have available to

you for storytellingis the gift of your

voice. Be sure to

strive for natural

conversational

tones and patterns.

Include room to

stop, pause, and

think while you are

telling your story.

Katy speaks. The Power of the

Soundtrack

Music can set the

mood for the

documentary,

establish a rhythm,

and change the way

we perceive visual

information. Used

appropriately,

music and sound

effects can add

depth to your visual

images.


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(introduction,

ending) as well

as a few

additional

elements.

elements. missing.

Script Script iscomplete, well

thought out and

it is clear what

each narrator

will say.

Script is

complete and it

is clear what

each narrator

will say.

Script is

incomplete and

it is unclear who

will say what.

There is no

script.

Rubric modified from:http://rubistar.4teachers.org
http://rubistar.4teachers.org/http://rubistar.4teachers.org/http://rubistar.4teachers.org/http://rubistar.4teachers.org/


37/51

DAY 3:APICTURE IS WORTH A THOUSAND WORDS


LESSON OBJECTIVE:

STUDENTS WILL CONTINUE TO BUILD SKILLS IN DIGITAL PHOTOGRAPHY AND IDENTIFY GOOD AND BAD QUALITY PHOTOS.

LESSON POINT TO PONDER:(REMEMBER THIS IS A STATEMENT THAT SHOULD ELICIT CONVERSATION, THINKING AND DEBATE.

THIS IS NOT A QUESTION.)

Good quality images should be the shining star of a documentary as opposed to the soundtrack

or voiceovers.


A.WHAT 3 ITEMS

ARE WORTH

KNOWING?

(THINK ABOUT THE

CONTENT YOU HAVE

SELECTED.WHAT IS

IMPORTANT FOR

STUDENTS TO

KNOW?)

AFTER THE LESSON,

STUDENTS WILL KNOW THAT

THE GIFT OF YOUR VOICE AND ECONOMY (THE MEANING OF IMAGES) ARE TWO MORE ELEMENTS OF

DIGITAL PHOTOGRAPHY.


WHEN EXAMINING PICTURES, ONE SHOULD TAKE INTO CONSIDERATION: CROPPING, LIGHTING, FOCUS,

AND ZOOM.


THE FLASH ON A CAMERA ADDS LIGHT TO A PHOTO AND CAN ENHANCE IMAGES IN CERTAIN SITUATIONS .

B.WHAT 3 ITEMS

ARE IMPORTANT

FOR STUDENTS TO

BE ABLE TO DO?

(DEFINE WHAT

STUDENTS SHOULD

BE ABLE TO DO AS A

RESULT OF YOUR

LESSON.)

AFTER THE LESSON,

STUDENTS SHOULD BE ABLE TO

ADD VOICEOVERS TO THE DOCUMENTARY VIA PHOTOSTORY 3.


DISTINGUISH BETWEEN GOOD AND BAD QUALITY IMAGES.


CORRECTLY OPERATE THE FLASH ON A DIGITAL CAMERA.

C.WHAT ARE THE

ENDURING

UNDERSTANDINGS

THAT STUDENTS

SHOULD TAKE

AWAY FROM THE

LESSON?(DEFINE

AFTER THE LESSON,

STUDENTS WILL UNDERSTAND THAT

VOICEOVERS SHOULD COMPLIMENT A DOCUMENTARY.


THERE IS A BIG DIFFERENCE BETWEEN GOOD AND BAD IMAGES.


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THE BIG IDEAS.) STUDENTS WILL UNDERSTAND THAT

A FLASH CAN IMPROVE A PICTURE WHEN USED PROPERLY .

III.PLANNING

D.ESSENTIAL

QUESTION:

(ONE

OVERARCHING

LESSON QUESTION )

WHAT ELEMENTS CAN BE USED TO MAKE DOCUMENTARIES MORE APPEALING TO THE

AUDIENCE?

E.ASSESSMENT:

(PERFORMANCE

TASK) WHAT WILL

THE STUDENTS DO

TO SHOW YOU THAT

THEY MASTERED

THE CONTENT?

STUDENTS WILL UPLOAD IMAGES THEY HAVE TAKEN AND CORRECTLY SORT OUT GOOD

QUALITY PICTURES FROM POOR QUALITY BASED ON FOCUS, ZOOM, CROPPING AND LIGHTING.

WE WILL ASSESS THIS BY CRITIQUING THE PHOTOS THEY CHOOSE TO UPLOAD BASED ON

PERCENTAGE ACCURACY.(EX: IF THE UPLOAD 20 PICTURES AND 10 OF THEM ARE OF GOOD

QUALITY.)

F. CONTENT

LIST THE CONTENT

FOR THIS LESSON

ONLY.

(OUTLINE THE

CONTENT YOU WILL

TEACH TODAY-THIS

MAY COME FROM

YOUR CONTENT

OUTLINE)

a. The Gift of Your Voice

i. One of the most effective tools you have available to you

for storytelling is the gift of your voice.

ii. Be sure to strive for natural conversational tones and

patterns. Include room to stop, pause, and think

while you are telling your story.

b. Economy

i. To illustrate your documentary effectively, use

carefully selected images.

c. Electronicflash: Provides added light to your

scene.

d. Choosing quality photographs will enhance your

documentary.

i. Pictures should be in focus.

ii. They should be cropped appropriately, meaning
http://www.dummies.com/how-to/content/the-parts-of-a-typical-digital-camera.html#glossary-flashhttp://www.dummies.com/how-to/content/the-parts-of-a-typical-digital-camera.html#glossary-flashhttp://www.dummies.com/how-to/content/the-parts-of-a-typical-digital-camera.html#glossary-flashhttp://www.dummies.com/how-to/content/the-parts-of-a-typical-digital-camera.html#glossary-flash


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the object of the picture is whole and in the

center.

iii. Use correct lighting so the object in the picture

is still visible.

iv. Make sure there is something in the picture

worth photographing and not just an empty

space.

G.HOOK:

(DESCRIBE HOW

YOU WILL GRAB

STUDENTS

ATTENTION AT THE

BEGINNING OF THE

LESSON. BE

CREATIVE.)

GOOD VS.BAD PICTURE GAME- STUDENTS WILL BE SHOWN TWO PICTURES ON THE SMART

BOARD. THEN THEY WILL VOTE FOR THE GOOD PICTURE BY GIVING IT A THUMBS UP WHEN I

POINT TO IT, AND FOR THE BAD PICTURE BY GIVING IT A THUMBS DOWN.HOWEVER, NO

FEEDBACK (RIGHT OR WRONG) WILL BE GIVEN AT THIS TIME.IT IS SIMPLY FOR STUDENTS TO

THINK ABOUT WHAT THEY ALREADY KNOW.WE WILL DISCUSS WRITE AND WRONG ANSWERS

LATER.

H.INSTRUCTION:

(TELL, STEP-BY-

STEP, WHAT YOU

WILL DO.)

1.WE WILL SHOW PICTURES ON THE BOARDS AND STUDENTS WILL VOTE (WITH A THUMBS UP

OR DOWN) WHETHER EACH IS A GOOD PICTURE OR A BAD PICTURE.

2. WE WILL DISCUSS WITH STUDENTS WHAT IS WRONG OR RIGHT ABOUT THE PICTURES FROM

THE HOOK AND WHAT A GOOD QUALITY PICTURE IS. BY DOING THIS WE WILL TEACH THEM

ABOUT THE IMPORTANCE OF GOOD QUALITY PICTURES.

A.USING THE PICTURES FROM THE GAME AS EXAMPLES, WE WILL DISCUSS THE

QUALITIES OF GOOD PICTURES:

1. CROPPING- IMAGES SHOULD NOT BE CUT OFF.

2.LIGHTING- IMAGES SHOULD NOT BE TOO DARK OR TOO LIGHT.THE FLASH IS WHAT

CONTROLS THIS.

3. FOCUS- MAKE SURE THE IMAGE IS NOT BLURRY. IT SHOULD BE CLEAR AND CRISP

4. THERE IS A POINT- MAKE SURE THERE IS A POINT TO YOUR PICTURE.DO NOT TAKE

A PICTURE OF NOTHING.YOU SHOULD BE ABLE TO EXPLAIN ANY PICTURE THAT YOU TAKE.

B.WE WILL GUIDE STUDENTS THROUGH THE PROCESS OF UPLOADING IMAGES FROM

THE DIGITAL CAMERA.

-WE WILL MODEL AND THEN STUDENTS WILL FOLLOW WITH


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THEIR CAMERA:

1. PLUG IN THE CAMERA TO THE COMPUTER USING THE

CORRECT CORD AND PLACEMENT

2. USING WINDOWS PHOTO GALLERY, WE WILL HAVE THEM

PULL UP THUMBNAILS FOR THE IMAGES AND TEACH THEM

HOW TO PREVIEW THE IMAGE (MAKE IT BIGGER)

3. HOW TO DELETE IMAGES THAT ARE OF POOR QUALITY

AND MAKE SURE THEY ARE KEEPING THE CORRECT

IMAGES (PERCENTAGE ACCURACY)

C.WE WILL GUIDE STUDENTS ON UPLOADING IMAGES TO PHOTO STORY 3.WE WILL

FIRST SHOW THEM HOW TO DO IT ON THE SCREEN, THEN THEY WILL UPLOAD THE IMAGES TO

PHOTOSTORY 3 AND SAVE THE FILE TO THE DROPBOX.THEN STUDENTS CAN WORK ON THE

PROJECT FROM SEPARATE LAPTOPS.

-To import and arrange your pictures

1. On the Import and arrange your pictures page, click Import

Pictures.

2. In the File Browser dialog box, do one of the following:

On the AllFiles tab, click the folder in which your pictures arelocated. Select one or more pictures, and then click OK.

Your pictures appear in the film strip at the bottom of thepage. If you import more pictures, Photo Story adds them atthe end of the film strip.

If you want Photo Story to remove black borders from yourpictures by automatically cropping them, click the Remove

black borders button

3.WE WILL DISCUSS2MORE ELEMENTS: ECONOMY, AND THE GIFT OF YOUR VOICE.

-ECONOMY-MEANS TO TRULY CONSIDER YOUR IMAGES AND THEIR WORTH.ALSO THINK

ABOUT NARRATION OR WHAT THE AUDIENCE WILL HEAR WHILE THEY ARE VIEWING THIS

IMAGE.

-GIFT OF YOUR VOICE- OF THE MOST EFFECTIVE TOOLS YOU HAVE AVAILABLE TO YOU FOR

STORYTELLING IS THE GIFT OF YOUR VOICE.YOUR VOICE IN YOUR DOCUMENTARY SHOULD

BE STRONG AND SURE. PRACTICE YOUR RECORDING VOICE BY READING YOUR SCRIPT SEVERAL

TIMES.BE SURE TO STRIVE FOR NATURAL CONVERSATIONAL TONES AND PATTERNS.INCLUDE

ROOM TO STOP, PAUSE, AND THINK WHILE YOU ARE TELLING YOUR STORY.

A.WE WILL WATCH A CLIP OF PLANET EARTH

(HTTP://DSC.DISCOVERY.COM/VIDEOS/PLANET-EARTH-DEEP-OCEANS/)


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Rubric for Selecting Good Quality Images

1. The student selected images that were correctly cropped.

1) never 2) sometimes 3) frequently 4) always

2. The student selected images that were in focus and not blurry.


3. The student selected images that utilized proper lighting (not too dark or too bright).


4. The student selected images that had a clear object of the focus. The picture was of something

substantial.



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Good vs. Bad

Picture Game

Good Quality Pictures

In focus

Correct cropping

Proper lighting

Has an object of focus


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DAY 4:THATS A WRAP!


LESSON OBJECTIVE:

STUDENTS WILL ADD A SOUNDTRACK TO THE DOCUMENTARY AND FINISH THE FINAL PRODUCT THAT IS READY TO SHOW AT THE CLOSING

CEREMONY.


NOT A QUESTION.)A SOUNDTRACK CAN TRANSLATE THE LANGUAGE OF THE FILM SO ANYONE COULD UNDERSTAND IT.


A.WHAT 3ITEMS ARE

WORTH

KNOWING?

(THINK ABOUT

THE CONTENT

YOU HAVE

SELECTED.

WHAT IS

IMPORTANT

FOR STUDENTS

TO KNOW?)

AFTER THE LESSON,


A SOUNDTRACK IS MUSIC THAT COMPLIMENTS A DOCUMENTARY.


ADDING MUSIC TO A DOCUMENTARY WILL ENHANCE IT.


THEY CAN CREATE A PROFESSIONAL DOCUMENTARY USING PHOTOSTORY 3.

B.WHAT 3

ITEMS ARE

IMPORTANT

FOR STUDENTS

TO BE ABLE TO

DO?

(DEFINE WHAT

STUDENTS

SHOULD BE

ABLE TO DO AS

A RESULT OF

YOUR LESSON.)

AFTER THE LESSON,


SUCCESSFULLY CHOOSE A SOUNDTRACK FOR THEIR DOCUMENTARY.


ADD MUSIC TO THE DOCUMENTARY.


CREATE A PROFESSIONAL-LOOKING DOCUMENTARY.

C.WHAT ARE

THE ENDURING

UNDERSTANDI

NGS THAT

STUDENTS

AFTER THE LESSON,


A SOUNDTRACK SHOULD GO WITH THE FILM.


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SHOULD TAKE

AWAY FROM

THE LESSON?

(DEFINE THE

BIG IDEAS.)


MUSIC WILL ENHANCE A DOCUMENTARY.


ANYONE CAN CREATE A PROFESSIONAL-LOOKING DOCUMENTARY USING PHOTOSTORY 3.

III.PLANNING

D.ESSENTIAL

QUESTION:

(ONE

OVERARCHING

LESSON

QUESTION )

IS MUSIC AN ESSENTIAL PIECE OF THE DOCUMENTARY?

E.

ASSESSMENT:

(PERFORMANC

E TASK)

WHAT WILL

THE STUDENTS

DO TO SHOW

YOU THAT

THEY

MASTERED THE

CONTENT?

STUDENTS WILL SUCCESSFULLY CHOOSE A SOUNDTRACK FOR THEIR DOCUMENTARY.THEY WILL CONSIDER

THE TONE, PURPOSE AND AUDIENCE OF THE DOCUMENTARY AND CHOOSE A SOUNDTRACK THAT ISAPPROPRIATE.WE WILL GUIDE THE DISCUSSION AND MAKE OBSERVATIONS.

STUDENTS WILL SUCCESSFULLY ADD MUSIC TO THE DOCUMENTARY THROUGH PHOTOSTORY 3.

STUDENTS WILL FINALIZE THE DOCUMENTARY. WE WILL WATCH THE FINAL PRODUCT AND MAKE NOTES

ABOUT HOW WELL THE DOCUMENTARY WAS PUT TOGETHER.SCORES WILL BE BASED ON THE QUALITY OF

THE DOCUMENTARY.

F. CONTENT

LIST THE

CONTENT FOR

THIS LESSON

ONLY.

(OUTLINE THE

CONTENT YOU

WILL TEACH

TODAY-THISMAY COME

FROM YOUR

CONTENT

OUTLINE)

A. The Power of the Soundtrack

Music can set the mood for the documentary, establish a rhythm, and change theway we perceive visual information.

Used appropriately, music and sound effects can add depth to your visual images.

B.Narrating your pictures and customizing motion using

Photostory 3

On the Narrate your pictures and customize motion page, you can do

one or more of the following: Record up to five minutes of narration for each picture in your video story. You

can narrate the pictures in any order you want. If you do not like the narration for

a picture, you can delete the narration and record it again. Deleting the narration

does not delete any of the other enhancements made to your story, such as

changing a transition.

Type notes for each picture to aid your memory as you narrate. If you do not want Photo Story to determine the panning and zooming effects


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automatically for pictures in your story, click CustomizeMotion to do the

following tasks manually:

Specify the starting and ending areas for panning and zooming effects. Specify the number of seconds that a picture without narration is

displayed.

Select the transition between pictures. Specify the number of seconds to display the transition.

For more information about customizing motion, see Customizing motion

and selecting transitions. Configure your microphone to ensure that your sound card can record sounds and

that your microphone and speaker volumes are set the way you want them.

Preview your story so you can review the narration and the panning and zoomingeffects.

To narrate your pictures1. To begin recording narration for a picture, click the picture, click the Record

Narration button, and then begin speaking into your microphone.

Photo Story captures the narration individually for each picture and displays

the length of the narration for the picture on the right side of the DeleteNarration button. You can record up to five minutes of narration for each

picture.If you want more control over the areas where panning and zooming effects

start and end for the selected picture, clickCustomize Motion at the bottom

of the picture preview area. For more information about customizingmotion, see Customizing motion and selecting transitions.

2. When you finish the narration for a picture, you can do any of the following: To narrate the next picture in the film strip, click the Next Picture button

and then begin speaking again.

To narrate a picture that is not the next picture in order in the film strip,click that picture, and then begin speaking.

To specify the number of seconds that a picture without narration willappear in the clip, click that picture in the film strip, and then click

Customize Motion. For more information about the options in the

Customize Motion dialog box, see Customizing motion and selecting

transitions.

To delete the narration, click that picture in the film strip, and then clickthe Delete Narration button. You can then record the narration again.

To change the motion, duration, or transition for a picture, click thatpicture, and then click Customize Motion. Change the options that you

want.

To stop narrating a picture, click the Stop Recording button. If you do notselect a different picture, you can press the Record Narration button

again to continue the narration for that picture.

3. To preview your story, click Preview.You can preview a story at any time as you record narration for your pictures.

Pictures for which you have not recorded a narration or specified options in the

CustomizeMotion dialog box will be displayed for the default number of seconds

and be displayed using default panning and zooming effects during the story


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preview. To preview other pictures in your story, in the Photo Story Preview

window, click the Previous Picture button or the Next Picture button ClickNext.

C. Adding background music to your story using Photostory 3.

You can add background music that plays during your story. A differentpiece of music can play for each picture or for a group of pictures. You canadd as many pieces of music to a story as there are pictures in the story.

You can use music from your computer and the Photo Story custom musicin your story. The Select Music option lets you choose a piece of music

from your computer, a network folder, or the Internet. The Create Musicoption lets you customize prerecorded pieces and styles of music by

selecting the genre, style, bands, mood, tempo, and intensity of the music.

To select the music for your story, select a picture. Then select a piece ofmusic to start playing when the picture is displayed in your story.

The picture you select is the anchor image, and indicates where you wantthe music to start playing. The anchor image is indicated by a musical note

displayed beneath the picture in the film strip. The music you select plays until one of the following events occurs:

The music ends.

An anchor image that specifies a new piece of music be played is

encountered.

The story ends. You can replace a piece of music for an anchor image by selecting a

different piece of music or by dragging a music file onto the anchor image

in the film strip.

If the anchor image is deleted from the story, the music and any othercustomizations associated with the anchor image are also deleted from the

story. When you add background music to your story, a music strip appears above

the film strip. The music strip displays the name of each piece of music that

is added to your video story. The music strip is color-coded for each piece

of music in the story.

Photo story automatically adjusts the amount of time a piece of music willplay in your story when any of the following occurs:

A picture is added to a group of pictures. A picture is deleted from a group of pictures. A picture is moved to a different place in the story. Another piece of music is added to the story. The story ends.

For example, suppose that a piece of music is long enough to play whilefour pictures are displayed in your story. If you select another piece of

music to play starting at the third picture in the original group of pictures,the first piece of music will automatically stop playing when the third

picture is displayed in your story.

If you select a piece of music that is shorter than the picture duration in yourstory, the music will end before the picture is completely displayed. If you


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SONGS TO USE IN THE DOCUMENTARY.

5.WE WILL DEMONSTRATE HOW TO ADD MUSIC ON PHOTOSTORY 3 TO THE DOCUMENTARY BY SHOWING

THEM ON THE SCREEN. THEN STUDENTS WILL WORK TOGETHER (WITH OUR ASSISTANCE) TO ADD THE

SECOND SONG.

A. Adding background music to your story

You can add background music that plays during your story. A different piece of music can

play for each picture or for a group of pictures. You can add as many pieces of music to a

story as there are pictures in the story.

You can use music from your computer and the Photo Story custom music in your story.

The Select Music option lets you choose a piece of music from your computer, a network

folder, or the Internet. The Create Music option lets you customize prerecorded pieces

and styles of music by selecting the genre, style, bands, mood, tempo, and intensity of the

music.

To select the music for your story, select a picture. Then select a piece of music to start

playing when the picture is displayed in your story.

The picture you select is the anchor image, and indicates where youwant the music to start playing. The anchor image is indicated by amusical note displayed beneath the picture in the film strip. The musicyou select plays until one of the following events occurs:

The music ends. An anchor image that specifies a new piece of music be played is encountered. The story ends.

You can replace a piece of music for an anchor image by selecting a different piece of

music or by dragging a music file onto the anchor image in the film strip.

If the anchor image is deleted from the story, the music and any other customizations

associated with the anchor image are also deleted from the story.

When you add background music to your story, a music strip appears above the film strip.

The music strip displays the name of each piece of music that is added to your video story.The music strip is color-coded for each piece of music in the story.

Photo story automatically adjusts the amount of time a piece of music will play in your

story when any of the following occurs:

A picture is added to a group of pictures. A picture is deleted from a group of pictures.


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A picture is moved to a different place in the story. Another piece of music is added to the story. The story ends.

For example, suppose that a piece of music is long enough to play while four pictures are

displayed in your story. If you select another piece of music to play starting at the thirdpicture in the original group of pictures, the first piece of music will automatically stop

playing when the third picture is displayed in your story.

If you select a piece of music that is shorter than the picture duration in your story, the

music will end before the picture is completely displayed. If you want background music

to play for the entire picture duration, you can do one of the following:

Reduce the picture duration. Reduce the amount of narration. Select a longer piece of music.

If you select a piece of music that is shorter than the duration of a group of pictures in

your story, the music will end before the group of pictures is completely displayed. If you

want background music to play while all the pictures in the group are displayed, you can

do the following:

If you specified duration for the pictures, reduce the amount of time each picturein the group is displayed.

If you narrated some or all of the pictures, reduce the amount of narration for thegroup of pictures.

Loop the piece of music by adding it to the picture in the group where it ended

Select a longer piece of music.6.STUDENTS WILL FINISH VOICEOVERS FROM DAY 3 USING THE SCRIPT FROM THE STORYBOARD.

7.FINALIZE THE PRODUCT- STORYBOARDS, PICTURES, VOICEOVERS, TEXT AND SOUNDTRACK.

8.WE WILL SHOW STUDENTS HOW TO ACCESS THE VIDEO FROM ECUGIFTED.COM ONCE IT IS UPLOADED TO

THE WEBSITE.TIME PERMITTING WE WILL PRACTICE HOW STUDENTS ARE GOING TO INTRODUCE THE VIDEO

IN THE VIEWING SESSIONS.

9.WE WILL WATCH THE FINAL PRODUCT AND DISCUSS HOW IT REFLECTS THE CAMP THEME OF ODYSSEY.

10.IF THERE IS ANY TIME LEFT OVER, STUDENTS CAN TAKE MORE PICTURES AROUND CAMP.


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Rubric for Selecting a Soundtrack

1. The students selected a soundtrack that is appropriate for the purpose and theme of the

documentary.

1) no 2) somewhat 3) yes

2. The students selected a soundtrack that is appropriate for the audience.


3. The students selected a soundtrack that compliments the images.


**We will look into Shutterfly Share sites for the photos. Thanks for the tip.

documentaries: capturing the moment

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