1. IDENTIFICATION
Name of the Good practice: Fictional short film.
Authors: Project TV and Social Media Team. “Recording Our Europe” Project.
Format: MP-4
URL: https://www.youtube.com/watch?v=T4XUhwf-nZk
Production date: Feb 2016
Duration : 5’55’’
Level: (Specific o adaptable) Bachillerato, adaptable to other levels.
Sinopsis: Students present a short film about the dangers of an irresponsible consequences.
Main Functions: As a means of expression and iconic literacy by students
Name of the Good practice: Fictional short film.
Authors: Project TV and Social Media Team. “Recording Our Europe” Project.
Format: MP-4
URL: https://www.youtube.com/watch?v=T4XUhwf-nZk
Production date: Feb 2016
Duration : 5’55’’
Level: (Specific o adaptable) Bachillerato, adaptable to other levels.
Sinopsis: Students present a short film about the dangers of an irresponsible consequences.
Main Functions: As a means of expression and iconic literacy by students
2. INTRODUCTION
This experience is presented as the creative audiovisual production, result of the reflection process by the Social Media team on the dangers of using social networks. This short fiction film was produced by the team of students from the three project partner schools during the international meeting on the subject, held in Finland in October 2015, and post produced later by the German team.
Experience related Subjects:
TECHNOLOGY: this practice requires the proper use of audiovisual production tools (devices). Further it includes the use of editing software, and some other complementary software, in the editing stage.
On the other hand, the issue of the short film is the proper use of social networks, with regard to safety. This is a very important content of the subject.
ENGLISH: Communication between team members, who had to make arrangements, design and distribute tasks, has been fully conducted in English. Effective use of a foreign language in this experience is one of the strengths of all project activities, as students start their knowledge with a practical purpose. They also have the opportunity to self-assess their competence in speaking and listening.
ARTS: The use of audiovisual language as a means of expression in a task like this, fully corresponds to the content of this subject. The contents on the use of the picture, focus, lighting, framing, etc., as well as the systematization of workflow are covered in the curriculum of this subject..
3. MOTIVATION
Audiovisual language constitutes an ideal expression means for students to communicate ideas acquired during project work . This process necessarily involves reflection and critical thinking, to finally formulate original ideas; and creativity and cooperation to translate them into the audiovisual piece.
Besides this experience it is the ideal environment to practice the knowledge that students have gained throughout the project related to audiovisual creation.
4. OBJECTIVES:
This production, conducted by the Social Media team of the project, shows a critical view on the subject of team work. In addition to this main objective, the process of creating the product has the following objectives:
5. TARGET GROUPS AND RESPONSIBLE PEOPLE
5.1. Target groups
The recipients of this experience were the students of the three partners schools and other target groups of the project, as it was meant to communicate the outcome of the reflection process that the Social Media team conducted. Anyone interested in the content, network security, or in the form of short fiction film can take this experience.
5.2. Responsible persons
The students on the Social Media team, with the help of Project TV members are responsible for this experience. In their hands is the decision making process regarding all aspects of content and organization of work. Project TV support comes in the form of technical assistance in recording and later edition of the short film, in this case edited by three students of the German team.
6. IMPLEMENTATION:
The development of this experience comprises the following steps:
The production process of this short fiction film was documented in a video "Making of" we added to our YouTube channel. https://youtu.be/RqLd0ao8dXM.
This experience is presented as the creative audiovisual production, result of the reflection process by the Social Media team on the dangers of using social networks. This short fiction film was produced by the team of students from the three project partner schools during the international meeting on the subject, held in Finland in October 2015, and post produced later by the German team.
Experience related Subjects:
TECHNOLOGY: this practice requires the proper use of audiovisual production tools (devices). Further it includes the use of editing software, and some other complementary software, in the editing stage.
On the other hand, the issue of the short film is the proper use of social networks, with regard to safety. This is a very important content of the subject.
ENGLISH: Communication between team members, who had to make arrangements, design and distribute tasks, has been fully conducted in English. Effective use of a foreign language in this experience is one of the strengths of all project activities, as students start their knowledge with a practical purpose. They also have the opportunity to self-assess their competence in speaking and listening.
ARTS: The use of audiovisual language as a means of expression in a task like this, fully corresponds to the content of this subject. The contents on the use of the picture, focus, lighting, framing, etc., as well as the systematization of workflow are covered in the curriculum of this subject..
3. MOTIVATION
Audiovisual language constitutes an ideal expression means for students to communicate ideas acquired during project work . This process necessarily involves reflection and critical thinking, to finally formulate original ideas; and creativity and cooperation to translate them into the audiovisual piece.
Besides this experience it is the ideal environment to practice the knowledge that students have gained throughout the project related to audiovisual creation.
4. OBJECTIVES:
This production, conducted by the Social Media team of the project, shows a critical view on the subject of team work. In addition to this main objective, the process of creating the product has the following objectives:
- To cooperate with other team members in the production of the short film, integrating all ideas and viewpoints creatively.
- To express agreed views in the form of an audiovisual production.
- To plan all necessary steps to perform an audiovisual production: ideas, script, scenes, dialogues, sharing of tasks, etc; and technical recording tasks (handling devices, angles and shots, postproduction and publishing networks)
- To encourage critical thinking among students, encouraging them to express their views on the subject.
- To raise awareness on the importance of safety on social networks.
5. TARGET GROUPS AND RESPONSIBLE PEOPLE
5.1. Target groups
The recipients of this experience were the students of the three partners schools and other target groups of the project, as it was meant to communicate the outcome of the reflection process that the Social Media team conducted. Anyone interested in the content, network security, or in the form of short fiction film can take this experience.
5.2. Responsible persons
The students on the Social Media team, with the help of Project TV members are responsible for this experience. In their hands is the decision making process regarding all aspects of content and organization of work. Project TV support comes in the form of technical assistance in recording and later edition of the short film, in this case edited by three students of the German team.
6. IMPLEMENTATION:
The development of this experience comprises the following steps:
- Comparison between "direct communication" and "social networks". A proposal on the subject, with division of students in international groups is done in the classroom. The conclusions of each group (advantages and disadvantages of each type of communication) are put together after the plenary. This discussion leads to phase 2.
- Brainstorming on the "Dangers of Social Networks". An idea arises that an irresponsible use of geolocation can have fatal consequences.
- Creating a very basic script, with the help of "Placemat Method" from the ideas of the brainstorming.
- Agreements on a number of scenes, and its basic content to develop the idea. An "event table" is produced.
- All students, divided into international groups develop the idea of a scene, adding dialogue and sequences, location, etc.
- Pooling of different scenes, work organization. Distribution of roles among students, including the technical equipment.
- filming: as this is a school project and not a professional film with commercial interests many things can be carried out in an unconventional way. Although it is recommended to plan all steps as much as possible,
- this time, with a limited period of time (the duration of the international meeting) and limited access to resources and locations (it was filmed around the hostel where we were staying, with the things we had on hand), we have to value the ability of students to adapt and improvise. The group adapted the scenes and the technical requirements to what they had available, and solved the problems that arose on the fly.
- They carry out all the tasks involving filming: sound, lighting, the setting, recording itself, selecting valid sequences, talking to subjects, production, etc.
- Postproduction: this stage involves backing up all the footage into the computer first to secure such valuable material. After that, it’s time to copy just the best valid sequences into a new folder; this new folder contains all the footage, plus some additional media files -photos, logos, songs, other audio files, video headers- required when editing. Steps regarding the post production process are systematized in the experience of Project TV "documentary video"
The production process of this short fiction film was documented in a video "Making of" we added to our YouTube channel. https://youtu.be/RqLd0ao8dXM.
7. POSSIBLE OUTCOMES AND BENEFITS
The results of this practice are beneficial for both those directly involved in conducting and for spectators. Anyone interested in issues relating to the audiovisual creation can benefit from it, since it has an obvious illustrative nature. The product may be reproduced in any class or school to reflect on the irresponsible use of social networks, or foreign language class.
However, those who actually worked on the project are most benefited by it. Among others, it contributes to the acquisition of certain priority objectives and key competences identified by the education authorities. Since the process involved in this practice is so complex and demanding, somehow it contributes to the achievement of all key competences (linguistic communication, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social skills and civic sense of initiative and entropreneurship, and cultural awareness and expression), as well as skills for the 21st. century, identified by the OECD as critical thinking, collaboration, creativity, digital competence, among others
8. POTENTIAL DIFFICULTIES IN THE IMPLEMENTATION.
Work on such an ambitious and complex project like this is not without some difficulties:
The cooperative work between the different members of the team is revealed as indispensable. While all students get the best of themselves, this collaboration must overcome some difficulties when making agreements, due to cultural differences, or simply human nature. The high motivation of the students in this particular task, much limited the scope of these difficulties. Practice in collaborative work also helps to prevent the occurrence of such problems. Therefore, the more accustomed students are to working this way, the better.
It is always possible that technical difficulties occur in this type of project. Both with handling devices, or difficulties with the sound, which were solved later. There may also be technical problems in the editing stage, especially if online publishers are used, because they require a powerful internet connection. In this case, good planning and some flexibility can help solve them.
The coordination of the various team members, is a matter of utmost importance. Coordination failures may delay and hamper the work of the whole team. This aspect therefore owes much care. In this case, being together, there were no major problems in this chapter.
It is also possible that difficulties arise concerning image rights. The image of children is protected, and we must be sure to have all necessary permits before sharing any audiovisual product. In our case, the differences in legislation between the countries of the association were a matter of discussion throughout the project life. Some students did not want to appear in videos posted on the Internet, even rejected to publish their names in the credits. In this case, it is essential to respect the wishes of each and to make sure they have permission for the use of all recorded materials, as well as music or sounds.
9. LIST OF EXPERIENCE WITH PERFORMANCES / PROCESSES AT SCHOOL.
The skills and abilities necessary to carry out this practice are so varied that participants can apply these skills and abilities in any other field of activity or school environment.
The results of this practice are beneficial for both those directly involved in conducting and for spectators. Anyone interested in issues relating to the audiovisual creation can benefit from it, since it has an obvious illustrative nature. The product may be reproduced in any class or school to reflect on the irresponsible use of social networks, or foreign language class.
However, those who actually worked on the project are most benefited by it. Among others, it contributes to the acquisition of certain priority objectives and key competences identified by the education authorities. Since the process involved in this practice is so complex and demanding, somehow it contributes to the achievement of all key competences (linguistic communication, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social skills and civic sense of initiative and entropreneurship, and cultural awareness and expression), as well as skills for the 21st. century, identified by the OECD as critical thinking, collaboration, creativity, digital competence, among others
8. POTENTIAL DIFFICULTIES IN THE IMPLEMENTATION.
Work on such an ambitious and complex project like this is not without some difficulties:
The cooperative work between the different members of the team is revealed as indispensable. While all students get the best of themselves, this collaboration must overcome some difficulties when making agreements, due to cultural differences, or simply human nature. The high motivation of the students in this particular task, much limited the scope of these difficulties. Practice in collaborative work also helps to prevent the occurrence of such problems. Therefore, the more accustomed students are to working this way, the better.
It is always possible that technical difficulties occur in this type of project. Both with handling devices, or difficulties with the sound, which were solved later. There may also be technical problems in the editing stage, especially if online publishers are used, because they require a powerful internet connection. In this case, good planning and some flexibility can help solve them.
The coordination of the various team members, is a matter of utmost importance. Coordination failures may delay and hamper the work of the whole team. This aspect therefore owes much care. In this case, being together, there were no major problems in this chapter.
It is also possible that difficulties arise concerning image rights. The image of children is protected, and we must be sure to have all necessary permits before sharing any audiovisual product. In our case, the differences in legislation between the countries of the association were a matter of discussion throughout the project life. Some students did not want to appear in videos posted on the Internet, even rejected to publish their names in the credits. In this case, it is essential to respect the wishes of each and to make sure they have permission for the use of all recorded materials, as well as music or sounds.
9. LIST OF EXPERIENCE WITH PERFORMANCES / PROCESSES AT SCHOOL.
The skills and abilities necessary to carry out this practice are so varied that participants can apply these skills and abilities in any other field of activity or school environment.