The following is a blog for my EOTC class. I have written about this scavenger hunt assignment before. The assignment involves the students taking pictures to demonstrate camera composition. Here is the student assignment. I am revamping my grading tool for this assignment. Here is the upgraded rubric.
The following post is part of my EOTC class. This unit dealt with fair use and copyright. This is something I must address with my class in the beginning. I believe this is one of the hardest units to teach my students. I must acknowledge to my students that there are plenty of examples of copyright infringement. Just because these examples exist, it does not give us permission to do the same. As future media creators we must obey the rules because we want people to do the same for our media creations. One thing I do is show them this playlist I created that covers copyright, fair use and creative commons.
I have been able to find a few examples of videos that have been altered because of copyright. The students see that the audio has been removed. In other examples, such as JK wedding entrance video that went viral ads were placed on the video to pay the artist for use of the music. In the worst case scenario the youtuber will get strikes against their account for posting videos without permission. I explain the process of getting the strikes removed.
I try to get the students to understand that copyright is not a perfect system. However as part of my class and future employment they will be expected to follow the rules.
The following blog was written as part of a class I am taking online.
The big problem/ barrier with audio video technology resources is a lack of uniformity. One of the best school programs I have seen in person is GHS TV at Germantown High School. The program at the time incorporated several teachers and ran a community access TV station 12 months a year. This is a great program to follow if you have that kind of financial support. However just a few miles away in Memphis Tennessee, teachers were patching together consumer grade equipment. So when you are researching material it may be hard to find a program that has similar resources. The best thing is to find your information from other programs in your community and state. This makes it easier to sort out this information. I was down the road from GHS at the time so it was easy for me to distinguish the differences in our programs.
It is better now then when I started out. I had a few websites I visited pretty regularly but that was it. Now I participate in list serves and Facebook groups. It is much easier to post a question then to find a source online. You can get answers from across the county from programs that are similar.
Another barrier with online information is some of the information leaves room for discussion. Most media specialists will tell you that it is ok to to use 30 seconds of copyrighted material in your projects. However the Student Press Legal Center will tell you something different. I have seen tons of conflicting information. I have my own interpretations through my experience. I tell my students to rely on their employer or teacher when dealing with sticky information.
This my 2nd post for my online class. Although it is a little off topic for me, I hope it offers my readers something they can use. The product I am creating as part of this class should offer something for my readers. If this article does not interest you skip to the bottom and look for Film and TV webmix and click on it. I am sure you find this is a valuable resource.
The first thing I immediately did was do a Google search to to find out the difference between a digital learning community and personal learning network. According to the websites I visited, a digital learning community or dlc for short is socializing with others to share knowledge about a subject. A personal learning network or pln is personalized to you. So your pln may be composed of several different subjects. My pln is composed of journalism, film and technology resources.
I was a little surprised to discover I have been doing this for years in my own personalized way. I have been participating inRTNF Listserv for years. I have followed several schools that had exemplary video programs via their webpages. I am a member of a Facebook group for Broadcast Video Teachers. I started a Google plus group for my school and fellow film and video teachers. Plus I have been participating in a few different twitter chats.
The digital learning community I have learned the most from lately is the Facebook group for Georgia Broadcast teachers. It is great because I can post a question in the morning and usually by lunch someone has answered my question. Most of the teachers in this group are the only one in the building and possibly the district who teaches their class. It is great being able to hear feedback and share answers with others. The most difficult thing about this group is you need to know someone to join it. It isn’t really for students but for their teachers.
I am using the iOS and the desktop version of this Symbaloo. Using the desktop versions gives me a lot more options. Using the iOS version gives me the convenience of using the software anywhere. I think it may be best to set up Symbaloo on a desktop. Once I have a fully functioning web mix I have created, it will be able to easily use from my iPad or other mobile device.
I took all of the resources from above and created a WebMix. This includes tutorials that I use in my class, school websites, youtube channels and professional organizations. My goal was to create something I would use and other teacher in my subject area could use. Students might find some of it useful. I would probably adapt it for student use.
I hope you enjoyed this blog. Please email me if you have any suggestions email@example.com. Follow me on twitter and subscribe to my blog for more upcoming ideas for your media classroom. Subscribe to my youtube channel for iOS tips.
I am not sure if I invented it or saw it somewhere, but I have been teaching camera composition the same way for at least the last twelve years. I know a few others teachers that have a similar lesson to teach camera composition. The students take still photos for a scavenger hunt, then label the photos, and then create a powerpoint. The technology has evolved to a point where this project is getting easier and the pictures are better quality.
To start this assignment, I show the students a short powerpoint on different shots and provide them with different examples. I explain to the students that everyone has a slightly different definition on shot composition. It important for them to understand this because you can find some resources that explain composition slightly different. This might confuse a student who doesn’t pay careful attention. I rely on my professional experience and my textbooks to define what I require on this assignment.
In the past, I had the students take pictures with the still camera or sometimes with a video camera capable of stills. This project would take a while because I only had a few cameras and I would send the students out two at time to take pictures. Thanks to cell phones most of students do not need to use the school cameras to complete this project. So, a few years ago, I changed this from a partner project to an individual project.
Another benefit of using cell phones is that the students are no longer limited by their location. Most of the pictures were taken in locations just outside my classroom, but now students no longer need to be at school to take the pictures. The results of having a larger location base was that I had students turn in some really good looking pictures. Gone are the days of student taking pictures with a cinder block backdrop and florescent lighting (boring).
The next advantage is, I have been able to decrease the time needed to complete this project. Not only can the student upload the photos quickly to the computers, but they can also do their entire project on their phone. I no longer require the students to use powerpoint, and now I ask them to use Google Slides. They can work on their project on their phone, on a computer at home, or at school by logging into a Google Account. This semester I will give the students the option to turn in their project in as a Google Photo Album.
In the past, when they they did this assignment, they only took a few photos and many of them were incorrect. They felt rushed to take the pictures because someone was waiting to get the camera, and they had a limited amount of storage space. To overcome this, they had to delete the photos that were left on the card. My assignment only requires fifteen photos to make sure the students have a good grasp on camera composition, but I recommend taking much more than that.
Today, I had one student take only twenty photos, another take ninety-six and one take over two hundred. Now, they can afford to take more pictures until they get the picture they want. I am challenging students to show me something I haven’t seen before by using angles and lighting to their advantage. I have also made this a contest by telling them I would use the best ones in an article I was posting online. The downfall is not every student has a phone.
I know it is hard to believe. I still have a few who have broken their phone, or they refuse to clear up space on it. Others supposedly get grounded from their phone, or run the battery down before class. I started my lesson this year by explaining how to use Google Photos and letting them know it had unlimited storage. Still, I had to pull out some old still cameras to let them use for the projects. A benefit of this is, students working on their own device are finishing their project faster. The last two semesters I have had some talented students finish the assignment in one day!
Next year, I plan on adding lighting to this assignment. I want the students to experiment with lighting. The students will take photos that are backlit, overexposed, and underexposed. If the student can master this assignment we can make great looking projects all year long! One time, the students caught me experimenting, with lighting, while they were working on their projects, and they began taking their own lighting pictures.
Another thing I am experimenting with, is having the students do this project in a completely different format. When I first started, we were using video cameras with tape. Back then to have the students do this assignment as a video, would take way too long. It would a lot quicker these days. I have one student who is doing drawings on a computer. I would like to see someone, who is interested in animation, doing this as one.
Here is a list of the pictures I have been using for the assignment:
XCU of an object
XCU of a person
MS of someone wearing a green or gold shirt
MS of someone near the vending machines/ someone in the stands
LS of someone walking (lead room)
MCU of someone in front the media center/ someone near the gym entrance/ football gates
MCU of someone in the cafeteria/ MCU of someone cheering
I have heard that the best camera is the one you have in your hand. I couldn’t agree more after my experience this morning. I was letting the dogs outside and realized my hibiscus had bloomed. There was just something about the light at the moment that made be grab my phone and take a couple of pictures.
After looking at my pictures, I decided to get my good camera, put on the 50 mm and take a few. This was a little difficult because I was standing on chair that was shaking, and constantly adjusting the composition, settings and the focus ( some manual and some autofocus) while trying to keep the house out of the shot.
You can take a look at the my 8 best shots from the good camera. There is no such thing as a few pictures with my good camera. They are good but I believe the iPhone was better in terms of convenience and quality. In the my good camera’s defense, the lens fogged up and perhaps the sun had moved by the time I took the second shots. I don’t know you be the judge. First the iPhone.
My school district started a BYOT policy this year. At first everyone thought this meant that we were going to install Wifi and that everyone would have access immediately. Nothing could be further from the truth. Essentially, we just said that we are going to officially allow something that students have been doing for a while. Since it was official, that we could allow technology in our rooms, I decided to take advantage of this. For years I have told the students that use of certain types of technology were officially against the rules. At the same time the students were telling me that were using technology (camera and phones) in front of officials with no consequences. Apparently, I was the only one who read the rule book and I had the most to lose by following the rules.
My first trial was by allowing students to use Google Docs turn in an assignments in class. Only a few of the students experimented with this option. Instead they chose not to turn it in at all by not printing it out.
My second trial was to have the students do a exam review sheet collaboratively. I did this in class. This is usually something the students dread doing. I thought by adding the technology aspect that my student would participate more. It was kind of novelty approach, but I had the students log in from school laptops to work on this document together. I thought it was such a neat idea that I invited others to come watch the review and my success or failure live. I would like to say that everyone came to watch but instead no one even commented on the idea. I was hoping that the students would then in turn work on the notes outside of class and use them to study. I am happy to say that several of the students did just that.
I kicked it up a notch this semester by incorporating smart phones and devices into the mix. When I am teaching my students camera shots, I have them do a scavenger hunt by taking pictures around the school and putting them into a powerpoint. This project takes forever since I have only 5 still cameras so we do it 5 at a time. So this year I wrote new directions for this assignment that involved my students all taking pictures at the same time. I also created a Google doc that explained how to upload, rename and share the photos with me. By doing this assignment the BYOT way it would take less time. They could even turn in the assignment while riding on the bus to school. Then I took the students out of my classroom for 2 days to take the pictures. Not everyone had a device or turned in the BYOT paperwork for the assignment. Those students had to use my cameras. This is the only reason that it took 2 days to take the pictures. The assignment was due a couple weeks ago and I am in the process of grading them. Don’t judge, we had a lot of students out of class for sickness or other activities and I was waiting until most of them were turned in. The students who got the idea behind the assignment did great. I used these students to help the others turn in the assignment. It wasn’t that I hadn’t given them time to do the assignment, but they were having trouble using their smart device as tool and not a toy. Some of the students were missing part of the assignment and did not go back and do these outside of class. For instance, taking a picture of someone at their locker. This does not require me to take them on a special class trip because they see that several times a day. After speaking with these students they were really reluctant to try anything new on their device. Most had not downloaded the recommended app or viewed the directions online. They were comfortable posting pictures on Facebook, but not uploading the pictures to Google doc. These students are only going to go forward with technology when they see it socially beneficial. They were all very bright students but did not want to geek out.
Based on my last project, I don’t know that my students are ready for BYOT. I don’t mean it was not successful in my classroom. I believe that the students do not see the benefit of the technology that is sitting right in their own hands. They are too excited to be able to say I own an iPhone and buying a pretty case, but not in using them for anything else. I think it is was a lot more exciting to use them when they were hiding them underneath their desk to text their friends.
I spend a lot of time trying to teach people how to use their iPhone with my videos. I wish people would not purchase these devices, if they are not going to take the time learn how to use them. Why spend several hundred dollars on a device that does everything, if you are just going to use it for texting, tweeting and Facebooking. I am just mad I can’t do more with my technology.