Video+ideas

Digital Video production has an immediate link to the creative and performing arts but there is also a broader curriculum application for this powerful learning medium. Rather than singular ideas most of the examples below are broader concepts which can be adapted to suit many grade levels. I'll let you make your own specific curriculum links but literacy skills feature prominently with a cross over into the various other Learning Areas. This list created many years ago with reference to DV production but they would work very well with the video and animation Apps on the iPad. ZZZZZ || Claymation - use clay, Lego, plastic figures, dolls etc to tell a story one frame at a time. A still camera can be used just as effectively for this project. || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z || Z ||
 * = 1
 * = 2 || Make a music video using existing music or even better using the students own music. Students will have plenty of inspiration form clips they have seen on TV.
 * = 3 || Spice up an oral report by recording the narration then matching it to appropriate stills or video clips to match the various sections of the report.
 * = 4 || Data log a fast occurring event by simply filming it, then view the footage frame by frame to count the instance per second the event occurs.
 * = 5 || Data log a slow occurring event by setting up the camera and then leaving it to record using time lapse. View the footage in fast motion to record the instances of the required event.
 * = 6 || Nature can be very shy and hard to predict so set up the camera and leave it. Hopefully with people out of the way the natural event you were attempting to view will be more accommodating.
 * = 7 || As a news reporter, interview a real person (historical or contemporary) relevant to a unit of work being studied or role play that person in a particular significant situation.
 * = 8 || Present a piece of research as a news report while projecting a suitable image or video in the top quarter of the screen or use a picture-in-picture effect to add these images later. Give it realism by editing in the opening sequence from a real TV news program.
 * = 9 || Develop a new product and create a 30 second TV commercial to promote it to the general public. Stage a "World's Greatest Commercials" screening to have the class judge the effectiveness of the commercials.
 * = 10 || Infomercial - similar to a TV commercial but needs to also present lifestyle information as part of the selling process.
 * = 11 || Choose an everyday object in the room and produce a procedural explanation of its use. Can also be used to explain a scientific or mathematical concept or to explain the steps involved in the completion of a particular task.
 * = 12 || Video the pages of a known picture book then add a narration with a completely new storyline.
 * = 13 || Enhance a personal portfolio with video and audio samples. Effectively presents musical and sporting achievements as well as public speaking ability.
 * = 14 || Create an informative video on a school program to present to parents on an information evening.
 * = 15 || Take an existing piece of written work then convert it into a screenplay which becomes the basis for a class drama project.
 * = 16 || Instructional video - how it works. Pull apart an object to show its components explain how the various sections of the object contribute to its functioning.
 * = 17 || Travelogue - highlight the various tourist attractions and points of interest of the area / city / state you live in.
 * = 18 || Create a promotional video on your class / school / suburb / city / state / country. Ensure that the style of the video presentation is appropriate to the target audience.
 * = 19 || Turn a dramatic work into a short film. Use camera angles, editing and background music to reinforce the genre of the film.
 * = 20 || Fracture a fairy tale - film a narrator reading the known section the tale then dramatise the surprise new endings or even film the entire tale. Mix and match characters from well known tales.
 * = 21 || Excursion review - recap and reinforce the educational benefit of an excursion by creating a video presentation of the experiences and places visited.
 * = 22 || Using an opening sentence/paragraph have each student contribute a subsequent sentence/paragraph to create a class story. Each student then creates one or more illustrations for their sentence/paragraph which are filmed and narration then added.
 * = 23 || Charades - use to explore the role of mime. Review student actions to study effective techniques. Discuss what makes some movements more effective than others.
 * = 24 || Silent Movie - use as a dramatic medium to convey meaning through action only. Use music to set the tone of the various scenes.
 * = 25 || Biography - use a mixture of stills and video footage from a variety of sources to present the life and achievements of a person worthy of study. Carefully consider a choice of music that matches that person's life.
 * = 26 || Spice up a PowerPoint or other multimedia presentation with a short video clip that highlights an aspect of the presentation.
 * = 27 || Foreign languages - create a short scene in another language which can be subtitled in English or vica versa or a combination of both. Can also be done without subtitles as a translation exercise.
 * = 28 || Develop technique in any sport by reviewing recorded examples of an athlete's style when performing within their own sport. Use video to comment on and compare the classic style of well known athletes.
 * = 29 || Health Message - present anti-smoking, anti-drug style information that conveys a strong message.
 * = 30 || All about me - students construct an autobiography utilising footage of what is important in their lives.
 * = 31 || The Alphabet - Younger students display a letter of the alphabet while they show and say examples of what starts with that letter. Can also be done with numbers. Older students can make a video of this type to share with younger "Buddies".
 * = 32 || Re-enact history - students gain a deep understanding through role playing the characters and social interaction of important historical events.
 * = 33 || Art gallery - photograph regular artwork and add a funky soundtrack.
 * = 34 || Before and after - use to compare and show cause and effect. Could be used with a scientific principle or to show ecological effects. Use a split screen to show the same event in two different time periods.
 * = 35 || Growth - use mathematics to find the average heights for each grade level. Collect footage of a person of average height for each grade with the same background. Use a cross dissolve to watch students grow through the years. Add suitable captions or narration.
 * = 36 || Pre and post testing - video student pre and post unit knowledge. Incorporate as part of a multimedia presentation of the unit.
 * = 37 || Storytelling - works well with myths and legends. Use a costumed narrator and edit in appropriate stills and video segments.
 * = 38 || Audio Library - let each student read a favourite picture book. Insert some images from the book. Convert to Quicktime and place on a library web page. Can be created by students of all ages for younger students to access.
 * = 39 || Safety First - create an instructional video highlighting correct behavioural procedure when in a particular situation.
 * = 40 || Book Promotion - students use the video format to create a book review or book trailer to encourage others to read one of their favourite books.
 * = 41 || Lifecycles - document with video footage the lifecycle of silkworm, tadpole or similar creature. Add diagrams, class interviews and other information to complete the projects.
 * = 42 || Poetry - draw an image for each line of a well known poem to be displayed as that line of the poem is read.
 * = 43 || Maths in the real world - take footage of mathematical principles at work in the real world. Provide an explanation of those principles in the footage.
 * = 44 || Motivational - create a warm fuzzy school spirit movie by collecting lots of smiling faces in a variety of activities around the school. Blend a mixture of stills and video footage with inspirational music for a real feel good result.
 * = 45 || Foreign phrases - create lots of very short Quicktime movies (5-10 seconds) of common words and phrases which can all be linked to a class languages website.
 * = 46 || Class project portfolio - conduct interviews as a pre-test for the unit. Collect footage of the project in progress and the completed product. Interview as a post-test evaluation of the unit. A valuable tool for measuring learning outcomes and to share and review work created by students.
 * = 47 || The Year that was - 30 second presentations of important local / world event for the previous year. The reports need to be supported by visual images and should be emotional as well as factual. Continuing as an annual project would soon build up a valuable current affairs resource.
 * = 48 || Monologue / roll play - re-enact an important historical or contemporary speech. Students will need to research the character and the motivation for the speech in order to deliver it effectively. Alternatively just be that character adressing an audience about events in his / her life.
 * = 49 || This is Your Life - use the same format as the TV show to present information about a well known historical or contemporary person.
 * = 50 || Comedy Show - many TV comedy shows are a series of short sketches. In groups take a favoured joke and script it into a short sketch. Compile all the results and you have a class comedy show. This is an (very brief) example of how a scriptwriter adapts a book or play for the screen.