Today I taught Hunter how to create a storyboard in order to plan his short PSA. A storyboard details the shot, dialogue, camera angle, lighting, etc for each scene. Hunter spent some time becoming more acquainted with the camcorder. Then we searched for images to use as b-roll in the film. Next, I showed Hunter how to import these images onto iMovie and how to start adding transitions and text.
With guidance, Hunter started writing the film's script.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
I had a lot of trouble getting Hunter to do today's activities. I was trying my hardest to help him and give him a lot of options about how to tackle the storyboard and script. He was completely unwilling to put any effort in. Of all the questions I asked him to engage him and get him to think about how to start the film, the only answer I got was a sigh and "I don't know." I tried joking with him by doing a silly radio announcer's voice. I reminded him of his participation grade. I asked him if he wanted to tackle the project a different way or if he had any ideas. I got nothing. He kept putting his head down and making mumbling noises. Toward the end of our session, I asked him if there was anything bothering him like, maybe, having to stay in FL longer. He said no. I shared with him my personal experiences when I moved four times during high school and how that made me feel, hoping that would help him open up. He shared with me that he will be going to a private school in Missouri, but would like to go to a public one because they are easier and that he used to go to school until 2 and now he has to stay until 4 and he doesn't like that. I don't feel like I got to the root of the problem. I sort of think that he is depressed.
I spoke with Johanna about Hunter's attitude and participation today and she suggested that I break up the activities with youtube videos. If we do the PSA we will need every minute of every session to complete it. I am willing to scrap the PSA idea and concentrate on film analysis instead. Let me know if anyone has any other ideas. I know there is a parent-teacher conference on Tuesday, as Johanna tells me, this is a problem in every subject.
There is a field trip today, so after a quick introduction to how the camcorder works, Hunter left to go watch the Cardinals. While he is there, I will buy a SD card for the camcorder and look through football footage to provide as B-roll footage in Hunter's project.
Hunter and I researched statistics about concussions to use in the film script. We brainstormed interview questions for two "experts" in the film. Then we watched a short documentary about Muhammed Ali's trip to Iraq to negotiate the release of hostages right before the Gulf War. During the film, we paused and pointed out different angles and types of shots that we learned about when we did the film term powerpoint. We then charted the narrative arc of the film, determined the different conflicts present in the film and Hunter took notes.
Session Minutes
120
Minutes Student Attended
120
Lesson Comments
Unfortunately, the camcorder seems to be stuck in the 'zoom in' position. I'm going to troubleshoot and hopefully it will work by Tuesday.
Hunter and I read an article about concussions together. Hunter underlined the parts he thought were important. I then asked Hunter to create a brainstorming web about concussions with the relevant subtopics. I guided Hunter through this. We then talked about writing letters to some of his football heroes to ask them for their opinions on whether young kids should be allowed to play tackle football. Afterwards, Hunter drafted a letter to Andrew Luck and Peyton Manning. I showed him the correct letter format and helped him revise for grammatical errors and clarity. Hunter worked very hard on this and the letter came out great. We then finished his powerpoint of film terms.
Hunter and I outlined what type of images might help him create a narrative arc for his short film. We discussed what might be a good intro, middle and end. Hunter took notes. We then went over some film terms and then started a powerpoint project to create a slide show of the terms. The slide show will have definitions and a visual to help Hunter remember the terms.
Assignment
Write down what you think the beginning, middle, and end of 30 for 30 short documentary.
Hunter and I spent some time getting to know each other. We talked about some of Hunter's favorite films. I explained what we would do in our time together. Then we spoke about sports and specifically what aspects of sports movies are appealing to an audience. Hunter was very engaged and told me many stories about playing football at home. We then discussed how every film has some sort of conflict in it, using Remember the Titans as an example. Next, we discussed different controversies in the world of football. Hunter was somewhat knowledgeable about the events in the news. After our discussion, Hunter decided that he would concentrate his short film (which will be in the style of a public service announcement) on concussions and whether young players should be able to play tackle football. At the end of class, we researched three articles about concussions that I asked Hunter to read before our next class.
Assignment
Read the articles about concussions. Underline what you feel is important.
Ashley did not bring more footage to edit, so we watched MIB film clips for camera angles. Then we used iMovie to add opening credits and text in the rough cut of her One Direction film.
Assignment
Film Interviews
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Ashley is learning iMovie very quickly, but she just as quickly becomes bored.
