Lesson video

This is year five, unit two, creating media, video editing.

It is lesson one of six, what is video? For some of the tasks it would be useful to have an internet-connected device to access websites.

Please make sure you do so with supervision from a parent or guardian.

Hello everyone, my name is Jane Adamson, and I am your computing teacher for this unit.

I'm looking forward to teaching your lesson.

To prepare, you will need something to write with, something to write on, and a video recording device.

It would also be beneficial if you have access to an internet-connected device.

Please now take a moment before you get started to clear away any distractions, including turning off notifications on apps, so you can focus.

Try to find a quiet, comfortable space where you can work without any disruption during the lesson.

If at any time during this lesson, you need to pause the video, then please do.

Let's get started, lesson one, what is video? In this lesson you will recognise video as moving pictures that can include audio.

Explain that a video is visual and can include audio.

Explain the benefits of adding audio to a video.

And plan a video project using a storyboard.

It would be useful to have some background understanding of the history of video and animation.

Key vocabulary that you will be covering in this unit is video, audio, recording, storyboard, script, soundtrack, and dialogue.

What is video? Video is the recording, reproducing, or broadcasting of moving visual images.

It is made up of a sequence of images played in quick succession, which gives the illusion of movement.

Why do you enjoy watching videos? Pause for a moment and think about why you do enjoy watching videos.

When you're ready, press play.

So why do you enjoy watching videos? Perhaps to relax or to respond emotionally to something which might make you feel happy.

Maybe you watch videos to remember something that has happened, an important event in your life such as a birthday.

Videos are used to communicate with people or to share a message, provoke a response, record an event, educate, or even just to relax.

I'm wondering what different things you thought about when you were thinking about why you enjoy watching videos.

What other reasons did you come up with? To learn something or to give you something to talk about.

Have you got more reasons that are mentioned here? We are going to continue thinking about why do you enjoy watching videos? Create a mind map to record the benefits of video.

So start with video in the centre and think about these questions.

What do you like to watch? What is good about the types of videos that you watch? Who makes them? Why do they make them? What would life be like without video? Pause the video while you create your mind map.

Resume once you have completed it.

So here is an example of a mind map.

Why do you enjoy watching videos? You can see in the middle that we have the word video, and then we have different branches coming out from that.

Let's start with the question, what do you like to watch? It could be fantasy, cartoons, adventures, documentary, music, comedy, or even a how to video.

We'll move on to the question, what is good about the types of videos that you watch? Perhaps you thought about it teaches you about the outside world or it's entertaining.

It's scary, happy or funny.

Who makes them? How did you get on with this? There's lots of different companies that produce video.

You might've mentioned Disney, Pixar, Dreamworks, Columbia, Paramount, Universal, Sony, or even different YouTubers.

Did you come up with any more? Why do they make them? Did you come up with this as an example? It could be to entertain, to tell a story, to make money, or perhaps to sell a product.

What would life be like without video? Well, it certainly would be less interesting.

I like learning things through video, so I would probably be less interested and motivated to learn something new if we didn't have video.

What were your responses to this? And what did you think life would be like without video? Task one, what is video? You're going to have a look at some videos and then think about these questions.

Is this a video? What do you like about it? What do you dislike about it? How does it make you feel? Are these videos the same? What is similar about these videos? What is different about them? Which do you prefer and why? This is "Fantasmagorie," and it's a French animated film by Emile Cohl.

It is one of the earliest examples of traditional hand-drawn animation and was created in 1908.

Film historians consider it the first animated cartoon.

We will watch the film and then answer the questions.

These are the questions.

Is this a video? What do you like about it? What do you dislike about it? How does it make you feel? Are these videos the same? What is similar about these videos? What is different about them? Which do you prefer and why? As you watch the film, I want you to think about how you're going to answer these questions.

Your answers should be your personal response to the film.

So we're now going to watch the film.

Now it's time to respond to the film by answering the questions from your point of view.

Pause the video and resume once you've answered the questions.

Let's start answering the questions now.

How did you get on? Is this a video? Yes, it is.

What do you like about it? Well, it makes you wonder, what is happening next? What do you dislike about it? It lacks colour and it jumps a bit.

How does it make you feel? I like it, even though it's quite old.

Are these videos the same? We're going to answer all of these questions that are left after we've watched some more films. The next film for task one is "Laughing Gas" by Charlie Chaplin.

This was created in 1914.

This is known as a silent film because it has no speaking in it.

It's a black and white comedy film.

The full film lasts for 16 minutes.

So think about the same questions that are here on the left-hand side of the page, as you watch the film.

Now it's time to respond to the film by answering the questions from your point of view.

Is this a video? Yes.

What do you like about it? It's funny and it has music and video.

What do you dislike about it? It lacks colour and has no dialogue.

How does it make you feel? Happy.

Are these videos the same? Well, they both lack colour.

What is similar about these videos? They both don't have dialogue.

What is different about them? There are real actors in the Charlie Chaplin video.

Which one do you prefer? I prefer the second video because there is more to see and the music makes you feel positive.

But why? Well, the music improved the effect of the video for me.

What did you come up with as your answers to the questions from your viewpoint? This is the third video for task one.

An example of a how to video.

It could be classed as educational.

Let's watch the film and think about answers to the questions.

We're going to watch the film now.

Now it's time for you to respond to the film by answering the questions, again, from your personal view.

So you're going to pause the video and resume once you have answered the questions.

Is this a video? Yes.

What do you like about it? Well, it is teaching you how to do something that is a bit different.

What do you dislike about it? I think it would be helpful if there was audio telling you what to do.

How does it make you feel? Well, it makes me feel good because I'm learning something.

Are these videos the same? This video is different because you can just see the hands of the person acting in it.

What is similar about these videos? There's something happening in all of them.

What is different about them? Well, this one that we've just watched is an educational video and the others, in my opinion, offer entertainment.

Which do you prefer? I prefer the second video because there is more to see and the music makes me feel really positive.

And the reason why, because the music improved the effect and the impact of the video.

This is a computer-generated short film that we're going to watch.

The questions are on the left-hand side as usual, for you to answer We're going to watch the film.

Mama.

Now it's time to respond to the film by answering the questions from your point of view.

You're going to pause the video and resume once you've answered the questions.

Is this a video? Yes.

What do you like about it? The graphics, I think, are really good.

What do you dislike about it? I can't find anything, so there's nothing.

How does it make you feel? Happy.

Are these videos the same? No.

What is similar about these videos? Well, there's something happening in them all.

What is different about them? This video has no real actors in it.

It is computer-generated.

Which do you prefer? Well, they're all different and likeable in different ways because some tell a story, some entertain, and some are educational.

We've seen a few videos here, different styles and different ways of producing them.

We're now going to move on.

Humans have long been intrigued by capturing movement, from the Egyptians with hieroglyphics and images used to record events around 4000 BC to Japanese shadow puppets around 1780.

There's also zoetrope in 1887, and the thaumatrope, which is what we're going to have a look at next.

Thaumatrope, a thaumatrope is an optical toy that was popular in the 19th century.

It's a disc with a picture on each side.

It's attached to two pieces of string or elastic.

When the strings are twirled quickly between the fingers, the two pictures appear to blend into one due to the persistence of vision.

Examples of common thaumatrope pictures include a bare tree on one side of the disc, and on the other, it has leaves on, or a bird on one side and a cage on the other.

Task two, create your own thaumatrope.

Look at the image on the right-hand side that shows what it looks like.

We're going to start our task now.

So create your own thaumatrope.

Follow the instructions very carefully to make your thaumatrope.

Pause the video, and then complete the task.

Resume the video once you have completed your task.

How did it go creating your own thaumatrope? I hope that you had fun and it looked something like this.

Let's have a look at the video.

Charades, how do you play charades? Have you ever played the game? It's all about acting and saying no words.

So we're going to play charades and evaluate the impact of getting a message across without any audio.

And then we're going to compare that and see the impact of that, having no audio in the use, when you're creating a video.

This is how to play charades.

Someone is chosen as a player to start the game.

Then they have to mime a word or a phrase.

For example, a television programme, a book, a theatre, a theatre play that is, or a song.

The winner is the person who guesses the correct phrase.

And it is then their turn to act out a charade.

If it was my turn and I wanted you to guess what sort of thing I could act out, what I could say, a book, a film, a TV programme, or a play.

Let's play charades properly.

I'm thinking of a phrase of something.

Okay, all right, I've got one.

Get ready to guess the charade.

So I'm going to say nothing now and we'll see how you go.

But before we start, I'm going to say, if I hold up four, that means it's got four words in.

And if I say.

That means I'm on the first word.

So that's all the help I'm going to give you.

So let's get started.

So I'm thinking of my word.

Silence.

Right, have you guessed it? Let's talk it through, see how you got on.

I held up three, which meant it was three words.

This meant it was a book.

That was the first word.

Who knows what this stands for? This is a capital T for "The." So my first word was "The." This is my second.

Did you get that one? It means I'm hungry, so the second word was hungry.

That's the third word, and then we had.

Did you get what that was? It was a caterpillar walking across the screen.

So my charade was, "The Hungry Caterpillar." I bet some of you guessed it.

How did you get on? That's charades.

You can see from this example of charades that having no audio means that you need to exaggerate and plan your actions in a bit more detail so that your audience, you, can understand the message that I'm putting across.

So thinking back to the silent films that we saw, "Laughing Gas," which was the Charlie Chaplin film, the actors had to exaggerate their movements so that we, as the audience, could understand the message.

Let's think about the use of audio, audio into film.

Consider, how important is audio in film? Well, when making a film, you have to make sure that the message in your video can be clearly understood.

We saw silent movies previously, but many short animated movies also have no dialogue.

We saw the computer graphics movie with the Panda and the baby, that the use of sound helped to tell a story.

The music slowed and became quiet when the baby was sad and unsure.

And when morning came, the sound was more lively and the baby was more content.

Consider other questions.

So why does some filmmakers use a soundtrack rather than dialogue? Dialogue is talking.

How do filmmakers ensure that their audience receives their message? That's to understand what the theme of the video is or movie is all about.

So you're going to record your thoughts and answers to these questions on a mind map.

Task three, audio and film.

Complete the mind map on the worksheet for task three, to demonstrate the importance of audio in film.

You could use an internet-connected device to do some research.

Remember, if you are going to be using an internet-connected device, ask permission from an adult.

And also ask them to sit with you while you complete your research.

Pause the video and resume once you have completed your mind map.

Audio and film mind map, here's an example which we're going to go through.

This mind map was split up into dialogue, soundtrack, and sound effects.

So the importance of dialogue in films is to help us understand the storyline better, and to get to know the characters.

A soundtrack helps to evoke feelings.

Often, music is synchronised to improve atmosphere in films. A good soundtrack can really help to develop the atmosphere in the film.

For example, high energy or any action that's taking place.

Sound effects can help to develop stronger feelings and emotions.

For example, feeling happy.

Or if you hear footsteps alongside spooky music, this may make you feel more scared.

How did your mind map look? Hopefully, something like this one.

Maybe you added some more points.

Planning your own video.

This is a start of you planning your own film.

We will build on it in future lessons.

First of all, think about the message you want to give out to your audience.

Do you want to help them learn something like how to wash your hands? We should keep any messages simple and clear.

Consider the theme.

Maybe what the plot would be.

What your characters will be like, who will be in your film, you could ask family members if they would be actors in your video.

Also, think carefully about any props that you may need to record your video.

Task four, develop your storyboard.

This is a good format to help structure your initial ideas.

So you can create simple drawings and include words or script and props that you want to use.

Go to task four on your worksheet and start planning out ideas for your storyboard.

Pause the video and resume once you have made notes on your storyboard.

How did you get on with your ideas? I've included my ideas here.

Someone is eating in scene one and they wonder if the cook has washed their hands before preparing their food.

Then the video follows the cook to find out if they washed their hands.

The message is that you should always wash your hands to kill any germs, especially when preparing food.

What did you include on your storyboard? That concludes lesson one, year five, unit two, creating media, video editing, what is video? Thank you, and good effort.

I'd love to see some of your work, your storyboards, and it would be great if you could share it.

Maybe take some photos of what you've produced so far.

Maybe your mind map on music and audio and videos.

But do remember not to share anything that shows you or where you live to make sure that you keep yourself safe.

Stick to sharing storyboards and writing all about your amazing work.

Always ask a parent or guardian permission.

It would be nice to share it on Instagram, Facebook, or Twitter tagging @OakNational and #LearnwithOak.

Good job everyone.