What do you mean use a 'Green Screen'?
Teachers and technology
Use a Green Screen? I have no idea what that involves, I have not been trained to use one and where would I find the time? All these questions most probably come up every time teachers are asked to utilise unfamiliar digital technologies in the classroom. I think we could all agree that an important aspect of teaching is the ability to be adaptable to change. So why does this notion completely fly out the window when it comes to the use of new technology? Perhaps it is time for teachers to accept the inevitable, that Digital Technologies are here to stay and the same 'give it a go' attitude that we instil into our students should also apply to teachers.
It can be overwhelming when teachers are presented with another subject to teach, especially when the curriculum already seems full. The use of ICT in the classroom with the introduction of Media Arts can be daunting. The Media Arts content descriptor (ACAMAM059) requires the use of appropriate technologies to create time and space through the manipulation of images, sounds and text to tell stories. In addition, the aims of the Technologies curriculum involving designing, innovative creativity, selecting appropriate tools and evaluation align with Media Arts. This should allow teachers to utilise their time effectively by integrating Technologies into the different curriculum areas. With this in mind, we need to ensure that teachers have the required knowledge and skills to do so.
Let's set the scene
Year 4 Humanities and Social Science (History: ACHASSKO85) asks students to specifically study the First Fleet and the early colonisation of Australia. The subject matter gives the teacher scope for the integration of other learning areas. The content descriptors for English (ACELT1603 and ACELT1794) include developing storylines, characters and settings and expressing point of view. These descriptors can easily be interwoven with History.
Therefore, during History, the class embarks on an exploration of the First Fleet, covering from what life was like in England at the time, who were the people on the ships, and what life was like once they arrived in the new land. At the same time, during focused English lessons the teacher has been reading The Grace Stories by Sofie Laguna.
It is important for classroom teachers to see the integration opportunities for Media Arts, the Humanities and Social Science and English units are ideal. The Media Arts content descriptors (ACAMAM058 and ACAMAM060) require students to investigate, plan and present media stories about people using different settings, structure, sound and text. Students can use storyboarding to plan their media sequence of their narrative/recount based on the First Fleet research in History combined with The Grace Stories in English. The required skills in Media Arts allow students the opportunity to develop a deeper understanding and appreciation of the texts they have been studying in English and History using images, sound and text to present media artworks that communicate to an audience.
There are two assessment options for students to choose from:
1. This term you will be reading a range of historical narratives and recounts. You will learn about the journey of the First Fleet and the reasons for that journey and you will learn about the first British settlements in Australia.
You will then write a literary recount set in the past from the perspective of a person who lived at that time in that place.
2. This term you will be reading a range of historical narratives and recounts. You will learn about the journey of the First Fleet and the reasons for that journey. You will also learn about the first British settlements in Australia.
You will choose and research an individual from the First Fleet (such as, an army officer, an officer's wife, a male/female/child in their service) and investigate their journey (such as, life in an English jail, experiences on the voyage, arrival in Botany Bay). You will then create a storyboard to plan and sequence a media presentation. Next, in groups of two, you will create your presentation using Green Screen technology on the life of your chosen First Fleet traveller.
Green Screen technology
Green Screen technology involves taking video or images in front of a green background. The background is green as it contrasts well with human skin tones. The green background is manipulated to become transparent for other video or image layers to be inserted in the foreground giving the illusion of the character being in the projected location.
The accessibility of iPads means that teachers and students can utilise technologies relatively easily. Through the inbuilt camera, iMovie or the Green Screen app, students can work together in pairs to record their video in front of the green background.
The assessable Media Arts aspect for students is as follows:
Using different media technology techniques, you will create an atmosphere suitable to your project. This can include filming from different angles to convey various emotions, distorting or blurring focus, fading in or out of scenes, adding suitable audio and choosing video or still backgrounds appropriate to each scene. You will then layer images or video over your original video. Finally, you will manipulate and edit your project through Green Screen and iMovie apps.
Working with technologies
The biggest issue surrounding Media Arts and Technologies is fear of the unknown. It is important therefore, for schools to support classroom teachers with either eLearning coaches or colleagues with digital technology experience. Unpacking the Media Arts curriculum with support, allows teachers to break down the detail and become familiar with what they need to assess. Integrating Media Arts with English and HASS can be a smarter, more time effective way of delivering the curriculum and provides opportunities to explore curriculum themes at a deeper level.
ACARA Australian Curriculum Assessment and Reporting Authority. (n.d.). Australian Curriculum English. Retrieved from http:// www.australiancurriculum.edu. au/english/curriculum/f-10?layout=1#level4
ACARA Australian Curriculum Assessment and Reporting Authority. (n.d.). Australian Curriculum HASS. Retrieved from http://www. australiancurriculum.edu. au/humanities-and-socialsciences/hass/curriculum/ f-10?layout=1#yl-4
ACARA Australian Curriculum Assessment and Reporting Authority. (n.d.). Australian Curriculum Media Arts. Retrieved from http:// www.australiancurriculum. edu.au/the-arts/media-arts/ curriculum/ f-10?layout=1#level3-4
ACARA Australian Curriculum Assessment and Reporting Authority. (n.d.). Australian Curriculum Technologies. Retrieved from https://www. australiancurriculum.edu.au/f-10-curriculum/ technologies/
Marsha Spiker isa Digital Technologies teacher, eLearning coach and Teacher Librarian at Ithaca Creek State School. With over 20 years of experience in both primary and secondary school, Marsha's goals are to embrace progressive education and utilise new technologies. She is passionate about developing teacher's knowledge and skills in the Technologies curriculum and enabling them to be confident users and educators of this growing area. email@example.com
Vicki Lane has been a primary school teacher for seven years after spending the previous four years as a preschool teacher in the UK. She currently teaches a 4/3 multi-age class at Ithaca Creek State School. Her passion is in innovative unit planning and she likes to re-invent the wheel. firstname.lastname@example.org
Caption: Left: students pose in front of a Green Screen; above the green 'background' is replaced with another image
Term 3 English History In this unit, In the unit students listen to, read students investigate and view informative and stories of the first fleet, literary recounts, set including reasons for the during the time of the journey, who travelled to arrival of the First Fleet Australia and their to Australia. experiences following arrival. 1 Read 'Meet Grace' Focus: What do we know about the punctuation and direct First Fleet? What were the speech reasons for the journey? Focus: map of journey, timeline 2 Read 'Meet Grace'. Focus: What was it like living on recount structure. the ships? Focus: the stories of the people of the First Fleet. 3 Read 'A friend for Grace' What was life like when Focus: identifying clauses they arrived Australia? Focus: daily life for the convicts, first contact for the Indigenous population. 4 Read 'A friend for Grace' What were some of the Focus: text connectives problems faced and what were the solutions? Focus: changing experiences 5 Read 'Grace and Glory' Focus: paragraphs, sentence structure 6 Recount of the excursion Visit to Caboolture from the historical historical village village. Focus: sentence structure (writing): Simple and compound as well as complex) sentences, variety of openings, range of conjunctions. 7 Assessment: A literary recount set in the past from the perspective of a person present at that time and place. Focus: plan and draft 8 Assessment: A literary recount set in the past from the perspective of a person present at that time and place. Focus: writing 9 Looking at other Australian First Fleet books. Focus: nouns and noun groups, verbs and verb groups. 10 Watching our films and reviewing the unit. Term 3 Media Arts In this unit students will use Green Screen Technology to tell the story of a First Fleet traveller. 1 2 3 4 Media lesson 1--media assessment explained, demonstration of green screen technology with the eLearning coach. Begin storyboarding. 5 Media lesson 2--continue storyboarding and researching clothing, props, backgrounds. 6 Media lesson 3--begin filming 7 Media lesson 4--filming and editing 8 Media lesson 5--filming and editing 9 Media lesson 6- finish editing 10
|Printer friendly Cite/link Email Feedback|
|Author:||Lane, Vicki; Spiker, Marsha|
|Date:||Oct 1, 2017|
|Previous Article:||Ten reasons to create a classroom blog.|
|Next Article:||Enhancing literacy skills and literature study with ipads and blue-bots.|