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Getting Started with Filmmaking
in the Classroom
| EQUIPMENT LOSS AND THEFT
Unfortunately, digital video cameras can and have gone missing in many classrooms. This simultaneously frustrates educators and deprives students. Here are some suggestions towards creating your own security policies for your classroom cameras.
1. Store cameras and equipment ( tripods, batteries, etc) in a lockable drawer or cabinet. In that drawer, keep a binder with information about each piece (serial numbers, model, brand)
2. Label all equipment with ID tags (Luggage tags) and if possible, engrave with contact phone number.
3. Sign out page for each camera. Record who is is signing it out, when, and expected return. Record the return in the same book.
Create a checklist for returning each piece, for example, check that the battery is included, the lens cap, tripod mount, etc.
Inventory the camera equipment at the beginning and end of
class.
Some teachers go further and also suggest that:
4. All students must sign-in and sign-out, even rest room breaks.
5. Students must announce when a guest has entered the
room.
Following some or all of these policies will take extra time, but should go along ways to preventing cameras from growing legs.
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| Do I need permission to film in public?
You should not require permission to film in public if you are just making a film for you and your friends. However, if you intend to show this film on television or in public, then you should, and I would recommend, getting people's permission if they are going to be recognizable on screen.
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| How can I minimize movement of the camera when I am shooting, without using a tripod?
It is possible!
Although a tripod enables a rock solid frame, it does not enable easy movement of the cameras location. So in a documentary situation, where you are not sure what is going to happen, camera operators use some of the following techniques to keep the frame jiggle-free.
1) Keep the camera close, tucked in to the body, placing your elbows into your ribs.
2) Cradle the shooting elbow in the palm of your free hand to provide additional support to your shooting hand. See above.
3) Lean against something! Simple, but it works.
4) Rest the camera on an object, such as a desk, car, box, ladder, depending on what is handy and what angle you desire.
5) Rest the camera on the ground (for a dramatic change in angle!) See above.
6) Shoot wide angle. A wide angle lens will greatly reduce the actual jiggling. A telephoto, or close-up shot will greatly enhance and magnify any instability.
If you are panning the camera to follow action during the shot, and you know aproximately where the shot will end, here is what I would recommend. Stand securely holding the camera and looking at/through the viewfinder at the final frame, in other words, where you think the camera movoment will end. Then, keeping your feet locked, twist your body to find the opening frame, and thats where you start from. Try this method, as opposed to twisting to a new position and you will notice that your body helps provide a smooth flowing shot, and especially with the ending frame, you will not feel twisted and imbalanced.
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| I have around 50 kids, what would be the best way to involve every student in a filmmaking project with limited resources?
Fifty is a large group to manage, however not impossible! There are a couple of options: The "Roles and Responsibilities" Chapter of The Director in the Classroom book outlines a number of crew and cast roles that can be utilized as a starting point.
Another option would be to break the group into smaller groups, ideally 5 in each group.
If this is not possible, what about thinking about creating a historical recreation which involved building a set, costumes, characters, props etc? The number of students that you have can influence the size of the production.
If you have more than one camera you could also attempt to do two projects dividing the group into two teams, one group could make the film while the second group could create a film on the filmmaking process with behind the scenes shots etc.
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| What Equipment Do I Need? |
WHAT FORMAT OF CAMERA WOULD YOU RECOMEND?
HI 8, VHS, MINI DV, DVD Cam?
I would suggest Mini DV. Cameras that use DVD's as recording devices are new and relatively expensive compared to the established format of Mini DV, and since I would suggest it is better to have more cameras in the hands of students as opposed to having one really new or great camera I would go for the moderate priced Mini DV camera.
Digital 8 is certainly an option as well, especially if you already have Video 8 footage that you want to use or be compatible with. But if you are starting from scratch, I would recommend Mini DV.
The cameras are smaller, they usually operate in lower light, have better sound, and are supported by many major brands.
For a detailed article comparing the formats, click on the link below.
http://hometheater.about.com/od/camcorders/a/d8minidv.htm |
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| WHAT KIND OF MINI-DV CAMERA SHOULD I BUY AND HOW
MUCH SHOULD I SPEND?
SONY, JVC, Cannon, Panasonic are popular brands with educators I am currently working with. The models keep changing, but the key is to not overbuy.
Although you can spend thousands of dollars on a single digital video camera, I recommend the $400-800 US variety.
I suggest this for a simple reason: put more cameras into classrooms and allow more students the hands on experience of making movies. I have been in too many schools that treasure a $4,000 deluxe DV Camera that is used on rare occasions,(if at all!) and only by faculty. Better to get 10 simple cameras and get them into the hands of students.
Often, the effects that are found in more expensive cameras are duplicated within an editing software application like iMovie, Pinnacle Studio and others.
We are putting together a comparison chart based on educators input, if there are cameras that you do or do not recommend let us know and we will add your ideas. When the chart is ready we will link to it here.
cameras |
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| Is there a way I can do basic editing cheaply on PC (we dont have Macs)? If so, how, what programs?
One way to get around finding and using editing software is to challenge the students to incorporate the editing into the film, in other words to plan how they will film.
Many filmmakers, even Hitchcock in his film ROPE did this. They would use one continuos take to tell a story, using the movement of the camera, or the movement of the actors to create close ups, wideshots and transitions.
So in your project, if you can not find editing software. You can have students first plan how they will make titles, say on a blackboard, on written on paper, and then film that. Then film the main video, and then think of some way to creatively do the end credits as well.
This "problem" of not having software may be a great opportunity for creating a simple first project! Obstacles are opportunities!
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You put your right foot in, you take your right foot out,
You do the hokey-pokey and you shake it all about! Visit the link below for more information:
www.thedirectorintheclassroom.com |
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"Forget spelling his name, it's a great book.
He's Canadian, he's Greek, he's really good. I did not envision sitting through a two-hour session on bringing video into the classroom, but Nikos Theodosakis was so fascinating and enthusiastic about school use of this technology that I lost track of the time. His comprehensive text on using video in education, The Director in the Classroom, answers all questions you might have from concept to final product. It even includes popcorn!.
Another one of those constructivist things."
From the article is Best of Show by Art Myrick in the TCEA newsletter /magazine.
Texas Computer Education Association www.tcea.org
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