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Project-Planning Guide
DIRECTIONS Use this guide to help you plan and create a video postcard.
Check off each step as you complete it.
❑ Choose a place. Write a possible location in each box. Consider the
advantages of each. Then, choose a location that has accessibility, personal
significance, and visual interest.
❑ Complete the necessary preparations.
_____ Visit the site and take notes.
_____ Choose which props, if any, to use.
_____ Decide how to add movement to the location.
_____ Obtain or reserve video equipment.
_____ Get a videotape.
_____ Decide on camerawork.
_____ Complete the storyboard.
_____ Reconsider the sequencing of shots. (Renumber the storyboard boxes if a
different sequence seems more effective.)
_____ Decide on the date and time for taping.
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❑ Plan tasks for the day of shooting. If you are working in a group, divide the tasks below
among group members. Place a check in the third column when each task is completed.
TASK
ASSIGNED TO
COMPLETED
Bring video camera
Bring a videotape
Bring and manage props
Bring and follow
the storyboard
Time shots
Shoot video postcard
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Video Brainstorming Guide
DIRECTIONS To help you plan your postcard, complete each of the
sentences below.
1. I have selected as my subject
2. This place is important to me because
3. The part of this place that is most important to me is
4. The colors that come to mind when I think of this place are
5. When I am in this place, I feel
7. When I think about this place, the time of day I think of is
8. I would like my video postcard to make people think of this place as
9. When I make the video postcard, I will try to communicate these things about the place:
a.
b.
c.
10. The song that comes to mind when I think of this place is
2
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6. If a friend asked me what is so special about this place, I would say
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TRANSPARENCY
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for Chapter 1, Creating a Video Postcard
Props and movement have been added to these photographs to create an
emotional effect.
Use the Guided Questioning in A Teacher’s Guide, page 2.
Guide to Props and Action
Props may be objects, people, or animals. Notice how props are
used to add interest to the scenes.
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TRANSPARENCY
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2
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for Chapter 1, Creating a Video Postcard
Props and movement have been added to these photographs to create an
emotional effect.
Use the Guided Questioning in A Teacher’s Guide, page 2.
Guide to Props and Action (continued)
3
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TRANSPARENCY
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3
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for Chapter 1, Creating a Video Postcard
Point out that the camera angle in each photo is used to create a different effect.
The first photograph is a high-angle shot; the second is a low-angle shot.
Use the Guided Questioning in A Teacher’s Guide, pages 3–4.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Guide to Camera Angles
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Camerawork Planning Guide
DIRECTIONS Write the lens or camera movements and the camera angles
you plan to use. Take notes on the effects you hope to achieve with each.
Ask your teacher for additional copies of the guide if you need them.
Camera or Lens Movement
Panning: Moving the camera horizontally
Tracking: Moving the camera backwards, forward, or sideways
Tilting: Moving the camera up and down
Zooming: Moving the camera lens backwards and forward
Movement I will use:
How I will use it:
Effect on viewers:
Movement I will use:
How I will use it:
Effect on viewers:
Movement I will use:
How I will use it:
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Effect on viewers:
Camera Angles:
Bird’s-Eye View: Angle that is far above the subject
High Angle: Above eye level
Low Angle: Below eye level
Angle I will use:
How I will use it:
Effect on viewers:
Angle I will use:
How I will use it:
Effect on viewers:
Angle I will use:
How I will use it:
Effect on viewers:
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Storyboard Template
Copyright © by Holt, Rinehart and Winston. All rights reserved.
DIRECTIONS Use this template to create your storyboards.
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TRANSPARENCY
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4
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for Chapter 1, Creating a Video Postcard
Use the sample storyboards to show students which details they should consider
as they compose their own storyboards.
Use the Guided Questioning in A Teacher’s Guide, page 4.
Making a Storyboard
2
1
Camera or Lens Movement:
hold shot of park
Camera Angle: eye level
Duration of Shot: four seconds
Type of Shot: distance shot
4
3
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Camera or Lens Movement:
move camera to the right and zoom
in to show children playing on a
swing set in the distance
Camera Angle: eye level
Duration of Shot: eight seconds
Type of Shot: distance shot
Camera or Lens Movement: tracking
shot as camera moves toward children
Camera Angle: high angle
Duration of Shot: eight seconds
Type of Shot: medium shot
Camera or Lens Movement: zoom
in on young child
Camera Angle: high angle
Duration of Shot: six seconds
Type of Shot: medium close-up shot
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Evaluation Guide
DIRECTIONS Complete this guide to evaluate a video postcard. Rate each
element of the postcard using the following scale.
1 = does not meet the criterion
2 = meets the criterion but needs improvement
3 = meets the criterion
In the box, write constructive comments for the postcard’s creator.
This video postcard was created by
The subject of the postcard is
■
The video presents a personal view of the place.
1
2
3
■
The video elicits an emotional response.
1
2
3
■
The video shows the subject from different angles.
1
2
3
■
The video has both close-ups and wide shots.
1
2
3
■
The video includes props and action that add interest.
1
2
3
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CONSTRUCTIVE COMMENTS
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Active-Viewing Guide: Creating Mood
DIRECTIONS As you watch the video segment, list in the chart below the
lighting, camera techniques, and sound used to create the two different moods.
EERIE MOOD
Lighting Techniques:
Camera Techniques:
Sound:
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CHEERFUL MOOD
Lighting Techniques:
Camera Techniques:
Sound:
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Using the Video: Planning the Postcard
DIRECTIONS After you have reviewed pages 46–48 of the Pupil’s Edition
and your completed Active-Viewing Guide: Creating Mood, answer the
following questions.
1. According to the Pupil’s Edition, why would you make a video postcard? Can you think of
other reasons to make a video postcard?
2. What steps must you take to create a video postcard?
Copyright © by Holt, Rinehart and Winston. All rights reserved.
3. In what stage of the process might you decide on the mood you want to present?
4. When will you need to decide on camera angles and lighting? Why should you decide at this
stage in the process?
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Answer Key
Focus on Viewing and Representing:
Creating a Video Postcard
p. 6
❘
Active-Viewing Guide: Creating Mood
Answers will vary. Sample answers are provided
below.
EERIE MOOD
Lighting Techniques: Place key light outside
of window to give “moonlight” effect and to
create shadows on the wall. Place small
lights around the set to create pools of light
in specific places. Add blue gels to the light.
Camera Techniques: Place a camera, moving
from side to side, outside the window to give
the effect of an intruder or monster looking
in. Place the camera below the subject to
make the subject seem imposing. Place the
camera above the ceiling fan to capture the
eerie shadows on the wall. Use a close-up of
the clown to make it look sinister. Vary closeups and panoramic views to capture both the
overall scene and the small objects that make
it seem eerie.
Sound: Use sound effects like wind blowing
through the trees and doors creaking as they
open.
CHEERFUL MOOD
Lighting Techniques: Flood the scene with
light. Change the gels to orange or amber to
give the effect of sunlight. Position a light
behind tree branches to give the effect of
sunlight coming in through the window.
Camera Techniques: Use a primarily
panoramic view from eye level to make
the room seem open and inviting. Move the
camera closer to the ceiling fan to capture the
relaxing motion of the fan as it cools the room.
Sound: Use music to set the mood. In the
video segment, bongos and bass help set an
eerie mood. Piano and guitar music helps
set a cheerful mood.
78
p. 7
❘
Using the Video: Planning the Postcard
Answers will vary. Sample answers are provided
below.
1. According to the Pupil’s Edition, why
would you make a video postcard? Can
you think of other reasons to make a
video postcard?
According to the Pupil’s Edition, a video
postcard might be created as a visual
memento of a visit to a certain place.
Students may suggest video postcards
can also be made to capture the emotions
or feelings of a favorite place, such as a
particular room in their house that holds
precious memories.
2. What steps must you take to create a
video postcard?
You must choose a place, observe the
place before taping, storyboard the video
postcard, tape the video, and edit the
tape. If you use in-camera editing, the last
step will be included in the taping.
3. In what stage of the process might you
decide on the mood you want to present?
Students might decide on the mood as
they observe the place before taping.
Others may decide while storyboarding
the video postcard.
4. When will you need to decide on camera
angles and lighting? Why should you
decide at this stage in the process?
You will need to decide on the camera
angles and lighting before you begin
storyboarding your video postcard.
Doing so at this stage in the process will
allow you to storyboard the process correctly and avoid extra time planning and
taping the video postcard.
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Chapter 1