2.
Prac&cal
guidelines
for
se1ng
up
a
similar
event
Prac&cal
ways
for
students
to
create
movies
Literacy
learning
outcomes
linked
to
making
movies
Integra&ng
movie
making
into
NZC
learning
areas
An
introduc&on
to
the
‘e-‐competencies’/21st
Century
Fluencies
3. Flick-‐It-‐On!
–
Our
aims
To
operate
an
enriching
film
school
project
to
support
collabora&ve
teacher
professional
learning
and
sharing
and
to
grow
student
learning
through
the
effec&ve
use
of
film
to
communicate
their
learning.
4. Flick-‐It-‐On!
–
What
is
it?
16
classes
across
7
Nelson
&
Tasman
Schools
Collabora&ng
in
teams
of
4
Learning
how
to
storyboard,
film,
act,
add
voiceover
&
sound
effects,
add
music
to
show
mood
&
emo&on,
edit….
…to
create
a
2-‐3min
movies
based
on
a
theme
or
concept
In
10
weeks!
5. 2010
–
Funding
from
the
Whakatu
Cluster
Kids
Can
Film
Fes&val
–
3
day
film
fes&val
2011
–
First
year
of
Flick-‐It-‐On!
Followed
on
from
the
Kids
Can
Film
Fes&val
–
sustainability
&
embed
film
making
into
classroom
programmes
2012
–Second
year
Flick-‐It-‐On!
Flick-‐It-‐On!
1
day
workshops
for
teachers
&
students
(run
by
local
teachers)
before
the
rota&ons
started
6. Themes
2010
Home
Kids
Can
Film
Fes&val
2011
Change
Kids
Can
Film
Fes&val
Heroes
Flick-‐It-‐On!
2012
Pushing
the
Boundaries
Flick-‐It-‐On!
7. Flick-‐It-‐On!
RotaCons
2012
RotaCon
1:
1-‐3
min
Silent
movie
–
3
weeks
RotaCon
2:
add
sound
effects
&
voice
–
2
weeks
RotaCon
3:
add
music
to
show
mood
&
emo&on
–
2
weeks
RotaCon
4:
edi&ng,
&tles,
transi&ons
&
effects
–
2
weeks
8. Flick-‐It-‐On!
Passing-‐it-‐on!
2012
Dropbox
We
passed
on
each
rota&on
through
using
Dropbox
-‐
each
teacher
set
up
a
free
account
Deadlines
We
set
the
deadline
as
the
Thursday
of
the
final
week
of
each
rota&on
to
allow
for
any
glitches!
We
encouraged
teachers
in
each
rota&on
to
contact
each
other
early
rather
later!
9. Flick-‐It-‐On!
The
Important
Bits!
Commitment
Teachers
need
to
commit
to
rota&on
deadlines
2013
Flick-‐It-‐On!
Applica&on
Form
to
take
part
in
the
project
Intellectual
Property
Using
copyright
free
images,
sound
effects
and
music.
2013
Flick-‐It-‐On!
Teachers
to
complete
license
to
use
material
forms
Release
Forms
For
individuals
making
/
taking
part
in
the
film
10. Flick-‐It-‐On!
Celebrate!
Premiere
2010
–
Muritai
Centre,
Tahunanui
School
2011
–
State
Cinema
Nelson
/
Broadgreen
Intermediate
2012
–
Broadgreen
Intermediate
2013
–
….?
TBA
11. 2013
We
want
you!
To
take
part
in
Flick-‐It-‐On
2013
–
turning
a
local
project
into
a
na&onal
project
12. 2013
Classes
&
their
teacher
working
in
teams
of
4
with
one
teacher
as
the
coordinator
for
the
group
Teacher
coordinators
–
have
taken
part
in
Flick-‐It-‐On!
Experienced
in
film
making
&
relevant
soeware
Support
via
mee&ngs:
skype,
email
etc.
Support
via
the
web:
wikipage
and
blog
13. Speaking,
wriCng
&
presenCng
Listening,
reading
&
viewing
The
digital
stories
created
during
the
Flick-‐It-‐On!
projects
provided
opportuni&es
to:
14. 1. Integrate
sources
of
informa&on
and
to
create
and
express
their
ideas
(process&
strategies)
2. Shape
digital
texts
for
different
purposes
(purpose
&
audience)
3. Select,
form
and
express
their
ideas
(ideas)
4. Develop
their
awareness
of
the
effects
of
language
(language
features)
5. Develop
their
skills
in
organising
digital
texts
(structure)
15. Thinking
Managing
Self
Rela&ng
to
others
Par&cipa&ng
&
contribu&ng
Using
language,
symbols
and
text
16. Through
creaCng
digital
narraCves
and
documentaries
students…
• share
new
learning
• interpret
the
past
• develop
new
thinking
for
a
sustainable
social,
cultural,
economic
and
environmental
future
at
a
local,
naConal
and
global
level
17. Storyboard
&
Silent
Movie
Step 1
Brainstorm the theme /concept
writing
SOLO
Taxonomy
–
Create
Define
Maps
and
definiCons
(alternaCve
graphic
organisers
could
be
used
e.g.
KWL,
PMI)
Reading
Reading
(fact
and
ficCon
books,
websites
etc.
linked
to
the
students’
understanding
&
interpretaCons
of
the
theme)
18. Storyboard
&
Silent
Movie
Step 2
Introducing filming & photography techniques
Reading
SophisCcated
pictures
books
-‐
introducing
types
of
shot
and
emoCve
photography
Visual
literacy
• watch
snippets
of
movies,
moving
images
etc.
analyse
types
of
shot
and
emoCons
portrayed
19.
20. Storyboard
&
Silent
Movie
Step 3
Synopsis and storyboarding
writing
• WriCng
the
synopsis
of
the
movie
• Taking
‘mock
up’
photographs
telling
the
story
• Comic
Life
to
create
the
storyboard,
plan
shots
etc.
Make the silent movie!
21.
22.
23. Add
sound
effects
and
voice
reading
Visual
literacy
• analysing
and
interpreCng
the
silent
movie
writing
Script
wriCng
• what
the
characters
say,
where
to
put
sound
effects
24. Add
music
to
show
mood
and
emoCon
reading
Visual
literacy
• analysing
and
interpreCng
the
movie
with
sound
effects
and
voice
• watching
snippets
of
movies,
moving
images
analysing
how
music
is
used
Writing
• use
SOLO
Maps
or
other
graphic
organisers
to
analyse
the
effect
of
music
when
used
with
staCc
or
moving
images
25. Add
Ctles,
effects
and
edit
Writing
• Watch
the
movie,
adding
Ctles
and
credits
26.
27. 21st
Century
Fluencies
e-‐competencies
• Cri&cal
thinking
skills
• ICT
to
e-‐competencies
• Tradi&onal
20th
Century
literacies
• Best
prac&ces
• 21st
Century
literacies
• E-‐literacies
h^p://www.fluency21.com
Juan
Cristobal
Cobo
Romani
2009
28. A
digital
ciCzen:
• is
a
confident
and
capable
user
of
ICT
• uses
technologies
to
parCcipate
in
educaConal,
cultural,
and
economic
acCviCes
• uses
and
develops
criCcal
thinking
skills
in
cyberspace
• is
literate
in
the
language,
symbols,
and
texts
of
digital
technologies
• is
aware
of
ICT
challenges
and
can
manage
them
effecCvely
• uses
ICT
to
relate
to
others
in
posiCve,
meaningful
ways
• demonstrates
honesty
and
integrity
and
ethical
behaviour
in
their
use
of
ICT
• respects
the
concepts
of
privacy
and
freedom
of
speech
in
a
digital
world
• contributes
and
ac&vely
promotes
the
values
of
digital
ci&zenship
29. Digital
literacy
or
the
ability
to
understand
and
fully
par&cipate
in
the
digital
world
is
fundamental
to
digital
ci&zenship.
It
is
the
combina&on
of
technical
and
social
skills
that
enable
a
person
to
be
successful
and
safe
in
the
informa&on
age.
Like
literacy
and
numeracy
ini&a&ves
which
provide
people
with
the
skills
to
par&cipate
in
the
work
force,
digital
literacy
has
become
an
essen&al
skill
to
be
a
confident,
connected,
and
ac&vely
involved
life
long
learner.
30. Se1ng
up
a
similar
event
Startegies
to
help
students
create
movies
Link
literacy
learning
outcomes
to
making
movies
How
to
integrate
movie
making
into
NZC
learning
areas
(including
key
competencies)
21st
Century
Fluency
/
‘e-‐competencies’
emma@uppermoutere.school.nz
