The document provides guidelines for making educational videos in 5 steps: 1) development, 2) pre-production, 3) production, 4) post-production, and 5) upload and screening. It describes the key activities and considerations for teachers and students at each step, including developing ideas, writing scripts, scheduling shoots, editing footage, adding titles/music, and sharing the final video. The guidelines also introduce a "performance palette" of genre, roles, formats, technology and design resources to spark creativity at different stages of the video-making process.

2. Guidelines help
Guidelines to making videos help
teachers and students because they
structure and sequence the important
video-making steps of
1.
2.
3.
4.
5.
development
pre-production,
production,
post-production,
upload and screening
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3. Three components to JuxtaLearn guidelines
• Teacher resources
• Five steps
• Performance palette
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4. Teacher resources make a JuxtaLearn video special
Teacher resources are
essential:
• The teacher guides the
students round the threshold
concept of
interest, identifying the
taxonomy students need to
know and use
• The teacher designs the
storyboard template with
reference to the taxonomy
• Students write the drama
script together
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5. Video making guidelines: step by step
The teacher resources feed into the
development, planning and creation of the
video. E.g.
• the tricky topic influences initial development,
• the taxonomy & storyboard influence preproduction,
• dramatic scripts are essential for production.
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6. Add the performance palette paints
At different steps, choose from palette.
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7. Put them together to see how they support the process
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8. Genre, roles, formats, technology and resources make
the performance palette
The performance palette provides advice by
1. suggesting genre
2. prompting for technology use
3. reminding of the roles to consider and
perform
4. advocating design resources
5. suggesting performance formats
Should it also have a paint on motivating?
And how would that work in exciting students
to make a video?
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9. Genre: style or category of performance
Genre is a
means to
classify. This
paint suggests
styles or
categories.
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10. Technology
For example:
• Software to edit, Microsoft Movie
Maker, iTunes music,
• Chart paper
• Video camera / Flip Video / camcorder, digital
recorder
• Scanner
• Green screen
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11. Roles
Allocate jobs for everyone.
Get everyone on camera
somehow
Technical crew:
Someone monitors sound
quality.
Someone thinks about
camera:
focus, exposure, compositio
n
The director thinks about
communicating the idea.
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12. Performance formats
These are
some
example
formats for
the
videos, to
stimulate
ideas.
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13. Production design
Students identify
or create or get
resources
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14. Put together all the paints in the palette
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15. Guidelines: development
• Take a session to discuss what
you might do
• Research
• What vocabulary has the
teacher given you?
• Choose a genre
• Plan your visuals on a flipchart
• Sketch the storyboard.
• Use the teacher’s taxonomy to
identify words to use in the
video script.
• Think about what technology to
use.
• Devise a pitch so you can talk
to people about your ideas
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16. Guidelines: pre-production
• Manage project.
• Identify who’s doing which
roles – do they match the
storyboard?
• Delegate jobs
• Check everyone gets a go
at everything
• Write a treatment
• Check
lighting, props, location
• Create a schedule
• Be ready for improvised
action. But check the
script.
• Identify technology
• Think of safety.
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17. Guidelines: production
• Film the main action –
checking roles
• Collect other footage
e.g. General views
(GVs), cutaways
• Consider performance
formats to copy
• Collect other assets e.g.
graphics, music, stills, st
ock video footage
• Share multi-media
resources on JuxtaLearn
web site
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18. Guidelines: post-production
1.Transfer media onto a computer
or table top.
2.Assembly your media & assets
into order following the script or
storyboard and choosing the best
shots & takes, to arrange these
in correct order on the timeline.
3.Relook at performance formats
4.The editor will look out for
unscripted / improvised shots
that may enrich the project.
5.Make a first cut & get feedback
6.Editing is a creative activity but
takes a lot of time
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19. Guidelines: post-production again
• After feedback
– Fine tune
– Get extra shots / text
• Make a final with
titles, graphics, music, voiceover, special effects, colour
correction, sound
mixing, animation, transitions.
• Get more feedback - tweak if
required
• Double-check permissions to
use all the materials in film
• Export film in a desired format
• Archive project
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20. Guidelines: upload and screen
• Share with an audience
• Have a premiere screening / celebration &
invite everyone involved
• Get your film known & shown
• Provide multi-media resources on web site
for students to view.
• Work out a means to share production with
parents & other externals.
• Save and copy this work to the JuxtaLearn
site to document the learning.
• Applaud yourselves
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