but you said freeze!
DESCRIPTION
But you said freeze!. USING VIDEO IMAGE CAPTURE and CCCCCC. By John Pipe Mt Albert Grammar School. THE IDEA. Unreliability of preserving family archives on VHS video Over-use of good VHS teaching resources = diminished quality over time – irreplaceable - PowerPoint PPT PresentationTRANSCRIPT
But you said freeze!
USING VIDEO IMAGE CAPTURE and CCCCCC
By John PipeMt Albert Grammar School
THE IDEA
• Unreliability of preserving family archives on VHS video
• Over-use of good VHS teaching resources = diminished quality over time – irreplaceable
• Clumsiness of cueing videos – slow FF and REW
• Students benign engagement with videos and DVDs
• How could I get more engagement from students while watching movies?
THE THINKING• Digital camera technology• Youtube sharing• Visuals are universal language – therefore literacy• Reverse of usual – not visuals supporting text but text supporting visuals• Encouraged involvement by students in activities after benign video• Digital conversion software available• Video capture available
THE TECHNOLOGY
• Video capture card – approximately $120
• DVD burner – approximately $35• At least 512mb of RAM• A reasonably large capacity Hard drive (Visuals and video gobble hdd storage space)
At first I thought I would need
BUT ZUT ALORS!
• It can be done with software applications
• I use two types:• Intervideo WinDVD5 on the PC (free when you buy a new DVD Burner)
• VLC Player for MAC or PC downloaded from the web
• There are lots of other ones. Google search video image capture.
KEY TOOL FOR CAPTURE : the little camera
As you view you capture and a list builds up on a strip at the side
You must make sure that you ‘save all’ or you will lose them all. Trust me!
USE VLC PLAYER for MAC AND PC
DOWNLOAD AVAILABLE FROM WEB
http://www.videolan.org/vlc/
Decide where you want your captured images to be stored by using:
VLC- Preferences-Video where you can decide which folder to put them into ( so you can find your captured images)
As you view, click on snapshot to get all images that you think will be useful
Images can be found in that folder
CAPTURE AND CCCCC• Play DVD or mpeg normally.• Pause on images that you think could be used on their
own or as part of a sequence of images that are part of an explanation or story. Your judgement is important. CCCCC is my guide (see next slide)
• “Capture” the image and save it in to a folder of images from the same source eg Eyes on the Prize is a source that I have used.
• Create a Powerpoint or Slideshow of the images that you wish to use or use image printing facilities to print the required images (usually 4 per page is about right but I sometimes use 6 or 9 per page.)
• If you can afford colour that is better still
DISSECTION OF A VIDEO SOURCE
• DISSECT ANY STUDY USING THE
FOLLOWING HEADINGS:
PEOPLE – Note faces only need cues
PLACES – Need cues
ACTIONS – These are the best
EVENTS – CCC is the base guide
IDEAS – Comes from interaction
• DECIDE WHICH OF YOUR DISSECTIONS NEED FURTHER INVESTIGATION
ACTIONS
• SELECT AN ACTION BY SOMEONE OR AN EVENT • WHAT WAS THE:
•CONTEXT? COURSE?• WHAT WERE THE:
•CAUSES?•CONSEQUENCE?
CONTEXT - This is the setting, date, time place, Geography
CAUSES - These are the reasons why things happen - can be events or ideas, can be long term or short term
COURSE - this is what happens in the event
CONSEQUENCES - These are the results - again, can be long term or short term
Note: For research at L2 and L3
CULTURE• HISTORY IS WRITTEN FROM A POINT OF VIEW THAT IS
CULTURE-BOUND
• HISTORIANS WRITING ABOUT OTHER CULTURES SOMETIMES SLIP UP AND MAKE JUDGEMENTS FROM THEIR OWN CULTURAL VIEWPOINT (THIS INCLUDES 21ST CENTURY cf 19th CENTURY)
• THIS IS A PARTICULAR PROBLEM WHEN WE MAKE JUDGEMENTS FROM OUR PERSPECTIVE ABOUT IDEAS IN THE PAST eg The role of women
• CAN YOU THINK OF EXAMPLES FROM YOUR OWN EXPERIENCE?
CONNECTIONS
• TAKE AN IDEA FROM YOUR DISSECTION OF ANY TEXT, VISUAL, VIDEO OR WEBSITE AND PUT IT IN THE CENTRE OF YOUR PAGE
• SEE HOW MANY CONNECTIONS YOU CAN MAKE TO OTHER IDEAS
• BE ABLE TO DO THIS ORALLY AS WELL AS IN WRITING
• DO THIS ACTIVITY AGAIN USING ANOTHER IDEA FROM THE SAME CHAPTER
ACTIVITY • Using a data projector, play a Powerpoint of selected
visuals from a DVD or Video source that students have already seen. Talk about the slides as they are shown. Images should be on a big screen.
• Give students, in groups, photocopies of the images that you have selected for the PPt. They should be cut up in to individual images.
• Ask each group to identify what is going on in each slide, put the slides in to order, plug the gaps in the visual story or explain what the visuals are illustrating as a sequence.
• The key idea is that if you have selected the visuals well initially, there will be good quality learning conversations about a context that is important. CCC used all the time
PERSPECTIVES• Video capture is great for perspectives:
– EVENT– PERSON X 2 or 3– VIEWPOINT – REASON– ACTION – REASON
Perspectives Activity: The Birmingham Campaign• This is a case study of an organised protest in an
extremely desegregated city.• The students will have studied what happened and
possibly seen a video clip about it so they will have the context.
• The visuals are used to identify people perspectives and actions– Show video clip. – Hand out 24 -30 cut up visuals to each group of 4– Ask students to put the visuals into order ( their
call -chronological or other logical order)– Ask students to divide visuals into contrasting
perspectives– Use textbooks to assign names to people or groups– Clarify visuals by asking questions using Why? How?
Or What? – Give students some note structure to guide them as
to where they might place the visuals: – Ask students to construct a visual TABLE that has as
its headings– PEOPLE PERSPECTIVE REASON ACTION
PERSPECTIVE TEMPLATE
PERSON PERSON PERSON
VIEWPOINT VIEWPOINT VIEWPOINT
REASON REASON REASON
ACTION ACTION ACTION
REASON REASON REASON
EVENT:
ACTIVITY • Hand out captured images and a list of key
words, phrases, ideas or comments.• Play a video clip from which the images have
been captured. About 10-12 minutes is fine.• Either jumble the images out of sequence or
have a sequenced set of chronological images. Jumble the key words etc This forces students to engage.
• Ask students in pairs to match the words with the images. I like them to use the CCCC MODEL
• Share each pair’s answers with another pair.
ACTIVITY
• Using the Munich Putsch clip from ‘Hitler the ‘Rise of evil’
• Show them the images and ask them to divide them into CONTEXT, CAUSES, COURSE, CONSEQUENCES.
• After they have done that show them the video
ACTIVITY
• Often I have found that a video/DVD goes too quickly for the students. By slowing down the student response time we can get greater value from the resource.
• Hand out images printed out 9 to a page or cut up so that each group has about 9
• Ask the students to write on to the back or alongside each image a question or two that:– IDENTIFIES– CLARIFIES– EXPLAINS– DESCRIBES
ACTIVITY
• Cut up some captured images and distribute a set to each group
• Ask them to work out the sequence and be prepared to tell the class what they believe happened using their visuals.
• While they are preparing this a powerpoint or slideshow can be shown of the images in colour
• Show the Video/DVD
SEQUENCING
“If your pictures aren’t good enough you are not closeenough.” The words of Robert Capa who died on a land-mine in Vietnam.
How close is close enough Capa?
Even now, are we too close,’ too far apart? your death/ my life
Shall I kick away the can stop the silent protest
now—before a monk/ a street becomeThe Monk/ The Street to peoplewith marmalade wisdomand sleepy voices?
Quote: Peter Arnett— reporter/ photographer“I could have prevented the immolation by rushing at him and kicking the gasoline away. As a human I wanted to,as a reporter, I couldn’t.”
How close is close enough Capa?
Perhaps close is near enough to see
heartouchsmelltaste
Just now one side is burning
His profile pained, spirit-filled 45 degrees to the lens
A shaven head – one ear attached to his face
by the lobe as flames lace into the wind
He is not all alight the right side
is still visible – but wait
the lips are taking
even the road burns
As award winner this photo
The caption reads: Burning Monk in Saigon
Traffic stopped to applaud
Was that close enough Capa?
Cherie Barford
BREAKOUT
• You have a contact sheet with some image resources• What ways can you think to use these images?• Share them with me by email• [email protected]
• If you want some fun with images try:• www.befunky.com