Friends, I have learned about the RED camera, and I am in seeing a new cinema revolution! Now, really, and no joke, the artists, the low budget filmmakers-and the big guns-will be able to shoot faster and have more options than ever before! I will try to link a many good stories to this camera as I can. I have an old friend that is shooting on this, and I hope to visit him (if not help on the film) and I intend to report back on the camera. If I am lucky I may score and interview with the DP. Stay tooned.
Here is a story from Wired Magazine:
http://www.wired.com/entertainment/hollywood/magazine/16-09/ff_redcamera?currentPage=all
Saturday, July 18, 2009
Saturday, May 16, 2009
Thursday, April 23, 2009
Digital Storytelling
On Thursday night, Nabeel and I lead the discussion in the tech class. We spoke about digital storytelling. Our reading had been from the "Digital Storytelling Cookbook". This is published by the center for Digital Story Telling (based in Berkeley CA).
The ideas in the Cookbook were focused on the theories and methods of digital story telling. One of the through lines was about how good story telling relied on honesty and humanity. The notion of a "digital" story should remain biological, something close to the bone, something that allows us to hear the storyteller's heart. One of our classmates pointed out that what makes good stories work is the ability for the audience to connect to the narrative, and hopefully the characters. Even before the "how to" elements of film making are presented, the authors ask the future storyteller to get real.
There are so many stories, and as we well know, so many ways in which to tell them. This is not so much as a Rashomon or the Gospels moment, but more specifically, our stories-the personal ones- that we long to, or are afraid to share. There is this common saying that "every one has a story, every one has a play or a novel in them." I suppose this is true, the trick is how to select the story, and then how would one tell it? In many a creative writing books, the author will address the first and most import question. That is, what is the forum for this story? Is it a fictionalized movie, a documentary, a play, a song, a poem, an oral story, or is it a story that called to be shared only as a written piece?
Time is a luxury that many high school teachers and students do not have. The teacher needs to consider the amount of time and resources available to the class. This is when the 'digital divide" really starts to widen. Can an English class be connected to a media-making class? Or, is the English teacher slugging it out alone in teaching digital storytelling? Will the principal allow for so much time being used in developing these multimedia productions?
One of the questions that came up with my own class, here at Cal, is the "legitimacy" of multimedia being really "academic". I believe strongly that broadcasting and theatre are very legitimate forms of academic study. If fact, I could sell you on how and why theater and broadcasting could serve as the vantage point for any part of the humanities (and math) studies. One of the true points came from another fellow student. She pointed out that the developing of a screen play (even for a documentary) and the producing calls for writing. The form of writing and collaborative work needed to produce a multi media production is academic. The same would be true for the structure of a documentary (even one in progress), and certainly this goes for a fiction film (of any genre).
The core of storytelling is having a heart. Even if it is a hard story to tell. I guess another subject for me to think about is how to tie the digital story telling assignments into the curriculum. I have a few stories of what I have experienced, but those are for another time.
The ideas in the Cookbook were focused on the theories and methods of digital story telling. One of the through lines was about how good story telling relied on honesty and humanity. The notion of a "digital" story should remain biological, something close to the bone, something that allows us to hear the storyteller's heart. One of our classmates pointed out that what makes good stories work is the ability for the audience to connect to the narrative, and hopefully the characters. Even before the "how to" elements of film making are presented, the authors ask the future storyteller to get real.
There are so many stories, and as we well know, so many ways in which to tell them. This is not so much as a Rashomon or the Gospels moment, but more specifically, our stories-the personal ones- that we long to, or are afraid to share. There is this common saying that "every one has a story, every one has a play or a novel in them." I suppose this is true, the trick is how to select the story, and then how would one tell it? In many a creative writing books, the author will address the first and most import question. That is, what is the forum for this story? Is it a fictionalized movie, a documentary, a play, a song, a poem, an oral story, or is it a story that called to be shared only as a written piece?
Time is a luxury that many high school teachers and students do not have. The teacher needs to consider the amount of time and resources available to the class. This is when the 'digital divide" really starts to widen. Can an English class be connected to a media-making class? Or, is the English teacher slugging it out alone in teaching digital storytelling? Will the principal allow for so much time being used in developing these multimedia productions?
One of the questions that came up with my own class, here at Cal, is the "legitimacy" of multimedia being really "academic". I believe strongly that broadcasting and theatre are very legitimate forms of academic study. If fact, I could sell you on how and why theater and broadcasting could serve as the vantage point for any part of the humanities (and math) studies. One of the true points came from another fellow student. She pointed out that the developing of a screen play (even for a documentary) and the producing calls for writing. The form of writing and collaborative work needed to produce a multi media production is academic. The same would be true for the structure of a documentary (even one in progress), and certainly this goes for a fiction film (of any genre).
The core of storytelling is having a heart. Even if it is a hard story to tell. I guess another subject for me to think about is how to tie the digital story telling assignments into the curriculum. I have a few stories of what I have experienced, but those are for another time.
Thursday, April 16, 2009
Part of the digital divide is social/mental. I was not tuned into the requirement that I needed to post my forum comments on this blog. So, here goes.
We had a reading this week that focused on the use of digital film and audio as a teaching tool. I wrote on how the use of digital media as a teaching tool. The two big parts of this are the use of adopted media and student generated products. Teachers now have so many opportunities to adopt existing media products into their curriculum. From clips on You Tube (even with some schools blocking access) to the countless news and film choices available, teachers have little excuse to not include digital media into the lesson. Two of my fellow students demonstrated an existing digital lesson plan for the novel, "The Kite Runner". The curriculum was created by another teacher and posted online. The lesson seems to be assessable to all students (granted they can use or have assistance using the internet ), and seems to be very engaging.
The other part of this is supporting students in creating their own original digital responses to the lessons. I am currently working as a student teacher in the Bible as Lit class. I taught a unit on Exodus. I allowed student to create what ever the wanted, including making films or creating a blog or podcast. Two students made a short presentation of Moses and the burning bush. They used the still camera element of their digital movie camera. The clicked a frame or two at a time, and when they were actually moving, they clicked a few times as the trucked along. The effect was interesting, it seemed as if the characters were moving in time, but as if we were dreaming them. I liked this very much. The students had to write a rationale to support the artistic work. The whole effort they put into the project was truly academic and professional.
I also wrote on my original posting (the wrong one, I posted to my tech teacher), about my concern for the digital divide and the ESL student. Every time I work with the ESL student, I am surprised at how far out of the digital loop they are as compared to the native speaking high school student. This is known to the head of the ESL department at my school, and she is trying to do something about this problem.
I have an interest in this issue (digital responses to lit, and digital tech an d the ESL student). So stay tooned, and I may have more to say about this.
We had a reading this week that focused on the use of digital film and audio as a teaching tool. I wrote on how the use of digital media as a teaching tool. The two big parts of this are the use of adopted media and student generated products. Teachers now have so many opportunities to adopt existing media products into their curriculum. From clips on You Tube (even with some schools blocking access) to the countless news and film choices available, teachers have little excuse to not include digital media into the lesson. Two of my fellow students demonstrated an existing digital lesson plan for the novel, "The Kite Runner". The curriculum was created by another teacher and posted online. The lesson seems to be assessable to all students (granted they can use or have assistance using the internet ), and seems to be very engaging.
The other part of this is supporting students in creating their own original digital responses to the lessons. I am currently working as a student teacher in the Bible as Lit class. I taught a unit on Exodus. I allowed student to create what ever the wanted, including making films or creating a blog or podcast. Two students made a short presentation of Moses and the burning bush. They used the still camera element of their digital movie camera. The clicked a frame or two at a time, and when they were actually moving, they clicked a few times as the trucked along. The effect was interesting, it seemed as if the characters were moving in time, but as if we were dreaming them. I liked this very much. The students had to write a rationale to support the artistic work. The whole effort they put into the project was truly academic and professional.
I also wrote on my original posting (the wrong one, I posted to my tech teacher), about my concern for the digital divide and the ESL student. Every time I work with the ESL student, I am surprised at how far out of the digital loop they are as compared to the native speaking high school student. This is known to the head of the ESL department at my school, and she is trying to do something about this problem.
I have an interest in this issue (digital responses to lit, and digital tech an d the ESL student). So stay tooned, and I may have more to say about this.
Thursday, April 9, 2009
Digital storytelling
Digital Story Center http://www.storycenter.org/index1.html
http://reviews.digitaltrends.com/guide/31/how-to-make-a-podcast
http://www.youtube.com/watch?v=gPEyF3bCYc8&feature=PlayList&p=159BCCB8CF4F1513&playnext=1&playnext_from=PL&index=15
Digital Story Center http://www.storycenter.org/index1.html
http://reviews.digitaltrends.com/guide/31/how-to-make-a-podcast
http://www.youtube.com/watch?v=gPEyF3bCYc8&feature=PlayList&p=159BCCB8CF4F1513&playnext=1&playnext_from=PL&index=15
Wednesday, April 1, 2009
The Best of Times the Worst of Times!
Hello from Powerpoint Central!
Well gang, I have made three interesting powerpoint presentations this last week (or so), and had two experiences with the program worth mentioning.
The first were the presentations I made for my Bible as Lit class. One, I made slides of Exodus, focusing on the plagues, the Tabernacle and the maps of Moses' journey. I found some really cool images from "google images" and was able to plug them in. I still do not know how to make animation or download film clips. I do know how to add music and voice over though.
The second one was also on Exodus, but it focused more some of the big high lights of the story. I was recapping the story this time with deliberate contrasting images. I was also teaching (or guiding) the students through the idea of how they may wish to develop their own Exodus investigation. I have two students who are making a movie, one student who is writing a song, and several students who are creating works of art. I did spend some time on showing folk art and "non traditional images" of the Exodus story. I hope that my Powerpoint helped encourage the students in their investigations.
The last presentation i did was for a "fostering wellness" class. Our group project was on Cyrstal Meth. It was a real drag! The stories and images were just heart breaking! Alos, the classroom was NOT a 21st century class! We had such a slow dial up that a student had to connect the computer to her phone. On top of that, the teacher had some video she wanted to see, but she dropped the tape, and it broke! DVDs now! Well, I know it was her tape, and we all feel sorry because it was one that may not even be on DVD now. A drag for her, a loss for us as well.
Sunday, March 1, 2009
CPR for CPR!
Our Tech in the classroom Prof. has us working with a writing assessment "program" or is it a Demon Seed masquerading as a tool to asses student writing? The jury is still out with me. Seems this program, named Calibrated Peer Review (should tell you something about the pompous folks who put this CRAP together) is set up to help students become better at peer review. Well, the whole premise is silly. Students learn to become better at peer review by building real editing and proof reading skills. The peer review rubrics should be attached to the drafts, and then the teacher holds the reviewer accountable as well. When computer programs begin to "teach" peer review, and the social obligation of student's work, then it is time to send your kid to an on-line learning school, and let the robots be teachers.
Their are many great computer programs helping students learn, and my rant on this CPR program is out of frustration and ignorance. My own progress in "getting to know" the world of CPR (as a first aid instructor, it kills me to write those three letters in any other context than that of which it should be reserved!). But the flaws and poor communication skills of the program(ers), is enough to dive my very normal blood pressure though the roof!
We must not be so starry-eyed at an "educational" computer program. Some are crap. I wish CRP could let me "in" a bit further. This way I can make a true assessment.
Thursday, February 5, 2009
Danger! Learning Curve Ahead!
Well, you learn a new thing every day. Mama told me there'd be days like this, strange days indeed. I am learning how to add links to my Google account. There also are ways to add kinks to our blog. I am trying that one next! In the meanwhile, time to imagine being in the mountains and eating snacks!
Monday, January 26, 2009
Dreaming of Digital Film Making Pedagogy
We are starting our new semester Berkeley High. (I almost wrote Alter High-as in Robert Alter mmm....) I am really happy. For the final last semester a group of students made a short film on The Book of Revelations; it was amazing! Filled with some tie-dyed tripped-out visions. Man, I was inside of John's head! These are my kind of students, and the reason why I am a teacher.
Friday, January 23, 2009
Have a Great Weekend!
Hello folks, I am really looking forward to this blog becoming an active diary filled with the ups and downs of how I can use technology in my classroom. I am going to involve my students in this quest. I think they may end up being my tutors and collaborators. I am bringing the video camera to school, and maybe will document their ideas and voices.
Thursday, January 22, 2009
Hello Digital Stargate!
I have just started a class at U.C Berkeley called Tech Education. I am a bit overwhelmed, and am also thrilled. I hope to share my "journey" with you. Stay tooned folks!
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