Daniel+Jonson

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 * //NOTE: This is not a "personalized" banner. Instead I created one for an Academic Honesty 101 course that I am creating for WAB. I am working on another one that will be personalized and will post it later.//**

**Space for Reflection:**

The conference has been a great opportunity to connect with other Eng. teachers in an environment that doesn't often happen in schools. It's been nice to have the freedom to express ideas and have others express theirs.

Some of the main takeaways for me will be the following:
 * Erik Passoa's filmmaking workshops. None of them provided anything that I can take away and use right away, but they challenged me to think about new ways to present options to students. Film is a valuable way to tell and analyze stories, and his notion that "the journal is the film" is easily applicable to my course. In many respects, the journal is the novel/poem/drama/etc. Or, at least I want it to be. Because that thin line between the page/screen and meaning is traversed in thought/reflection.
 * My unconference on Tech and New Textualities was a great opportunity for me to share/solidify my ideas. It may prompt me to become involved in Learning 2.012 next year at WAB.
 * The cohort proved valuable, though for reasons I would not have anticipated. I had hoped that it would be much more "HS English/Language Arts"-based, and I would have liked it to focus more on the way tech brings students into new and complex dialogues with texts. However, it reiterated that I am on the "right" path in teaching, and that in many respects I have ideas that can contribute to the discussion. I might propose more project-based cohorts/collaboration, though it is always difficult to find common ground among so many different individuals.

I still have yet to go through my notes, but I'm hoping to take away some tools (especially SoundCloud and PiratePad) and use them in class. I also hope to forge a few relationships with teachers in the broader teaching community (i.e. across schools) to work collaboratively with.

**Ideas and Takeaways:**

Mission: Give students space, they have sense of authentic audiences. Is this feasible?
 * Cohort Meeting #1: Connect**
 * Who is the blog audience?
 * o Blogs have not yet become authentic in terms of audience.
 * § How do we get there?
 * o Require blogrolls…
 * Benefits
 * Kim Coffino / Jeff Utecht (Blog samples)
 * o Have students grade teacher posts

Pirate Pad
 * Create a table with spot for each student

Blogging should be communal
 * “Culture of commenting”
 * o Comments should //build// on ideas; create a “liquid network”

Blogs are ultimately personal…
 * personalization
 * o Comment on movie trailers, books, games, etc.

Design is important
 * Making headers
 * o Tell your story quickly, visually (metaphorically)
 * Allow for freedom

Creative Comments
 * Flikr
 * o Rt-Click, then “Copy Image Location”
 * Picnik
 * o Width = ~700

Can be used to discuss unit on identity
 * Who are you?
 * Who are you in different spheres?
 * What’s important to you?
 * How do you construct your identity?

[|www.epessoa.com/learning2011] epessoa@scischina.org
 * Workshop 1: Using and Making Film in Class – Media Literacy in Classroom**

What is Media Literacy? – Whatever you see and observe, you need to be able to analyze.
 * Film is the perfect media to introduce this
 * It is not “who has access to what technology”, it is “how to create and express themselves in the new language.”

No more a “print-centric” world; they are now digital narratives

Important things to consider: Nike Commercial
 * Who is the message designed to reach?
 * How does the message et my attention; in what ways is the essage credible?
 * What can I do with this information?
 * Purpose: Buy nike products
 * o Images support this:
 * § To be a champion takes hard work
 * § It takes a long time.
 * § Anybody can do it
 * § Sometimes it is boring.

Video Ideas: Create an add for IB classes; be different; //sell// it (regardless of your thoughts on subject)

When making a film: don’t worry about the //film//. Focus on the message; the message dictates the //story//. (“Journal is the film.” Every time you make a decision, you have to explain why…What makes film good is not the film itself, it is the idea that is communicated)
 * How does the sequencing of shots support message?
 * How does music/sound support message?
 * How does it position the audience to want to know/feel more?

Film Class can be used to teach other classes; i.e.
 * [|www.math.harvard.edu/~knill/mathmovies/index/html]
 * trailers.apple.com à The Artist (silent movie; can use to lead to studying descriptive language)

QuickTime allows you to trim a trailer or movie to the part you want.
 * Can study:
 * o Genre
 * o Decisions
 * o Music

PROJECT: Make films for
 * NEED: Understanding of Process (IDEA à SHOOTING SCRIPT)

MYP10 IDEA: MEDIA LITERACY UNIT (Could lead to creative)

Software for editing
 * iMovie
 * Final Cut Pro X (more advanced)

Get “A Journey to the West” ([])


 * Cohort Meeting #2: Collaborate**

Using Wikis for Collaboration
 * Hyperlinks – this is a new way of writing; it alters the whole plane of writing
 * Embedding vs. Uploading – Embed first, upload second (it saves space)

Assessment
 * Self-Assessment
 * o Have one rubric, students cut and paste, then assess selves and provide evidence from student writing.
 * Croc-a-doc
 * Moodle

Jabiz: Assessment = communication; same at WAB

Creative Storytelling Robert Appino

piratepad.net/Lxzcbe5coB
 * Film 101**

Always start with a trailer – this is a way to get in the mood, but also learn the vocabulary
 * Spider Man Trailer: Point of View (suspense built by not showing Spider Man); Genre

Filmmaking Process, Step by Step (regardless of audience)
 * Stages
 * o Preproduction (most important)
 * § “Setting the stage”
 * § Must have an idea
 * § Treatment:
 * § Script (the binding tool; is in the sequence of story)
 * § Storyboard
 * § Casting/location
 * § Shooting Script (to optimize the time; is in the sequence of filming)
 * o Production
 * o Postproduction

The Beginning
 * Getting an Idea
 * o What if I don’t have any idea?
 * § Track your notes (journal sights, emotions, thoughts, etc.)
 * § Newspapers/Magazines: News can serve as something to tie characters together.
 * § History
 * § Music – it can inspire you to feel things
 * § Myths and Legends (transpose a legend to modern day)
 * § Family stories
 * § Childhood stories
 * o Brainstorm
 * § “The paper accepts anything”
 * o Keep in mind…
 * § Limited (length, budget, resources, ability)
 * § Shrink the concept!
 * § Know your audience
 * o Generating ideas…
 * § Encounter
 * § Twist of fate
 * § A surprise
 * § An oddball
 * § A disruption
 * § A dream
 * From Idea to Treatment
 * o Development of your idea
 * o In a prose format
 * § Examples (suggestions only; you can break them, but must explain)
 * Hollywood Formula
 * o Act 1 (introduce characters) = 25%
 * o Act 2 (Conflict and action) = 50%
 * o Act 3 (resolve the story) = 25%
 * Hero’s Journey
 * o Joseph Campbell myth theory
 * o Breaks the story into characters and archetypes (not all necessary)
 * § Hero*
 * § Mentor
 * § Herald (droids)
 * § Threshold Guardian (1st barrier)
 * § Shapeshifter – switch sides
 * § Trickster – comic relief
 * § Villian* (doesn’t have to be a person, can be a concept/force)
 * From Treatment to Script
 * o Scene Heading
 * o Action
 * o Characters/Dialogue (can convert from novel to script; requires separating dialogue, setting
 * § Celtx.com – program for scripting, is free
 * From Script to Storyboard (MOST IMPORTANT THING FOR FINISHED PRODUCT)
 * o If students can draw, they can use a camera.
 * o Can buy something from Celtx
 * o See “Stanley Kubrick: Boxes”
 * o Exercise for Storyboard
 * § “Aliens attacking Hollywood”
 * Need shot of
 * o Space ship
 * o Hollywood sign
 * o Etc
 * o Production Log (i.e. journal)

Production
 * A Call Sheet
 * Director’s Notes
 * Cinematographer’s Notes
 * For each shot angle, a note tabout what takes were good

Post-Production
 * Editor’s Notes
 * Director’s Notes


 * Film 201: Editing with Final Cut Pro**
 * Obtaining it
 * o Sold in Mac Apps Story
 * o $300
 * o Can be bought stand-alone
 * o It’s NOT an upgrade
 * Shortcuts for editing (see “View”)
 * o “i" = in
 * o o = out
 * o w = insert
 * o e
 * o d
 * o shift-s = audio scheming off
 * o shift-z = timeline zoom
 * Can detach audio
 * Export / Share movie

Ideas for today English vs. Language Arts: have the discussion Make mistakes / Take risks experiment Shifts in priorities
 * Cohort 3:**

//Challenge students to read for 45 mins, then just discuss it.//

//You’re not always going to be taught. If you don’t know how to do it, learn how to learn how to do it.//

We tell stories. Literacy = stories through various media.

Shift priorities:

Writing Center
 * Integrate Skype

Contact Jabiz about the inquiry unit he did where they had to document what they were learning…

CST Connection: Have students plan trip for next year’s trip

IDEA: SOUNDCLOUD – Have students sound-cloud a poem or extract.


 * Unconference: Tech(t)s**

Hypertext Project
 * The layers
 * o Poem/extract; link on bottom that will kick off 2nd page
 * o Poem/extract with audio file reading of poem/extract; link on bottom that will kick off 3rd page
 * o Poem extract that can be editable; kids add hypertext links (perhaps interdisciplinary study of history/English, perhaps different critical perspectives)

Ngram googlelabs

Language and Literature

History of the Word (app)


 * Cohort 4**


 * Contacts:**


 * Questions:**


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