Welp, it’s coming to a close. Term 1 of PLP 9 is going to finish soon, so everybody knows what time it’s is, reflection time! I’m gonna be reflecting on All the videos I have made through this term. Since there are many videos and many competences I am going to cover videos for every 5 competences, let’s start!

Knowledge Constructor 

The first example of this competency is my Alberta 9 video, I had to specifically curate the audio and visual content from interviews to see if it fit with the theme of the video and my answer, you can view the video here!.

I’d say for my second example I’d have to go with the Royal Tyrell museum video. Due to the time constraints of that video, I had to be very selective about what I wanted to say and what I could say in that time period. I find that while the final product wasn’t the best, the journey to make it was.

Innovative Designer

I’d say for my first example as an innovative designer, I would say my Run! remake video. With tools I and my group had used, we used our limited tools (iPad,iMovie and Microphone) to create a product unique in its production despite the fact it was a complete remake. You can see it here.

My second example would be my TYKTWD 2019 Video, due to the conditions on the worksite itself, and the lack of activities at bendtin mechanical I was strapped for any major ideas. But with the tools I did have, I feel as if I created something fairly good/great.

Creative communicator

I would say a great opening example of this Russian Revolution video. The video uses rap and a more non-traditional of talking about history while still getting the points and history itself across. You can see it here!

A good 2nd example would the Revolution choice video, I and my group created. Essay style with animated segments is usually how history videos work, but by actually portraying the people and talking about the story, it helps you visualize a bit more. You can see it here!

Knowledge Constructor

I find for this competency I can I would have to say my French Revolution Video. We used many sources that we curated into the video, and through informative segments that really showed off in the end. You can watch it here!

For my second video, I would like to refer to my American Revolution Video. To create an interesting and historically accurate video, we had used many sources and use digital tools ( such as iMovie) to create a final product. You can see it here!

And finally

Computational thinker.

I would as a computational thinker my shining example of this, in the beginning, would be my 4 shot film. For the four-shot film, we had overcome the glaring problem of making a film in 4 shots. We had developed a solution to this problem by finding unique angles and ways to shot it. Overall, I’d say it represents me as a computational thinker.

My secondary example would be UNO! A ghost town film. Now Uno was interesting because before filming, we didn’t actually know the area we were filming or the conditions. So we had to solve the unique problem of filming when it’s raining, not to mention using additional to route out our scenes.

Conclusion

Well, that was all of them! All of the videos I have worked on in the past term talked about/critiqued on the curricular competencies they represent. Honestly, this has helped me reflect!

So, see ya guys later!

For my event video, I decided to do the most interesting events I have in the next couple of weeks, My mum Cachette pop-up!

So I started with a sheet of things I want to film on location! I made it in notes.

Due to the busyness of the day I couldn’t add a one shot and Voice over opening, but I got a lot of B-Roll, A interview and a fun fact!

I did all my editing through iMovie and I used the YouTube royalty free audio library to add background music. Editing overall was fairly easy as all I was doing was adding video and audio clips on each other.

Due to the fact of not having enough footage, in the ending of the video, I used a summary video of last years Cachette made by a friend!

Overall I think this was a fairly fun project!

Our 2nd project for PLP 9 was an interesting way for us to stretch our creative muscles and learn about Revolutions, how so? Continue reading to find out!

Reflection and Videos

I’m going to try something new for this blog post! I’m going to start with a reflection on the project and then talk about the project itself after!

The driving question of this project was: How do ideas drive change? And id like to split this question into 2 parts: Ideas about the book Revolution and Revolutions = Change!

Part 1: Ideas about Revolution (The book)

To learn about literature and the Revolution, we read the book Revolution (2010) by Jennifer Donnelly, the book dealt with themes of Grief, Guilt and dealing with trauma through music. Anyways for this project we learned and discussed through what our teacher ( Ms.Maxwell ) calls book chats!

My favourite and personal best sheet I created for these book chats was my 2nd sheet for the role of creative connector for a 2nd time connector-role. pages, I wrote about the band Radiohead and the iPod.

For a final reflection on the book we created a creative reflection for the book and presented it, Gallery Walk style! I decided to do a podcast which is a format the turns out to work well for me! For the process of making the podcast itself, I researched my topic ( Location in media) and then looked through the book for examples and things to talk about. After having an idea and examples, I created a script! You can see that here:

(This is the first draft and I currently can’t find my second and final one)

After making a script, I used my microphone (which sounds semi-professional) to record the scriptures) Fun Fact: The podcast originally intended to be a video essay but there was nothing overly visual about it.

You can listen to the final podcast here!

Conclusion (About The book Revolution)

I’d say that Ideas drive change when we accept our past and towards the future, similar to the man character of Andi in the book!

Driving Change (The Revolution videos)

So for the 2nd leg of the project, we created multiple videos about different Revolutions and different styles. For this project, I worked with Thomas, Brenton and Kaden.

Since most of these videos follow a similar production schedule and you probably don’t want to read a trillion words I going to summarize them all in the production stages.

Pre Production

Most of the videos started with a script! (Surprise, surprise) but the scripts varied for the different Videos. For instance: For the rap video about the Russian Revolution we wrote the lyrics and decided on actions we did on-site.

The next part was the storyboard which was fairly straightforward, we use simply created a collaborative document in the app keynote and brought our words to life! Usually, a day after we started……

Production

For al the video production was straightforward; we find a suitable setting to film and then we had one person filming (usually me) and we filmed! At most, it took 2 days to finish filming and some videos we had special conditions! Like in one of our videos we had extras!

After filming the footage we had the film tasks in……

Post Production

Due to how IMovie works we usually had one person editing while everyone added clips and audio files to add! After we watched it, with our class we usually made some minor fixes to the videos to ensure they were quality.

Crane Brinton and overall Revolutions

The crane Brinton theory is the theory we used to talk about the Revolutions we learned about ( Russian, French, Industrial and American ). The theory helped learn about the Revolutions and was a prime tool to help find out how ideas drive change.

The Videos!!

You can watch vids Here!
Reflection: