macrotheatre

=Macro Theatre=

Creativity is undoubtedly at an all time high. One has to go no further than Youtube, Facebook or a myriad of other web 2.0 sites to prove that the youth of today are clever and creative. The problem is... how can we as teachers harness this creativity and work within the content and curriculum objectives we are given?

Here are some scenarios in which Macro Theatre may be a good activity ...
 * Possible Uses:**
 * Biology: Students are asked to research and explain photosynthesis. They have been been pretaught the concept and need to thoroughly explain it back.
 * Social Studies: Students are looking at historical events. They are asked to interpret them and respond on them citing implications or cause and effect.
 * English: Students are asked to write a poem. Using the Macro Theatre, students can represent their poem visually.
 * So now the question is ... how can we twist the assignment so that it creates interest, be time effective, show a quality learning response, and go beyond the classroom walls? And how might we evaluate it?


 * What you need:**
 * Digital video camera - See our list of recommended equipment
 * Tripod or stable surface to mount the camera above the "theatre"
 * Well lit room


 * Prerequisite Knowledge:**
 * Introduction
 * Working with Cameras
 * Capturing Video
 * Youtube.com
 * Share

Warmups - Drop and give me 10!
Creating digital content can be easy or hard. Focus on the content and not on the tool and you will be fine. I have a habit of promoting raw video assignments. Youtube is chalk full of examples.

An example:

media type="youtube" key="NN2I1pWXjXI" height="344" width="425" align="left"

Challenge your students to watch the video and look at the techniques deployed in conveying the concept. Was it well done? What worked well? Did you understand more about the subject after watching the video? Could you tell a story or demonstrate a math concept using this technique?


 * Why might a student prefer this method of explanation?**

Horizon Student's Response

media type="youtube" key="TOQWpRYWiTs" height="525" width="660" Grade 11 - Creative Writing 20

media type="custom" key="12311254" Gr. 6 - Science- Flight media type="custom" key="12311502" Gr. 5 - Social Studies - Regions of Canada media type="custom" key="12311542" Grade 12 - ELA - Hamlet

=Criteria for a good Macro Theatre=

Criteria for Macro Theatre

Content

Script makes sense

Ideas presented in order

Has main ideas and details

Transitions between scenes

Technical l Aspects

Narrator stood close to camera

Credits and title with group name

Stable video picture

Use of sound effects to enhance narration

Use of lighting – no shadows, too dark

Method ideas:
 * Make sure the camera has audio on.
 * Make sure the camera is capable macro or closeup.
 * Decide who does what in the presentation. (roles)
 * Make sure you prop the camera or find a steady hand (unless you are going for the rollercoaster effect)
 * You may will need to do more than 1 take. Do not trash any of the takes.
 * Upload to a pc
 * Upload to youtube and share on School wiki.

=The Plan=



=Day 1 - What is Macro Theatre - Flipping Out!=
 * Student introduction to macro theatre.


 * How to use flip cams - experiment with them.

=Day 2 - Planning our production and practise!=


 * Macro Theatre Storyboard - http://wesinfusion.wikispaces.com/file/view/Macro+Theatre+StoryboardPage.docx


 * storyline, base idea, dialoguepurpose - region of Canada


 * purpose


 * Characters, props, background


 * Roles in group - narrator (leader), stage manager(props/titles and credits), cameraman(sound effects)


 * Practise

=Day 3 - Ready - Set - Action=


 * Filming Day - raw video - start and do the production without stopping.


 * Do several takes - **do not erase them** as you might find one of the earlier ones better.

=Day 4 - Digital Production and Sharing=


 * The final take if needed (15mins - max)


 * Loading on to a computer.


 * Converting to wmv for sharing and uploading to youtube.


 * Some light editing in moviemaker is possible but not necessary.

=Groups:=

The physical results!
Evaluation: About a year and a half ago I assisted a teacher with a digital based project. When I met with him I fully expected him to set the format and commence the project. I asked him what he had in mind in terms of the digital response for the assigment. He told me he had nothing in particular. "If the students wanted to create a movie ... then great." , "A powerpoint was fine.", "If they wanted to do an essay .. that was fine too". He clearly did not care about the medium or format. "But the content, explanation and evidence of understanding better be good!". It was a real eye opener. From the one assignment on nuclear fusion, reactions and harnessing the energy source for his highschool physics he received a coupla essay, several videos, podcasts, powerpoints, and few other things in between.

So since it is all about the **content** how do we evaluate?

Using Rubrics to evaluate a digital assignment
Digital Storytelling Evalution

All things Rubrics

A generic digital media rubric

Evaluating the Content? Regina Public has a fantastic set.

Ideas?
I am always looking for bigger and better ideas to add to your repertoire! Anything to add? Click on edit in top right of screen and add below: Using Flikr to explain math

As we present this method to students we will post our projects.
 * Macrotheatre Projects**

http://wdsinfusion.wikispaces.com/Grade+6