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 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

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 21 ST CENTURY cf 19 th 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 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 VIEWPOINT REASON ACTION 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 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 close enough.” 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 become The Monk/ The Street to people with marmalade wisdom and 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 hear touch smell taste 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 If you want some fun with images try: