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RATIONALE – STORYBOARD VIDEO CLIP
- by Fiona Brennan -
Explanation of Resource
The short You Tube video clip
“Storyboarding (AFI’s Lights, Camera, Education!)
gives a brief look at why and how storyboards are used in film making. How to start a storyboard, why it is important to use storyboards and different camera angles and shots you can use in a storyboard are all covered. It is easy to watch and listen to, is easy to understand, has lots of relevant information and has many shots of students working on their own storyboards in groups. The video is also very encouraging for the students as it stresses that drawings do not need to be perfect and that teamwork is a great tool for creating storyboards and subsequent films.
Relevance to Outcome
This resource is related to the English Syllabus outcome“
Discusses how writers relate to their readers in different ways, how they create a variety of worlds through language and how they use language to achieve a wide range of purposes”
(Board of Studies NSW, 2007, p. 33) as students begin to think about how visual language can be used for different purposes. For example, how film can be used in different ways to achieve a purpose, and how specific purpose can be achieved within the film through different camera angles and shots. Students may not have thought much about different ways that a writer can relate to an audience, or indeed that this could be done through the use of film. Also, students may not have thought about the need for a good visual scaffold before beginning the filming process, and how this can help them to be able to visualise how they want their message to come across to their intended audience. It is helpful for students to think about whose eyes the audience is seeing through, where they are positioned and where the focus is in order for them to make meaning of their own multimodal text (
Winch, Johnston, March, Ljungdahl, & Holliday, 2006,
Aspect of literacy to be explored
This clip is useful for getting students thinking about the reasons why storyboards are used, and how visual literacy is used in both the storyboards and the multimodal texts that they then create. Particularly this clip helps to explore the visual grammar of camera angles and shots, and their intended meaning for a viewing audience. It is important for students to develop visual literacy as more than simply decoding images, they also need to be able to analyse how meaning is made from the visual in its particular context (Winch et al., 2006, p. 506). This clip aids students on the way to fine tuning this skill through the creation of their own storyboard and film.
Board of Studies NSW. (2007).
English K-6 syllabus
. Sydney: BOS.
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2006).
Literacy: Reading, writing and children’s literature
(3rd ed.). South Melbourne: Oxford University Press.
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