Professional Documents
Culture Documents
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Name_____________________
School____________________
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Introduction
In this program you will learn about making videos and writing articles for publication. In
groups of three you will choose one of the following topics to focus on:
Trains, Rails and Transport (Rail Museum)
Shipwrecks (Tours of the Ship Wrecks)
Sailing to Australia (Maritime Museum)
Within your group you will be required to create one television advert and one feature
article focusing on your groups topic/museum. These will then be uploaded to a Wiki page
for viewing by others. You will be marked on your work. If you wish to see the marking
criteria, turn to the end of the booklet.
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Keep track of your group, topic and other notes on this page!
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My group Is
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My topic is
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HEIT programme
This is a run-down of the activities we will be doing and where they will take place. The booklet has been divided into
weeks and you will find more detailed descriptions at the beginning of each weekly section.
Date/ Hours
23/7/15
(Week 1)
Lessons 1-4
Outcome:
Understand our day at the Port
Continue with developmental work on Feature
Article and Advertisements
Location
BHS: CR3
BHS: CR3
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30/7/15
(Week 2)
Lessons 1-4
Activities
Outcome:
Introduce program
Discuss and understand structural elements of
Adverts and Feature Articles
o Shots, narration, structure etc.
Understand how to use cameras
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Outcome:
Experience Port
Collect information and materials
Construct/plan Story Board and Feature Article
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6/8/15
(Week 3)
Full Day
Outcome:
Work on Feature Article and Advertisement
20/8/15
(Week 5)
Lessons 1-4
Outcome:
Advert and Feature Article completed and
polished
BHS: CR3
BHS: PAC
BHS: CR3
27/08/15
(Week 6 /
4:00pm)
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13/8/15
(Week 4)
Lessons 1-4
Contents
Introduction ...................................................................................................................................................................... 3
HEIT programme ............................................................................................................................................................... 5
Week 1 and 2 Program and Outcomes ............................................................................................................................. 9
Introduction ................................................................................................................................................................ 10
Feature Articles ........................................................................................................................................................... 11
Article 1 ................................................................................................................................................................... 12
Article 2 ................................................................................................................................................................... 13
Text Mapping .......................................................................................................................................................... 14
Television Advertisements .......................................................................................................................................... 17
Camera Shots and Movement ................................................................................................................................ 18
Shot Movement Activity ......................................................................................................................................... 19
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Feature Article............................................................................................................................................................. 34
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Introduction
We will begin the program by going through a PowerPoint as a group. You will find space below to take notes. As we
go through the PowerPoint, we will complete the activities on the following pages, so you may need to flip from
these notes pages to different ones. Your teachers will let you know which pages you need to be working on.
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Feature Articles
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Article 1
As a class we will text map this article looking at the focus subject of each paragraph and the type of language used.
Fill out the table on page 14 as you look through the article.
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Tyrannosaurus-Rex and Triceratops. Inside is where you can take a walk through time, viewing the 23 complete skeletons and 300 fossils
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that the Museum has collected so far covering plants, mammals and reptiles through the ages.
The Museum is a great place for families to visit, especially
during school holidays when the Museum puts on extra
activities. You can even hold children parties at the
Museum, perfect for creating that memorable occasion.
For more information on the National Dinosaur Museum
visit their website at:
http://www.nationaldinosaurmuseum.com.au
While you are at the National Dinosaur Museum take
some time to visit another unique Canberra attraction
right next door, Cockington Green. This miniature English
village is an amazing display of miniaturised scenes from typical English villages. Both these attractions are part of the Gold Creek village
where you can find boutique shops and cafes for a bite to eat after your explorations.
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Article 2
In pairs you will text map this article looking at the focus subject of each paragraph and the type of language used.
You will be able to compare this to the first article looked at. Fill out the table on page 14 as you look through the
article.
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"We're getting much greater precision," said John Taylor, assistant keeper of the museum's Department of Ancient Egypt and
Sudan, from which the eight mummies forming the exhibition were taken.
"It used to be very difficult to work out the age of death within less than 20 or 30 years and now we are able to pinpoint it very
precisely to within a couple of years." he told a news conference on Wednesday.
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One mummy whose casket had never been opened is that of a female named Tamut who lived in Thebes at about 900 BC.
Inscriptions on the casket say she was a "chantress", or singer, for the god Amun, probably at the Temple of Karnak. With the aid
of 3D imagery the museum has been able to make a model of a small falcon that was sealed inside the casket along with the
body. It will be displayed along with other objects and scanned images of her mummified body that the museum hopes will
allow visitors for the first time to feel like they are "meeting" a person who lived thousands of years ago. "I personally think
Tamut is the star of the show, she has such a wonderful array of objects inside her case, we have the inscriptions saying all about
her life, we have her name, what she really did," Taylor said. "We can show objects and say this is the kind of thing she would
have held that brings you very close to these ancient people in a way that nothing else could do."
Daniel Antoine, the museum's curator of physical anthropology, said the scans had even detected a buildup of plaque in a
mummified artery. If part of that had broken away and entered the blood stream, it could have caused death by stroke or heart
attack, he said.
Scanners and X-rays have been used since the 1960s to pry into cases and through bandages of mummies in the museum's
collections, but recent advances in technology have allowed researchers to dig deeper and get more detail than ever before, and
to make 3D visualizations which are a huge help to understanding, the specialists said.
The eight mummies come from Sudan and Egypt and span a period of time ranging from 3,500 BC to 700 AD, which covers
everything from pre-dynastic Egypt to well after its absorption into the Roman Empire. They include mummies that were
properly mummified, according to the process that as Taylor put it includes taking out the brain through the nose and removing
the other internal organs, and other bodies that were simply preserved by burial in sand.
Each will have its own space in the exhibition. Visitors will be able to watch images taken by scanners as they peel through
caskets, bandages, skin and to the interior of the body, and see artefacts associated with each.
Text Mapping
We will complete the Walking with Dinosaurs column as a class. Then, you will complete the Mummified Singer is the
star of the show with a partner.
Mummified singer
is star of the show
Elements in common
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My Notes
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Element
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We will now use the Common Elements column to fill in the Element column of the following table. During our
discussion about the different themes of paragraphs to make your own notes on the kinds of information you can
expect to find in each of the paragraphs.
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Television
Advertisements
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A television
advertisement is a short
segment which informs
and attempts to
persuade the audience
to purchase or make use
of a particular product or
service.
Television
advertisements make
use of lots of different
techniques in order to
make their product or
service enticing.
The purpose of your
advertisement will be to
persuade families and
individuals to visit your
attraction.
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Extreme Long Shot Also known as an establishing shot this can be used to show
where action will take place.
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Medium Shot This shows most of the focus object. This is sometimes used to show
enjoyment through facial features and body language.
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Long Shot All of the focus object (Rory, Amy and The Doctor) can be seen plus some of
their background/environment. This could be used to show people having fun in a
particular place.
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Close-up Shot This shot shows the most important part of the focus object for that
scene only. This is really great for showing emotion or an important part of an
exhibition/sign.
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Camera Movement
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Extreme close-up This makes the viewer aware of a specific detail. This can be used
to show a very important detail such as a knot on a ships rigging.
Panning This is a horizontal camera movement that swivels around a fixed point
showing more of a location. This can be used to establish the surroundings of a
location. If the camera is also moving to follow an object this is called a Tracking
Shot.
Zooming This is where the camera moves in to a closer shot or out to a longer
shot. This is often used to emphasise an object, action or location.
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Advert 1
Advert 2
Yorkshire Railway
Museum
Shots
Advert 3
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Medium Shot
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Long Shot
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Close-up Shot
Panning
Tilt
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Movement
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Zooming
Sound wave
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1. Use
to highlight the space at the beginning of the track. This is indicated by a flat line in the waveform.
2. Click on effect noise removal
3. Click Get noise profile and then exit the window.
4. Double click on the waveform so that it is all darker grey
5. Click effect noise removal and this time when the window loads
click okay.
6. You will notice a slight change in your waveform and clearer sound.
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Other tips
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When you are happy with the sound of your audio file, follow these steps to export your sound.
Exporting your sound
1. File Export
2. Save your file on your computer with the name doctorlovefezzes.
3. Click on the Save as Type dropdown menu and select .mp3.
4. Click okay. Your file will be ready to use in other programs.
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Always listen to your audio Constantly listen to your audio to check how its going.
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Chopping music Be careful when editing and cutting music. You have to make sure that you cut and paste in the
right places otherwise the music will not flow together nicely.
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Zooming in and out If you wish to edit more precisely you can use the
tool to zoom in or out of your
waveform. (Use the left mouse button to zoom in and the right mouse button to zoom out.)
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When mixing music When you mix music with a voice recording you must be careful about the type of music you
select. It is difficult to understand a voice track if there is too much singing in your music. Choose your music
carefully and make sure it is appropriate.
Saving as you go You might not finish in a lesson and exporting means you cant work on it more later.
1. Save as you would a word document. File Save.
2. Make sure you dont move or delete the folder that is created on the computer as all the source files the program
needs will be in this folder
After the Tutorial
You will now have the skills you need to record your script. Follow
the steps above. You should split your script into sections so that
different group members get to feature in the sound recording.
This may mean that you have to record separate people
on different tracks within the program. This is shown here.
You will then be able to arrange where these separate tracks
play using the
tool. You may also add music to your advert if you
wish. Once you are happy with your recording remember to export it
as an .mp3 file.
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Quick menu
Transitions and effects
Timeline
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Preview window
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Transitions and effects: This menu allows you to add transitions between sections of video and effects over sections
of video if you wish.
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Step 2: Inserting photos and video. Click on the Add Video and Photos button in the Quick Menu. This will load an
import file box. Choose some appropriate images to match the sound file you made earlier. You will find some
pictures to download in the DropBox link at: . Insert these into your timeline. You will only need about 3 or 4
pictures.
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Step 3: Inserting video. Download the video also found in the DropBox link. Click the Add Video and Photos button
in the Quick Menu again and this time insert the video.
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Step 4: Inserting sound. Click on the Add Music Button in the Quick
Menu. This will open a drop down box. Select Add Music. Select the
sound file that you made earlier in the Audacity Tutorial.
You will see the sound file show up as a waveform under the pictures and video in your timeline. Click play to test
your video. You will notice that the sound in the video still plays over your own sound file. You will therefore need
to mute the sound in the video. You do this by clicking on
the first panel of your video Video Tools (top toolbar)
Video Volume Click on the speaker with the cross
through it. You can also use this to make sections of your
video/presentation louder or softer.
Step 5: Editing photos and video in the timeline. Click on one of your photos or your video
file. Click play and the pause the video where you wish to cut it. Right click Set End
Point. This will shorten the section of video to fit where you wish to end it. If you also
wish to cut the beginning of the video out, you can also use the Set Start Point option.
Step 6: Using transition effects. Transition effects make the changes between your
photos more interesting. Click on the top toolbar on Animations. Choose one of the
transitions in this section. You can also use the duration option
to adjust how long it takes for the transition to occur. The timeline will now
show that there is a transition between the videos.
Step 7: Using other effects. Sometimes, you may want to speed up or slow down a section of video. This can be
done from the Video Tools menu at the top of the screen. Have a play with some other tools to see what other
effects you can place over your video.
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Step 8: Adding credits/words. Click on Home in the Quick Menu. You can add either a caption or credits to your
video. Caption will allow the text to appear over the current selected video, whereas Credits will add a plain slide to
the end of your presentation. Select the first image of your presentation and add a Caption. A text box will appear
on the preview window. Type Doctor Who into this text box. You will now be able to edit the text colour, size, start
time, duraition and the way it appears in the Text Tools menu. Select the settings you wish to use for your video.
Other tips
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Make sure you save your work as a Windows Movie Maker file
as youre working on it.
1. Click on File save as project
2. Save it in your folder
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When you are happy with your file, follow these steps to export your file.
Exporting your file
1. Click on Home in the Quick Menu.
2. Click on Save Movie For Computer. This will open another window.
3. Save your video in your folder under the name DoctorWhoVideo.
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Challenge: You are now to arrange the photos and videos so that they show photos of the
doctor, then a short video image when the tardis noise flies in and finally photos of the doctor
again. Use transition effects and editing effects if you want. You will need to include a title on
the first slide saying Doctor Who.
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You can delete parts of the timeline by using the delete key on
a highlighted image.
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Labels
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Panasonic LUMIX Camera (Used for photographs and can also be used for some video)
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Labels
SD Slot ____________________________________________________________
Screen ____________________________________________________________
Playback switch ______________________________________________________
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Labels
Menu Button________________________________________________________
SD Slot ____________________________________________________________
Screen ____________________________________________________________
Playback switch ______________________________________________________
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Flip Video Camera (Can be used for backup photo and video and to record video notes)
HDMI Port__________________________________________________________
Record Button _______________________________________________________
Navigation buttons ____________________________________________________
Screen ____________________________________________________________
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Close Up
Shot 1
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Shot 2
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Zoom
Shot 1
Shot 2
Shot 2
Tilt
Shot 1
Shot 2
Pan
Shot 1
Shot 2
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Medium Shot
Shot 1
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Extreme Close-up
Shot 1
Shot:
Shot:
Movement:
Movement:
Sound/Narration:
Sound/Narration:
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Shot:
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Movement:
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Sound/Narration:
Shot:
Shot:
Shot:
Movement:
Movement:
Movement:
Sound/Narration:
Sound/Narration:
Sound/Narration:
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One of your groups tasks for today is to collect all the shots you need
to create your advertisement.
Keep track of the shots you have taken by using this table. Write a
short description of each shot so you remember what you have taken
and why. Record at least two takes of every shot.
REMEMBER: You want your shots to move as smoothly as possible so try to keep a very steady hand.
Establishing Shot (This could also tilt or pan if you wish)
Shot 1
Shot 2
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Shot 2
Shot 2
Tilt
Shot 1
Shot 2
Pan
Shot 1
Shot 2
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Medium Shot
Shot 1
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Shot 2
Shot 2
Zoom
Shot 1
Long Shot
Shot 1
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Close Up
Shot 1
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Shot 1
Shot 2
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Shot 1
Shot 2
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Photographs We Need
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Shot 2
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REMEMBER: You still need a steady hand for still shots. Make sure
you let the camera focus before snapping the photograph.
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Shot 2
Extreme Close Up
Shot 1
Shot 2
Medium Shot (a display)
Shot 1
Shot 2
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Close Up
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Shot 2
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Feature Article
Possible Focus Topics
For your feature article you and your group will be required to write about two topics. For safetys sake,
you are asked to take individual notes on three (3) topics that you and your group have agreed on.
Take a moment to look at the list below and decide on your topics (you might change your mind as you
explore the different displays).
Your aim is to be able to discuss:
a) the display at the museum (how it is presented, is it engaging and why)
b) the content of the display (facts relating to what it is about and why it is important)
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Shipwrecks
Wreck: Dorothy H Sterling
Wreck: Sunbeam
Wreck: Santiago
Dangers of travelling by sea
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Railway Museum
The Tea and Sugar train
Women on the Railways
The development of passenger travel
Technological Development in
Railways
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Maritime Museum
Migration to Australia
Navy and War
The Activ II ketch and Mosquito Fleet
Life on the Beach
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Figureheads
Life and Death in the age of Sail
Lighthouse
My group is visiting:_____________________________________________________
3)
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2)
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Topic 1 Notes
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Topic 2 Notes
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Topic 3 Notes
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1. Take the card out of the camera or video camera by flicking the required switch on either camera. This will open
the card slot. You will then need to press the card in until it clicks, allowing it to pop up. Make sure you use the
unlock button first on the Lumix camera.
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Open switches
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SD Slot
Cut corner
Gold contacts
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Unlock button
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3. Open the files on the SD card the same way as you would a USB stick.
(For Lumix: Computer Kingston(SD Brand) DCIM 100_PANA)
(For HD video {video}: Computer SD(SD Brand) SD_VIDEO)
(For HD Video {photos}: Computer SD(SD Brand) DCIM)
4. Copy all files from the SD card onto your student folder. You will find this in: Computer {your username}.
Create one folder in your student folder named videos and one named photos. Save your files into the respective
folders.
You should now be able to use your files in other programs.
Flip Cameras
1. Flip out the hidden USB stick. Insert the USB stick into your computer.
2. Open files the same way you would for a USB stick.
(Computer FLIPVIDEO DCIM 100VIDEO)
3. Copy files into your video folder.
You should now be able to use your files in other programs.
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Open switch
Storyboard
Now that you have footage you should begin to organise this into the order you want for your
advertisement. Think about the order of camera shots from the adverts were previously discussed to help
you. After you have organised your footage you may begin to dot point ideas for your script.
Shot:
Shot:
Movement:
Movement:
Sound/Narration:
Sound/Narration:
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Sound/Narration:
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Movement:
Movement:
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Sound/Narration:
Sound/Narration:
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Shot:
Shot:
Movement:
Movement:
Movement:
Sound/Narration:
Sound/Narration:
Sound/Narration:
Movement:
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Shot:
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Movement:
Movement:
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Script Writing
Your next step is to expand the dot points you have made in your narration part of
your storyboard into your script. Scripts can focus on many aspects but it is
important to keep it fun and interesting to help the viewer stay interested in your
advertisement. You can do this by speaking in an interesting tone, using exciting
adjectives or by using a play on words. All three of these aspects are evident in the
Yorkshire Attractions advert that we have previously looked at. You can watch it
again by going to http://tinyurl.com/my7pcq5 . A copy of the script for this video is
below. See if you can find the adjectives and play on words. Highlight them.
A play on words is a
humours use of a word with
more than one meaning or
sounds like another word.
Eg. Lettuce Eat (A vegetarian
restaurant in New York)
We could go to free to the National Railway Museum, a fun filled journey from steam to the modern day.
Get fired up at Britains biggest rail celebration or the Royal Armoires is free, home of the national
collection of arms and armour. Explore the world of the warrior from medieval knights to modern day
soldiers. But then theres the national coal mining museum where you can actually go down the pit. Meet
the pit ponies and learn what life was really like for the brave miners. Oh, the only way to decide is to visit
Yorkshireattractions.org
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Discuss what attraction and displays you will be presenting in your advertisement with your group. Brainstorm as
many adjectives as you can think of that you could use to describe your attractions below.
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Can you and your group come up with any plays on words that would be effective in making your script more
entertaining?
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Quite often, adverts will end with a catchphrase to help the viewer remember the product. Think of three notable
catchphrases that you know of and write them below. Hint: The burgers are better at Hungry Jacks
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Have a discussion with your group and see if you can come up with a suitable catchphrase for your advertisement.
Catchphrases often involve a play on words so you may be able to tweak one of your examples above to make an
interesting catchphrase. When your group is happy with the catchphrase, write it below.
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Use the space below to start writing your script. Remember to try and use the adjectives that you have
brainstormed to make it more interesting, the play on words to keep it fun and the catchphrase to make it
memorable. Use the following structure to help you:
1. Introduce your attraction
2. Discuss your displays
3. Finish with your catchphrase
Once you have finished your script, make sure you edit it and also have it checked by a teacher.
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In this section, you will start planning your feature article. Planning the feature article is especially important
because different members of the group will be working on it at different times. The plan will be your groups map
to where the feature article is heading.
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Feature articles like the one we are going to be writing contain an introduction, body paragraphs (as many as are
needed) and a conclusion. They are written with a specific idea, or goal, in mind. The goal might be to inform the
reader of something, or to convince them to do something. In this case, our feature articles will serve a few
purposes. The purposes of our feature articles will be to:
Introduction
Prompt
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Element
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Work with your group to fill the table below. You will see the elements we have spoken about in the first column, a
prompt on the notes you should make in the second column and space for you to write those notes in the third
column. Everyone in the group will need a copy of this table.
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History of the
attraction (you may
look online for
information)
Notes
Body paragraph
1 (one)
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Something positive
about the attraction
The topic you are
talking about this
paragraph
Why this topic is
interesting
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Conclusion
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Body paragraph
2 (two)
Extra elements
Pictures you will use (describe)
Captions
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When we talk about language features in a text, we are talking about the kind of language that is used in it. Some
text types, like stories or poems, feature language that is designed to create a picture in the readers mind. Other
types of texts, like essays or reports, use very formal language with lots of technical terms.
Feature articles generally use formal to semi-formal language (the type of language you might use if you were talking
to the Principal) and dont tend to use much slang, unless a quote is being used. The descriptive language
(adjectives) is sometimes tied to the purpose of the feature article. For instance, if the author of the article doesnt
want the reader to do something, they would use adjectives like horrible, disgusting and unpleasant. If the author
does want us to do something they would use language like worthwhile, pleasant and interesting.
We want our readers to visit our attraction, so brainstorm some positive adjectives to use in your feature article.
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Putting it together
At this point, you and your group have:
Chosen the two topics to focus on
Gone through your notes and completed a scaffold
Made a list of positive adjectives to use in your article
It is now time to take the plunge and start writing.
The first thing your group needs to do is decide who is going to be responsible for the first draft. Write that persons
name here:
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Now, decide who is going to be responsible for typing up the first draft, so that it can be easily edited later. This
person should be different from the person who was responsible for the first draft. While they are typing up the
feature article, they will make any changes they think are necessary. Write that persons name here:
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The last member of your group will be responsible for making sure that all the things that are meant to be in the
feature article are in there. That includes making sure that the pictures are at least on the document and that there
has been a quote and interesting facts chosen and typed up. While they are doing that, they will make any changes
they think are necessary
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The person who is making sure that everything is IN the feature article
is:_______________________________________________________________________
After everyone has gone through the feature article at least once, you will go through it again next week with an
editing checklist. Then, you will have a group meeting before submitting your work.
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Code
Spelling error
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Common Errors
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Read your groups feature article SILENTLY and mark with editing codes*. You may add codes to the table at the
bottom of your feature article if you need them.
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Tense confusion
Punctuation error
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As you are reading, make any spelling / grammar changes that you find. If you are unsure whether
something is correct, highlight it.
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2) Examine the introduction of the feature article. How clever and enticing is it?
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a.
Have interesting and enticing adjectives been used to make the reader want to visit the
attraction?
b.
Make a suggestion as to how the group can make the introduction EVEN BETTER. You may even
try rewriting a portion of the introduction to make it better. Write your
improvements/suggestions in comments using Ctrl+Shift+M
3) Provide a summary of your groups feature article below. In this summary you should identify the main theme of
each paragraph. If you cant do this, then the point of each paragraph is unclear and it needs to be re-worked.
You can make suggestions on how to do this with comments (Ctrl+Shift+M).
Paragraph
1
Theme
2
3
4
4) TITLE: What is the title of your groups feature article? Write it here:
Analyze the title. Is it creative? Is it too simple or obvious? Write an alternative title using a
comment.
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________________________________________________________________________________________
a.
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5) CLARITY: It is important that every part of the feature article is clear and that it makes sense. Read your groups
again. Is there any point that makes you a little confused?
Use the following codes in comments to mark these points of your groups feature article:
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exp = explain this more so that it makes better sense for readers
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6) Has your group used the adjectives, catch phrases and other elements that you brainstormed during your
planning on page 42? Double check.
7) Verify that you have completed your editing by completing the checklist below
I have :
First editor only: Copy and pasted the table to the bottom of our feature article.
Checked for spelling and grammar errors.
Checked the introduction.
Made suggestions on how to improve the introduction.
Summarised each paragraph.
If something is unclear, I have tried to correct it or made a comment.
Checked our title and made a suggestion for an alternative title.
Checked the feature article for clarity and used the clarity codes when necessary.
Let the next group member know that it is their turn to edit our feature article
Well done! You are a step closer to finishing the feature article!
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Addition!
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Subtraction!!
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Headings for
different
paragraphs or
topics in your
article
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A brief summary of
what the article is
about.
Math is Algebraic!
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A Catchy Title
This may be the
catch phrase from
your advertisement
or a play on words.
It needs to capture
the readers
interest.
Adventure Time is
broadcast daily on
ABC3 in the
afternoons. For
information on
scheduling in your
area, please visit the
ABC website.
An important quote or
interesting fact. You may
have more than one of
these.
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Curriculum Links
Australian Curriculum, English, Year 7
Creating texts
Identify and explore ideas and viewpoints about events, issues and characters
represented in texts drawn from different historical, social and cultural contexts
(ACELT1619)
Understand that the coherence of more complex texts relies on devices that
signal text structure and guide readers, for example overviews, initial and
concluding paragraphs and topic sentences, indexes or site maps or breadcrumb
trails for online texts (ACELA1763)
Investigate vocabulary typical of extended and more academic texts and the role
of abstract nouns, classification, description and generalisation in building
specialised knowledge through language (ACELA1537)
Analyse and explain the ways text structures and language features shape
meaning and vary according to audience and purpose (ACELY1721)
Compare the text structures of language features of multimodal texts, explaining
how they combine to influence audiences (ACELY1724)
Plan, draft and publish imaginative informative and persuasive texts, selecting
aspects of subject matter and particular language, visual, and audio features to
convey information and ideas (ACELY1725)
Use a range of software, including word processing programs, to confidently
create, edit and publish written and multimodal texts (ACELY1728)
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Identify and locate relevant sources, using ICT and other methods (ACHHS208)
Locate, compare, select and use information from a range of sources
as evidence (ACHHS210)
Use a range of communication forms (oral, graphic, written) and digital
technologies (ACHHS214)
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During the HEIT programme, you will be introduced to two specific text
types: television advertisements and feature articles. We will travel to
Port Adelaide to collect footage and information on tourist attractions
and the history of the Port. In groups, we will use our footage and
information to create a feature article and an advertisement which
showcases both the attraction visited and the history it displays.
Task Instruction
Groups have access to the HEIT programme booklet, which contains the
scaffolding necessary to complete the two texts. At the end of the
programme, students will have completed:
A television advertisement which advertises their attraction to
the public and entices them to visit (30-45 seconds).
A feature article which informs the reader of the attraction and
elaborates on two Port Adelaide/attraction-related historical
themes (500-600 words)
Please see over page
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Comments
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Assessment Criteria
Details
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Task Description
The student:
i. Makes adequate use of organizational structures that
serve the context and intention
ii. Organizes opinions and ideas with some degree of
logic
iii. Makes adequate use of referencing and formatting
tools to create a presentation style suitable to the
context and intention.
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The student:
i. Makes minimal use of organizational structures,
though these may not always serve the context and
intention
ii. Organizes opinions and ideas with a minimal degree of
logic
iii. Makes minimal use of referencing and formatting
tools to create a presentation style that may not
always be suitable to the context and intention.
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The student does not reach a standard described by any of the descriptors below.
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Level descriptor
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The student:
i. Makes competent use of organizational structures that
serve the context and intention
ii. Organizes opinions and ideas in a logical manner, with
ideas building on each other
iii. Makes competent use of referencing and formatting
tools to create a presentation style suitable to the
context and intention.
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The student:
i. Makes sophisticated use of organizational structures
that serve the context and intention effectively
ii. Effectively organizes opinions and ideas in a logical
manner with ideas building on each other in a
sophisticated way
iii. Makes excellent use of referencing and formatting
tools to create an effective presentation style.
C - Producing Texts
Achievement
level
Level Descriptor
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The student:
i. Produces texts that demonstrate adequate personal
engagement with the creative process; demonstrates
some thought or imagination and some exploration of
new perspectives and ideas
ii. Makes some stylistic choices in terms of linguistic,
literary and visual devices, demonstrating some
awareness of impact on an audience
iii. Selects some relevant details and examples to support
ideas.
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The student:
i. Produces texts that demonstrate considerable
personal engagement with the creative process;
demonstrates considerable thought or imagination
and substantial exploration of new perspectives and
ideas
ii. Makes thoughtful stylistic choices in terms of
linguistic, literary and visual devices, demonstrating
good awareness of impact on an audience
iii. Selects sufficient relevant details and examples to
support ideas.
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The student:
i. Produces texts that demonstrate a high degree of
personal engagement with the creative process;
demonstrates a high degree of thought or imagination
and perceptive exploration of new perspectives and
ideas
ii. Makes perceptive stylistic choices in terms of
linguistic, literary and visual devices, demonstrating
clear awareness of impact on an audience
iii. Selects extensive relevant details and examples to
support ideas.
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Level Descriptor
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The student does not reach a standard described by any of the descriptors below.
The student:
i. Uses a limited range of appropriate vocabulary and
forms of expression W
ii. Writes and speaks in an inappropriate register and
style that do not serve the context and intention
iii. Uses grammar, syntax and punctuation with limited
accuracy; errors often hinder communication
iv. Spells/writes and pronounces with limited accuracy;
errors often hinder communication
v. Makes limited and/or inappropriate use of non-verbal
communication techniques.
The student:
i. Uses an adequate range of appropriate vocabulary,
sentence structures and forms of expression
ii. Sometimes writes and speaks in a register and style
that serve the context and intention
iii. Uses grammar, syntax and punctuation with some
degree of accuracy; errors sometimes hinder
communication
iv. Spells/writes and pronounces with some degree of
accuracy; errors sometimes hinder communication
v. Makes some use of appropriate non-verbal
communication techniques.
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D - Using Language
Achievement
level
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The student:
i. Produces texts that demonstrate limited personal
engagement with the creative process; demonstrates
a limited degree of thought or imagination and
minimal exploration of new perspectives and ideas
ii. Makes minimal stylistic choices in terms of linguistic,
literary and visual devices, demonstrating limited
awareness of impact on an audience
iii. Selects few relevant details and examples to support
ideas.
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The student:
i. Uses a varied range of appropriate vocabulary,
sentence structures and forms of expression
competently
ii. Writes and speaks competently in a register and style
that serve the context and intention
iii. Uses grammar, syntax and punctuation with a
considerable degree of accuracy; errors do not hinder
effective communication
iv. Spells/writes and pronounces with a considerable
degree of accuracy; errors do not hinder effective
communication
v. Makes sufficient use of appropriate non-verbal
communication techniques.
Use varied range of vocabulary to express the themes, history and purpose
of your texts
Have made good language choices which are suitable for the audience and
intention of your texts
Have made good use of the various visual, spoken and technical apparatus
as discussed in the programme.
The student does not reach a standard described by any of the descriptors below.
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The student:
i. Uses some humanities terminology appropriately
ii. Demonstrates knowledge and understanding of
content and concepts through simple descriptions,
explanations and examples.
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The student:
i. Uses relevant humanities terminology accurately
ii. Demonstrates good knowledge and understanding of
content and concepts through descriptions,
explanations and examples.
7-8
The student:
i. Uses a range of humanities terminology accurately and
appropriately
ii. Demonstrates detailed knowledge and understanding
of content and concepts through thorough
descriptions, explanations and examples.
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The student:
i. Makes a limited attempt to use some relevant
terminology
ii. Demonstrates basic knowledge and understanding of
content and concepts through some descriptions
and/or examples.
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