But you said freeze!

USING VIDEO IMAGE CAPTURE and CCCCCC

By John PipeMt 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

http://www.videolan.org/vlc/

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 21ST CENTURY cf 19th 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 24 -30 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 PERSON PERSON

VIEWPOINT VIEWPOINT VIEWPOINT

REASON REASON REASON

ACTION ACTION ACTION

REASON REASON 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 10-12 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 closeenough.” 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 becomeThe Monk/ The Street to peoplewith marmalade wisdomand 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

heartouchsmelltaste

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 email• Jpipe@mags.school.nz

• If you want some fun with images try:• www.befunky.com