#student reflection

In the process of assembling and editing the footage from the ARTV1103 recording I found that, due to the shot inconsistencies and issues with continuity of action, framing and focus, I have to make the choice of which shots to include in the upbeat and scary versions of the short film based on shot quality and usability, rather than the performance nuances in each shot and how they could aid in conveying the story. Thus my creative choices in the editing process are being determined by what shots are usable. Consequently, I have become ever more aware that our group should have spent more time planing the shots, preferably with a complete shot list or storyboard, and better coordination and record keeping of what exactly has been recorded would have allowed for improved continuity and given more creative choices during editing.

Reviewing the rushes from the video capture exercise for the ARTV1103 course of the journey into the lift brought home to me the importance of exactly planing the shots and ensuring good continuity. Although there was ample footage to choose from I began to realise more and more, through looking at all the shots, that during recording more attention could have been placed on ensuring: (a) that the action is more consistent among the shots, (b) in shots with character entrance and exits the character(s) should be fully out of shot at the start and end of the recording (thus giving maximal editing flexibility), and ( c) less jarring cuts/dissolves between shots by not crossing the line (180 degree rule). Nonetheless, despite these shortcomings in the footage, I currently consider that it should definitely be possible to tell the lift walk story, in two moods, from the shot footage, however, the editing process will be more challenging and may limit creative possibilities.

Responses are from both 10th and 11th grade students, all of whom are currently in 10th grade ELA, where I am working on implementing standards-based grading and assessing students on ELA skills from all of the skills types in the Common Core State Standards - Reading, Writing, Speaking, Listening, Language. I am also working on assessing students based on art skills using the Lincoln Center Capacities for Imaginative Learning, such as Noticing Deeply, Making Connections, Embodying, and Exhibiting Empathy.

Responses are from both 10th and 11th grade students, all of whom are currently in 10th grade ELA, where I am working on implementing standards-based grading and assessing students on ELA skills from all of the skills types in the Common Core State Standards - Reading, Writing, Speaking, Listening, Language. I am also working on assessing students based on art skills using the Lincoln Center Capacities for Imaginative Learning, such as Noticing Deeply, Making Connections, Embodying, and Exhibiting Empathy. 

"Don’t forget the story - the story of history. Sometimes it can become a timeline of facts and events - isolated small things. When you tell it like a story, it means something to them, something that's real. "