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123D design in a Grade 4 classroom documents the students as they create their projects, from the brainstorming stage to printing the final creation. Getting prepared in the class was essential to maximizing time spent in the lab. The different shots provide balance and tension: they prevent the video from being too computer-centered or teacher-centered.
123D design in a Grade 4 classroom documents the students as they create their projects, from the brainstorming stage to printing the final creation. Getting prepared in the class was essential to maximizing time spent in the lab. The different shots provide balance and tension: they prevent the video from being too computer-centered or teacher-centered.
123D design in a Grade 4 classroom documents the students as they create their projects, from the brainstorming stage to printing the final creation. Getting prepared in the class was essential to maximizing time spent in the lab. The different shots provide balance and tension: they prevent the video from being too computer-centered or teacher-centered.
From Planning to Printing: 3D Design in a Grade 4 Classroom
Lindsey Baird, Sarah Carpenter, Carrie Kibblewhite, Nicholas Rickards, Eddie Wolfchild We set out to assist and record the students as they create their projects, from the brainstorming stage to printing the final creation. In this video, we will document the students becoming acquainted with the project, practising with the 123D Design program, creating their models, addressing challenges, and applying their learning to other assignments.
Describe how those
features communicate meaning
Describe the design
choices
Classroom Prep: getting prepared in
the class was essential to maximizing time spent in the lab. In the video, this communicated the overall process that served as a building block for the assignment.
There are several different classroom
prep shots throughout the video. The different shots provide balance and tension: they prevent the video from being too computer-centered or teacher-centered.
Teaching moments: Individual
teaching moments served as bases for the project as a whole. They help shape the direction and the overall expectations of the assignment.
Many of the shots of teaching used a
wide angle with the camera on a tripod. The simplicity of these shots emphasized the learning process for the students and our role as team leaders in the classroom. We have used several different shots of us teaching the students. This repetition reinforces our role as leaders in the classroom, and our role as facilitators in the classroom.
Computer lab scenes
Over-the-shoulder shots while typing
on laptops: Alongside preliminary planning, individual work on laptops allowed the students to further explore their own ideas. This contributed to the video by expressing the extent to which the 3D assignment incorporated cross curricular content.
These shots add different
perspectives to the film to prevent it from being shot in a single angle. The shots alter the depth featured in the video, and add simplicity to the video.
Group work: Communicates meaning
by allowing video to express the cumulative interest and investment from the students.
The shots of group work vary in
simplicity, perspective, and depth.
Individual students working on
computers: This demonstrated students individual abilities and skills in creating their objects.
The computer lab scenes provide
different scenes of positioning and proportion. We used wide angle shots, panning shots, and close-ups to change the positioning of the camera in the shots. As a result, the proportions change throughout the computer lab scenes: in some shots the students are the main focus, and in other shots we focus on the work happening on the screens.
Computer screens: The screen shots
showed the creation process in the making as it was happening in real time. Groups working on computers: Students were assigned groups and they had to collaborate in creating their projects. This footage demonstrated the teamwork as they
Voiceovers
created the object.
The voiceovers enhance the video by adding detailed explanations to outline what is happening in the film. The voiceovers are a large part of communicating our meaning throughout the video; some recordings did not have proficient audio and others would be hard to understand without narration. The voiceovers complement the titles in our film and increase the clarity of our communication.
Background music
The background music is primarily
instrumental. We start with an upbeat song to communicate the excitement that was felt by both students and teachers. At the end of our video, we chose an inspiring instrumental to match Mike Wevers powerful speech.
Still frames
We included still frames of the
completed projects paired with the original drawings. This was the most accessible way to show the progress and timeline of the project without being redundant.
Our voiceovers provide continuity
to the explanation of the video. The voiceovers and their continuity make the video more accessible to viewers. Our voiceovers expand on the captions that we have included in our video. Our voiceovers have dominance over the background music. This hierarchy emphasizes the importance of our explanations and how vital they are to the overall effectiveness of the video. The coexistence of the voiceovers and music adds texture to the video. The background music adds continuity to the video by constantly playing. The background music contrasts the voiceovers to add auditory interest. The music playing throughout the video increases the coherence by linking different scenes via similar audio. This also increases the harmony of the entire video. We altered the positioning of the original drawings and printed pieces to increase the visual interest of the still shots. The stills add a level of simplicity to the video by contrasting the constant action of the video clips. Placing the stills after the
video clips may be considered
breaking rules: we have video clips before and after the still sequence to highlight the successes of the students in their printing endeavours.