The multidisciplinary approach: a teacher candidate's perspective on media school

The Multidisciplinary Approach:

A Teacher Candidate’s Perspective on the Development of Media

School

Introduction

• JR Dingwall, University of Saskatchewan • Fourth year – Practical and Applied Arts – Mathematics – Physics

Outline

• The Multidisciplinary Approach –What is it? – Things to Consider – How might it look?

• Media School – Creating Media School – How does it look? – How is it multidisciplinary – Environment

What is the Multidisciplinary Approach?

• The Multidisciplinary or Interdisciplinary approach includes: – A variety of subject areas – Many approaches to similar problems – Integrating knowledge and skill sets over a

spectrum of subject matter, and projects

Some Things to Consider

• What is the theme? – Media, Carpentry, Social Justice, The

Outdoors

• What subjects converge at the theme? • How to integrate the subjects • Curriculum Coverage • Authenticity

Subject Area Choices

• The Evergreen Curriculum (Sask.) – English Language Arts (ELA, CW, MS, CS) – Sciences (Biology, Chemistry, Physics,

Comp.Sci.) – Social Sciences (History, Psychology, Law, NS) –Wellness, Physical Education, Health

Education – Fine Arts Education (Drama, Art) – Practical and Applied Arts (30 Subject Areas)

Common Essential Learnings (CELs)

• Communication • Numeracy • Critical and Creative

Thinking • Technological

Literacy • Personal and Social

Values and Skills • Independent Learning

Gardner’s Seven Intelligences

• Linguistic • Logical-

Mathematical • Bodily-Kinesthetic • Spatial • Musical • Interpersonal • Intrapersonal

Σ

♪

Team Teaching

• Team teaching provides an opportunity for multiple approaches to tasks and a broader coverage of student needs.

• It can greatly enhance teacher’s abilities and make more efficient use of class time

•Team teaching requires thorough communication between the teachers and students •Team teaching requires that teachers respect the other’s approaches or offers support. If disagreements are regular it can reduce the effectiveness of this approach

Ways to Integrate Subjects

• Individual Lessons

• Units

• Courses

Media School• Saskatoon Public Schools • Five Credits, One Semester • Credits; ELA20, ELA30, Physics 20, CPT

20/30 • All Subjects Focus on the Production Process • There are NO Periods!

Creating Media School

• A proposal for the program was researched and created

• The proposal sat idle for many years • The school division revisited the proposal • A grant was given to create a working model • Now in session #4 • Regular communication and board

involvement

What Does it Look Like?

•Learning Space •Classroom, Studio, Office, School, Everywhere

•Semiprofessional Equipment •Cameras (HD), PCs (Adobe Suite), Audio and Lighting Equipment

Day - to - Day

• Direct instruction – Typically in physics or basic skills training

(CPT)

• Discussion and Class Decisions – Teachers and students work on a teacher

chosen task

• Student Directed Time – Media School allows for a lot of student self

directed work periods and days

The Course Plan

• Team Building – Brightwater

Camping Trip • Team Building

Activities – Day Challenges

(Team Mobility, Scavenger Hunts, etc)

– Fairy Tales Video Projects

– First Films

•About Me oPair up and film oEdit oShare

Boot Camp

• Boot Camp – 8 Roles – 8 Roles is 8

Productions in 8 Days • Producer • Writer • Editor • Director • Cinematographer • Audio Recorder • Gaffer • Art Director

Rules of the 8 Roles Projects 1.Each person must do their own job 2.Every project must be submitted to a contest

• Contests included; my favourite place, flicks, Mendle Art Gallery, save the planet

3.Preproduction must be done in advance 4.Only one day is available for shooting 5.Only two days are available for editing

8 Role Project – Cheer Up

Roles in Detail

• Producer (ELA, CPT) – Market Research – Primary Pitch – Assemble a Crew – Production Plan – Talent, Music, Location Releases • All music must be original!

Roles in Detail

• Writer (ELA, CPT) – Develop a Working Script – Collaborate with Producer and Director

Roles in Detail

• Director (ELA, CPT, Physics) – Create a Working Story Board – Finalize the Production Team – Finalize the Production Plan – Direct the Shoot

Roles in Detail

• Cinematographer (ELA, CPT, Physics) – Meet with Director and Art Director – Book Equipment – Acquire Footage – Manage tapes and shot logs

Rouge (32 Hours, 21 in Editing)

Roles in Detail

• Audio Recorder (CPT, Physics) – Meet with the Producer and Director – Book Equipment – Record Ambient Sound – Acquire Audio from the Shoot – Create any necessary sound effects – Create a score • ALL MUSIC AND SOUNDS MUST BE COPYRIGHT FREE!

Thirsty (20 Hours)

Roles in Detail

• Gaffer (CPT, Physics) – Meet with Director, Cinematographer, Art

Director – Book Equipment – Implement the lighting plan

Roles in Detail

• Art Director (CPT, Physics) – Makeup (regular and special) – Hair – Physical Effects – Stunt – Props – Set Design and Dressing – Colour Design

Art Director Examples

Zombies in the Snow II (15 Hours)

Roles in Detail

• Editor (CPT, Physics) – Meet with Producer and Director – Capture – Rough Edit – Final Edit – Alternate Edit – Turn over all reports

Film Analysis (ELA)

• Throughout the term students watch a variety of films from many countries and analyse themes and techniques

• For example – El Mariachi, M (Fritz Lang, Germany), Do the

Right Thing, Fargo, Pather Panchelli (India), La Règle du jeu, Trois Couleurs; Bleu, Minority Report, Der Lauf der Dinge, Touch of Evil, and many more…

Novel and Short Story Analysis

• Students also study a few novels and short stories throughout the course, some of which also have a film version

• Do Androids Dream of Electric Sheep • Blade Runner

Integrating Physics

• Practical Problem Solving • Waves, Sound, Light, Optics • Example activities – Equipment dissection, classroom jam, audio

problem solving, lighting, filters, charge-coupled devices, projectors, microphones, the 24 hour production

Independent Production Time

• Three two week periods (rounds) were set aside for students to work on their independent projects of their choice. – Students kept track of how many hours they put

in each day (Expected time was 32 hours per round)

– Producer’s kept track of how much time was spent on their own productions and by whom

– Assessment was based on hours input and efficiency

Environment, Place and Space

• Studio – Work stations – Shooting area with green screen

• Classroom – No desks – Work stations – Projector and Surround Sound

• Office – Work Station – Equipment

Field Trips

• Brightwater – Team building

• Regina – SCN – Film Pool – Imax

• University of Saskatchewan – Anechoic Chamber – Sound Experiments

Conclusion

• “Questions, Comments…Concerns?”