Eòlasan agus Builean CfE: An dàrna ìre
- Tha mi a’ faighinn misneachd nuair a tha mi a’ dèiligeadh ri daoine eile an taobh a-staigh agus an taobh a-muigh m’ àite ionnsachaidh. ’S urrainn dhomh rudan a chur an cèill ann an dòigh shoilleir, bheothail agus tha mi ag ionnsachadh goireasan freagarrach a thaghadh agus an cur ann an òrdugh gu neo-eisimeileach. (LIT 2-10a / LIT 3-10a)
- Airson sealltainn na tha mi a’ tuigsinn ann an diofar roinnean ionnsachaidh, ’s urrainn dhomh adhbhar agus prìomh chuspairean teacsa aithneachadh, beachdachadh orra agus am fiosrachadh mionaideach a tha a’ cur taic riutha a chur gu feum. (LIT 2-16a)
- Le bhith a’ beachdachadh air an t-seòrsa teacsa a tha mi a’ cruthachadh,’s urrainn dhomh smuaintean agus fiosrachadh iomchaidh a thaghadh, a chur an òrdugh ann an dòigh a tha a’ freagairt air m’ adhbhar, agus facail a chleachdadh a rèir mo luchd-amais. (LIT 2-26a)
- An dèidh nan eileamaidean a bhios sgrìobhaichean a’ cleachdadh ann an diofar genres a rannsachadh, ’s urrainn dhomh na ionnsaicheas mi a chur gu feum airson mo sgeulachdan, dàin is deilbh-chluich fhìn a chruthachadh, le structar inntinneach agus iomchaidh, caractaran inntinneach agus/no suidheachaidhean a tha a’ tighinn beò. (GAI 2-31a)
Adhbhar a’ ghnìomha
Bidh an gnìomh seo a’ togail air ro-ionnsachadh mu bhith a’ cruthachadh theacsaichean agus tha e a’ toirt taic do chlann a bhith a’ cruthachadh am bòrd-stòiridh aca fhèin de theacsa air a bheil iad eòlach. Bheir e taic do chlann a bhith a’ leasachadh an tuigse de chuid de na feartan a dh’fheumar an uair a bhithear a’ cruthachadh theacsaichan le ìomhaighean a tha a’ gluasad.
Bu chòir dhut an gnìomh a leasachadh stèidhichte air feuman na cloinne agad agus beachdachadh air sgilean agus eòlas ro-làimh sam bith a tha aca.
Gnìomh ionnsachaidh
Tha raon de stòrasan sna ceanglaichean gu h-ìosal a dh’fhaodadh a bhith air an cleachdadh gus taic a thoirt ann a bhith a’ leasachadh a’ ghnìomha seo:
FilmG
FoghlamG
Intofilm
- Tòisich le bhith a’ sealltainn dhan chloinn teacsa goirid le ìomhaighean gluasadach. Bruidhinn riutha mun dòigh a bhios filmeadair a’ cleachdadh bòrd-stòiridh gus na diofar dhealbhan a phlanadh. Dh’fhaodadh tu eisimpleirean a thoirt dhan chloinn a chuidicheadh iad ann a bhith a’ sònrachadh an diofar fhiosrachadh a tha air a chlàradh.
- Iarr air a’ chloinn sònrachadh nan diofar dhealbhan ann an sreath ghoirid bho fhilm (6-20 dealbh), a’ dèanamh lethbhreac de gach dealbh bhon sgrìon, aon às dèidh a chèile, agus a’ sgrìobhadh notaichean an dèidh làimh le fios mu fhuaim agus gnìomh. Dh’fhaodadh gum biodh tu airson cuid de na ceistean gu h-ìosal a chleachdadh gus taic a thoirt do chonaltraidhean na cloinne:
- Dè a tha gach dealbh ag innse dhut? Dè nach eil e ag innse dhut?
- A bheil sinn a’ fuireach san aon àite tron t-sreath no am bi sinn a’ dol a dh’àiteigin eile?
- A bheil sinn a’ leantainn àm leantainneach tron t-sreath?
- Ciamar a tha fad nan dealbhan ag atharrachadh tron t-sreath?
- Dè na diofaran a tha ann a thaobh ceàrn a’ chamara, astar a’ chamara on chuspair agus gluasad a’ chamara, eadar aon dhealbh agus an ath fhear?
- A’ cleachdadh na tha a’ chlann air ionnsachadh, dh’fhaodadh iad teacsa goirid sgrìobhte a thaghadh agus a ‘lèir-chlaistinn’ air bòrd-stòiridh. Feuch ris an earrann sgrìobhte a chumail goirid – is urrainn do bheagan loidhnichean air an deagh thaghadh no dhà no trì pharagrafan duilleagan de bhòrd-stòiridh a chruthachadh.
- Bu chòir do chlann a bhith air am misneachadh a bhith ag obair le com-pàirtiche no ann am buidhnean beaga gus cuideachadh ann a bhith a’ cruthachadh bheachdan agus conaltradh.
- Aon uair is gu bheil e air a chrìochnachadh, bhiodh e feumail don chloinn a bhith a’ co-roinn/a’ sealltainn a’ bhùird-stòiridh a tha iad air a dhèanamh, a’ meòrachadh air na tha iad air ionnsachadh an uair a bha iad an sàs sa ghnìomh.
Slatan-tomhais Nàiseanta
- Taghadh agus cleachdadh stòrasan mar a bhios iomchaidh gus taic a chur ri conaltradh, a’ gabhail a-steach teicneòlas didseatach.
- Comharrachadh adhbhar theacsaichean le mìneachadh iomchaidh.
- Comharrachadh nam prìomh bheachdan ann an teacsa le mion-fhiosrachadh iomchaidh.
- Cleachdadh briathrachais iomchaidh, a’ gabhail a-steach briathrachas a tha sònraichte don chuspair, a fhreagras adhbhar agus luchd-èisteachd.
- Cur an gnìomh prìomh fheartan den ghnè thaghte ann an dòigh iomchaidh.
- A’ cruthachadh suidheachadh/co-theacsa le beagan mion-fhiosrachadh tuairisgeulach.
Modh-obrach a dh’fhaodar a chleachdadh gus ionnsachadh a mheasadh
Dh’fhaodadh na ceistean meòrachail a leanas a bhith air an cleachdadh cuideachd gus beachdachadh air adhartas na cloinne agus na h-ath cheumannan:
- Dè an ìre gu bheil clann a’ cleachdadh dhòighean bòrd-stòiridh iomchaidh gus teacsa le ìomhaighean gluasadach a phlanadh a’ comharrachadh prìomh bheachd an teacsa?
- Dè cho math ’s a tha clann a’ cleachdadh astar agus structar iomchaidh gus an leughadair a chumail an sàs?
- Dè cho èifeachdach ’s a tha clann a’ cleachdadh prìomh fheartan a tha iomchaidh a thaobh a’ ghnè-sgrìobhaidh a thagh iad?
Tha an stiùireadh as ùire mu mheasadh ri fhaotainn sa cheangal seo.
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Be a film-maker! create your own storyboard
Curriculum for Excellence (CfE) experiences and outcomes: Second level
- I am developing confidence when engaging with others within and beyond my place of learning. I can communicate in a clear, expressive way and I am learning to select and organise resources independently. (LIT 2-10a / LIT 3-10a)
- To show my understanding across different areas of learning, I can identify and consider the purpose and main ideas of a text and use supporting detail. (LIT 2-16a)
- By considering the type of text I am creating, I can select ideas and relevant information, organise these in an appropriate way for my purpose and use suitable vocabulary for my audience. (LIT 2-26a)
- Having explored the elements which writers use in different genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life. (GAI 2-31a)
Purpose of the activity
This activity builds on prior learning of creating texts and supports children to create their own storyboard of a familiar text. It will support children to develop their understanding of some of the features required when creating moving image texts.
You should develop the activity based on the needs of your children and consider any prior skills and knowledge they have.
Learning activity
The links below have a range of resources that could be used to support the development of this activity:
FilmG
FoghlamG
Intofilm
- Begin by showing the children a short moving image text. Discuss with them how a filmmaker uses a storyboard to plan the different shots. You could provide children with some examples to help them identify the different information that is recorded.
- Ask children to identify the different shots in a short sequence from a film (6-20 shots), copying each one off the screen one by one, and annotating afterwards with notes on sound and action. You may wish to use some of the questions below to support children’s discussions:
- What does each shot tell you? What doesn’t it tell you?
- Do we stay in the same place throughout the sequence or do we go somewhere else?
- Do we follow continuous time through the sequence?
- How does the length of the shots change throughout the sequence?
- What differences in camera angle, camera distance from subject and camera movement are there between one shot and the next?
- Applying what children have learned, they could take a short written text and ‘audio-visualise’ it on a storyboard. Try to keep the written passage very short - a few well-chosen lines or a couple of paragraphs can generate pages of storyboard.
- Children should be encouraged to work with a partner or in small groups in order to help generate ideas and discussion.
- Once completed, it would be helpful for children to share/display the storyboard which they have produced, reflecting on what they have learned during the activity.
National Benchmarks
- Selects and uses resources as appropriate to support communication including digital technology.
- Identifies the purpose of texts with appropriate explanation.
- Identifies the key ideas of a text with appropriate detail.
- Uses appropriate vocabulary, including subject-specific vocabulary, to suit purpose and audience
- Applies key features of chosen genre appropriately
- Creates setting/context with some descriptive detail.
Possible approach to assessing learning
The following reflective questions could also be used to consider children’s progress and next steps:
- To what extent do children use appropriate storyboard techniques to plan a moving image text demonstrating the main idea of the text?
- How well do children create appropriate pace and structure to keep the reader engaged?
- How effectively do children apply key features relevant to their chosen genre?
When planning your approach to assessing learning, please take account of the latest guidance on assessment approaches.