Saturday, May 18, 2013

Thinking about Multiple Intelligences in the Classroom: The Storyboard

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One of the topics of instruction that comes up quite often in my classes is the ability to storyboard in preparation for video work. Whether it is for Journalism 120, Writing 110 or Media Studies 120, the students do different types of video work, from news videos to how-to videos, to taking the written word and transforming it into "moving pictures." Part of the process is planning, and part of the planning is creating a storyboard - a plan of action which considers camera shots, text, audio, etc. Taking into consideration the nine different intelligences, below are some examples of how they could be used to teach the concept of storyboarding.

Verbal-Linguistic - Have students consider: What words will be used to convey the message? Most videos carry a message through the visual effects along with sounds and music. Many times few words are used. But the words that are used have to pack a punch and leave the audience with a lasting impression. Which words will be most effective and memorable for the audience and complement the visual and sound effects?

Mathematical-Logical - Have students consider: What is the best order or sequence of events for the video? Whether it is a how-to video, public service announcement, news story, the video has to present the information in an order that is logical and will make sense to the viewer.

Musical - Have students consider: What music and sound effects will best complement the video's message and the visual effects that will be contained in the video? Will copy right free sounds and music be used? Will some of the sounds or music be created from scratch?

Visual-Spatial - Have students consider: How will the camera shots be executed? When is the best time to use closeups, high angle, low angle, medium shots, etc.? How can they find the balance between using memorable creative shots without making them appear as contrived or forced?

Bodily-Kinesthetic - Have students consider: Who will be the best students to operate the camera, manage the sound (overhead microphones) and lighting? If action and physical movement are essential parts of the talents' roles in the video content, which students are best suited for these roles?

Interpersonal - Have students consider: Does the overall approach to the video storyboard appear to be an effective way to share their message and/or story? Will the viewer respond appropriately and be left with a memorable impression? Will the message be shared in the best possible way?

Intrapersonal - Have students consider: What, if anything, about the storyboard or message do you feel is not sitting well with you? There could be certain components to the storyboard that do not ring true or appear not to be fully developed. "Gut" feelings about what students think may not work well should be shared and discussed during the planning process to help ensure that the final product will convey the message in the most effective manner possible.

Naturalist - Have students consider: What is there within the natural setting of the video's story that can be used to help reinforce the message for the viewer? Students need to take into consideration and become aware of the setting they will be filming their video. They will be "constructing" that setting for the viewer. What is there in that setting that they can use to their advantage? Also, what is there in that setting that they need to avoid?

Existential - Have students consider: How is the overall theme of the video going to be portrayed as effectively as possible while leaving a memorable experience and message for the viewer? The students need to be constantly keeping their message as the focus without getting too caught up into using special effects, fancy transitions, creative lighting or inappropriate camera shots which may actually jeopardize the message because the video is too distracting and overloads the viewer.

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