Lesson video

Hello, my name is Mrs. Holborow, and welcome to Computing.

I'm so pleased you've decided to join me for the lesson Today.

In today's lesson, we are going to be investigating different filming techniques and learning how to use a digital device to record a video.

Welcome to today's lesson from the unit "Video Production." This lesson is called "Filming Techniques." And by the end of today's lesson, you'll be able to use a digital device to record a video.

Shall we make a start? We will be exploring these key words in today's lesson.

Should we take a look? Filming technique.

Filming technique, a way that a video is presented to the audience.

Camera angle.

Camera angle, the position of the camera in relation to the subject.

Framing.

Framing, the way that elements are arranged within the shot.

Look out for these keywords throughout today's lesson.

Today's lesson is broken down into two parts.

We'll start by identifying different filming techniques.

We'll then move on to use a digital device to record a video.

Let's make a start by identifying different filming techniques.

Filming techniques enable you to present your videos to your audience in a variety of ways.

You can change the camera angle.

You can decide how the shot is framed and what you want to include or exclude take away from the shot.

You can consider lighting or editing changes.

When you record a video, you can use different camera angles to achieve different results for your video.

The camera angle is the position of the camera in relation to the subject.

Watch this video of a robot buggy being programmed.

In this video, a number of camera angles and movements are used.

Whilst watching the video, look carefully and see if you can spot them.

<v ->Now you're going to create a line following algorithm,</v> which is a set of rules to keep your buggy on the track.

Each of the sensors has two states.

When it does detect a line and when it does not detect a line.

What do you reckon should happen when this sensor on the left does detect a line? <v ->Then it should turn left.

</v> <v ->Yeah, it should.

</v> And when the sensor on the right detects a line, it should then turn right.

<v ->Right.

</v> <v ->Okay.

</v> How about when neither sensor detects a line? <v ->I'm not sure.

Will it stop?</v> Will it go forward? <v ->So in this state,</v> we should actually have the motors going forwards.

So the buggy carries on going forward, assuming that the line is in the middle.

<v ->Okay.

</v> <v ->Okay.

</v> Until one of the states changes and it detects a line.

<v Assistant>Right.

Okay.

</v> <v ->You can see that we've recreated those rules now</v> in our Python code.

So when the left sensor is over the line, we turn left.

When the right sensor is over the line, we turn right.

And when the left sensor and the right sensor don't detect a line, but we move forwards.

Now that we're happy with the codes, we can create a track and test that the programme works.

<v ->Yes.

Okay, let's do it.

</v> <v ->We're going to use white paper</v> and black tape to create a really high contrast between the white surface and the black line.

That way it's easier for the line sensors to pick up when it's over a line or when it's over the white surface.

If we make a sort of curvy line, that way we can test if the robot <v ->If it goes, yeah.

</v> <v ->Yeah.

Tries to follow it.

</v> <v ->Okay.

</v> <v ->If you cut short bits of tape off,</v> what we'll do is, we'll start to make a curve in the line as it goes around the paper.

<v Assistant>Down the middle, or.

?</v> <v ->Yeah, if you do it right the start of the piece of paper.

</v> Now that our track's ready, we're gonna test whether the programme works.

If you place the robot onto the track, what you want is the bull caster right in the middle of the line.

That way the sensors shouldn't be detecting a line and it should start by moving forwards.

<v ->Okay.

</v> <v ->Cool.

</v> Do you wanna try running the programme? See what happens.

<v ->Let's do it.

</v> (lively music) Oh, it works.

(robot crashes) <v ->Oops.

</v> We should probably get the buggy to stop.

<v ->Oh, okay.

Yes.

</v> And how can we do that? <v ->So we will add in a sleep command first.

</v> <v Assistant>Okay.

And that goes at the end of the code.

</v> <v ->Yep, so we can tell it how long</v> that we want the programme to run for.

So we're gonna choose three seconds 'cause our track is actually really short, and then we can tell the robot to stop.

That will stop the motors.

And can actually close all of the connections for the motor controller and for both sensors.

Should we give it another go? <v ->Yes.

Let's do.

</v> Oh, there it is.

<v Instructor>Still in one piece, luckily.

</v> <v ->Okay.

Fingers crossed.

</v> Ooh, yay.

Stopped.

<v ->How are you getting on? Can you think of any improvements?</v> Did the line following algorithm? Let us know in the comments? <v ->You can even share a video of your line following robot.

</v> We would love to see it in action.

<v ->Did you manage to spot the different techniques</v> used in the video? This is a talking head section.

The camera is in a fixed position to keep it still.

The camera is positioned at a point where the person looks straight at the camera.

And you can hear the subject speaking.

At the moment, I'm delivering a talking head section to you now.

I'm speaking straight to the screen.

You can see my head and shoulders and you can hear me speaking.

This is a close-up section.

The camera is close to the subject.

The camera is moved to keep the subject in shots and you can hear speaking.

This is a panning section.

Panning is a camera movement.

The camera is pivoted horizontally, left to right to show different things.

You can still hear the subject speaking.

Time to check your understanding.

Which of these filming techniques do you think would work best when filming a news reader presenting the news at their desk? Is it A, panning; B, talking head; or C, close-up? Pause the video whilst you have a think.

Did you select talking head? Well done.

Which of these filming techniques do you think would work best when filming a new species of ant? A, panning; B, talking head or C, close-up? Pause the video whilst you have a think.

Did you select close-up? Well done.

If we're filming the new species of ant, we probably want to zoom in really closely to see all the details.

Which of these filming techniques do you think would work best when filming a crowd of people? A, panning; B, talking head, or C, close-up? Pause the video whilst you have a think.

Did you select panning? Well done.

It's likely that we would start off with a big shot of all of the crowd, and then we might pan round to look at particular people or to move around the crowd.

Framing.

When you record your video, you'll need to think about the composition.

What do you want in the shot and what do you not want in the shot or want to exclude? So this video contains an image of a lighthouse and the scenery around it.

So the grass and the sky.

We may decide that we just want to focus on the lighthouse and take away the background landscape.

Close-up.

A close-up frames a person from their shoulders to the top of their head.

A close-up fills the frame with the person or object and allows the viewer to see the details more clearly.

In this example here, I'm filming as a close-up.

You can see my head and my shoulders, and I fill the video frame.

Mid-range shot.

A mid-range shot frames a person from their knees up to their head and includes about three quarters of their body.

You can see some details of the person, but also some details of the surrounding area.

This is an example of a mid-range shot.

You can see more of my body and you can see some of my surroundings.

A long shot frames a person fully, from head to toe, and it's usually used to show the relationship between a person and their surroundings.

So here's an example of a long shot.

You can see me entirely and you can see my surroundings.

So I'm stood next to my printer.

Time to check your understanding.

Which camera technique has been used in this video? A, talking head; B, mid-range shot or C, long-shot.

Pause the video whilst you have a think.

Did you select mid-range shot? Well done.

Which camera technique has been used in this video? A, close-up; B, mid-range shot or C, long shot.

Pause the video whilst you have a think.

Did you say long shot? Well done.

We can see the entire person and the background landscape where they're stood.

Which camera technique has been used in this video? A, close-up; B, talking head or C, mid-range shot.

Pause the video whilst you have a think? Did you select close-up? Well done.

This is a closeup of the person's hands on the music deck.

Okay, we're moving on to our first task of today's lesson.

And you've done a fantastic job so far.

So well done.

I'd like you to watch this video.

Can you see examples of different filming techniques? Identify which filming techniques you saw in the video and how these made you feel.

Watch the video now and answer the question.

<v Narrator>There is one place where we're seeing</v> climate change unfold faster than anywhere else on earth.

Here.

In fact, temperatures in the Arctic and Boreal regions are rising nearly four times as fast as those in the mid-latitudes.

That's why NASA has teamed up with local partners to better understand the vulnerability and resilience of these ecosystems, while also gathering valuable data that will help future Earth observing satellites.

From space, air, and on the ground, we'll see how scientists are piecing together the story of the Arctic, from how it is changing to what that means for our planet.

Because as they say, what happens in the Arctic doesn't stay in the Arctic.

(gentle music) <v Scientist>PPA is engaged.

</v> And we're radiating.

<v Narrator>One of the best ways to track</v> how an environment is changing is to observe it from above.

But where weather and vegetation can make it difficult to see the ground with the naked eye, specialised radar can pierce the clouds to give us a crystal clear look at the landscape.

This special device weighing nearly a thousand pounds collects data about soil moisture, vegetation, permafrost, and other environmental processes on the ground below.

In fact, it's so precise that NASA developed a special system for pilots to fly the exact same flight path year after year to get an accurate reading as to how a landscape is changing over time.

<v ->So with the airborne data, we can target exactly</v> where we want to go and exactly when we want to go there, and we get very high resolution data so we can have a really clear picture of what's on the ground.

So our satellite data gives us a very broad picture of what's happening all over the landscape.

And then with our airborne data, we can target specific locations and times when we want to get imagery, and then we can compare both our satellite and our airborne data with what's happening on the ground when we have teams actually out on the ground making measurements.

And putting all that together is really where we get a lot of the power of what we're able to study.

<v ->Not all permafrost contains ice,</v> but here in interior Alaska we have frozen soils with massive amounts of ice.

There are very large ice wedges.

Ice wedges as big as garages.

When that ice melts, the ground surface collapses and the sink holes can fill with water.

When that happens, new little ponds form, thermokarst ponds.

<v Narrator>And as thermokarst ponds form</v> microbes in the soil feast on the newly thawed organic material, releasing methane into the atmosphere, an extremely potent and flammable greenhouse gas.

So the bad news is that as human cause climate change continues to impact the Arctic and Boreal landscapes, those living both near and far will continue to feel its effects.

But the good news is that there is a team of dedicated scientists across a variety of disciplines that are working together to give us a complete picture of these ecosystems and how they are changing.

Because this collective knowledge is key to understanding how we can lessen our impact.

(gentle music) <v ->Did you watch the video? What did you think?</v> Did you manage to spot some different camera angles? Well done.

Let's have a look at Aisha's opinion about the video.

In the video I spotted a range of different filming techniques.

There were long shots, which show the environment from above, mid-range shots of the scientists out investigating the environment and close-up shots of the scientists using equipment to monitor the environment.

Did you manage to spot those too? Okay, so we've identified different filming techniques.

Let's now move on to use a digital device to record a video.

You can record videos on a range of digital devices.

So tablets, laptops, and mobile phones.

There are lots of similarities in the way you record videos on different devices, but it's a good idea to familiarise yourself with how you record video on your own device.

Getting to know your device.

Laptops.

On laptops, you often find the camera at the top of the screen in the centre.

In this graphic, it's represented by the tiny white dot.

Getting to know your device.

Tablets.

On tablets, you usually find the camera at the top of the screen.

Tablets often have a camera on the back too.

So here's an example of the front camera, and this tablet also has a camera on the back.

Can you find the camera on your device or show someone else where it is? Pause the video and have a go.

Open your device's camera software.

The buttons for recording videos often look like this.

So it could look like an icon of a video camera, or a red circle, or even a smaller red circle in a larger white circle.

On each device, it may look slightly different.

Remember to find the button for recording a video, rather than taking a photo.

Can you find the record button on your device or show someone else where it is? Pause the video whilst you have a go.

The buttons to stop your recording are also similar on different devices.

So they may be a red circle with a white square inside, or a black circle with a red square inside.

When you press record, the stop button will show on-screen.

Press record on your device.

Can you find the stop button and stop the recording or show someone else where it is? Pause the video and have a go.

Time to check your understanding.

Which of these buttons could be used to record a video? A, B, or C? Pause the video whilst you have a think.

That's right, A or C, could be buttons used to record a video.

Which of these buttons could be used to stop a video recording? A, B, or C? Pause the video whilst you have a think.

Did you spot them? Well done.

A or B could be used to stop a video recording.

True or false? Some devices have more than one camera.

Pause the video whilst you have a think.

Did you select true? Well done.

Tablets often have a front-facing and back-facing camera.

The front-facing camera lets you take selfies and make video calls.

The back-facing camera lets you take photos and videos of things that are in front of you.

You can choose the best camera for the job.

Adding audio: laptops.

On laptops, you can usually find the microphone next to the webcam.

The smaller circle is the microphone.

You'll use this to record sound for your videos.

So here you can see the smaller white dot next to the camera, which is the microphone.

Adding audio: tablets.

The microphone will look similar on tablet but may be located in a different place depending on the make and model of your device.

There may be more than one microphone.

You'll use the microphone to record sound for your videos.

So here's the microphone on this tablet device.

Can you find the microphone or microphones on your device or show someone else? Pause the video whilst you have a go.

Saving your videos.

Laptops and tablets usually save videos to the camera roll when you press stop.

Some devices may save your videos to the downloads folder.

In what other locations might your device store your videos? Familiarise yourself now with where your device stores its videos.

Record a short video.

See if you can find where it is saved on your device or show someone else.

Pause the video whilst you have a go.

Okay, we are moving on to the second task of today's lesson, Task B.

Using the people, settings and objects around you create a short one-minute video.

Try to use a range of filming techniques.

Explain why you have chosen the filming techniques you have used in your video.

Once you have recorded your video, see if you can locate where it is saved on your computer to watch it back.

Think about some of the different filming techniques you've seen so far, talking head panning and close-up, close-up, mid-range shots and long shots.

Pause the video here whilst you go and record your video clip.

How did you get on? Did you manage to record your video? Well done.

Let's have a look at Aisha's video explanation together.

Aisha says, I created a video about school dinners using a range of filming techniques.

I started with a talking head section explaining that my video was going to be about school dinners.

Next I took some close-up shots of the food.

Then I took some long shots of the children holding their lunch trays, and then some mid-range shots of the people serving dinner from behind the counter.

Once I had recorded my videos, I found them in the camera roll on the laptop.

Well done, Aisha.

That sounds like a great start.

Okay, we've come to the end of today's lesson "Filming techniques." Let's summarise what we've learned together in this lesson.

Digital devices can record videos.

Digital video recording devices have common features.

Videos can be recorded using different filming techniques.

Audio is recorded using a microphone.

I hope you've enjoyed today's lesson and I hope you'll join me again soon.

Bye.