movie experiments

Students are in full experimenting mode with their movie-making, and have been diving into projects. Some bands are still finishing some videos from their exploration phase, while others have started into project mode with writing scripts, doing research, and getting familiar with being directors and handling cameras, editing software, and sound. Check out the following movie prototypes, advertising study videos, and some more animation tests!

animation tests

The Green band has been looking into animation and experimenting with short films! Check out these short videos they made over spring break:

movie arc in full swing

The Movie arc started with Gever’s usual dramatic presentation, but this time he surprised everyone with something very simple: “We’re going to watch the first twenty seconds of this clip eight times,” he said. There was definite confusion from the kids – why do you need to watch the same thing over and over and over? Boring!

We didn’t end up watching it eight times over (we did watch it five times, and then the day ended) but each time, Gever helped the kids see something new. The angles. The contrast. The dialogue. The way the camera moved. The relationship between the characters. How Spade feels about his visitor. After those five viewings, the kids were more excited to start diving into the Movie arc.

Since then, exploration has taken off. A couple lines of study that have taken off in the bands, among other things:

Students in the Indigo Band were tasked with genre studies, where they had to present to the rest of the band– and some hangers-on– about certain genres of film using research on the tropes and styles used in each. They talked about the camera angles, story lines, use of color and music, and types of characters, and then made short genre films of their own! They did two rounds of these genre studies – touching on westerns, romance movies, comedies, musicals, sci-fi, horror, and noir – and then paired each other off to do a third round that Rich hadn’t even assigned.

Indigo band presents to us on film genres!

Yellow Banders have been focusing on documentaries – both watching them and making them. They watched Cave of Forgotten Dreams and Food Inc, took notes, and then chose subjects to film their own documentaries about issues interesting to them. They also have been trying to understand making how-to videos on various math topics.

The Green Band has been studying the films of animation legend Hayao Miyazaki. They have all watched one or two of the director’s films before, but with their film festival they are using their Friday afternoon viewings to see the films critically. They ask questions about what makes it “good”, why is happening, why are the main characters, what makes a strong character, what are the greater themes explored in the film, how does the pacing, speaking, action affect the story? After the viewing and some discussion, they write a critical review on their blogs. They are also studying Shakespeare to talk about adaptation from words to visual, as well as doing Movie-in-a-Week challenges with one student as director each week.

miyazaki film fest

The Orange Band is talking about the historical and cultural significance of film, using documentaries to visualize the impact of film on society, as well as the impact of technology on how movies are made. They are taking on mini-challenges each week in small groups to film movies with a different emphasis: stop motion, interesting camera angles, Foley special effects. They are also reading Charlie and the Chocolate Factory to compare the text of the novel with the two adaptations from the big screen.

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The Blue Band wanted to learn history through film, so took the Civil War as their first topic of study – not only because of the amount of movies that have been based on this time in American history, but also because it links to the conversations about civil rights that have been a constant theme during this school year. Their first film was The Birth of a Nation, which they watched with a very critical eye and read a lot about. They are also watching the series “The Story of Film”, are experimenting with styles of movies, and are using vlogs to document their work every night. They just started a study of the French Revolution starting with watching Sofia Coppola’s Marie Antoinette.

Makeshift recording studio in the shipping container

Red Banders have continued to explore the world of story through examining characters and developing their own. They are thinking about stop motion and the connections between storytelling and moviemaking. Check out the podcast below, hosted by Shawna, and featuring the Red Band:

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book arc presentations

When I say Brightworks is a busy place, people often assume that their sense of busy is the same kind of busy that happens here. But considering the lack of blog posts in the last month and the amount of activity taking place inside these four walls, including the end of an arc, a week of staff development, and a myriad of other logistics and planning for coming arcs and school years, I want to stake a claim on busiest. So, to make up for a lack of updates, here’s a photo essay of the Book Arc presentations that the kids gave across four day during the beginning of February:

The Red Band talked about their experiments with book-making and writing their group book about love and friendship.

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The Orange Band showed us their incredible work on text adventure and choose-your-own-adventure computer games, and the thousands of lines of code that they wrote to make their games come alive.

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The Yellow Band discussed their zine, “TimeWorks” and the process of experimenting with paper making, writing, drawing, and designing a full compiled work.

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The Green Band presented their individual Book arc projects, ranging from book art, written stories, role-playing game narratives, and text adventure.

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The Blue Band showed off the pages of their band’s blog book that documented experiences and field trips that the band took during the Photograph arc and the Book arc, and explained the design work that they did in InDesign.

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The Indigo Band members talked about their individual projects as well, which ranged from book art, a how-to book, and a short story collection, to sculpted stone and an adapted screenplay.

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students watching selma

Last week, the Green, Blue, and Indigo bands took advantage of #SelmaforStudents, which encouraged students in middle and high school to head to the movie theater to see Ava DuVernay’s film about Martin Luther King, Jr. and the passing of the Voting Rights Act of 1965. They got free tickets to see the new civil rights movie Selma, which fit perfectly around the MLK holiday.

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Each collaborator led one-on-one discussions with their band – Indigo, Blue, and Green all had different prompts with which to engage. From “What is sacrifice? Has anyone sacrificed for you? How do you sacrifice for others?” and “What was so important about MLK and his progression in Selma?” to “Do you think the current Black Lives Matter protests influenced the making or message in this film?”, each band was equipped with a selection of questions, thoughts, ideas to share.

And share they did. The day after the film, each band split up and spread across the dining room. Rich, Phillip, and Amanda curated their teams so that one member of each band joined together to form groups of three. Each group had copies of all the questions, and they delved into a deeply honest Q&A session. The Indigo band recorded their discussions.

Quinn and Josh and Lucie considered whether or not the president – Lyndon B. Johnson – was a “bad guy’” in the film. Lucie said, “His opinions were influenced by both sides, so he had trouble making a decision.”

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When Grace, Aidan, and Frances were talking about the copyright issue in the movie (since no quotes from Dr. King were used), Aidan said, “Wouldn’t it make a better impression on the racism and white supremacy of the time? There’s still a lot of racism in the U.S….” “– and sexism!” Frances interjected. “And sexism,” Aidan admitted.

Harry, Evan, Kaia, and Khalia talked about how to make the world a better place by treating everyone equally and removing hate from the world. They also discussed what they would sacrifice or even die for. As Kaia put it, “It was hard to say what I would die for. It’s a big thing, dying.”

Zada, Jack, and Audrey extended their civil rights talk to today’s atmosphere, agreeing that the movie was made to “remind us that even though MLK helped with racism, it’s still an issue today. Even though blacks technically have the same rights, we [our society] still don’t treat them right.”

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Isaac, Julian, and Amelia talked very deeply about the social exchange of sacrifice, and how even when someone “gives” something, they usually gain something in return. And so began our deep discussion on altruism – what does it mean? why did it happen, evolutionarily? how does it affect the human race?

Ian, Ally, and JP talked about who, if anyone, they would sacrifice or die for. Their answers included members of their family, people about whom they care deeply. Ally said that before she saw the movie, she didn’t really think of sacrificing. But it was important. And real.

Rich and Phillip and Amanda wrapped up the discussion with a whole group sharing – how do these things affect your life, or affect the future?

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During the whole group discussion, the Brightworks students focused less on the issue of racism and Dr. King, and more on the issues of sacrifice.  A few students shared that they felt that there was no such thing as sacrifice and altruism, and that all humans do for others so that others will do for them.  Isaac followed with the concept of self-fulfillment, and that many people sacrifice in order to attain self fulfillment.  Not all agreed, and thus an interesting discussion erupted about why one would do for others. As the end of the day rushed towards us, we ended the conversation with thoughts on kindness, sacrifice, and doing for others.  Is it all about us?  Or do we do for others, just for the sake of bettering the world?

Whatever the reason, we all had time to reflect on the notion of standing up and working for what one believes is right.  We all hope that our Brightworks students will apply some of the tenacity and perseverance that Dr. King had, and use it to better themselves and the whole human family.

A couple of thoughtful, deep afternoons.

book arc projects

We’ve been back from winter break for a week and projects are really starting to pick up steam! At Brightworks, we have become more deliberate about project time and have set out several parameters that students must meet in order to be able to work on their own, completely independent project for the arc.

Students working on independent projects…
– Take initiative.
– Seek challenges outside your comfort zone.
– Embrace assigned work, even if you’re not initially excited by it.
– Finish tasks.
– Remember responsibilities without being reminded. Come prepared.
– Choose to bring work home.
– Seek and incorporate feedback.
– Show resilience in the face of failure.
– Treat others with love, respect and consideration.

Many students reach this point and, with the help and guidance of their collaborator, plan their independent project work for the arc. Most of the students in the Indigo Band are at this point, working on screenplay adaptations of books, short story collections, or memoirs. The Green Band is also dividing into smaller independent projects that are direct offshoots of the experts and experiences from the exploration phase of the Book arc.

But during expression for the Book arc, many students are choosing to work with their band on a group project, a single idea or goal that each student finds an individual pathway to. These group projects are independent projects in disguise, but provide collaborators with a greater ability to manage eight complex pathways and give students the best opportunity to succeed as they work through both the project itself and project management skills that they may not have perfected yet.

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For example, the Orange Band as a whole is working on a creating a computer game based on the story arc and using the coding that they have been learning from Gever, and each student is taking a route to that end goal with a different approach – text adventure or choose-your-own-adventure story – and their own plotlines.

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The project for the Blue Band is a book of the school year, based on all eight students’ blog posts since the beginning of the last arc. They have divided up the various events and experiences since September – the Mendocino trip, the Rosetta comet landing sleepover, various building projects, NaNoWriMo, etc – and are using the grammar and writing lessons that Phillip has been giving them to write a narrative of their band in third person.

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The Yellow Band is doing a group project but each writing their own version of a zine with original writing and illustration from their arc. They are experimenting with making paper out of different materials for their covers and have been composing fiction and drawings for their pages.

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Students in the Red Band are collaborating to create a coauthored book about love and friendship. They are brainstorming together and splitting up the responsibilities of writing and illustrating a book, taking inspiration from their author study on Mo Willems. The book, they hope, will become a guidebook for incoming students next year and years after, and are playing with the idea of including ideas about love and friendship from older students at Brightworks.

We are excited to watch these projects develop and unfold, as well as continue to foster project management skills in our students as they iterate, create, explore, and do.