Title:

Author:
Overarching Purpose or
Outcome:

Describe what is in the

representation
Classroom scenes

From Planning to Printing: 3D Design in a Grade 4 Classroom

Lindsey Baird, Sarah Carpenter, Carrie Kibblewhite, Nicholas Rickards, Eddie
Wolfchild
We set out to assist and record the students as they create their projects,
from the brainstorming stage to printing the final creation. In this video, we
will document the students becoming acquainted with the project, practising
with the 123D Design program, creating their models, addressing challenges,
and applying their learning to other assignments.

Describe how those

features communicate
meaning

Describe the design

choices

Classroom Prep: getting prepared in

the class was essential to maximizing
time spent in the lab. In the video,
this communicated the overall
process that served as a building
block for the assignment.

There are several different classroom

prep shots throughout the video. The
different shots provide balance and
tension: they prevent the video from
being too computer-centered or
teacher-centered.

Teaching moments: Individual

teaching moments served as bases
for the project as a whole. They help
shape the direction and the overall
expectations of the assignment.

Many of the shots of teaching used a

wide angle with the camera on a
tripod. The simplicity of these shots
emphasized the learning process for
the students and our role as team
leaders in the classroom.
We have used several different shots
of us teaching the students. This
repetition reinforces our role as
leaders in the classroom, and our
role as facilitators in the classroom.

Computer lab scenes

Over-the-shoulder shots while typing

on laptops: Alongside preliminary
planning, individual work on laptops
allowed the students to further
explore their own ideas. This
contributed to the video by
expressing the extent to which the
3D assignment incorporated cross
curricular content.

These shots add different

perspectives to the film to prevent
it from being shot in a single angle.
The shots alter the depth featured in
the video, and add simplicity to the
video.

Group work: Communicates meaning

by allowing video to express the
cumulative interest and investment
from the students.

The shots of group work vary in

simplicity, perspective, and
depth.

Individual students working on

computers: This demonstrated
students individual abilities and
skills in creating their objects.

The computer lab scenes provide

different scenes of positioning and
proportion. We used wide angle
shots, panning shots, and close-ups
to change the positioning of the
camera in the shots. As a result, the
proportions change throughout the
computer lab scenes: in some shots
the students are the main focus, and
in other shots we focus on the work
happening on the screens.

Computer screens: The screen shots

showed the creation process in the
making as it was happening in real
time.
Groups working on computers:
Students were assigned groups and
they had to collaborate in creating
their projects. This footage
demonstrated the teamwork as they

Voiceovers

created the object.

The voiceovers enhance the video by
adding detailed explanations to
outline what is happening in the film.
The voiceovers are a large part of
communicating our meaning
throughout the video; some
recordings did not have proficient
audio and others would be hard to
understand without narration. The
voiceovers complement the titles in
our film and increase the clarity of
our communication.

Background music

The background music is primarily

instrumental. We start with an
upbeat song to communicate the
excitement that was felt by both
students and teachers. At the end of
our video, we chose an inspiring
instrumental to match Mike Wevers
powerful speech.

Still frames

We included still frames of the

completed projects paired with the
original drawings. This was the most
accessible way to show the progress
and timeline of the project without
being redundant.

Our voiceovers provide continuity

to the explanation of the video. The
voiceovers and their continuity make
the video more accessible to viewers.
Our voiceovers expand on the
captions that we have included in
our video. Our voiceovers have
dominance over the background
music. This hierarchy emphasizes
the importance of our explanations
and how vital they are to the overall
effectiveness of the video. The
coexistence of the voiceovers and
music adds texture to the video.
The background music adds
continuity to the video by
constantly playing. The background
music contrasts the voiceovers to
add auditory interest. The music
playing throughout the video
increases the coherence by linking
different scenes via similar audio.
This also increases the harmony of
the entire video.
We altered the positioning of the
original drawings and printed pieces
to increase the visual interest of the
still shots. The stills add a level of
simplicity to the video by
contrasting the constant action of the
video clips. Placing the stills after the

video clips may be considered

breaking rules: we have video
clips before and after the still
sequence to highlight the successes
of the students in their printing
endeavours.