Summary
In this educator resource, students learn how to tell visual stories through camera work and video editing. Students plan, film, and produce a short video using a variety of shot types and composition techniques. Students then share their edited videos with their peers, provide feedback to each other, and discuss the project as a whole class.
Essential Question
How can you use camera shots and editing to tell a story visually?
Learning Objectives
Identify different types of camera shots.
Demonstrate basic camera operation and setup.
Edit footage using basic editing techniques.
Produce a finalized short video product.
Snapshot
Engage
Students learn about visual storytelling through camera shots by analyzing a short video clip, creating a shot list, and discussing how filmmakers use different types of shots to build a scene.
Explore
Students explore camera equipment to learn basic functions then participate in a school-wide scavenger hunt to capture a variety of shot types, which they then review and discuss with the whole class.
Explain
Students learn about shot sequences, commonly used shot types, and the basics of framing and composition.
Extend
Students apply their understanding of shot types and sequencing to create a storyboard for a short visual story based on a prompt. Students then film the shots necessary for their stories.
Extend 2
Students edit their filmed footage into a complete video using editing software. Students apply skills like trimming clips and arranging shots on a timeline to create a clear, chronological story.
Evaluate
Students watch each group’s final video, provide peer feedback using the 3-2-1 instructional strategy, and discuss effective techniques and areas for improvement in future projects.
Materials List
Activity Slides (attached)
Shot Types, Scavenger Hunt, and Shot List handout
(attached; one per student; print two-sided)
Storyboard Template handout (attached; one per group)
Video Editing Guide handout (attached; one per student)
3-2-1 Feedback handout (attached; one per student per peer review)
Cameras
Tripod
Editing software
Preparation
5 Minute(s)
This educator resource requires students to explore the school to capture various shots. Prior to this activity, consider establishing rules for behavior and guidelines for which areas students are allowed to explore. If students are completing this activity during the school day, consider notifying school administration.
The Shot Types, Scavenger Hunt, and Shot List handout is used in both the Engage and Explore section of this activity. To save on printing, consider printing the first two pages of the handout on one page, front and back.
Consider creating a Google Drive folder or other online folder that students can upload their clips to for the following activities.
Engage
20 Minute(s)
Use the attached Activity Slides to guide this activity. Give each student one copy of the attached Shot Types, Scavenger Hunt, and Shot List handout. Display slide 2 and introduce the lesson. Transition through slides 3–4 and share the essential question and learning objectives with students.
Display slide 5. Briefly explain that filmmakers use a variety of camera shots to tell stories visually, just like writers use words to tell a written story. Tell student that they will become cinematographers and break down a scene to understand how it was built.
Have students select a short clip, approximately 1–3 minutes in length, from one of their favorite school-appropriate movies or TV shows. Have them select a scene from a movie or TV show that they can find online. Allow students a few minutes to select a clip. Inform students that they should then watch the clip twice: The first time as a whole, the second time pausing to analyze each shot and record information in the “Shot List” section of their handouts.
Transition to slide 6 and engage students in a discussion using the I Notice, I Wonder instructional strategy. Invite a few students to share out about their clips by responding to the questions on the slide.
Show slide 7. Inform students that in order to create a scene, you must first create a shot list. Further expand on the concept of a shot list as necessary, then show students an example of a shot list by navigating to the shot list from Wonder Woman (2017). Select “Custom Lists” from the navigation menu on the left and review the recorded information with students.
Explore
50 Minute(s)
Display slide 8. Organize students into small groups of 2–3 depending on the number of cameras available. Give each group one camera. Guide students through the basic camera functions listed on the slide, then allow students approximately 2–3 minutes to explore the controls. Transition to slide 9. Allow students another few minutes to complete the tasks listed on the slide.
Show slide 10. Let students know that now they will go on a scavenger hunt. Direct their attention to the back of the Shot Types handout, which has a list of seven shot types they must capture around the school. Have students begin their scavenger hunt to collect each shot. Allow approximately 25–30 minutes for students to hunt then have them return to the classroom.
Display slide 11 and have students upload their scavenger hunt shots to a folder in the shared online space you previously created. Select one or two clips from each group to share with the whole class. Have students evaluate whether or not the captured shot fits the necessary shot type, what went well in the clip, and what did not go well in the clip.
Explain
50 Minute(s)
Display slide 12 and share the information on shot sequences with students. Transition to slide 13 and share an example of a five-shot sequence.
Continue through slides 14–21 to provide further information on the common shot types students used in the last activity. Explain each type of shot, its use, and examples of each. Ask students to provide additional examples or potential uses of each shot, if possible.
Move to slide 22 and introduce the clip from the 1987 movie The Princess Bride, which exemplifies many of the shot types that have been discussed so far. Play the clip, pausing occasionally after each shot to ask students which type of shop was employed and why they think that type of shot was chosen.
Display slide 24 and introduce the basics of framing and composition. Share the definitions of the terms and make sure that students understand the subtle differences between the two related concepts.
Transition through slides 25–32 to introduce some guidelines of composition and framing. Use the example images to show students how these different guidelines are used.
Show slide 33. Ask students to study the image to determine if they think it is an example of symmetry or balance. Invite a few students to share their thinking.
Extend
50 Minute(s)
Show slide 34 and let students know that they will now take a series of shots to tell their own stories. Emphasize that their stories must be told chronologically, all shots must have a purpose, and they must use a combination of ten shots including wide, medium, close-up, cut-in, and cutaway shots.
Distribute the Storyboard Template handout and tell students that storyboards are a valuable tool to plan shots before filming. Share that they must fill in a storyboard before they start to shoot scenes. Transition to slide 35 to show students an example storyboard for an animation. Point out how the storyboard includes what words and graphics will be displayed during each portion of the video.
Share slides 36–37 with students and introduce the scenarios they may choose from when creating their videos. Organize students into small groups of 3–4. Inform students that they should work with their group members to select a scenario to film. Remind them to use their Storyboard Template handout to create the storyboards for their scenarios. Allow students approximately 25–30 minutes to complete their storyboards.
Once all groups have completed their storyboards, have them begin filming their scenarios. Allow one or two full class period for students to film their scenarios.
Extend 2
120 Minute(s)
Have students reconvene as a whole group and transition to slide 38. Give each student one copy of the attached Video Editing Guide handout. Consider guiding students, as a whole class, through each step in your preferred editing program, or allow students to try editing independently and provide guidance as they work. Tell students that their finished product must be between 90 seconds and 3 minutes in length and must have a minimum of ten shots including at least one of each type of shot: establishing, wide, medium, close-up, cutaway, cut-in.
Allow students time to edit their videos into a short scene. While students filmed their scenes as a group, they must each edit individually. Allow students one or two class periods to edit their videos, offering help as necessary.
Evaluate
50 Minute(s)
Have students submit their edited videos to your chosen platform in order to share the videos with the whole class. Navigate to slide 39 and introduce the 3-2-1 instructional strategy. Provide each student with the appropriate number of 3-2-1 Feedback handouts and tell students that they should complete one form for each video, answering each question provided.
Share each video with the whole class, allowing time for them to complete one feedback handout for each. Collect the completed feedback handouts for each video and consider redistributing the feedback forms to the appropriate groups.
After all videos have been shown, display slide 40. Lead a class discussion, encouraging students to reflect on the activity using the questions present on the slide.
Research Rationale
Research rational for this resource is provided in the literature review The Role of After-School Media Clubs in Closing Participation Gaps and Expanding Social Networks.
Resources
amek. (n.d.). Football, youth, shot image [Image]. Pixabay. https://pixabay.com/photos/football-youth-shot-2389444/
a_mv92. (n.d.). Arkansas, winter, adventure image [Photograph]. Pixabay. https://pixabay.com/photos/arkansas-winter-adventure-nature-2028759/
Frost, S. (n.d.). Kids, fun, childhood, beach [Video]. Artlist. https://artlist.io/stock-footage/clip/kids-fun-childhood-beach/6496024
Frost, S. (n.d.). Sunset, fisherman, sailing, boat [Video]. Artlist. https://artlist.io/stock-footage/clip/sunset-fisherman-sailing-boat/6496026
Goble, D. (2020, March 2). 5-shot sequence example [Video]. YouTube. https://www.youtube.com/watch?v=Vc1g9NowqV4
K20 Center. (n.d.). 3-2-1. Strategies. https://learn.k20center.ou.edu/strategy/117
K20 Center. (n.d.). I notice, I wonder. Strategies. https://learn.k20center.ou.edu/strategy/180
K20 Center. (n.d.). Over-the-shoulder shot of a person at a computer [Photograph].
Movieclips. (2011, September 28). Spy Kids (1/10) movie clip – Marriage is a mission (2001) HD [Video]. YouTube. https://www.youtube.com/watch?v=AHHH770W4Wk
Movieclips. (2015, February 11). The Princess Bride (3/12) movie clip – I am not left-handed [Video]. YouTube. https://www.youtube.com/watch?v=rUczpTPATyU
Ohana, O. (n.d.). Baker, cutting, bread, cut [Video]. Artlist. https://artlist.io/stock-footage/clip/close-up-of-baker-cutting-bread-loaves/32482
Ohana, O. (n.d.). Baker, bread, knife, cutting [Video]. Artlist. https://artlist.io/stock-footage/clip/baker-cutting-bread/32480
Shot list for Wonder Woman. (2025). Studio Binder. https://app.studiobinder.com/company/580e85847e7982164664e844/collab/66ee07a4cb549cdd5a4c7abd/projects/66ee06ce7e498ff44f63133b/shots/66ee06db9358adfb649e8245?utm_source=blog&utm_medium=sb-app&utm_campaign=shot-list&utm_content=wonder-woman-shot-list&utm_term=shot-list-template
