Summary
In this educator resource, students will learn how to tell visual stories through camera work and editing by planning, filming, and producing a short video using a variety of shot types and composition techniques. They will explore camera setup, shot sequencing, and editing fundamentals, then reflect on their creative choices through peer feedback and class discussion.
Essential Questions
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 are introduced to the concept of 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 get hands-on with camera equipment by learning basic functions and then participating in a school-wide scavenger hunt to capture a variety of shot types, which they later review and discuss as a class.
Explain
Students learn about shot sequences, various commonly used shot types, as well as the basics of framing and compositon.
Extend
Students apply their understanding of shot types and sequencing by planning and filming a short visual story using a limited number of shots based on a fun scenario prompt.
Extend 2
Students edit their filmed footage into a complete video using editing software, applying skills like trimming clips, arranging shots on a timeline, and incorporating at least 10 required shot types to tell a clear, chronological story.
Evaluate
Students watch and reflect on each group’s final video using a 3-2-1 peer evaluation strategy, then participate in a class discussion to share feedback, identify effective techniques, and consider strategies for improving future projects.
Materials List
Activity Slides (attached)
Shot Types, List, and Scavenger Hunt handout (attached; one per student; print two-sided)
Storyboard Template handout (attached; one per group)
Video Editing Guide (attached; one per student)
3-2-1 Feedback (attached; one per student per review)
Cameras
Tripod
Editing Software
Preparation
5 Minute(s)
This educator resource requires students to explore the school to capture various shots. You may want to establish the rules for behavior and what areas are allowed for students to explore to gather shots. If during the school day, you may also want to let administration know.
The Shot Types, List, and Scavenger Hunt handout is meant to be used in both the Engage and Explore section of this activity. To save on printing, the first two pages (the Shot Types graphic and Scavenger Hunt instructions) can be printed on one page, front and back.
You will want to create a Google Drive or other folder that your students can access to upload their clips to for the next activity.
Engage
20 Minute(s)
Distribute the Shot Types, List, and Scavenger Hunt handout and introduce the lesson by displaying the title slide on slide 2 from the attached Activity Slides.
Transition through slides 3-4 sharing 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. Today, students will become “cinematographers” and break down a scene to understand how it was built. Students will now select a short clip (~1-3 minutes) long from a favorite, school-appropriate movie or tv show that they can find online. To keep things moving, just give them a few minutes to find and select a clip. Once they have found their clip, inform them that they should watch the clip twice, the first time to see the clip as a whole, and the second to pause and analyze each shot. The Shot Type graphic included in the handout can help guide their selection of the type of shot used. Students will fill in the shots in the clip to make a shot list on the Shot List handout.
Once students have had time to create their shot list, transition to slide 6 and bring them back together for a discussion using the I Notice, I Wonder instructional strategy. Ask a few students to share about their clips, answering the questions on the slide.
Show slide 7. Inform students that to make a scene, you first need a shot list. Once you have introduced them to the shot list as a concept, navigate to this example shot list from Wonder Woman (2017), which is also linked in Activity Slides. Once there, select “Custom Lists” from the left-hand navigation menu and share with students, going over what information was recorded.
Explore
50 Minute(s)
Display slide 8. Place students in small groups of 2-3 depending on the number of cameras available and distribute a camera to each group. Walk students through each of the basic camera functions which are listed on the slide. Give 2-3 minutes for students to explore these controls before transitioning to slide 9. Allow students another few minutes to complete the tasks listed on the slide.
Transition to slide 10. Let students know they will be going on a scavenger hunt. On the back of their Shot Types handout, students will have a list of seven shot types they must capture around the school. Allow students 25-30 minutes to collect each shot on their scavenger hunt and return to the classroom.
Display slide 11. Have students create a folder in a shared space and upload their scavenger hunt shots. Select one or two clips from each group to show and have students evaluate whether the shot captured fits the needed shot type. Ask students what went well in the clip? What did not?
Explain
50 Minute(s)
Display slide 12 and share the information on shot sequences with students, then transition to slide 13 to share an example 5-shot sequence.
Continue through slides 14-21 detailing some common shot types that students used in the last activity with examples. Go through each type of shot and its use. Ask students to provide another example of the type of shot or potential use if they can.
On slide 22 is a scene from The Princess Bride (1987) which exemplifies many of the shot types that have been discussed so far. Pause the clip occasionally to ask for the type of shot being employed and why they think they chose that shot. Slide 23 includes a scene from Spy Kids (2001) which also does a good job of highlighting various shot types if you would like to explore a new scene, but this is optional.
Display slide 24. Students will now learn some basics of framing and composition. Share the definitions with students and make sure they understand the subtle difference between the two related concepts.
Move through slides 25-32. Going over some guidelines of composition and framing. Be sure to point out the features in each example that follows on the next slide.
Show slide 33. On this slide, have students decide whether they think this is an example of symmetry or balance. Ask a few students to share why they think it corresponds to a certain definition.
Extend
50 Minute(s)
Show slide 34 and let students know that they will now take shots to tell their own story. Emphasize that the story will need to be told chronologically, each shot must have a purpose, and they need to use a mix of ten wide, medium, close up, cut in, and cut away shots.
Transition to slide 35 and distribute the Storyboard Template handout. Let students know that storyboards are a valuable way to plan out your shots before you start filming. They will practice filling in a storyboard before they start to shoot scenes.
On slide 36, share the example storyboard from an animation we made here at the K20 Center. This storyboard shows what words and graphics will be displayed during this section of the video.
Share slides 37 & 38 with the scenarios that students can choose from. Inform students that they will work with their groups to choose a scenario to film. Place students in small groups of 3-4, and allow time to start storyboarding their shots in their handout, approximately 25-30 minutes.
Once students have had an opportunity to complete their storyboards, it is time to film their scenarios. Give students a full class period or two to film their chosen scenario before reconvening as a large group.
Extend 2
120 Minute(s)
Transition to slide 39. Distribute the Video Editing Guide that includes a few basics of editing to guide them. You can either go through each step in the preferred program together as a class, or let them try on their own first, providing guidance as they work.
Students should now have time to edit their videos into a short scene. Students will have filmed their scenes as a group, but need to edit individually. Inform them that their final product needs to be at least 90 seconds long, but no more than 3 minutes. It must also have a minimum of ten shots and use at least one each of these shot types that have been previously discussed:
Establishing
Wide
Medium
Close Up
Cut-in
Cut-Away
Now that they know all the requirements, give the students a 1-2 class period to edit their videos.
Evaluate
50 Minute(s)
Now it’s time to watch the videos. Navigate to slide 40 and distribute the 3-2-1 Feedback handout to the students. Let them know that they will complete one for each video, answering the questions provided.
After all videos have been shown, lead the class in a discussion based on the questions on slide 41.
Follow-Up Activities
Research Rationale
Kwigira, Njuguna, and Irungu (2024) demonstrate that media/journalism clubs significantly improve students’ media literacy by engaging them in real-world journalism, peer review, and ethical media practices. Students developed stronger writing, critical thinking, and source evaluation skills. Mentorship and feedback were key to success. Schools can replicate this model with weekly sessions, guided mentorship, and structured media activities to foster responsible media engagement.
Resources
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
I need a cite for the two videos and the example shot list (Elsa said she would help!)
