The grizzly times of the Tudors and Henry's willy nilly habit of chopping off heads has a natural appeal for year four children.
At this school we wanted to combine music, writing, film, animation and the wonderful technique known as green-screen – or perhaps blue-screen; Chroma Separation Overlay, CSO if you want to show off.
This film takes some of the more unsavory facts about life on the Mary Rose as a starting point. We also wanted to involve the children in a variety of interesting ways – particularly to include some of the less confident and disruptive children. For example, some of the drawings we included may be very simple and not hugely demanding to create but we found a place for them in the finished piece.
There is a natural tendency for the professional film maker to be concerned about maintaining a high standard but this must not be at the expense of including less confident children. This should not just be a showcase for the most talented children but a way of unlocking talent and confidence in the least confident ones. Otherwise why are we doing this?
A mind mapping session to unlock all the facts the children had learned about life on the Mary Rose
Using Garage Band create a rap backing track
Listen to the backing track and practice writing and performing words to the rhythm of the track.
The children in their own time (and with the rhythm in their heads) all write their own rap songs
We select the best ideas from each of the songs to create a single rap to be used in the film
Tasks are introduced and allocated to the team – animating the ship, drawing pictures, operating the camera and lights, recording the sound, performing, setting up the green screen, finding images, directing etc.
Animating session. We filmed the ship against a coloured screen and created the sea out of rolled up coloured paper which we animated manually. Pictures were drawn, biscuits were filmed, flames and rats were scanned. The scurvy ridden faces were drawn.
The green-screen session. The screen was set up facing a large area of windows so we had a lot of soft natural light. This was a hugely popular activity. The children decided to call this set-up the magic wallpaper.
The backing track was played from a CD player. Jobs included director, camera operator, sound and performers.
Editing. The editing for this was too complex for the the schools own software so most of it was carried out off-site. However I think there is scope in future for sections of these films to be edited by the children.
I liked the wide range of tasks and skills that this project involved, it was very inclusive. It didn't just use traditional animation techniques but required a range of solutions. There was a high degree of problem solving particularly making the ship and water move – the children were fully engaged in finding their own way of doing this.
Some of the less confident children appeared in front of the camera and some of the more modest drawing attempts were used in the film – this was obviously appreciated by the children concerned.
We had some positive discussion about making mistakes – if something didn't work we called it learning and improving. A mistake in the filming could be an entertaining out-take.
The green-screen was such a success that I am helping the school set up its own permanent green-screen (magic wallpaper).