Вы находитесь на странице: 1из 2

USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES Aural presentations.

. Concepts, narratives and ideas can be presented entirely aurally, making use of recordings on mobile devices, sounds, sound FX and live and pre-recorded voice. Soundscapes can be created to express ideas. Written material, with accompanying visuals, can be presented as a live voice-over. Visual presentations. These may incorporate the use of presentation software, with appropriate accompanying sounds, for example pre-recorded music, atmospheric sounds and the spoken word. Text may be delivered visually or as a live or pre-recorded voice-over. A single still image may provide the entire visual backdrop to an argued point of view. Background music or sounds may provide the aural backdrop. Multiple images and associated text and sounds may be mixed with a spoken voice-over. Images can be sourced, scanned, taken via digital camera and manipulated. Film presentations. Films come in many forms. Animations and manipulations of text can be effective methods of bringing life and further meaning to the content of text. Films can be sourced or taken with digital cameras. Animations can be created with many basic software programs. Basic film editing programs can be powerful tools for the creation of meaningful presentations. Delivered via data projector, the smallest ideas can be magnified many times. Web pages. Classes and individuals can organise and present their ideas by way of web pages using web design applications. These sites can be delivered by a single computer and a data projector, shared over an Intranet or shared by way of the World Wide Web. Such pages can join whole communities of contributors to the web, presenting an individual contribution in a global context. Electronic scrapbook. This may incorporate extracts of DVDs, visuals, website visitations, prerecorded sound and music and be offered with or without a spoken or recorded voice-over. Newspapers and magazines. Again these may be individual submissions or collated on behalf of a group. Content can easily be manipulated through desktop publishing applications. A presentation can be delivered in a form which is familiar and appealing to many people using design elements and principles to effectively manipulate, for example, the use of colour and black and white, headlines, topic headings, photographs and newspaper and magazine typesetting, formatting and structure. A theatre history file might be an unfamiliar format for some students. A file in the form of a newspaper or magazine might suggest content ideas and give students a greater feeling of familiarity. ICT tools can be used across each production stage. Social software and Web 2.0 tools allow students to work collaboratively during and outside of timetabled classes or scheduled rehearsals. Ways that ICT can be used for different purposes throughout Units 1 to 4 include: documenting concepts for a playscript interpretation online using individual or group blogs uploading sketches of design ideas to a website for others to see and developing individually or collaboratively using a mobile device to record and playback rehearsals for critical feedback from self, peer, critical friend designing, producing and distributing marketing and ticketing materials for a production using software and social media

developing group or whole-class discussions on a web forum using mobile devices to record and store multimedia material for use in the production, such as images, sounds operating lighting and sound equipment using a software application to block a scene using a teleprompter on a mobile device to aid learning. Teachers should ensure that students are aware of the copyright requirements for accessing and attributing source material used in the development and presentation of theatrical performances, and appropriate online behaviour during the production process.

Вам также может понравиться