Dec 2009 Porto, Portugal - Cross Curricular Cameras


Cross Curricular Cameras is a workshop that is an example of practice that can be emulated, copied and adjusted according to context, subject and creativity of the teacher and students together. The idea behind it is to break down the myth of using video production in class and to show how, with minimum equipment, the teacher can generate enthusiasm in class as part of a cooperative learning environment.

Direct benefit :
- skills in the integration of audio visual production in the classroom and in teaching processes
- classroom management skills in the same process of integrating video production in class
- basic skills and tips in using the camera
- basic skills and tips in directing the students behind and in front of the camera

It is useful to read and become friendly with jargon pertaining to audiovisual production because we will be using these terms very often during the workshop :

Filmmaking especially about the Treatment and the Storyboard
Film crew especially about the roles of the Producer, the Film Director, the Casting Director and the most important of all the Line Producer

Delivery of the workshop will be a joint exercise by

Maria Aguiar Lopes Pinto from Universidade do Porto has been working in different areas at the university of Porto, all related with multimedia and education. In the last year is responsible for the cultural and activities at the elearning café, a new and special space for the higher education community. Maria is also involved with national and international projects such as “Internetwork” and “Learning human rights - past and present”, “Circle of events” and organizing a variety of events that bring together different areas, emphasizing the importance of multidisciplinarity and having technology as support for most of them.

Patricia Diaz-Caneja from the Teacher Training, Educational Research and Innovation Institute of the Ministery of Education of Spain as an external assessor. Patricia Diaz-Caneja  is a Pedagogue, Master in Early Childhood Education and specialized in children with development disorders. She has also been working with children with special needs for the last 10 years.


Miguel Prata Gomes  PhD., lecturer at Paula Frassinetti School of Education, Porto, researcher at the CIIE University of Porto and Paulo Freire Portugal Institute.  Professor of Philosophy and Education. He leads research projects on Intercultural Education, Human Rights and Cibercultures and has extensive experience in international projects and networks.

Paulo Silva from Colegio do Sardão is a teacher of  English as a foreign language.He has been responsible for international projects for the past 5 years including Comenius partnerships, language assistantships and the INTER network. For the past 2 years Paulo has been a member of the board of Colegio do Sardão.




Antoine Gambin from Malti Media House has been working on the integration of audio visual media and education for years and has generated experience in many aspects of the subject. Malti Media House has carried out workshops and audio visual projects as a vehicle for training of teachers and informal learning in Italy, Malta, Lithuania and 2010 will see this activity reach Turkey, Cairo and other territories. This workshop is one of the steps in development of new ways of delivery of so much in a short time.



Work Programme

Introduction to working method (20 minutes)

Step 1 
Setting the scene : Creating the Register (30 minutes)
The Idea
choosing the topic, brainstorming for words that come to our mind and gently starting to challenge the link to elicit what makes the students make the connection between the subject and words they come out with. Starting to assess where the students are going with their mind... 100% mentoring for the students by the teacher.

Step 2 
Setting the questions : Cross roads and setting the scene for the classroom activity (30 minutes)
The Treatment
setting out the question that will determine what the classroom will produce in the end of the activity : a documentary ? a reportage ? an enactment ? a personal account ? Devising the question that fits where the destination where the classroom seems inclined to go with the project. 70% democracy for the students and 30% leadership by the teacher

Step 3
Cooperation in class : distribution of tasks (45 minutes)
The Storyboard
taking the mind off the topic and start up of the real audio visual project. Choice of frames and backdrops, casting and distribution of tasks. 30% classroom management and 30% leadership and creative mentoring concurrent with 60% democracy for the students.

Step 4
Behind the Camera : In front of the Camera (30 minutes)
planning and training based on the distribution of tasks in Step 3. Preparation of the script for each format but strict to the storyboard, rehearsing for the take. 50% training in audiovisual production, 30% implementation of inclusive and cooperative environment in the classroom and 20% inevitable fun.

Step 5
Project Management (30 minutes)
Line Production
100% logistics, classroom management and ensuring appreciation for the non-starring students and ruling out risk of absolute linear production.

Step 6
Video fun : all hands on deck (90 minutes)
the actual shoot 100% project management shared by the teacher and the students depending on skills, age and logistics chosen for the project. Success depending on the proper management of Steps 3, 4 and 5...this is all the students will remember because the subject is now learnt and they have made it their own.

Step 7
Regroup : conclusion (45 minutes)
50% reminding ourselves what we (or the students by emulation) have learnt about the subject and 50% about what we have learnt about ourselves (and the students about themselves) and promising to watch post production product further on.