As a young lad growing up in Scotland we were never spoiled by quality children's tv on the weekends. That means we were encouraged to explore our own locus and do what young boys do best: football, play mischief and explore the WW2 abandoned gun turrets at the local beach. However, every summer, BBC Scotland would play re-runs of Hershey's Adventures of Tin Tin, and that magnificent French animated series showing a young lad living in a world of intrigue and mystery helped formulate my love of visual imagery that plays a pivotel role in my teaching forty years on.
The activity that I have used with TIN TIN is a very simply set-up class activity where the students watch a 2 minute clip from the Hollywood movie, and dub over the extract with their interpretation of what happens in that scene. However, in order to use this media for enduring understanding in an academic context, not just as speaking-practice, is to have the students analyze the clip by considering the classic academic organizational model, S.P.R.E. (Situation, Problem, Response, Evaluation) to use as the basis for their dialogues.
So, the students have to decide on the organization of the clip, yet without interfering with their creativity. Of course, they have to consider how the director takes the scene, but we give them freedom to make Tin Tin whoever they want (as none of our Turkish students knew who he was). The scene I chose also has Captain Haddock and his trusty jack russell, Snowy.
DUBBING
Our students are now 95% iphone owners, with the rest Samsung. Therefore, there is a great opportunity to use Mobile Technology in the class for a affective activity. The students love to use their phones in their learning, so it is already a winner.
The recording app we have been using, and one that we recommended that the students download for free is, VOICE RECORDER HD (although there are hundreds to choose from).
It is important to remind the students that before they start to record their dialogues that they have made sure there is not only coherence for their voiceovers, but a strong SPRE cohesive sense for logic and accountability. This is a challenging aspect of the activity, and students need to not only get over their embarrassment of being recorded, but also that their finished video makes sense for the viewer.
Once the students have made their recordings it is then a simple case of adding the audio to Windows Movie Maker or IMovie timeline and merging the new clips for a whole class viewing experience.
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