Grades: 6–8, 9–12
Video Resource: HIKI NŌ Tutorial Series by PBS Hawaiʻi
Subject Areas: Digital Media, Language Arts, Media Literacy, Visual Arts, Career & Technical Education
Lesson Overview
This lesson introduces students to the foundational skills of filming a professional-looking interview using a smartphone. Drawing on resources from the HIKI NŌ Tutorial Series, students will learn essential visual storytelling principles—framing, lighting, audio, and shot planning—and apply them collaboratively in a hands-on video production project.
Learning Objectives
By the end of this lesson, students will be able to:
- Identify essential smartphone videography tools and explain their functions (e.g., microphone, tripod, lighting).
- Apply core media production principles including composition, lighting, and sound to film interviews.
- Demonstrate how to plan, record, and review a short interview using a smartphone.
- Critique media work using relevant criteria, including visual clarity, audio quality, framing, and background selection.
- Reflect on challenges encountered in mobile filmmaking and evaluate strategies for overcoming them.
- Collaborate in team-based media creation with assigned production roles.
Standards Alignment
ISTE Standards for Students:
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1.2.b: Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.
National Core Arts Standards (Media Arts):
- MA:Cr1.1.I: Use identified generative methods to formulate multiple ideas, develop artistic goals, and problem-solve in media arts creation processes.
- MA:Cn10.1.6.a: Access, evaluate, and use resources to inform the creation of media artworks, considering relevance, context, and cultural influence.
- MA:Pr6.1.6.a: Convey meaning through the presentation of media artworks using varied tools, methods, and technologies.
- MA:Re9.1.6.a: Develop and apply criteria to evaluate a range of media artworks and production processes.
Materials Needed
- Smartphones (1 per group, ideally with video capabilities of 1080p or higher)
- Tripods, selfie sticks, or flat/stable surfaces
- Clip-on microphones or smartphone earbuds with a mic (optional but strongly encouraged)
- Portable lights, desk lamps, or access to natural daylight
- Notebooks or planning sheets for scripting and shot lists
- Headphones for audio checking
- Access to HIKI NŌ Tutorial Series videos
Lesson Sequence
1. Media Literacy Warm-Up
- Begin with a discussion on the role of video storytelling in news, social media, and personal expression.
- Ask students: “What makes an interview video compelling?” and “What distracts you from taking a video seriously?”
- Show the segment from the HIKI NŌ Tutorial Series: How to Shoot an Interview on a Smartphone.
2. Key Concepts Mini-Lesson
Facilitate an in-depth group discussion of core video production concepts:
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Composition
- Use the Rule of Thirds: divide the frame into a 3×3 grid; position eyes along the upper third.
- Allow proper headroom and lookroom.
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Lighting
- Light your subject from the front or side using daylight or lamps.
- Avoid backlighting, harsh shadows, and dark settings.
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Audio
- Record in a quiet environment; external mics reduce ambient noise.
- Use the Voice Memos app or dedicated video apps with audio gain control.
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Stability
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Tripods, books, or furniture can stabilize the shot. Handheld filming should use both hands and elbows tucked in.
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Location Scouting
- Look for quiet, visually interesting locations with non-distracting backgrounds.
- Encourage students to walk around the school to find potential filming spots.
Optional enrichment: Show a poorly shot interview and invite students to identify what went wrong.
3. Collaborative Project: Plan & Shoot a Video Interview
Divide students into small production teams with rotating roles:
- Interviewer
- Interviewee
- Camera Operator
- Director/Assistant
Each group will:
- Brainstorm and write 3–5 interview questions on a topic of interest (e.g., school events, hobbies, a current issue).
- Select a filming location using their knowledge of lighting, sound, and background.
- Plan composition using sketches or screenshots.
- Record a short test clip (10 seconds) to check for lighting, framing, and audio clarity.
- Conduct and film the interview, aiming for 2–3 minutes of usable footage.
- Capture 2–3 “B-roll” clips: these could include shots of the interviewee at work, walking, or showcasing relevant objects.
4. Playback, Peer Review & Group Feedback
Have each group present their raw footage to the class. Facilitate structured peer feedback using prompts:
- Was the audio clear and free of background noise?
- Did the lighting flatter the subject and create visual interest?
- How effective was the composition (framing, headroom, background)?
- Did the B-roll enhance the overall storytelling?
Students record feedback in their notebooks and respond with at least one idea for improvement.
5. Wrap-Up and Optional Extension
Summarize the key takeaways from the lesson: smart composition, lighting, sound, and preparation lead to more effective interviews.
Optional Homework/Extension:
- Edit the interview using a free mobile app like iMovie, CapCut, or Adobe Premiere Rush.
- Add titles, transitions, and B-roll to enhance storytelling.
- Reflect in writing: “What did I learn about storytelling through video?” or “How can I improve my interview technique?”
Assessment
Formative:
- Observation of group collaboration and use of video techniques during filming.
- Participation in peer feedback and group discussion.
- Reflection writing or oral debriefs on technical and storytelling challenges.
Summative:
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Submission of a complete interview video with:
- Effective composition
- Adequate lighting and sound
- At least one B-roll sequence
- Clear narrative focus or interview topic
Use a simple rubric for grading, assessing:
- Technical execution (composition, sound, lighting)
- Planning & collaboration
- Creativity & effort
- Reflective analysis
Teacher Notes & Tips
- Encourage creative risk-taking: students may find inventive angles or effects that exceed basic expectations.
- Use classroom critique as a way to model respectful and constructive feedback.
- If devices are limited, assign homework filming or stagger filming blocks across class days.
- Reinforce ethical considerations around consent: interview subjects should understand the purpose and agree to be filmed.
- Teach file management: remind students to save their videos to a common drive or email them to the teacher.
Sources & Additional Resources
- HIKI NŌ Tutorial Series on PBS Hawaiʻi. PBS Hawaiʻi YouTube Channel
- Adobe Education Exchange: Video Storytelling Resources