video know-how

Socially distant filming: how it works in a studio

by
Studio filming with vision mixer

Studio filming is a consistent necessity for us as a video production company. Studios are great because of the level of control they afford over light and sound – meaning that it’s easier to ensure an efficient shoot and a quality result. There are loads of ways a studio can be used for filming. For … Read more

Socially distant filming: how it works on a construction site

by
Construction worker

This article outlines some guidance as to how construction sites have changed working practices in order to operate with social distance, and how we can film in that environment with those considerations in mind.

The Case for Video Drama in Learning

by
woman looking thoughtful

People can’t absorb information effortlessly, it takes hard work and application.  It is said.  But drama allows you to “effortlessly” walk through a learning dialectic as you look through the eyes of characters in a conflict.  Drama can be visual, but more importantly it’s emotional. Danish educational theorist Knud Illeris says genuine learning involves a subjective … Read more

10 uses of video in learning

by

I was asked to write something about which type of video is good for which learning application.  Let’s begin by asking “what is video actually good for in learning?”  People don’t want long, detailed information in a video, because it means sitting through something not so pertinent, till you get to the bit you want.  … Read more

Dramatic Storytelling

by
Blonde woman from 1700

As part of my drive to share the tools of my trade with learning designers in this blog I’ll lay out the principles of the main story paradigm described by Aristotle and used in Hollywood.  What’s important to know about this structure is that it’s evolved over centuries to model a journey of personal growth.  … Read more

How to avoid boredom by committee – Drama script reviews

by
meeting

“You’re making some dramatized video for learning. The script you’ve produced is fantastic… Then the first feedback comes from the client and they’ve added a great chunk of unspeakable dialogue and taken out the best bits… Of course, they know their culture and they know their business, but what they don’t know is that their … Read more

How to release your inner video maker

by

As a seasoned video professional, you might find it surprising to hear me say you can make great learning video with almost zero technical ability.  I see lots of blogs giving tips to video newbies in which the emphasis is on the technical.  I’m concerned that this can act as a barrier to entry for a lot of people, not only because they find technology daunting, but because technique becomes the principle measure of success.  My empowering message to you is – if the voice track is comprehensible and that the viewer can tell what you’re pointing the camera at, you have a technical success.  Master the basics and allow your intrinsic strengths as a learning expert to come across.

Don’t forget, some of the world’s most popular videos are made by people with very little technical ability.  Disneycollector makes videos of unboxing Disney toys.  In this clip, with one fixed camera position, she unboxes six Play Doh Sparkle Princess.  It’s had over 500 million views. The latest Game of Thrones US premiere only got 16 million viewers!

Of course, many of Disneycollector’s viewers are children, so what about car fixing vlogger Chris Fix?  His video about cleaning your headlights with toothpaste has the most basic of production values and has had 13.5 million views!

Now, I wouldn’t say either of these people is charismatic or endowed with any unusual talents.  What they share is an enthusiasm for their subject.  They don’t shout about it, but they engage wholeheartedly, which means they enjoy what they are doing and that comes through.  Enthusiasm shines bright with or without whizzy production techniques.

On the audience side – these vloggers have plenty of learner incentive.  People want to know about this stuff and the production values simply don’t matter to them.

There are plenty of examples of vloggers whose output has become more polished, but usually this is because they’ve become successful and paid other people to make the videos for them.  And this happens in learning as well – if you’re successful with your video content you’ll get noticed and attract more budget.  Then you can get other people to do the technical stuff.  And relax!

Now, of course, you probably don’t want to be a vlogger.  Perhaps you want to film some interviews with experts and cut them together into a presentation.  The same principles apply.  What do these people say that you are excited about?  Take that and deliver it to others and don’t worry about the finer points of technique.  Use jump cuts, don’t worry about continuity or wipes or slick graphics, leave the technical wizardry to people who do that stuff for a living and focus on the part where you have an edge over them – your subject.  You know what needs to be communicated.  And you know your audience.

In fact, I’d argue that filming techniques aren’t really what distinguish a professional video maker either.  You can film a great script on a smart phone and watch it on a black and white tele and as long as you can hear the dialogue and see what’s going on it’ll carry.  You can film a bad script with all the cameras and lights available to a Hollywood producer and it’ll still be unengaging.  I’m not saying there isn’t a place for higher production values – there is, and I love working with them, but the greater challenge and the smarter play is to work around their absence.

Want some help to release your inner video maker? We offer a consultancy and training service – supporting businesses to create great video content in-house. Interested? Get in touch.

Contact Form

  • This field is for validation purposes and should be left unchanged.

Read moreHow to release your inner video maker

Goodies and Baddies – Drama doesn’t have to be black and white

by

When we say a drama needs to be based on a conflict, and that involves a protagonist and an antagonist, it brings to mind a hard-nosed clash that you’ve seen with Batman versus the Joker or James Bond shooting at Goldfinger.  This can sound alarm bells.  While such whizzbang, violent conflicts are great fun to do, they’re not usually what we seek in the world of corporate drama.  The next models that come to mind are perhaps soap operas and other more human-scale dramas.  But even these frequently feature stand-up rows and tears, not the sort of thing we can usually entertain.

The fact remains, however, that to articulate a story in drama, conflict is essential, and the starting point is a protagonist and an antagonist.  So, how can we make these characters realistic, but nevertheless credible in dramatic terms?

The protagonist and antagonist want the same thing, but disagree on how to achieve it.  In a corporate context, this could be two people trying to solve a problem at work with one following the received wisdom on the topic and the other stubbornly doing it their own way.  Depending on whether it’s a compliance drama or one about innovation, one of them is the protagonist and the other the antagonist.  They are both working for the good of the employer, but one is misguided, the other struggling to do the right thing.  In this little conflict, neither is really a goodie or a baddie, but one is a protagonist, who advances the cause of the drama, the other the antagonist who stands in the way of the correct working method being enacted.

The most important thing about the protagonist/antagonist structure in a learning drama is that the protagonist can champion the right way to do things without seeming to lecture the audience.  To do the right thing they need to fight for what they believe in.  Whereas if they just tell us what they believe, they come across as merely a rather boring conformist.

Of course, the protagonist doesn’t necessarily have to fight against another character, the antagonist could be a setting a process or an idea.  If our protagonist is trying to conquer a task we could tell the story like a sports movie.  Sport is a vehicle for the participant to objectify an internal struggle.  And this is how the drama is constructed.  It’s an inner struggle, articulated through the mechanisms of sport, which takes place amidst a variety of antagonistic outer forces which together form a collective “antagonist”.  So you could say the antagonist is a multi-headed beast – several characters and events that block the protagonist.  (Of course, I’m only talking about one common model of sports movie here, there are others).

A workplace learning example that could be structured similarly is crisis management.  Here the manager needs to control all the elements in the scenario rather as one might in a game of chess.  The crisis is characterized as the antagonist and the manager needs to manage it by moving the pieces on the board as it were.  Like a sports movie there will be antagonistic elements, such as an angry person who refuses to fall into line, but they are not the antagonist, they are just an element of it.

The other day I watched Eddie the Eagle with my 6-year-old boy.  It’s a movie about the British no-hoper who, against all the odds, got into the Olympics as a ski jumper.  I found it interesting that his route to the Olympics was in stages based on the size of the ski jumps he could tackle.  These are rather like learning points which became plot points in the story.  As a result, I learned quite a bit about the size of the jumps and other technical details.  But, of course, the thing I remember best is the moral of the story, which is that it’s not about winning it’s about playing, and if you set yourself against the odds people will appreciate your valiant efforts.  So, it affected me as a very anti-sport person, as rather effective pro-sport propaganda.  And for a few days I remembered something of the technicalities of the sport as well.

Coming back to goodies and baddies – one reason we don’t want passionate, violent clashes in our workplace dramas is that we don’t want them in the workplace.  On the other hand, if we were to take a workplace topic, something people are unlikely to get passionate about, and pump it up to the level of a melodrama, we’d have a very entertaining film which no-one would think for a moment is based in reality, but the audience would love it and would no doubt remember it and tell their friends.

Real Drama for Learning

Script consultancy: we work with your team to turn workaday content into something truly dramatic.

Training:  Using our conceptual toolkit, we work with your team to give an understanding of the basics of dramatic construction.

Agency support: working with you at the bid stage, we provide creative support to elevate your video-oriented eLearning idea into a winning pitch.

Production: From idea to final film we work with you throughout the journey.

 

Real Drama for Learning – using emotion to communicate ideas.

Read moreGoodies and Baddies – Drama doesn’t have to be black and white