How+are+book+trailers+organised?

These notes unpack the structures and features that students need to understand before they attempt to make their own book trailers. They are intended as background information for teachers who plan interactive ways of presenting the concepts to their classes as part of their teaching program. Book trailers are argument texts: teachers might explore aspects of persuasive writing (sometimes known as expositions or expository writing) before beginning a unit about creating book trailers. ** The purpose ** is    After viewing of a number of different book trailers, students discuss some of the ways in which they might achieve their purposes for making a particular book trailer. ** The audience ** might be o   software e.g. //PowerPoint//, //Photostory 3//, //Movie Maker,// // ArtRage, Paint, PhotoShop, Stop Motion Animation, Kahootz // o  equipment e.g. digital and video cameras, MP3 players o  time that students have to complete their trailer. Book trailers are created using Editing is the process of putting the individual shots together to tell a story. Students choose visual images, print and sound to create a cohesive text. Methods of changing from one scene to the next vary according to the chosen software. They include // The visual image maker: a tool for analysing and creating visual texts // is available from the eCentre at []. It provides students with an interactive way of learning about visual language. (Some schools have found the tool very useful as an introduction to the making of digital stories.) In addition the following structural elements should be presented in book trailers, though the ways in which they are demonstrated will vary according to the visual and verbal elements chosen by students. Encourage students to form a clear and forceful statement giving their opinion or point of view about the book. While this might not be directly stated in the trailer it should underpin all of the information presented in the trailer.
 * How are book trailers organised? **
 * to entertain, inform and persuade
 * to encourage others to read the book.
 * students within the same class
 * other students from the same grade or from another grade according to the intended age group for the book
 * a combined audience of students and parents at a special gathering arranged to view the book trailers
 * the general public (if trailers are submitted to one of the blogs, wikis and websites that accept contributions from students.)
 * Text structure **
 * will vary according to availability of
 * ** images ** . Most trailers use a mixture of images including
 * still photographs
 * scenes shot on video
 * animation
 * drawings.
 * ** sound  **
 * musical background
 * voice overs
 * conversation between characters
 * sound effects
 * silence. (Silence can be used in film to create dramatic effects.)
 * ** editing  **
 * jump cuts
 * fade outs
 * dissolves
 * impressions of pages turning or spiralling
 * ** Statement of position  **
 * ** Development of an argument  **
 * In order to persuade their audience, students use arguments and assertions to reinforce and emphasise their statement of position.
 * Each point put forward should be supported by evidence and / or examples that are carefully selected to add weight to the argument.
 * The ordering of points is a crucial factor in influencing the audience. Most arguments start with the strongest points and then link to the weaker ideas.
 * ** Summary of position  **
 * occurs at the end of the trailer.
 * This might take the form of an evaluation of the book, a reiteration of the position or a call for action e.g. a last appeal for the audience to read the book.