The birth of production
death of creativity
Chat GPT: Extraordinarily productive teaching tool or destroyer of all humanity?
I have recently been experimenting with this incredible AI tool. I fully believe it will replace Google in every way, within 5 years.
I was wondering how it could help students create full and complete stories with interesting characters, witty dialog, and most importantly, an ending that makes sense.
Well, I went down the rabbit hole - which I am going to encourage you all to do - and found that you can create a complex story if you ask it specific questions as it generates your imagination for you.
Here is an example of an absolutely effortless story that ANY student can create with a few simple prompts. I find the AI's ability and creativity in creating "treatments" to be fascinating. The story it created is not perfect and the dialog is weak but is a few years... Forget about it.
See my prompts and what Chat GPT spits out in less than a minute. You can ask it to expand on what it previously wrote. I even used Chat GPT to write a lesson plan on how to use itself to create an award-winning short film.
You all should check it out and see how it will fit into your classes because it's here and it will be in your classes soon.
Mike prompts ChatGPT: Brainstorm 10 ideas for a high school student with an imaginary friend, including unique names for both
"The Secret Life of Imaginary Friends" - A high school student discovers that their imaginary friend, "Nina," can only be seen by them and must navigate the challenges of keeping her existence a secret while also dealing with typical high school drama.
"Parallel Realities" - A high school student, "Jack," has an imaginary friend named "Zara" who comes from a parallel universe and they must work together to find a way for her to return home.
"The Guardian" - A high school student, "Emma," has an imaginary friend named "Noah" who acts as a guardian angel and helps her navigate through difficult situations.
"The Switch" - A high school student, "Mia," and her imaginary friend, "Ethan," switch places and must experience life in the other's shoes.
"The Illusionist" - A high school student, "Ben," has an imaginary friend named "Gina" who has the ability to make illusions and they use her powers to pull off pranks on their classmates.
"The Time Traveler" - A high school student, "Liam," has an imaginary friend named "Abby" who can time travel and they go on adventures to different eras in history.
"The Mystery Solvers" - A high school student, "Sophie," and her imaginary friend, "Max," team up to solve mysteries and crimes happening in their school and community.
"The Superheroes" - A high school student, "Aiden," has an imaginary friend named "Jasmine," who has superpowers and they become a crime-fighting duo.
"The Dream Team" - A high school student, "Olivia," has an imaginary friend named "Jake" who can enter and control dreams, they use this power to help other students with their problems.
"The Ghost Hunter" - A high school student, "Eve," has an imaginary friend named "Isaac" who can see ghosts, they team up to investigate and solve ghostly mysteries in their school and community.
Mike then asks ChatGPT: Write a short film treatment for 5 and make it a comedy.
Title: "The Illusionist"
High school student, Ben, has always been a bit of a class clown, but his antics have never been quite as elaborate as they are now that he's teamed up with his imaginary friend, Gina. With her ability to make illusions, Ben and Gina have been pulling off pranks on their classmates left and right. But when their pranks start to escalate, they find themselves in over their heads.
Ben and Gina are having a blast pulling off pranks on their classmates, like making their math teacher's hair turn green or making a student's backpack fly across the room. But when they make the school principal's car disappear, they realize they may have gone too far.
Ben and Gina try to figure out how to make the car reappear before the principal finds out, but their attempts to fix the situation only make things worse. They make a replica of the car that turns out to be too small, they try to make the car reappear in the middle of a school assembly but it ends up being upside down and in the middle of the stage. They start to panic.
Just when it seems like all hope is lost, Ben and Gina come up with a plan to make the car reappear and make it look like they were in on the prank all along. They use Gina's powers to make the car reappear in the middle of the school's homecoming parade, decorated with streamers and a banner that says "Class of 2024". The principal is impressed with their creativity and forgives them.
Ben and Gina learn their lesson that with great power comes great responsibility, and they promise to use Gina's powers for good from now on. But as the credits roll, we see them using their powers to make the school's mascot fly around the auditorium.
The tone of the film is light-hearted, comedic, and has a coming-of-age theme. It is a comedy about two friends who get themselves into a wild adventure because of their imagination and the fun they have with it.
Mike Prompts: Write a short film script for The Illusionist
ChatGPT outputs (in less than a minute):
INT. BEN'S BEDROOM - DAY
We see BEN, a high school student, sitting on his bed, staring at the ceiling. Suddenly, GINA, his imaginary friend, appears sitting next to him.
Hey Ben! What's up?
Nothing much, just thinking about what we're going to do today.
Well, I've got an idea! How about we pull off a prank on the math teacher?
Yes! That's a great idea!
I know! I'll make his hair turn green.
That's hilarious! Let's do it!
INT. MATH CLASS - DAY
We see BEN and GINA sitting in math class, trying to hold back their laughter. Suddenly, the math teacher's hair turns green.
The students start to laugh and point.
Sorry, sir! We couldn't resist!
This is not funny, Benjamin!
Sorry, sir. We'll stop now.
INT. BEN'S BEDROOM - DAY
We see BEN and GINA sitting on Ben's bed, high-fiving each other.
That was so much fun!
I know! We make a great team!
Yeah, we do!
INT. SCHOOL HALLWAY - DAY
We see BEN and GINA walking down the hallway, looking for their next prank target. Suddenly, they spot the PRINCIPAL'S car parked outside the school.
Gina, look! The principal's car!
That's perfect! I'll make it disappear!
No way! That's hilarious!
Okay, it's gone.
This is the best prank ever!
INT. PRINCIPAL'S OFFICE - DAY
We see BEN and GINA sitting in front of the PRINCIPAL'S desk, looking guilty.
Do you have any idea how much trouble you're in? That car was brand new!
Sorry, sir. We didn't mean to cause any trouble.
We'll make it reappear, I promise.
INT. SCHOOL HALLWAY - DAY
We see BEN and GINA trying to make the car reappear, but their attempts only make things worse. They make a replica of the car that turns out to be too small, they try to make the car reappear in the middle of a school assembly but it ends up being upside down and in the middle of the stage.
INT. PRINCIPAL'S OFFICE - DAY
We see BEN and GINA sitting in front of the PRINCIPAL'S desk, looking even more guilty than before.
I can't believe you made the situation worse!
We're really sorry, sir. We'll figure something out.
INT. SCHOOL HOMECOMING PARADE - DAY
We see the school's homecoming parade taking place. Suddenly, the PRINCIPAL'S car reappears, decorated with streamers and a banner that says "Class of 2024". The PRINCIPAL is impressed with their creativity and forgives them.
Well, I have to admit, that was pretty clever.
Thank you, sir.
We promise to use our powers for good from now on.
I hope so. And just a reminder, you still have detention for the next week.
INT. BEN'S BEDROOM - DAY
We see BEN and GINA sitting on Ben's bed, reflecting on their adventure.
That was a wild ride.
I know. But we learned our lesson about using our powers responsibly.
Yeah, we did. But I can't wait to see what adventures we'll have next.
In conclusion: We're doomed.
Lesson Plan: Developing an Award-Winning High School Short Film Using Chat GPT
Students will use Chat GPT to brainstorm interesting characters, create a detailed treatment, develop a script, create a shot list, edit a film, add music, and master audio levels to create an award-winning short film.
Computers or laptops for students to access Chat GPT
Video editing software (e.g. Adobe Premiere, Final Cut Pro)
Camera equipment (optional)
Introduction: Begin by introducing students to the concept of using Chat GPT to aid in the film-making process. Explain that they will be using the tool to generate ideas, develop a treatment, write a script, and create a shot list.
Brainstorming: Have students use Chat GPT to brainstorm interesting characters for their short film. Encourage them to think about unique and diverse characters that will add depth and complexity to their story.
A detective who is also a stand-up comedian, using humor to cope with the dark and often gruesome cases they solve.
A young woman who is a brilliant scientist but struggles with social anxiety and communication, leading her to build robotic assistants that help her interact with the world.
An immigrant who is a skilled chef and uses their cooking as a way to preserve their cultural identity while navigating the challenges of living in a new country.
Treatment: Have students use Chat GPT to help them create a detailed treatment for their short film. The treatment should include a summary of the story, characters, and themes.
Script: Have students use Chat GPT to help them write a script for their short film. Remind them to consider the treatment and shot list when writing the script.
Shot List: Have students use Chat GPT to help them create a shot list for their short film. The shot list should include a list of all the shots that will be used in the film and the order in which they will be used.
Filming: (optional) Allow students to film their short film using the camera equipment provided.
Editing: Have students use video editing software to edit their short film. Remind them to consider the shot list when editing the film.
Music and Audio: Have students use Chat GPT to help them select music for their short film and master the audio levels.
Presentation: Have students present their short films to the class and receive feedback.
Final edited short film
Music and audio levels
Note: The above is a general outline and can be adjusted as per the teacher's preference and student's skill level.
Here is a list of cinematic camera shots that can be used to add visual interest and storytelling elements to a film:
Close-up: A shot in which the subject fills the majority of the frame, emphasizing their facial expression and emotions.
Medium shot: A shot in which the subject is framed from the waist up, showing their body language and surroundings.
Long shot: A shot in which the subject is small in the frame, providing a sense of the character's surroundings and environment.
Extreme close-up: A shot in which a small part of the subject, such as an eye or mouth, fills the entire frame, emphasizing the detail and emotion in that part of the subject.
Over-the-shoulder shot: A shot in which the subject is seen from behind another character, often used to show a conversation or interaction between two people.
Dutch tilt: A shot in which the camera is tilted to one side, creating a sense of unease or disorientation.
Panning shot: A shot in which the camera moves horizontally, following a subject or revealing a new aspect of the environment.
Tracking shot: A shot in which the camera moves forward, backward or alongside a subject, often used to create a sense of movement and energy.
Aerial shot: A shot taken from a high angle, often from a helicopter or drone, used to provide a wide view of the environment or landscape.
Time-lapse shot: A shot in which a single camera records a scene for an extended period of time and plays it back at a faster speed, used to show the passage of time or changes in the environment.
Here is a list of sample copyright-free music that a student can use in their short film:
"Corporate Uplifting" by AudioJungle
"Upbeat Acoustic" by AudioJungle
"Inspiring" by AudioJungle
"Upbeat Indie Rock" by AudioJungle
"Happy and Light" by AudioJungle
"Folk Acoustic" by AudioJungle
"Upbeat Fun" by AudioJungle
"Upbeat Pop" by AudioJungle
"Upbeat Indie Folk" by AudioJungle
"Upbeat and Uplifting" by AudioJungle
There are a few ways to avoid a copyright claim for music on YouTube:
Use royalty-free music: One way to avoid a copyright claim is to use music that is specifically labeled as "royalty-free" or "copyright-free." This means that the music can be used in videos without the need to pay royalties or obtain permission.
Obtain a license: Another way to avoid a copyright claim is to obtain a license to use the music in your video. This can be done by contacting the copyright holder directly or through a licensing agency.
Use music from the YouTube Audio Library: YouTube has a library of music that can be used in videos without the need for a license or permission. This music can be found in the YouTube Studio under the "Audio Library" tab.
Use music that is in the Public Domain: Some music is in the public domain, which means that it is not protected by copyright and can be used without permission.
Give credit to the artist: You can also give credit to the artist for the music you use in the video. This is not a guarantee that you won't get a copyright claim, but it's a good practice to give credit to the artist.
It's important to note that even if you follow these steps, there is still a chance that you may receive a copyright claim. It's important to review YouTube's copyright policy and be aware of the guidelines for using copyrighted material in your videos.