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Ecology Film

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Ecology Film Making a Super 8-mm Ecology Film CLAIR E. CESSNA F ILMMAKING IS QUICKLY EMERGING as a popular me- dium for student and classroom expression. In an in- creasing number of schools, cinema-arts classes and Downloaded from http://online.ucpress.edu/abt/article-pdf/36/7/407/364837/4444886.pdf by guest on 02 October 2021 clubs have sprung up to produce a variety of inno- ~~- A. i;. vative movies. The development and proliferation of ~~~~-. I f2}t inexpensive, easy-to-operate super 8-mm equipment are enabling even young children to turn out good films. The medium has great potential for studies and projects in the biological sciences. This article describes the production of a simple 30-minute super 8-mm film documentary in a joint student-teacher effort at Ramona High School in Riverside, Calif. It also provides some background Fig. 1. Film crew in action.Indian bedrock mortars probably which may be of use to beginners contemplating sim- predateDe Anza's crossingof the Santa Ana River here in ilar projects. In addition, it demonstrates how local 1774.They were used for grinding acorns into meal. community and school resources can be mobilized to generate interest in local and regional ecology problems. of the necessity of preserving it. The Ramona bio- ecology club became interested in developing such a project. After some survey hikes in the riverbottom Riverbottom Wilderness area, the club decided to finance a film with funds from recycling newspaper and aluminum cans. Our film was a study of the ecology of the Santa A senior student who had taken biology the pre- Ana River, stressing particularly that portion of the vious year and natural riverbottom wilderness near our campus. An- was active in our cinema-arts club came to our nual field trips to this area by our ecology and biol- aid. He had his own super 8-mm equip- ment and had already used it to make two films. ogy classes stimulated a good deal of interest in our He became our local wilderness and in its conservation. Subsequent cameraman and an indispensable tech- nical-resource person. This discussions and student evaluations indicated that a eliminated the necessity of careful, to presentation of background information would be of time-consuming preliminary test-runs perfect skills in the operation of our equipment. use to prepare classes before they actually visited First we developed the site. Moreover, it was the consensus of opinion a general outline (see table) of film that the local community at large should be made the content, highlighting the areas to be cov- ered well natural and eco- aware of the riverbottom as a unique wild area and as as the basic ecology logical problems of the river. A list of certain specific shots was included. Then we prepared a travel and The authorteaches biology at RamonaHigh shooting schedule. School, Riverside, Calif. 92504. He received his M.A. from California State University, w Long Beach, in 1958 and his M.S. from Ore- "Crash Course" in Filming gon State University in 1964. He partici- pated in the NSF Academic Year Institute We undertook an intensive "crash" study of film- at Oregon State University in 1963, and in the NSF Summer Institute in Ecology at making techniques. In addition to books and bro- Sonoma State College in 1969. His first pub- chures, we studied television newscasts, documenta- lication appears in ABT 35:6. Cessna has taught in the ries, and commercials with the sound turned off to Riverside Unified School District since 1959. He is cosponsor learn about camera angles, zooms and pans, and of Ramona High School's Bio Ecology Club and sponsor of its Amateur Radio Club. He was named Outstanding Teach- length and sequencing of shots. This was a great help er of Ramona High in 1972. His hobbies include birding, in developing an eye for editing our own film. A copy travel, and amateur radio. of the script of a three-minute TV ecology editorial 407 refuge and park use. Developing Initial outline of film content. a system of inter- connecting parks and nature refuges along the river TITLES: Seal of Ramona High School in the county was another of their major projects. The Ramona High School Bio Ecology Club Presents They were able to provide us with maps, aerial "The Santa Ana River: An Endangered Wilderness" photos, and large colorful park-development plan I. THE REGIONAL RIVER maps. The director of the department donated ten River with city of Riverside in background 50-ft reels of super 8-mm film made in an aerial Railroad bridge and historical Indian bedrock mortars sur- Map of river vey of the river from its mountain sources to the sea. Aerial views of mountain tributary creeks Although this footage was somewhat "jumpy" be- Ground views of mountain creeks cause of rough flying conditions, it proved to be a Aerial views of dry lowland portions of river great windfall; we were able to splice some of the Riverside's streamsides Prado Basin Flood Control Dam (downstream) better portions into our film. Orange County (downstream) channelization-"con- The Tri-County Conservation League, a locally crete-lined corpse of a once beautiful river" based river conservation group, also took an active Aerial view of Orange County urban development on interest in our project. Their newly-published book- flood plain River's end. Beach sand and ocean breakers at mouth of lets on the river and some of their 35-mm slides were river used. We also consulted the curator of natural his- tory in our city museum concerning animal life Downloaded from http://online.ucpress.edu/abt/article-pdf/36/7/407/364837/4444886.pdf by guest on 02 October 2021 II. RIVERsmE'sRIVER LANDS Erosion in the riverbottom scenes. And our city sewer-treatment plant provided Floodwaters during unusual 1969 flood information. Aerial views of river after 1969 flood . then as it appears in 1972 Dominant plants of the riverbottom Shooting the Film Zoning and community variations on riverbottom (marsh, pond, stream, and so on) Over a period of several weeks our cameraman, Seasonal variations accompanied by a crew of several students and my- Wildlife: reptiles, amphibians, and mammals self, made Saturday trips to various spots along the Bird life: resident and migrant species river's 150-km course (fig. 1). Filming in the local III. MAN AND THE RIVER Biology field trip: making a transect Aquatic animals collected and returned to river Aerial scenes showing irrigation agriculture Levees built to restrain river flood-course Riverside city sewer-treatment plant (ground and aerial N views) Effluent from plant gushing into river Storm-drain outlets from city Cattle waste pollution Sign: "Danger, Water Polluted" Riverside city "sanitary" landfill in riverbottom Litter on riverbottom lands Mosquitos, gnats, and neighbors Sand dredging and planned road and freeway construc- tion (including maps) Vegetation fires, guns, bows, off-road vehicles IV. THE FUTuRE OF THE RIVER Park development maps, nature refuges, and people Riverbank of urbanized Orange County compared to Riverside's river lands Sign: "Keep Out, No Trespassing" Riverside County Courthouse Three young barefoot boys hiking up stream into the distance Credits and acknowledgements The End e*\ ~~'. e was sent to us on request; this helped us visualize the writing style we wanted to use in our film. Our school district's 16-mm film library provided ecology documentary films which could be carefully studied; we could stop or rerun any portion at will. We also made a search of local resources in the Santa Ana River wilderness. We were able to obtain a great deal of information and help from our county Fig. 2. Close-up work on titles and small maps is done on a copy stand. Note the electrical cable release (in student parks department, which was in the process of ac- cameraman Anthony Probst's hand) used to eliminate shak- quiring riverbottom lands in our area for nature ing. 408 THEAMERICAN BIOLOGY TEACHER, OCTOBER 1974 -~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~wa Downloaded from http://online.ucpress.edu/abt/article-pdf/36/7/407/364837/4444886.pdf by guest on 02 October 2021 Fig. 3. Bridge used as a landmark to correlate aerial and ground shots. During extreme flooding, torrential waters cover and strip the vegetation from most of this area. area was done on clear days after school. We sent our physical fitness. We slogged through knee-deep the film to be processed as soon as each roll had been mud and waist-deep water in burr-infested clothing, used so that we could continuously evaluate our accompanied by myriads of ear-biting gnats. footage and techniques. Club members in larger groups caught all of the The camera we used featured reflex construction, live specimens needed, from insects to aquatic in- two-speed operation (18 or 32 frames per second), vertebrates, fish, and tadpoles. The small aquatic manual and power zoom, single-frame capability, and specimens were photographed from above while they an automatic exposure system with a meter lock. swam in clean water in a large enamel pan. We found We used Super 8-mm Kodachrome II film in 50-ft that waterfowl on ponds take to the air in seconds cassettes. Nearly all of the shots made were taken and give a slow cameraman no second chances. Be- with the camera mounted on a tripod, using an elec- cause we had no telephoto lens, close-ups of mammals trical cable release on the shutter actuator to elimi- and birds in the field proved beyond our reach. We nate camera shaking. decided that we would have to use 35-mm slides of A copy stand (fig.
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