Storyboard

The opening shots introduce the Logo, title and Rúadhán, with a definition of Restorative Practice and its links to Restorative Justice - the aim here is to establish the topic before developing a portrait of RP at CETSS from the practitioner's perspective. 

A common misconception about Restorative Practice is that it is mainly used for harmful behaviour due to its roots in the Restorative Justice Movement. Here Rúadhán links to building relationships before a motage on the use of Restorative Practices in schools - these scenes were chosen to visually foreground the idea of Restorative Practice as a co-operative learning journey transmitted from teacher to students aimed at building trust with and between people in the class (and beyond) through supporting learning of how to communicate feelings and needs clearly. 

The focus in this piece is not on the technicalities of Restorative Practice, but the core structure is what makes Restorative Practice "Restorative Practice", and os a decision was made to highlight this aspect using split screen captioning of the main elements of restorative conversations, so fundamental to Restorative Practice.  

A common criticism of Restorative Practice is that it's inauthentic and "clunky", and inapplicable to real world communicative contexts, so this sequeways to an anecdote about its use in an everyday adult interaction. 

B-roll was used here to highlight the flashback and give variety to the visual storytelling.

Initially I intended to use additional b-roll footage at this point of the video, but I felt Rúadhán was so engaging in his storytelling and reflections that it would detract from the person, intimate nature of the piece. I experimented instead with placement of the angle through post-editing and different post-editing effects to vary the sequence and maintain the viewer's attention. 

Again I intended to use additional b-roll footage to conclude the video, but made the decision that it was more important for the integrity of the content I wanted to include in project to include Rúadhán's key reflections as these felt veyr meaningful and relevant to practitioners to give a sense of what it's like to engage with Restorative Practice in schools, and in life.