Video Rationale

Context:

This video was created for CI 3750, Integrating Media and Technology into Teaching, during the spring of 2007. It was created under the advisement of Mary Rogers. A group of five, Sarah Gyori, Meredith Kemper, Jessie Lotrecchiano, Kelly Scott, and Jennifer Gray, collaborated together to create this project. The materials used were: a video camera, a Mac computer, iMovie software, and a word processor. Each person in the group did a fair and equal portion of the project. Everyone worked diligently and well. We met twice outside of class, once on a Tuesday and once on a Thursday, to film. In class, we all diligently worked on the editing process, taking turns using the iMovie software.

Impact:

This video was based on Judy Blume’s book Freckle Juice. Not only was it a unique and creative way to present a piece of children’s literature, but the content of the movie itself may be used to help students understand good character traits such as being okay with who you are and the importance of not teasing. The making of this video gave the teacher experience with both new and current technology, and made this technology applicable to the classroom. If this project were to be used by students, it would not only give them hands-on learning experience with various types of technology, but would also develop their creativity skills in translating a piece of children’s literature into film. If I were to not have my students use cameras, I would have them translate the book into a short skit. This project gives students experience and knowledge acquisition not only in the areas of technology and language arts, but also in the fine arts, such as drama.

Alignment:

• NC DPI Standard 6, Indicator 1: This standard deals with understanding the basics of fine arts disciplines. It was met because this project involved a lot of acting. Through the planning and execution of the acting part of the project, various acting techniques, materials, and thinking processes were learned and utilized. Through editing the movie on iMovie, an understanding of visual art and aesthetics was gained. An understanding of music was gained through the choosing and inclusion of music for the movie. Visual art was also used in the making of props for the movie.
• NETS-T I-B: This standard deals with teachers demonstrating continual knowledge growth regarding technology. It was met through the experience gained in the making of the video through the use and experimentation with technological tools such as a digital video camera and iMovie editing software.
• NETS-T II-D: This standard deals with teachers planning for the management of technology. It was met through the creation of storyboards and various group meetings conducted throughout the making of the video. It was also demonstrated through the execution of the project by way of the responsible and efficient manner the technology was used.
• NETS-T VI-B: This standard deals with teachers applying the use of technology to enable and empower diverse learners. It was met through the creative use of a video camera and iMovie editing software to reveal a piece of children’s literature to students in a new and creative way. Using video to tell a story instead of solely reading the book employs not only, students’ visual sense but also their hearing. This reaches a wider range of diverse learners, especially those who struggle with reading. Because there is very little text and more action than dialogue, this video project also includes students who may have difficulties understanding English.

Log:

• 2/12: The group met from 10:45 to 11:30 to brainstorm ideas for the video and to storyboard and write the script.
• 2/13: The group met from 12:30 to 2:00 to complete the script and begin filming.
• 2/14: The group utilized classtime to continue filming the video.
• 2/15: The group met from 12:30 to 3:00 to finish filming the video. 
• 2/19: The group utilized classtime to import the raw footage and to begin editing the video.
• 2/21: The group utilized classtime to continue editing the video.
• 2/26: The group utilized classtime to complete the video editing process. Kelly typed up the final revision of the script later that afternoon and attempted to compress the video to Quicktime.
• 2/27: Jennifer spent a good portion of the day attempting to compress the video to Quicktime.  
• 2/28: The group worked together to edit the video in order to compress it to Quicktime as well as worked to burn the video to DVD.
• 3/1: The group met and worked together to edit the video to compress it to Quicktime. Then the group compressed the video.