Context:
This video was created in CI 3750, Integrating Media and Technology. The was instructor Mr. Jeff Goodman during the Spring of 2007. It was a group assignment, in which I worked with three other classmates to film and edit a video production.
Impact:
This project is a video production assignment. It is designed to have the students explore a story, recreate it on video and edit it to how they intend it to look and sound.
It is a project that has the potential to be used with students of many different grade levels, with necesary modifications. Modifications could include limitig the amount of editing to changing the project from a group assignment to a class project. The video production project involves the students in meeting the needs of a variety of learners by incorporates visual, audio, and written media.
The video can be created from a new story or an existing story. It will allow the students use sequencing, problem solving, creativity, and cooperating skills.
The students will begin the production by creating a story board in groups of four. In younger grades, consider having this as an entire class project rather than a group assignment. In either case, make sure that each student is able to experience the roles of directing, taping, acting, and editing.
This story board will lay out what the plot of the story, as well as the different camera views will be. This part of the project can be more or less regulated based on the age (maturity) of the students. If the students are younger, they may need to keep the camera stationary on a tripod to help from it bouncing around too much. With older students, require them to use camering techniques like panning, close ups, tilts and zooming. The story board should include a general idea of when they would like to use each videoing technique, as well as the lines that characters say in each frame.
Next, teach the students how to use the cameras themselves. Demonstrate how to use the camera, and consider having the children pass the camera around and video their neighbor, review it, and play it back. This will be the appropriate time to show them the camera techniques discussed above.
Organize the students to video, and allow them to work together. Having several groups working on separate projects, or having one class project is a desicion the teacher should make based upon how mature the class environment is. They will run into multiple problem solving issues while producing their film. Try to allow them to work through them on their own.
The editing section will be tricky and should be done on another day than the taping. Walk them through the iMovie program very slowly and carefully. Edit something in front of them. Allow them to ask questions and contribute to the creativity of this process. Creating a handout with the general functions of iMovie may be helpful.
Allow the students to begin editing their own movies, but be very willing to help them. This process takes time to get used to, but they can do it! Make sure that students are rotating computer time so that everyone gets a chance to edit the movie. It may be a good idea to arrange an assistant if possible to come and help the children working on the editing of their movie.
The final step is to copy the edited movies to a DVD.
Alignment:
This assignment meets the following North Carolina Standards for Elementary School Teachers:
Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.
Indicator 5: Teachers know and understand that reading is taught as a process of constructing meaning through the interaction of the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation.
This standard as been met by allowing students to act out and video, as well as edit the stories of their choice. The students prove that they understand sequencing through the editing process. The class will learn to understand the practical implications of literacy through problem solving sequencing issues, as well as other problems that may arise. They are learning to convert written language to oral language that can be viewed by a video that they have created.
Standard 6: Elementary teachers have an understanding of the basic concepts of the arts.
Indicator 1: Teachers understand the basic vocabularies, materials, techniques, and thinking processes of each arts discipline (art, music, theatre, dance).
The students have learned to use a video production for recognition of the arts. They are required to fabricate any setting, as well as costumes for the taping of the video. They also employ acting as an artistic skill. The students learn how to take on the mannerisms of another character in order to express the desired emotions. They have also learned some basic techniques of filming (along with the vocabulary of these techniques and machinery), including zooming, tilting, panning, and creating characters that appear abnormally large or small with camera tricks.
Standard 12 Working alone or with arts specialist, teachers and/or other qualified arts professionals, elementary teachers are able to integrate the arts into the elementary curriculum.
This project allows students to manipulate a piece of children's literature to create a performance arts piece. Students use literacy strategies to organize and develop their stories. By recording the performance, the teacher has allowed the students to have a hard copy of the arts that they have created.
•This assignment met the following NETS-T Standards:
NETS-T I-B: Teachers demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies.
This standard has been met by my use of the iMovie technology. I have learned how to use this new program, keeping up with current technology.
VI - Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.
-A: model and teach legal and ethical practice related to technology use.
-B: Teachers apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities.
-C: Teachers identify and use technology resources that affirm diversity.
I have met this standard by including the student release forms in both English and Spanish. The forms will be sent home to parents, approved by the teachers, and students in order for students to be able to participate in the video production. This production process also helps reach diverse learners in that it incorporates both hands on activity with written assignments. Hopefully students who do not speak English will better be able to express their emotions as actors and be able to gain more confidence in the classroom through this assignment. Also, if a student is from a background in which they do not speak English, they can still video the performance with great success.
II - Teachers plan and design effective learning environments and experiences supported by technology.
-A: design developmentally appropriate learning opportunities that apply technology enhanced instructional strategies to support the diverse needs of learners.
This standard is met with the video production assignment. The needs of a variety of different learners in the classroom are met and they are given a chance to use technology in a way that can truly express themselves. This assignment uses audio, visual, and written media that can apply to several different learning styles of several different students. Students who are more hands on learners may learn more from the acting out of the book, while other learners who are more visual may gain more from writing the script of the play. The editing process is a common ground for both types of these learners in that it is a hands on approach to organize and assimilate the project as a whole.
-D: Teachers plan for the management of technology resources within the context of learning activities.
This standard has been met by making sure that students rotate jobs and experience a variety of different technology throughout the completion of this project.
-E: Teachers plan strategies manage student learning activities in a technology enhanced environment
This standard has been met by demonstrating to the students the videoing, and editing processes in depth.
E: plan strategies to manage student learning in a technology enhanced environment
I have met this standard by modeling my own video for the class to watch while they work on their own video production.
Student Release Form
Student Release Form
Cat in the Hat Childcare
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