Word: Rede

    - Partners: Mike Logan and Greg Krupa

Project Requirements

Project 6 Movie Making & YouTube Project

A Mockup YouTube - Raquette Lake Fall 09 Adirondack Drama & Song Opening

What

This is a Movie Making &s YouTube project. Each group will make a movie and then upload the movie to YouTube. You should become familiar with the following technical skills through doing this project:

1. To manipulate a camcorder;

2. To know the basics and the process of movie making using Mac iMovie, which is part of iLife, a very powerful and popular multimedia application package;

3. To be good at Mac (so that you are good at both platforms: Mac and PC).

Plan I: In this project, you will plan, shoot, capture, edit, export and upload a complete thirty second instructional video(eg. gewgaw.wmv) on the definition of a specific vocabulary word (Your choice of words are here: Vocabulary (Note1)) to YouTube.

Plan II: A joint project with Dr. Lin Lin’s EDU378 Social & Academic Curriculum I - iMovie/YouTube Team Project on Democratic Citizenship Education: Joint Project for EDU315 & EDU378.

In this project you will use digital camcorders to take video clips of events, activities, and school projects that you believe demonstrate democratic citizenship/civic values both in local schools and on college campus. You will form into groups of three or four, collaboratively working on the whole project but each taking charge of one component of the project: storyboard/script writing, movie making/editing/publishing, and presenting. In groups, you talk about what events, activities, lessons, children’s books, and projects in your classroom, you school, or in you community that you believe are evidence of democratic citizenship education. The detailed instruction on the MAKING of the project will be provided in EDU315 and the CONTENT of the project, in EDU378.

Why

There are multiple purposes:

• To de-mystify the voodoo of digital video production;

• To explore strategies and activities for integrating multimedia video production technologies into the curriculum – this is the long-term and final goal.

How

You will plan, shoot, capture, edit, export and upload to YouTube a complete video.

I. Plan, Shoot the footage, edit, and make the movie

Similar to writing a good lesson plan, producing an effective instructional video requires careful planning. Given the contrived nature of this project and the limitation of only one or two classes to complete, it is impossible to expect you to engage in the comprehensive planning processes that are required of professional-level productions. Nevertheless, it is critical to understand the very basics, so consider the following sequence as a general production guideline that most movie making projects follow.

To begin this process, I suggest that you brainstorm ideas with your group about how to visualize the definition of the vocabulary word your group picked. To constrain the production within a single class, we must set some basic parameters, so please limit your project to no more than 5 shots (A shot is defined as recording then stopping, so if you start recording again after moving, it will be considered another shot), totaling no more than 30 seconds of final footage.

It will be especially helpful to develop a storyboard that illustrates the sequence of shots and corresponding dialogue. It needs not be a pretty artistic rendering; stick figures and rough sketching are entirely adequate.

Here is a Mockup example of a Moviemaking Process made by Dr. Shi. The word chosen from the Vocabulary List is : "Swound"

Pre-Production

1. Analysis of audience and instructional goals (Finding who you want to talk to with the film);

This will be aimed at Elementary schoolers to teach them about a complicated word.

2. Designing shot composition (What's going to be in the shots, how they're going to be laid out, how you will arrange shooting);

For instance, suppose I want to choose the word "Swound" from the Vocabulary List to create

a digital video that visualizes its definition.

My shot composition might include the following events that lead to "Swound" (meaning "fainting"):

1) introduce theme;

2) go into event;

3) show the event;

4) showing the person swounding (fainting)

3. Developing storyboards (Tell the story in broad, simplified terms. Just a plot with characters and rough drawn scenes);

My storyboard could look like this:

A showed B a dead insect in a bathroom and B fainted when seeing the dead insect. A can be anyone, B has to be a woman that tends to be scared and liable to faint.

4. Writing scripts (Making a detailed plan of what's to happen in each shot and scene);

My script could look like this:

Shot 1: B is in the kitchen room cooking

Shot 2: A enters and taps B on the shoulder tells B to follow.

Shot 3: They enter the bathroom, and A points to behind the trash can.

Shot 4: Shot behind the trash can of a dead insect.

Shot 5: B faints with an exaggerated motion.

5. Selecting sites and building sets (Where to do the shots, preparing the site by setting up props, background, etc.);

Find a bathroom with a trash can in it, and place a dead insect behind it.

6. Casting actors and designing costumes (Who's playing what, who's wearing what).

A can be anyone, B must be a woman that looks frail. B also must know how to exaggerate.

Production

1. Lighting sets and checking audio (Does the camera see the set as properly lighted? Is it too dark/bright? Can the audio be recorded easily or is there noise?);

2. Rehearsing or simulating shots (Practicing before the shooting. Practice as if shooting the film until nobody forgets what to do)

3. Shooting footage (coverage): Film the scene and edit later (The actual filming. NO editing should be done. No going back and retaking scenes. It's easier to edit it all at once on the computer); and

4. Managing takes (Take 1, take 2, etc, managing which take you want to keep and which one to throw out). Shoot the entire film several times (Takes) then edit later on the computer.

Post Production

1. Document how you take each shot.

2. Import from camera to computer and add a title screen and funny sound effect and piece together good scenes into a movie

3. Export to correct file format and upload to YouTube.

Here is a rustic Mockup Movie (Swound: v. faint) made by Dr. Shi's family – Directed by son Michael (13, 8th grade), Starring by Karl Strause (my "Honeydew-List Doer") and Shufang Shi – their first family movie production (oh yeah, they all want to move to moviemaking profession after this experience ;-))

View iMovie tutorial from Apple iLife. The tutorial (a youtube) includes details from importing, to creating iMovie, and to adding music, sound effects, to adding title.

You can find more tutorials on iMovie from YouTube.com. Here are some that I found some time ago. These tutorial are on the older version of iMovie: Import video clips - iMovie tutorial 1 ; Edit - iMovie tutorial 2 ; Title, transition, etc. - iMovie tutorial 3. The version we are going to use is iMovie 2008 ub the Mac Lab. To find better tutorials, try your own seasrch (try key words imovie + tutorials). remember one important goal of this course is to learn how to learn. Have fun exploring

II. Upload the movie to YouTube

After finishing making the movie, you can now upload your iMovie to YouTube. View iMovie to YouTube Tutorial (YouTube)

III. Presentation.

Share with the class your YouTube movie and share the learning experience of the movie making process (anecdotes - ups and downs, challenges and fun).

Evaluation/Rubric

1. 1st Week

Preproduction: script posted

Good Planning: a script of a detailed plan of what’s to happen in each shot and scene (plan for 5 shots) written and posted on the ClassWorks page. 2

2. 2nd Week

Production: Finish filming and editing. 2

3. 3rd Week

PostProduction

• YouTube: Upload your completed video and post the URL of your YouTube to the ClassWorks page,

• Present the movie and share your learning experience 2

4. Team work: good team spirit – fair share of labor 1

5. Publish this project in your ePortfolio 1

6. Annotation 2

Total 10

Script

Plot: Mike is going to teach how to ride a motorcycle and I am not going to be able to drive it. Then 'Greg' is going to do a wheelie, actually Mike on the bike, and then when he gets off it will be Greg so he looks like it was him that could ride really good.

Shot 1 - Mike teaching us how to ride a motorcycle.

Shot 2 - Alaina does not seem to understand and is completely lost.

Shot 3 - Greg acts as though he does not need to pay attention to Mike because he knows it all.

Shot 4 - Someone who looks like Mike does a wheelie on the motorcycle.

Shot 5 - Greg gets off the bike and takes off his helmet as if to look like he was the one that did the wheelie.

1) Creators/Authors of the Media Project.

   - Alaina Latella. Mike Logan, and Greg Krupa

2) Indentified Grade(s) Level

   - Grade 3

3) Brief Introduction of the media project – What is the value of using this type of media project in education? What specific literacy issues will this media project help address? What impact on student learning do you foresee occurring with the use of this media project in the classroom setting? What ethical or social issues might be of concern? Will this media project encourage use of problem solving skills by the learner?

   - This project was to give students a visual representation of a vocabulary word.  The word we chose was 'rede' which means to coach or advise.  This project can help students who are visual learners and have trouble learning through auditory teaching.  This project uses technology to enhance literacy instruction, addressing literacy needs in culturally and linguistically diverse classrooms, and addressing the literacy needs of emergent and early readers.  The use of this kind of project will help students with spelling and vocabulary.  These projects would mainly be done as a group project which I think would help students socially.  The problem solving the students would have to do is creating the script and during editing.  These could lead to some controversy within the group if students feel strongly about their ideas and do not want to collaborate with others.

4) Specifically identify one or two goals/objectives.

   - SWBAT define 'rede' and use it in a sentence.

5) Subject matter – What is (are) the subject matter(s)? Does integration of subject matters take place? How has this media project addressed cultural responsiveness teaching? (See this document for help in this area http://education.cortland.edu/~studentteach/forms/diversity_assignment.pdf )

   - This project is used to help with ELA but could be tweaked to incorporate social studies or science.  This could be used to meet the diverse needs of students and infuse and honor diverse cultures.

6) What learning styles will most likely be attracted to this media creation? (This might be a nice refresher for you on learning styles, use this only as a guide. http://nwlink.com/~donclark/hrd/styles.html)

   - This would be more geared toward visual learners if the teacher is carrying out the project to show the students and for kinesthetic learners if the students are to create the project.

7) What instructional strategies have been utilized? (This list is somewhat exhaustive and here are a couple sites to use as guides. http://olc.spsd.sk.ca/DE/PD/instr/alpha.html

or http://glossary.plasmalink.com/glossary.html

   - The literacy strategies demonstrations, problem solving, role playing, and visual imaging are being used.

8) Is this a self-paced or teacher-directed media project?

   - This would be a self/group-paced activity if the students are to make the video, otherwise if would be a teacher-directed project.

9) Would an individual or group use this media project?

   - A group would use this project.

10) What type of learning assessment will be used? Has learning transfer been thought about in your media creation and if yes how? (There are many articles on transfer of learning here is one to get you started. http://www.nwlink.com/~donclark/hrd/learning/transfer.html

   - This will be assessed by the teacher viewing the video if the students made a video and by the spelling/vocab. test whether the students or the teacher made the video.