vih moviemaking day 2

Creating a Digital Documentary Part IIVoices In HistoryMarch 19, 2011Agenda 9-9:15 – Welcome, housekeeping and introductions 9:15-9:30 - Check in

● Discuss and share out the 2 Movies that each of your students were to create

All completed work should have been uploaded to our site and can be shared online.

9:30-9:45 - Digital Movie Making- Adding Video

○ Overview/Show examples

9:45-10:45 - Learning the Tools● Using the Flip Camera● Record and Import video

○ Participants will video tape in front of the green screen and tape time travel narrative ● Syncing Audio

○ Use the computer as a second audio recording device ○ Learn how to sync the audio with a clap and sound waves

● Green Screen○ Use green screen settings in Adobe Premiere/iMovie09

● Sync up b roll images○ Use still images and video narration

● Add music track 10:45-12:00 - Plan and Edit

○ Use your student journal (located on your blog, reflecting current content) and transform one student’s entries into a script.

○ Use storyboard to match up narration with video/images 12:00-1:00 - LUNCH 1:00-2:00 - Edit and polish your project 2:00-2:45 - Share Out!11:00-12:00 - Let’s Learn the Software

● Basic interface: Titles, transitions and effects when working with still images.● Importing static images (panels from graphic novel saved as jpg, archival images)● Use Ken Burns to pan and zoom into different sections of the comic● Add voiceover and sound effects● Add music

12:00-1:00 - Lunch 1:00-2:15 - Building Your Movie

● Working with your storyboard○ Add narrative○ Add images

○ Apply effects to images○ Add music soundtrack

● Edit and Polish your project 2:15-2:45 - Share Out!

● Reflect on completed projects● Address any unanswered questions

2:45 - 3:00 Prep for next session /Check out and Survey

○ Students will produce 1-2 quality short movies (in small groups or individually, teacher decides) on content. Make sure your students use the rubric handed out.

○ Respond promptly to emailed questionnaire● Driving Question: (Based on your curriculum)

● Students assume the role of an individual from the time period being taught (based on your curriculum)

● Students will write a reflective journal in the first person, over a two week period via the comment section of the post in their individual blog category

● Journal entries should be sequential and relate to the time and events as they unfold● Students will comment to 2-3 of their peers’ journal entries using the “@” and the

comment area● Students will generate questions to ask the featured figures from history and post their

questions to the blog