Digital StoriesDigital Stories

Problem Solving Video and Audio Problem Solving Video and Audio FilesFiles

Kristy Jeffery year 7 Humanities teacher O’Loughlin Kristy Jeffery year 7 Humanities teacher O’Loughlin Catholic CollegeCatholic College

Learning Outcomes from this PD Learning Outcomes from this PD sessionsession

Become familiar with the work of Marco Become familiar with the work of Marco Torres and Flick School website (10 mins)Torres and Flick School website (10 mins)

Outline of the IT focus in Year 7 Outline of the IT focus in Year 7 Humanities this semester and tie to NTCF Humanities this semester and tie to NTCF (5 mins)(5 mins)

A quick familiarisation with Movie-MakerA quick familiarisation with Movie-Maker Understand some of the problems that Understand some of the problems that

were encountered and become familiar were encountered and become familiar with strategies to overcome the problems with strategies to overcome the problems (20 mins)(20 mins)

Ask questions/ Try out strategies (5 mins)Ask questions/ Try out strategies (5 mins)

Lights! Camera! Action!Lights! Camera! Action! Digital storytelling is one of the most important things you can do Digital storytelling is one of the most important things you can do

in a school.in a school. A picture is worth a thousand words.A picture is worth a thousand words. Interactive problem solving as opposed to facts.Interactive problem solving as opposed to facts. Instead of being a Instead of being a receiverreceiver of ideas, the student becomes a of ideas, the student becomes a

producer of producer of ideasideas Delivery of information must have emotional impact.Delivery of information must have emotional impact.

I am totally convinced of the value of digital stories in I am totally convinced of the value of digital stories in encouraging learning. Learning with an emotional impact is encouraging learning. Learning with an emotional impact is embedded. IT encourages students to become problem solvers embedded. IT encourages students to become problem solvers through taking risks. It also models learning together. The through taking risks. It also models learning together. The teacher is not the source of knowledge. Knowledge comes from teacher is not the source of knowledge. Knowledge comes from experiencing and sharing the process.experiencing and sharing the process.

Digital StorytellingDigital Storytelling

Product ProcessProduct Process

Text Moving imageText Moving image

Number Sound: music/audioNumber Sound: music/audio

Image ArtImage Art

ColourColour

EMOTIONEMOTION EXPERIENCEEXPERIENCE

Movie StylesMovie Styles

NarrativeNarrative Documentary Documentary AbstractAbstract

Story/plotStory/plot Informational Informational Montage (Eg Music clip)Montage (Eg Music clip)

Storyboard Storyboard Mind-map Mind-map Storyboard/Mind-mapStoryboard/Mind-map

My focus this semester was mainly documentary leading into My focus this semester was mainly documentary leading into abstract as students became more capable. I want to abstract as students became more capable. I want to investigate further the idea of creating essays through investigate further the idea of creating essays through digital stories next year and also of narrative digital stories. digital stories next year and also of narrative digital stories.

(You can see Flickschool website for further information on this)(You can see Flickschool website for further information on this)

NotesNotes Audio recorders are very important. We also used mobile Audio recorders are very important. We also used mobile

phones to record audio and blue toothed the files to the phones to record audio and blue toothed the files to the computercomputer

Try not to be better…be different.Try not to be better…be different.

Make them short.Make them short.

FLICK SCHOOLFLICK SCHOOLhttp://torres21.typepad.com/flickschool/multimedia/

Practical Movie Making in the ClassroomPractical Movie Making in the Classroom Show the Show the Flick SchoolFlick School site and note: Multimedia section, site and note: Multimedia section,

essay section, little videos with tips, collection of videos essay section, little videos with tips, collection of videos sectionsection

Script to storyboardScript to storyboardhttp://gallery.mac.com/flickschool#100024/http://gallery.mac.com/flickschool#100024/

Close_Medium_Wide&bgcolor=black Close_Medium_Wide&bgcolor=black video of belowvideo of below

Wide shot – Wide shot – establishes the setting and placeestablishes the setting and place Mid shot – Mid shot – shows the actionshows the action Close shot – Close shot – shows the emotionshows the emotion Analysis of film:Analysis of film:- Count the cuts (Use trailers of movies)- Count the cuts (Use trailers of movies)- Camera angles: low camera angles make kids look - Camera angles: low camera angles make kids look

big/intimidating.big/intimidating.- Point of View: eg Hammer to nail (Hammer’s view vs. nail’s Point of View: eg Hammer to nail (Hammer’s view vs. nail’s

view)view)- POETRY EG POETRY EG

http://www.sfett.com/html_movie/Ican7/poetry.htmlhttp://www.sfett.com/html_movie/Ican7/poetry.html

CompositionComposition

Rule of Thirds: The subject should be placed where the lines Rule of Thirds: The subject should be placed where the lines intersect. The top horizontal line is the eye line.intersect. The top horizontal line is the eye line.

Fill the frame: no dead spaceFill the frame: no dead space Seek for balanceSeek for balance Eg: Get Reel Competition: Smoking Kills ad (list all the Eg: Get Reel Competition: Smoking Kills ad (list all the

things we are NOT going to do first)things we are NOT going to do first) Don’t be too literal, be more figurativeDon’t be too literal, be more figurative

Year7 Humanities IT FocusYear7 Humanities IT FocusThis semester we wanted students to create digital stories to This semester we wanted students to create digital stories to

show how communities respond to natural disasters. We show how communities respond to natural disasters. We did this over one semester, one computer lesson a week did this over one semester, one computer lesson a week in the lab. (We also covered other aspects of our in the lab. (We also covered other aspects of our Humanities programme in other lessons.)Humanities programme in other lessons.)

1.1. Purchase of 2 FLIP mino video recorders (c. $200 each)Purchase of 2 FLIP mino video recorders (c. $200 each)2.2. Purchase of an audio recorder SONY 1 GB ICD-PX720 (c. $179)Purchase of an audio recorder SONY 1 GB ICD-PX720 (c. $179)3.3. Advertised on ABC radio, channel 7 and OCC newsletter for Advertised on ABC radio, channel 7 and OCC newsletter for

people in the community to share their stories of an experience people in the community to share their stories of an experience of a natural disasterof a natural disaster

4.4. 7.4’s 3 main projects were: 7.4’s 3 main projects were: Wayne Bayliss – His involvement in the Defence Force response to Wayne Bayliss – His involvement in the Defence Force response to

the 2004 Asian Tsunami, the 2004 Asian Tsunami, Belinda Murray telling her mother’s story about Cyclone Tracy, Belinda Murray telling her mother’s story about Cyclone Tracy, Ian Lockley talking about the Territory Fire-fighter’s response to the Ian Lockley talking about the Territory Fire-fighter’s response to the

Victorian bushfires.Victorian bushfires.

NTCF Learning OutcomesNTCF Learning Outcomes

Env 4.1 Place, Landforms and Features examine and discuss the cause/effect relationship

of physical forces in the formation of land features

- research and report the cause of a range of natural disasters

Env 4.2 Environmental Awareness and Care identify the perspective of key stakeholders in

issues arising from current resources and land use

- use the Internet to assemble a comprehensive list of government/ non-government organisations involved in land use and environmental issues

- analyse the effect of human land use on environmental degradation from the perspectives of the various stakeholders,

English: English: L/SL/S

Learners engage with and compose a range of oral texts in the public domain which explore personal, social, cultural and political issues of significance to their own lives and communities. They analyse and investigate challenging ideas and issues, and advance and refute arguments. They adjust their listening, preparation and speaking strategies according to their purposes and audiences.

Learners demonstrating solid evidence ofL/S 4.1 Texts and Contexts express creative and analytical responses to

texts, themes and issues understand how speakers use their

assumptions about the audience to position them to accept their point of view, and that there are devices used to persuade and entertain listeners

L/S 4.2 Language Structures and Features use meetings, extended presentations,

formal and parliamentary style debates and group discussions to compare ideas, examine issues, evaluate opinions, argue points, make judgements, persuade others and convince listeners using evidence and reasoning

use and adjust aspects of schematic structures, sentence length, text connectives, phrases and words to convey convincing messages in spoken texts

begin to identify the style and tone of texts vary verbal and non-verbal behaviours to

influence an audienceL/S 4.3 Strategies adjust speaking to communicate effectively

and persuasively by experimenting with style and tone anticipate responses from others; identify omissions in information; and identify the position taken by the speaker

Windows Movie-MakerWindows Movie-Maker Open up Windows Movie-Maker and show the Tasks bar etcOpen up Windows Movie-Maker and show the Tasks bar etc How to capture, edit and finishHow to capture, edit and finish Synchronising audio and videoSynchronising audio and video

If WMM is not on the desktop or program list, it still might be If WMM is not on the desktop or program list, it still might be there. You can search for it and add it as a desktop short cut.there. You can search for it and add it as a desktop short cut.

ProblemsProblems- Tip 1: NEVER ASSUME all students have basic literacy in I.T. Tip 1: NEVER ASSUME all students have basic literacy in I.T. How to navigate the network and save was a significant problem.How to navigate the network and save was a significant problem.

Learning activity 1:Learning activity 1: Using an audio file of Wayne Bayliss’ speech and Using an audio file of Wayne Bayliss’ speech and pictures to create a digital story of the tsunamipictures to create a digital story of the tsunami

- Placing the audio file in a location that would not necessitate multiple Placing the audio file in a location that would not necessitate multiple copies of it in students’ profiles i.e. student publiccopies of it in students’ profiles i.e. student public

- Making folders within folders (other students have access to student Making folders within folders (other students have access to student public)public)

- Saving into that folder not Saving into that folder not My videosMy videos which is attached to one computer which is attached to one computer onlyonly

- Highlighting the file to open itHighlighting the file to open it

Evaluation: Evaluation: - No sense of story in the first attemptNo sense of story in the first attempt- Some students were not thinking about placing relevant images to - Some students were not thinking about placing relevant images to

accompany different parts of the audioaccompany different parts of the audio

Learning Activity 2:Learning Activity 2:

Using video and audio files, music and images Using video and audio files, music and images

Adding audio to the video file to increase the volume Adding audio to the video file to increase the volume

Problems:Problems:

Students still losing workStudents still losing work

Students spending too long locating music filesStudents spending too long locating music files

Time!!!Time!!!

Assessment Task: Victorian Bushfires. Assessment Task: Victorian Bushfires. Students need to identify when Students need to identify when and where the bushfires occurred, the impact on a person or and where the bushfires occurred, the impact on a person or people, how the community responded – both government and people, how the community responded – both government and non-governmentnon-government

Problems:Problems:

No (interesting ) video footageNo (interesting ) video footage

We did have video and audio files of Ian Lockley.We did have video and audio files of Ian Lockley.

We needed to access Youtube videos butWe needed to access Youtube videos but

1.1. Couldn’t save these in a file supported by WMVCouldn’t save these in a file supported by WMV

2.2. Couldn’t access Youtube in the computer labCouldn’t access Youtube in the computer lab

3.3. Students often didn’t copy the URL correctlyStudents often didn’t copy the URL correctly

SolutionsSolutionsWe used Youtube videos and BBC Motion GalleryWe used Youtube videos and BBC Motion Gallery

Saving Youtube videosSaving Youtube videosThe most time consuming way but once done, really easy.The most time consuming way but once done, really easy.We used www.youddl.com. We used www.youddl.com.

This enabled us to copy the you tube URL into the relevant This enabled us to copy the you tube URL into the relevant downloading space and convert the you tube video to downloading space and convert the you tube video to MP4.MP4.

We saved this onto desktops.We saved this onto desktops.Our challenge then was to convert the MP4 file to AVI or WMV Our challenge then was to convert the MP4 file to AVI or WMV

(compatible with moviemaker)(compatible with moviemaker)We downloaded a video converter (after numerous attempts) We downloaded a video converter (after numerous attempts)

from www.avs4u.com. I installed this onto my classroom from www.avs4u.com. I installed this onto my classroom computer. We could then browse the location of the MP4 computer. We could then browse the location of the MP4 file and convert it to AVI (or WMV). Once converted it file and convert it to AVI (or WMV). Once converted it could be put onto a memory stick for use in the computer could be put onto a memory stick for use in the computer lab.lab.

Solutions cont.Solutions cont.

Attempt 2: It was becoming easier.Attempt 2: It was becoming easier.

Use Mozilla Firefox to search for video files on the topicUse Mozilla Firefox to search for video files on the topic

By putting the word kick after www. We could kick the file (save it) By putting the word kick after www. We could kick the file (save it) as an mp4 easily without going into www.youddl.com first. We as an mp4 easily without going into www.youddl.com first. We could then use the video converter to change the file to AVI.could then use the video converter to change the file to AVI.

(a student worked this out by doing a search on Google(a student worked this out by doing a search on Google

..problem-solving)..problem-solving)

Solutions Cont.Solutions Cont.Attempt 3 Easier again…and we could do it in the computer lab)Attempt 3 Easier again…and we could do it in the computer lab)Search filsh net in Google (www.filsh.net) and save the file in a Search filsh net in Google (www.filsh.net) and save the file in a

converted form in the lab!!!converted form in the lab!!!

(We learnt to speak German)(We learnt to speak German)

Right click on name of videoRight click on name of video

Go to properties and copy URLGo to properties and copy URL

Copy url into filsh net, scroll down and indicate file type (AVI), tick the Copy url into filsh net, scroll down and indicate file type (AVI), tick the bottom check box and click bottom check box and click welterwelter

After 3 bars finish scrolling across a download button appears on the After 3 bars finish scrolling across a download button appears on the left. Don’t click it. Instead right click…save target as.. It wills tart left. Don’t click it. Instead right click…save target as.. It wills tart saving, then after a few seconds it will ask you where you want to saving, then after a few seconds it will ask you where you want to save the file... browse to indicate where you want to save the file. save the file... browse to indicate where you want to save the file. (I told students to save these in their movies folder)(I told students to save these in their movies folder)

Using Mobile Phones to recordUsing Mobile Phones to recordProblemProblem

Not all students could use the audio recorder at the same time.Not all students could use the audio recorder at the same time.

SOLUTION:SOLUTION: They all had mobile phones! So I tried to incorporate their use in They all had mobile phones! So I tried to incorporate their use in other lessons Eg group discussions and also an assessment on how to other lessons Eg group discussions and also an assessment on how to read a map (from camp)/ poetry recitationread a map (from camp)/ poetry recitation

Problems:Problems:

1.1. I didn’t know how to blue toothI didn’t know how to blue tooth

2.2. Once bluetoothed I didn’t know where the file wasOnce bluetoothed I didn’t know where the file was

3.3. I couldn’t play the fileI couldn’t play the file

Solutions:Solutions:

1.1. I downloaded a free AMR player from a google searchI downloaded a free AMR player from a google search

2.2. http://www.amrtomp3converter.com/http://www.amrtomp3converter.com/

3.3. www.avs4u.com had an audio converter which I also downloaded and I www.avs4u.com had an audio converter which I also downloaded and I audio recorded some videofiles from www.abc.net.au/blacksaturday and audio recorded some videofiles from www.abc.net.au/blacksaturday and converted them to mp3 and made them available for students to use.converted them to mp3 and made them available for students to use.

MusicMusic

One of the problems we encountered was getting music to use in the One of the problems we encountered was getting music to use in the digital stories.digital stories.

1. Use something like garage band and let the students compose 1. Use something like garage band and let the students compose their own.their own.

2. The following sites are music download sites that students used.2. The following sites are music download sites that students used. www.seekasong.com www.seekasong.com (personal use okay must delete in 24 hrs)(personal use okay must delete in 24 hrs) www.lastfm (could take a while)www.lastfm (could take a while) www.emp3world.comwww.emp3world.com www.zedge.comwww.zedge.com www.buzzfm.comwww.buzzfm.com www.incomputech.comwww.incomputech.com media fire (in google write media fire and name of song)media fire (in google write media fire and name of song) www.diendanlequydon.com (another language)www.diendanlequydon.com (another language)

ResourcesResourcesThe resources that follow are a set of tips to assist with some of the ideas The resources that follow are a set of tips to assist with some of the ideas

presented in this PD.presented in this PD.

Instructions: Converting FilesInstructions: Converting Files

Using Youtube Videos in MoviemakerUsing Youtube Videos in Moviemaker

Youtube videos cannot be used in moviemaker unless the Youtube videos cannot be used in moviemaker unless the files are saved and then converted to a file that files are saved and then converted to a file that Moviemaker will recognise. I have chosen AVI as the Moviemaker will recognise. I have chosen AVI as the desired file type. desired file type.

First Attempt: (takes about an hour on some computers to First Attempt: (takes about an hour on some computers to download, but for me only about 10 mins. This takes two download, but for me only about 10 mins. This takes two steps) See the following pagesteps) See the following page

1. FIRST download the AVS converter from www.avs4you.com Click download (big sign on right of page) and instal the AVS converter onto your

computer.(If you don’t want to install this onto your computer you can use the bar at the top and

complete the conversion on-line if you wish. I did not do it this way however)2. NEXT go into URL: www.youddl.com (this is a file converter)

Minimise the screen.3. NOW go into youtube.com, do a search for the Victorian bushfire video you want

to use. Once you find it, double click the video you want to use.Once you double click, the video should open up large and there should be its unique

URL in the address bar at the top of the web window.COPY this URL address

4. NOW maximise the youddl.com screen and PASTE the Victorian bushfire video URL into the box and click DOWNLOAD.

Now blue words come up asking which format to save as: FLV or MP4 and download. CLICK DOWNLOAD beside MP4

Next it asks whether to open or save. 5. CLICK SAVE. Navigate so that you save the file onto your desktop and give it a

name you will recognise.6. Once it is saved BROWSE for it using the AVS file converter and resave it as an

AVI file. (If you look it will have AVI on the icon once it has been saved)7. You can now copy or drag the file onto your memory stick so that you can use it at

school on the computers. This AVI file can be imported into moviemaker. Don’t forget to copy the file into your movies folder before you import it.

Instructions: Mozilla FirefoxInstructions: Mozilla Firefox

Second Strategy (takes a lot less time . Involves two steps)Second Strategy (takes a lot less time . Involves two steps)

Go into Go into Mozilla FirefoxMozilla Firefox and type in youtube.com. In the search bar type and type in youtube.com. In the search bar type what you are searching for e.g. Victorian bushfires.search for your youtube what you are searching for e.g. Victorian bushfires.search for your youtube video. Once you find it double click on it and open it up so that the URL at video. Once you find it double click on it and open it up so that the URL at the top of the page is the specific URL for that video.the top of the page is the specific URL for that video.

Type Type kick kick before the word YouTube and after www. and do not leave a before the word YouTube and after www. and do not leave a space. Click the green go icon on the right of the bar.space. Click the green go icon on the right of the bar.

Check MP4 is highlighted in red.Check MP4 is highlighted in red. Click Go on the right of the bar.Click Go on the right of the bar. Right click on the blue Download button on the right and press save link Right click on the blue Download button on the right and press save link

as…as… Browse and select a place to save the MP4 file.Browse and select a place to save the MP4 file. Once it is saved put it into the AVS converter to convert to AVI format.Once it is saved put it into the AVS converter to convert to AVI format.

Instructions Instructions www.Filsh.netwww.Filsh.net

Third Strategy (Short time and only one step, however you Third Strategy (Short time and only one step, however you can only rely on the blurb as you can not preview the can only rely on the blurb as you can not preview the video)video)

Google filsh net and open up the filsh net converterGoogle filsh net and open up the filsh net converter Indicate the type of file you want and down the bottom check the Indicate the type of file you want and down the bottom check the

small box then click welter. When the download button appears, small box then click welter. When the download button appears, tight click and go save target as. Browse where you want the file tight click and go save target as. Browse where you want the file to download.to download.

Instructions: AMR FilesInstructions: AMR FilesUsing mobile phones in classrooms to record audiosUsing mobile phones in classrooms to record audios You will need to download a free amr player from the internet.You will need to download a free amr player from the internet.

OROR

Convert the files to MP3 (you will need to do this to use Convert the files to MP3 (you will need to do this to use Moviemaker anyway)Moviemaker anyway)

Converting AMR files from a mobile phone to MP3Converting AMR files from a mobile phone to MP3

Install the converterInstall the converter http://www.amrtomp3converter.com/http://www.amrtomp3converter.com/ Go into the above web address and download the converterGo into the above web address and download the converter Conversions take less than 10 secs. MP3 files can be used in Conversions take less than 10 secs. MP3 files can be used in

MoviemakerMoviemaker

Blue toothing Mobile Phone Blue toothing Mobile Phone RecordingsRecordings

1.1. Use your phone recorder to record an audio and take note of Use your phone recorder to record an audio and take note of the file namethe file name

2.2. Go into options and highlight Go into options and highlight send send and tick via Bluetoothand tick via Bluetooth

3.3. The phone will then attempt to connect with your computer.The phone will then attempt to connect with your computer.

4.4. Click in the right hand corner to grant permission for the current Click in the right hand corner to grant permission for the current task. A green bar will scroll across your phone screen to show task. A green bar will scroll across your phone screen to show data is being sent. My audio was sent to the following: C:\data is being sent. My audio was sent to the following: C:\Program Files\WIDCOMM\Bluetooth Software\oppProgram Files\WIDCOMM\Bluetooth Software\opp

5.5. If the phone says it cannot locate your computer. Go into the If the phone says it cannot locate your computer. Go into the Bluetooth settings on your computer and check it is turned on.Bluetooth settings on your computer and check it is turned on.

I just fiddled around and eventually did it.I just fiddled around and eventually did it.

Check that you use the same password ( I use 0000) on the phone Check that you use the same password ( I use 0000) on the phone and on the computer when blue toothing)and on the computer when blue toothing)

Introductory Information from Flick SchoolIntroductory Information from Flick School

Students needed to learn:Students needed to learn:

That video shots can be wide, medium or close-up and each has a different That video shots can be wide, medium or close-up and each has a different function(see video URL in Resources section)function(see video URL in Resources section)Terminology: A-roll, B-rollTerminology: A-roll, B-rollThe Rule of Thirds can help get the composition correct (see podcast URL in The Rule of Thirds can help get the composition correct (see podcast URL in Resource section)Resource section)View Rosa’s video of students learning how to use CMW and Rule of 3 (See View Rosa’s video of students learning how to use CMW and Rule of 3 (See Resource)Resource)How to white balance a camera* (optional)How to white balance a camera* (optional)Syncing audio from a digital recorder to a video clip in Movie-MakerSyncing audio from a digital recorder to a video clip in Movie-MakerAmbient noise can assist transition to room to roomAmbient noise can assist transition to room to roomThere is a variety of photography tips that can assist make a better movie: There is a variety of photography tips that can assist make a better movie: action only – no posing, shoot a lot, 3 different ways to shoot,action only – no posing, shoot a lot, 3 different ways to shoot,Interviewing tips: interview location, varied conversation poses, eyelineInterviewing tips: interview location, varied conversation poses, eyelineLighting: using your hand as a light meter, diffusing light*, natural lightLighting: using your hand as a light meter, diffusing light*, natural light

Checklist For Victorian Bushfire MovieChecklist For Victorian Bushfire Movie

Make sure the check boxes have been ticked off Make sure the check boxes have been ticked off BEFOREBEFORE submitting (on a memory stick) submitting (on a memory stick)  

You have included in your digital story:You have included in your digital story:

□ □ When (date) the bushfires occurredWhen (date) the bushfires occurred

□ □ Where (some of the places: towns and state) the bushfires occurredWhere (some of the places: towns and state) the bushfires occurred

□ □ Why the bushfires occurred (weather conditions before and on the day)Why the bushfires occurred (weather conditions before and on the day)

□□ Snapshots of information about how the bushfires impacted on either one person (in some detail) or lots of people Snapshots of information about how the bushfires impacted on either one person (in some detail) or lots of people (short details). (short details). 

How the community responded:How the community responded:

□□ Government responseGovernment response

□□ Other non government responseOther non government response

You have included:You have included:

□□ Images (you found)Images (you found)

□□ Video footage Video footage

□□ Transition effects and words on some imagesTransition effects and words on some images

□□ Audio (15 relevant seconds of Ian Lockley’s talk)Audio (15 relevant seconds of Ian Lockley’s talk)

□□ Music (to heighten emotion)Music (to heighten emotion)

□□ Credits after the end (detailed)Credits after the end (detailed)

You have made an effective:You have made an effective:

□□ Beginning (to get the viewer’s interest)Beginning (to get the viewer’s interest)

□□ End (to leave the viewer feeling some emotion)End (to leave the viewer feeling some emotion)

You have checked that:You have checked that:

□□ All your images are in an image folderAll your images are in an image folder

□□ All your movies are in a movie folderAll your movies are in a movie folder

□□ All your audios are in a sounds folderAll your audios are in a sounds folder

□□ All the above is in one folder labelled with your nameAll the above is in one folder labelled with your name

  

□□ You have completed the FINISH movie steps on MovieMakerYou have completed the FINISH movie steps on MovieMaker

Student Signature:________________________________Student Signature:________________________________

Movies from Flick School I used Movies from Flick School I used this semesterthis semester

http://alasmedia.wikispaces.com/TCEA_Practical+Movie+Makinghttp://alasmedia.wikispaces.com/TCEA_Practical+Movie+Making

  

  

ISFETT …I-Can section has lots of video clips made by students over 8 yearsISFETT …I-Can section has lots of video clips made by students over 8 years

  

Carbon Footprint (#9)Carbon Footprint (#9)

Poetry (#7)Poetry (#7)

  

Prejudice (#7)Prejudice (#7)

  

Conserve Water (#9)Conserve Water (#9)

  

Turning Classrooms into Learning Studies. Lights, Camera Action: Turning Classrooms into Learning Studies. Lights, Camera Action:

(see notes on the steps involved in making a movie here)(see notes on the steps involved in making a movie here)

  

Rule of Thirds Podcast Rule of Thirds Podcast http://torres21.typepad.com/flickschool/2007/12/rule-of-thirds.htmlhttp://torres21.typepad.com/flickschool/2007/12/rule-of-thirds.html

  

Wide Medium and Close Up shots (video)Wide Medium and Close Up shots (video)

http://torres21.typepad.com/flickschool/2007/12/wide-medium-and.htmlhttp://torres21.typepad.com/flickschool/2007/12/wide-medium-and.html

  

CMW and Rule of 3CMW and Rule of 3

(video of students learning this)(video of students learning this)

http://dvrosa.com/http://dvrosa.com/

Student WorkStudent Work

Kass: Asian TsunamiKass: Asian Tsunami

Rachel: Cyclone TracyRachel: Cyclone Tracy

Adrianne: Black Saturday, Cyclone TracyAdrianne: Black Saturday, Cyclone Tracy

Courtney: Victorian BushfiresCourtney: Victorian Bushfires

Carly: Black Saturday (uses mobile phone audio and flip video of abc Carly: Black Saturday (uses mobile phone audio and flip video of abc site)site)

Mikaila: Black SaturdayMikaila: Black Saturday

EvaluationEvaluation

1. Was the session relevant?1. Was the session relevant?

2. Did you find the pace of the PD easy to follow?2. Did you find the pace of the PD easy to follow?

3. Did you find the content helpful?3. Did you find the content helpful?

4. Do you feel that you would be able to attempt some of the 4. Do you feel that you would be able to attempt some of the presented ideas?presented ideas?

5. Do you wish to make any other comments?5. Do you wish to make any other comments?