Moviie Maker

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Moviie Maker

  1. 1. Movie Maker Is it worth it?
  2. 2. Time Line Term 2 2007 Term 3 2007 Holidays Transport Unit Volcanoes Inquiry Trip to Motat Introduced class to Movie maker. Teacher demo of a movie and simple steps of how to make one. Some students began making their own movies – early finisher’s activity Laying Foundations Going Further Learnz Photos and video recordings Creating & editing Movie Celebrating learning Mass production of movie Deciding how to share info learnt
  3. 3. <ul><li>To put still photos into a sequence to create a ‘movie’ </li></ul><ul><li>To put video clips into a sequence to create a movie </li></ul><ul><li>A combination of the above </li></ul><ul><li>Voice overs can be added </li></ul><ul><li>Music can be added </li></ul><ul><li>Titles, subtitles and credits </li></ul>What Movie Maker can be used for...
  4. 4. <ul><li>Motivational tool – for girls AND boys </li></ul><ul><li>Consolidated (extended) learning </li></ul><ul><li>Produced a permanent record of learning for students to refer back to and to share with others </li></ul><ul><li>Gave opportunities for gifted students to be creative </li></ul><ul><li>Gave all students an opportunity to contribute to a final product. </li></ul><ul><li>It helped facilitate the integration of many aspects of the curriculum – it gave purpose to the students’ learning. </li></ul>Plus
  5. 5. <ul><li>Not all students were given opportunity to use movie maker </li></ul><ul><li>At times management didn’t work, especially for those needing more scaffolding </li></ul><ul><li>Towards the end it was time consuming for me outside of class hours </li></ul>Minus
  6. 6. <ul><li>Shoot all photos and movies on landscape </li></ul><ul><li>For high quality reproduction, set camera on highest resolution for photos and videos (be aware that the longer the movie is the more likely the programme will crash if photos and videos are all high quality). </li></ul><ul><li>Photos = L (2592 x 1944) Video = 640 x 480 </li></ul><ul><li>To adjust setting on camera turn on into shooting mode and press function button. Scroll down to and select highest option. </li></ul>Interesting An example of poor quality footage: 6 L
  7. 7. <ul><li>To help avoid losing data when compiling final video, we made several versions, Volcanoes Alive 1, Volcanoes Alive 2, etc as we added more material to our movie. Our movie was 11:28 minutes, and my laptop crashed several times towards the end. </li></ul><ul><li>Be prepared to spend a lot of time on recording, and re-recording etc. It took us 6 weeks from start to finish. </li></ul>Interesting
  8. 8. Identifying Relevant facts Laying the Foundations Sorting collected information Displaying Information Books Videos Trip to Museum Going Further
  9. 9. <ul><li>Produced a large range of questions </li></ul><ul><li>Felt unmanageable </li></ul><ul><li>I decided to ask students how we might share our learning with others and who these others might be. (At the end of week 4 of inquiry) </li></ul>Going Further What have we learnt?? What do we want to know more about? Movie Maker
  10. 10. <ul><li>Many students were able to keep their original questions for further inquiry. </li></ul><ul><li>Some had to change and join others or fill in the gaps. </li></ul>Going Further Movie Maker We looked at what important aspects should be covered in our movie on volcanoes in order to inform others how volcanoes are formed. Groups more manageable
  11. 11. Going Further Movie Maker Report Writing Making Clay Models Creating a sound scape Planning Learnz 1 2
  12. 12. Photos and video recordings <ul><li>After our models were painted we created a landscape on the bench at the side of the classroom. This became our filming studio, for action footage of the volcanoes and for interviews with in class experts. </li></ul><ul><li>I trained about 4 students to use the camera to take photos and video clips. </li></ul><ul><li>Some of the initial action footage was taken in the middle of the mat so that the whole class could watch, but as the novelty of it wore off smaller groups were able to work more independently – sometimes with the aid of a parent helper. </li></ul>3
  13. 13. <ul><li>I set up folders in a central location for work to be saved into. For example: </li></ul>Volcano movie In this folder we had other folders called: Ash Lahar Interviews Eruptions Underwater volcanoes Backing Music Photos and video recordings Tectonic plates I generally downloaded the footage at the end of each day. This allowed me to monitor the quality. At times we had to do some retakes.
  14. 14. <ul><li>Audio recordings were made to go with sections of the movie. </li></ul><ul><li>Students were given the task of condensing the main points in their reports into 2 – 3 sentences (some required scaffolding) </li></ul><ul><li>Students recorded in their groups (2 – 3) by taking sections of their condensed report. </li></ul><ul><li>I used a music recording programme called CUBASE. This meant that I generally had to do the recording. AUDACITY is an easier programme to use which the students could learn to use independently. </li></ul><ul><li>I used the same programme to record all our soundscapes. </li></ul>Audio recordings 4
  15. 15. <ul><li>First I asked each group to sketch and write their part of the movie onto a story board template </li></ul>Creating & Editing Movie Number to show order of story board Audio recording script (or brief description) Title Sketch
  16. 16. <ul><li>Then I worked with two students to order the story boards into a logical sequence. </li></ul><ul><li>Fiona Grant then worked with about 7 students to put the movie together. </li></ul><ul><li>After this initial session on the movie – where most of the photos and video clips were put in place, about 5 of the 7 students were independent enough to keep working on the movie. </li></ul><ul><li>We realised that a higher quality of footage was needed for one part – the eruption stage. So out came the ‘film set’ again. </li></ul>Creating & Editing Movie
  17. 17. <ul><li>I edited music recordings and voice recordings </li></ul><ul><li>The students imported the voice and music recordings into movie maker, and adjusted the visuals of movie maker to fit the audio recordings. </li></ul><ul><li>Titles, subtitles and credits were added to our movie </li></ul><ul><li>Another class’s movie about safety protocol in volcanic emergencies was imported and added to our movie. </li></ul>Creating & Editing Movie
  18. 18. <ul><li>Small number of students in each group (2 – 3) Except for making clay models of Tongariro volcanoes </li></ul><ul><li>Students working at different stages on their reports – those that finished first were able to complete audio recordings first and were generally the ones involved in making the movie </li></ul><ul><li>Creating posters to go with reports meant that students were purposefully engaged while I could work with small groups </li></ul><ul><li>Some students created interviews and wrote out their report information into a dialogue for interview. </li></ul>Management (not always smooth running!) 5
  19. 19. <ul><li>Parent helpers for action footage, or normal literacy programme </li></ul><ul><li>One teacher aide full time for 2 hour literacy block. </li></ul><ul><li>Fiona Grant taking 7 students to work on creating movie </li></ul><ul><li>Providing a cloze ‘report’ activity for 2 students unable to complete their own report. </li></ul><ul><li>Some students out of class on other computers finding relevant information to go with posters – i.e. mostly images or typing up headings. </li></ul>Management
  20. 20. <ul><li>Finally our movie was ready – I had to spend time adjusting it all……. </li></ul><ul><li>We shared our learning with the other teams at school. </li></ul><ul><li>Our whole team had a celebration where parents were invited to join us. We put on small skits, dances, sang a rap, displayed our posters, models, slide shows and MOVIE! </li></ul><ul><li>At our class’ stall we provided a student designed order form for our movie – Volcanoes Alive. </li></ul><ul><li>We received about 40 orders. </li></ul>Celebrating learning Mass production of movie
  21. 21. How to.... <ul><li>Download photos and video clips to specified folder(s) </li></ul><ul><li>Open Movie Maker </li></ul>
  22. 22. How to.... <ul><li>Import photos </li></ul><ul><li>Search for your selected folder of photos </li></ul><ul><li>Drag and Drop photos onto slide transition panels </li></ul><ul><li>To change sequence, delete photos in slide transition panel and re- drag and drop. </li></ul><ul><li>Or drag and drop new photo in-between two existing photos in slide transition. </li></ul>
  23. 23. How to.... 8. Do the same procedure for video clips.
  24. 24. How to.... <ul><li>To PREVIEW MOVIE PROJECT , click on play button. </li></ul>
  25. 25. How to.... <ul><li>To EDIT MOVIE PROJECT: </li></ul><ul><li>Go to EDIT MOVIE section: add slide effects by drag and drop method into small stars on slides. </li></ul><ul><li>To add slide transitions : use drag and drop method into small rectangles between slides. </li></ul>
  26. 26. How to.... 13. Add titles and credits
  27. 27. How to.... <ul><li>To import music and to record audio select: </li></ul><ul><li>SHOW TIMELINE </li></ul>
  28. 28. How to.... 15. Import audio and music – drag and drop. 16. Or record live while movie plays by selecting microphone Scroll down to see audio track.
  29. 29. How to.... 17. To change length of time each photo slide plays for click on frame and extend or contract. This line can be used to resize part of page Zoom buttons
  30. 30. How to.... 18. To save project as a movie : Go to finish movie and save to place of preference. Click this button to show options. Movie will then be ready to play on Windows Media Player or burnt to CDs as copies etc.

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