Create, communicate and collaborate ccis2013


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Common Core Lessons using the IPAD IMOVIE Application

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Create, communicate and collaborate ccis2013

  1. 1. 1 CREATE, COLLABORATE &COMMUNICATE by Dr. Marilyn Brouette A Special Thank you to Harry Mathias, SJSU Film Professor Common Core Lessons Using the IPAD IMOVIE Application
  2. 2. 2 PURPOSE Synthesize Apple’s IMovie Web Support Share a Story Board Shape Script as Story Telling Simplify Shot Blocking Techniques Demonstrate Common Core Lessons
  3. 3. 3 Create a Story Board  Identify Concept  Identify Characters  Script story  Create one action picture per frame  Include Stage Direction  Include Shot Blocking
  4. 4. 4
  5. 5. 5
  6. 6. 6 SHOOTING VS EDITING Shooting produces raw footage for visual storytelling Use your story board as a blue print for shooting Editing organizes the story in time Editing is the key to visual storytelling
  7. 7. 7 I MOVIE BASICS  Create a Project  Choose a Theme  Add Photos and Videos  Record Video  Select and Edit Clips  Make Transitions  Re-order and split clips
  8. 8. 8 To START A NEW PROJECT IN IMOVIE Create a Movie  To create a new film, tap on the '+' button. Choose the option to create a new Project.  Rename your project by tapping on its title; Use the options at the bottom to play your film back or export it to facebook, you tube or email.
  9. 9. 9 ACCESS THE LIBRARY CHOOSE A THEME  All the clips stored on your iPad are available on the top-left part of the interface . Media is divided based on type: videos, photos and audio - which includes music from your library as well as sound effects and theme specific background tracks.  With themes you can add titles and transitions to your project. You can choose the one you want by tapping on the Gear menu, top- right, and swiping the thumbnails until you find the one you like.
  10. 10. 10 ADD PHOTOS OR VIDEOS  To add existing video, tap the Media Library button, then tap the video button  Tap the clip you want to add, then tap the blue arrow to add the clip to your project  To add an existing photo, tap the Media Library button, then tap the photo button at the bottom of the screen. Tap to add a photo.
  12. 12. 12 SELECT AND ADD A CLIP  Go back to your library's Video section. Preview any clip in the top- right section of the interface by dragging your finger over it. To select a clip, tap on it. Drag the yellow handles on either side inwards to only select part of your clip; use the main preview section to trim your selection precisely.  Then tap on the clip and it'll jump down into the timeline. Add a few more to build up your edit. Notice in the library that any clip or clip-part that's used in the project now has an orange line under it.
  13. 13. 13 HOW TO EDIT CLIPS  The red line represents the playhead and the image shown top- right of the screen is the frame that the playhead's over. This playhead is stationary. You move your project by dragging it to the left or the right.  You can further fine-tune your edit straight from the timeline: tap any clip to bring up yellow handles. Use them to add or remove parts of that clip from your project (the currently used part is still linked to the main clip you took from the Library). To zoom in or out, move two fingers away or closer together.
  14. 14. 14 ADD TRANSITIONS  A transition is added between each clip. Change those transitions by double-tapping on them. Choose between no transition (i.e, a straight cut) to a cross dissolve, to one based on your chosen theme; the transition icon changes to reflect your current choice.  To alter the duration: Select Theme, move the playhead back a bit and press the Play button to preview. Return to the Gear menu, select a theme and see what that transition looks like.
  15. 15. 15 HOW TO RE-ORDER/SPLIT CLIPS  To change the order of clips, tap and hold on one. This removes it from the timeline. With a finger still touching the screen, you can move that clip to another position. If you release it while it's out of the timeline, it's removed from the project.  To insert a new clip in the middle of an existing one: move the playhead over the clip then select it. Now, swipe down over the playhead to cut your clip in two. Insert a new clip in between those two parts.
  16. 16. 16 EFFECTIVE SHOT BLOCKING Reflect the power of the story with effective shot blocking techniques Close-ups are more powerful than wide angle shots Visual images convey emotion
  17. 17. 17 SHOT BLOCKING  Close-Ups  Extreme Close-ups (ECUs)  Two Shots and Mixed Two Shots  Head and Shoulders  Over the Shoulder  Depth Staging  Profiles  Cowboy  Wide Shot or Master
  18. 18. 18 Close-ups/Extreme Close-ups Cut off forehead, but never the chin!Effective Close-up
  21. 21. 21 OVER THE SHOULDER
  23. 23. 23 COWBOY (THIGHS UP)
  24. 24. 24 WIDE SHOT OR MASTER
  25. 25. 25 BACK TO CLASS!  Student made movies can be exciting  Combine film techniques and content  Common Core Standards are a guide
  27. 27. 27 COMMON CORE STANDARD CCSS.ELA-Literacy.RH.11- 12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
  28. 28. 28  Click on the links below to read the primary source documents. "The Interesting Narrative of the Life of Olaudah Equiano"  "Extracts from John Newton's Journal": ge/john_newton.aspx  Scenario: You are a playwright creating a work on characters during the time of the slave trade. Create a dialogue describing a possible meeting between Olaudah Equiano and John Newton in London in 1789. What would each person have to say about his different experiences on a slave ship, recalling that by this time Newton had become an abolitionist? After writing your dialogue, find a friend and perform it documenting your efforts in a two minute movie.
  29. 29. 29 COMMON CORE STANDARD CCSS.ELA-Literacy.SL.11-12.1c Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
  30. 30. 30  WATERGATE ORAL HISTORY:  Interview someone who was an adult at the time of the Watergate scandal (1972-1974). Get a sense of how this person's view of government changed as a result of the scandal. Create a three minute documentary using the following questions to guide your interview:  Questions may include:  How old were you at the time of the Watergate scandal?  Where did you live?  What were you doing? (examples: college student, housewife, business owner, etc.)  Had you voted for Nixon?  Did your opinion of Nixon change when the scandal broke?  Describe your feelings toward the government and politics before and after the Watergate scandal.
  31. 31. 31 COMMON CORE STANDARD CCSS.ELA-Literacy.RH.11- 12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
  32. 32. 32  Research one of these historical leaders in the banking industry. Create a three minute documentary featuring the contributions of this person and the impact their efforts have made on banking today.  1) Andrew Jackson   1a) President Andrew Jackson   2) Thomas Jefferson   2a) President Thomas Jefferson   3) James Madison   4) Alexander Hamilton   5) William McKinley  
  33. 33. 33 COMMON CORE STANDARD CCSS.ELA-Literacy.SL.11-12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
  34. 34. 34  FDR Speech - Using Persuasion It is Dec. 6, 1941, and you are FDR. You have invited a small group of U.S. Congressman to a private meeting at the White House. Your goal is to convince them to support declaring war against Germany. Write the speech you would give these Congressmen. Use facts and details about the current situation as well as arguments about the lessons of previous American history. Remember that to sway the isolationists, you must address their concerns and convince them that your position outweighs theirs. Create a two minute movie documenting the delivery of your speech.
  35. 35. 35 COMMON CORE STANDARD CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
  36. 36. 36  Conduct research on the International Monetary Fund (IMF). Find out which countries belong to the IMF, who runs the IMF, and how the IMF works to keep currency stabilized. Create a promotional movie that explains the workings of the IMF OR Create a "documentary type" movie that explains the workings of the IMF.
  37. 37. 37 THE GREEN NINJA  Create a movie to raise climate change awareness. Choose three household energy hogs to profile and persuade the average home owner to make energy friendly choices.
  38. 38. 38 REVIEW Synthesized IMOVIE Web Support Demonstrated Storyboarding Viewed Shot Blocking Techniques Shared Common Core Lessons using IMOVIE