1. Creating a Digital Documentary Part II
Voices In History
March 19, 2011
Agenda
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

2. ○ 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