Stop motion (also known as stop frame) is an animation technique to make a physically manipulated object appear to move on its own. This presentation explains how to create stop motion animation using iMovie '11.
Stop Motion Animation - Presented at iSummit 2013Stacia McFadden
In this hands-on workshop, you will learn how to develop, design, shoot, and edit an animated film and gain skills that can be applied to multimedia projects in the classroom. This easy media-making project can be done using a still camera, simple art supplies, and basic video editing software. By the end of this workshop, you will create a short stop motion movie with an introduction, music, and credits using Photo Booth, iMovie, GarageBand, and iTunes. Student samples will be shown to analyze and inspire Stop Motion's use in the classroom
By learning to use various technologies like Blogger, slide share, HD cameras, Garage Band, Mac computers, and iMovie, the author gained skills in using software, editing video, recording and editing audio, and uploading content from different sources. It was initially challenging to learn how to use the different software programs, but with practice over time and watching tutorials, the author became proficient in changing settings, trimming clips, adding effects and music, and publishing content online.
The document discusses the technologies used to create a film project. It summarizes the use of new HD cameras, tripods, dollies, iMacs for editing, lighting rigs, and software like iMovie and GarageBand. It describes how these tools helped capture better quality footage and create special effects, though some required troubleshooting issues like battery life, memory cards filling up, and bumpy movement on the dolly. The document evaluates how the new equipment helped improve the project compared to previous work with older cameras and limitations of the software.
The document discusses the research and technologies used to construct an opening title sequence for a film. It describes researching existing title sequences online and on YouTube for inspiration. Tutorials on YouTube and other sites were used to learn animation software, camera techniques, editing software, and music software. The filming process involved planning shots at the location and learning camera functions. Feedback was gathered to evaluate and improve the final sequence.
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences on websites like artofthetitle.com and YouTube to determine the desired style. YouTube tutorials were used to learn animation software like Flash and editing programs like Final Cut Pro. Camera functions were learned to film specific shots. Feedback was gathered during the process and from questionnaires to improve the final product.
The document discusses various technologies used in a school media production project such as cameras, tripods, microphones, computers, and software. It describes how each technology was used, any problems encountered, and lessons learned. The group collaborated well and overcame challenges through sharing responsibilities, conducting research, and learning together. They gained experience with various equipment, programs, and online tools for filming, editing, presenting, and project management.
The student used a variety of media technologies throughout the construction, research, planning, and evaluation stages of their project. During research, they used Blogger to share discussion notes on music video conventions and Prezi to creatively present findings. In planning, Final Cut Pro was used to edit audition and music video footage while Photoshop created the digipack design. YouTube facilitated sharing work and collecting audience feedback, though uploading times were lengthy. Digital audio recording captured voiceovers although background noise interfered. Overall, the technologies streamlined collaboration and production, but file organization and technical issues arose at times.
Jayme Lesak created several light drawings titled "Swirls", "Butterfly", "Crazy", and "Loopy" for a school project. They used a light trail camera app to take the photos and edited them in Photoshop, including layering some images. While taking the photos was most enjoyable, creating the required PowerPoint was the least enjoyable part of the assignment.
Stop Motion Animation - Presented at iSummit 2013Stacia McFadden
In this hands-on workshop, you will learn how to develop, design, shoot, and edit an animated film and gain skills that can be applied to multimedia projects in the classroom. This easy media-making project can be done using a still camera, simple art supplies, and basic video editing software. By the end of this workshop, you will create a short stop motion movie with an introduction, music, and credits using Photo Booth, iMovie, GarageBand, and iTunes. Student samples will be shown to analyze and inspire Stop Motion's use in the classroom
By learning to use various technologies like Blogger, slide share, HD cameras, Garage Band, Mac computers, and iMovie, the author gained skills in using software, editing video, recording and editing audio, and uploading content from different sources. It was initially challenging to learn how to use the different software programs, but with practice over time and watching tutorials, the author became proficient in changing settings, trimming clips, adding effects and music, and publishing content online.
The document discusses the technologies used to create a film project. It summarizes the use of new HD cameras, tripods, dollies, iMacs for editing, lighting rigs, and software like iMovie and GarageBand. It describes how these tools helped capture better quality footage and create special effects, though some required troubleshooting issues like battery life, memory cards filling up, and bumpy movement on the dolly. The document evaluates how the new equipment helped improve the project compared to previous work with older cameras and limitations of the software.
The document discusses the research and technologies used to construct an opening title sequence for a film. It describes researching existing title sequences online and on YouTube for inspiration. Tutorials on YouTube and other sites were used to learn animation software, camera techniques, editing software, and music software. The filming process involved planning shots at the location and learning camera functions. Feedback was gathered to evaluate and improve the final sequence.
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences on websites like artofthetitle.com and YouTube to determine the desired style. YouTube tutorials were used to learn animation software like Flash and editing programs like Final Cut Pro. Camera functions were learned to film specific shots. Feedback was gathered during the process and from questionnaires to improve the final product.
The document discusses various technologies used in a school media production project such as cameras, tripods, microphones, computers, and software. It describes how each technology was used, any problems encountered, and lessons learned. The group collaborated well and overcame challenges through sharing responsibilities, conducting research, and learning together. They gained experience with various equipment, programs, and online tools for filming, editing, presenting, and project management.
The student used a variety of media technologies throughout the construction, research, planning, and evaluation stages of their project. During research, they used Blogger to share discussion notes on music video conventions and Prezi to creatively present findings. In planning, Final Cut Pro was used to edit audition and music video footage while Photoshop created the digipack design. YouTube facilitated sharing work and collecting audience feedback, though uploading times were lengthy. Digital audio recording captured voiceovers although background noise interfered. Overall, the technologies streamlined collaboration and production, but file organization and technical issues arose at times.
Jayme Lesak created several light drawings titled "Swirls", "Butterfly", "Crazy", and "Loopy" for a school project. They used a light trail camera app to take the photos and edited them in Photoshop, including layering some images. While taking the photos was most enjoyable, creating the required PowerPoint was the least enjoyable part of the assignment.
This document discusses a camera practice session. It notes that the group took notes during an induction on camera equipment, but realized during their first filming day that they needed more practice. They were able to get some shots for their trailer, but the main purpose of the day was to gain experience using the cameras. The rest of the document features photos of the group practicing with the equipment.
The document outlines potential problems that may arise during a film production and proposes solutions. It addresses issues related to equipment, location filming, actors, crew, transport, finances, health and safety, and time management. For each potential problem, it provides a concise solution or mitigation strategy. The document demonstrates thorough planning to anticipate challenges and minimize risks for an independent student film project.
The document discusses what the student has learned about technologies from constructing a film opening. The student learned skills using Final Cut Express, Live Text, and Garage Band. They enjoyed gaining experience with video editing software. Some limitations encountered included Final Cut crashing, audio files not saving, and long rendering times. Overall the student feels they have gained valuable experience with software and the filmmaking process that will help with future projects.
The document provides step-by-step instructions for creating PowerPoint slide shows to teach concepts using examples and non-examples, including how to add pictures, labels, buttons for feedback, and examples of completed slide shows that can be used or modified for teaching sequencing, locations, and other concepts.
The document discusses the technologies used to construct a product, including an Apple Mac, camera, voice recorder, Wix website builder, Final Cut Express video editing software, Timeglider timeline creator, Bubbl.us mind mapping software, Prezi presentation software, and YouTube. The writer found the Mac and Wix complicated at first but got used to them, and enjoyed the camera, voice recorder, Bubbl.us, and YouTube for their simplicity. Problems included file size limits, long upload/rendering times, and issues publishing timelines.
Using various technologies, the student created and shared their pre-production and work for an evaluation project. They used Tumblr to upload work like posts, PowerPoints and videos, making it easy for teachers to access. An animatic was created in Adobe Premier to understand timing and direction. Scenes evolved during filming. PowerPoints were uploaded to Slideshare. Adobe Premier was used for advanced editing, controlling video and developing new skills. A 1200D camera provided crisper filming. Photoshop was used to create opening credits overlaid in Premier.
The document provides instructions for creating a PowerPoint presentation on evacuation procedures for an RTC building. It explains how to open PowerPoint, add slides, insert text, images and change themes. The presentation includes slides outlining evacuation procedures for different floors of the building, with images and text. The last slide concludes the presentation and asks for questions. The summary is presented in 3 sentences or less.
Multimedia in the classroom Final presentationAlexis Brown
Alexis Brown presents on the multimedia tools she found most useful for classroom projects. These include Windows Picture Viewer and Pixlr for photo editing, Garage Band for easy audio recording and editing, and Imovie for creating web-based and video presentations by adding photos, video clips, text and transitions. She discusses successes with photo editing and audio presentations, challenges with interpreting assignments, and enjoys the flexibility of online learning while missing in-class discussions. Links to her project work are included.
This document summarizes what was learned from a student project called the "swede project - Assignment 7". The student learned new editing techniques using Final Cut and iMovie, with the group preferring iMovie. Shooting the project gave some students their first experience filming and exposed them to different shot types. The project also provided experience meeting deadlines and highlighted needed improvements like quicker editing, more shot variety, and less reliance on acting.
The document describes three experiments conducted by Gemma Nicholls involving animation. The first experiment involved creating a stick figure running animation in Photoshop. The second experiment involved creating animated character expressions and interactions for a game in Photoshop and Premiere Pro. The third experiment involved animating a ballerina in different positions in Photoshop and combining it with music in Premiere Pro. Reflections noted that placement of limbs is important for animation flow and using different speeds of frames can improve animation. Experiences with audio and video synchronization were also useful lessons learned.
Through constructing a film opening, the student learned new skills using software like Final Cut Express, GarageBand, and Text Live. Some limitations encountered included Final Cut crashing, audio files not saving, and rendering/space issues wasting time. However, the student believes these challenges provided learning experiences. For future projects, the student would film earlier and get more shots to improve editing flexibility and resolve continuity errors. A variety of software and online tools were used to be versatile in planning, editing, uploading, and researching film openings. The process helped the student appreciate the work involved in professional filmmaking.
This document is a call sheet for filming the music video "Helena Beat" by Foster the People. It provides the shoot date of January 26th, 2012 at the Claremont Fan Court School music room. It lists the crew contacts and their phone numbers. It also details the equipment needed which includes cameras, lighting, tripods, and props like musical instruments and band clothing.
El documento describe la técnica de animación stop motion, incluyendo sus etapas de preproducción, producción y posproducción. La producción involucra construir personajes de muñecos o realizar dibujos, y capturar imágenes fijas con una cámara para crear la ilusión de movimiento cuando se proyectan rápidamente. La posproducción compagina el material obtenido con programas de computadora para agregar sonido, efectos y créditos.
Stop motion animation is a technique where physically manipulated objects are photographed in small increments to create the illusion of movement when the frames are played sequentially. The first use of stop motion was in 1898 by Albert E. Smith and J. Stuart Blackton for The Humpty Dumpty Circus. Some famous stop motion animators mentioned are Leo Bridle, Jan Švankmajer, and Willie Hopkin. Stop motion videos are popular on YouTube and use a variety of materials like cutouts, Legos, clay, and characters photographed in increments to create the illusion of motion.
Stop frame animation, also known as stop motion, is a technique used to make physical objects appear to move on their own through individual camera shots of slight movements put together. This process is used in productions like Wallace and Gromit. Persistence of vision is the phenomenon where the eye retains an afterimage for about 1/25th of a second, allowing stop motion animation to work. Eadweard Muybridge and William Horner were early pioneers in stop motion and animation devices like the zoetrope. Ray Harryhausen developed a style of stop motion known as "Dynamation" used in many films. Jan Svankmajer is a surrealist known for his surrealist stop motion anim
1) The document discusses how stop motion animation can help students better learn and demonstrate their understanding of concepts.
2) Stop motion animation is described as the technique of photographing objects and putting the photographs together as frames of a movie to give the objects the appearance of movement.
3) The document provides tips for creating stop motion animation projects, including using a studio, small movements between frames, and keeping the camera stationary. Students are challenged to create their own stop motion animation.
This document provides an overview of stop motion animation, including its history, key developers, and principles of animation. It discusses early animation devices like the phenakistoscope and zoetrope. Important stop motion animators like Willis O'Brien and Ray Harryhausen are mentioned. Core animation principles covered include timing, gravity, overlapping action, arcs/poses, anticipation, and secondary action. Examples are provided to illustrate effective use of these principles.
This document provides guidance for students planning a stop motion project. It recommends brainstorming initial ideas, creating a storyboard, budget, equipment list, props list, production schedule, and audio plan. Students are asked to continue developing their stop motion ideas and set a firm production date.
This document provides instructions for a stop motion animation assignment workshop. Students will evaluate a peer's stop motion essay using grading criteria to identify descriptions, explanations, and evaluations. They will give feedback and receive feedback to improve their assignment work, with the goal of understanding how to explain rather than just describe, and how to evaluate and draw conclusions. Students will then apply what they learned to redraft their own stop motion reports based on peer feedback.
Stop motion animation involves photographing small movements of objects frame-by-frame to create the illusion of motion. Claymation uses plasticine or clay figures that are repositioned between frames. Stop motion does not require figures and can use other objects. Frame rate refers to the number of frames recorded per second. Persistence of vision is the phenomenon whereby the eye retains images briefly, allowing it to perceive motion. Pioneers like William Horner with the zoetrope and Eadweard Muybridge using multiple cameras helped develop stop motion. Contemporary animators include Ray Harryhausen, Tim Burton, Jan Svankmajer, and Aardman Animations known for Wallace and Gromit. Different
1. Conditions to continue to the next level include 100% attendance, completing a stop motion project, and completing a summer project.
2. Stop motion is an animation technique where objects are moved in small increments between individually photographed frames to create the illusion of movement. Time-lapse is taking still photographs of a live scene at regular intervals to compress time.
3. Students are tasked with planning and storyboarding their own stop motion project in groups, considering the resources, roles, and technical skills needed such as lighting, angles, and camera settings.
The document discusses storyboarding techniques for planning film productions. A storyboard is a visual plan that represents each shot of a film through illustrations and includes information like camera movements, cuts between shots, and brief descriptions of the action. Storyboards are created during pre-production and are used on set by the director, assistant director, cinematographer, camera operator, and lighting technician to ensure shots are framed correctly and the lighting matches the vision.
This document discusses a camera practice session. It notes that the group took notes during an induction on camera equipment, but realized during their first filming day that they needed more practice. They were able to get some shots for their trailer, but the main purpose of the day was to gain experience using the cameras. The rest of the document features photos of the group practicing with the equipment.
The document outlines potential problems that may arise during a film production and proposes solutions. It addresses issues related to equipment, location filming, actors, crew, transport, finances, health and safety, and time management. For each potential problem, it provides a concise solution or mitigation strategy. The document demonstrates thorough planning to anticipate challenges and minimize risks for an independent student film project.
The document discusses what the student has learned about technologies from constructing a film opening. The student learned skills using Final Cut Express, Live Text, and Garage Band. They enjoyed gaining experience with video editing software. Some limitations encountered included Final Cut crashing, audio files not saving, and long rendering times. Overall the student feels they have gained valuable experience with software and the filmmaking process that will help with future projects.
The document provides step-by-step instructions for creating PowerPoint slide shows to teach concepts using examples and non-examples, including how to add pictures, labels, buttons for feedback, and examples of completed slide shows that can be used or modified for teaching sequencing, locations, and other concepts.
The document discusses the technologies used to construct a product, including an Apple Mac, camera, voice recorder, Wix website builder, Final Cut Express video editing software, Timeglider timeline creator, Bubbl.us mind mapping software, Prezi presentation software, and YouTube. The writer found the Mac and Wix complicated at first but got used to them, and enjoyed the camera, voice recorder, Bubbl.us, and YouTube for their simplicity. Problems included file size limits, long upload/rendering times, and issues publishing timelines.
Using various technologies, the student created and shared their pre-production and work for an evaluation project. They used Tumblr to upload work like posts, PowerPoints and videos, making it easy for teachers to access. An animatic was created in Adobe Premier to understand timing and direction. Scenes evolved during filming. PowerPoints were uploaded to Slideshare. Adobe Premier was used for advanced editing, controlling video and developing new skills. A 1200D camera provided crisper filming. Photoshop was used to create opening credits overlaid in Premier.
The document provides instructions for creating a PowerPoint presentation on evacuation procedures for an RTC building. It explains how to open PowerPoint, add slides, insert text, images and change themes. The presentation includes slides outlining evacuation procedures for different floors of the building, with images and text. The last slide concludes the presentation and asks for questions. The summary is presented in 3 sentences or less.
Multimedia in the classroom Final presentationAlexis Brown
Alexis Brown presents on the multimedia tools she found most useful for classroom projects. These include Windows Picture Viewer and Pixlr for photo editing, Garage Band for easy audio recording and editing, and Imovie for creating web-based and video presentations by adding photos, video clips, text and transitions. She discusses successes with photo editing and audio presentations, challenges with interpreting assignments, and enjoys the flexibility of online learning while missing in-class discussions. Links to her project work are included.
This document summarizes what was learned from a student project called the "swede project - Assignment 7". The student learned new editing techniques using Final Cut and iMovie, with the group preferring iMovie. Shooting the project gave some students their first experience filming and exposed them to different shot types. The project also provided experience meeting deadlines and highlighted needed improvements like quicker editing, more shot variety, and less reliance on acting.
The document describes three experiments conducted by Gemma Nicholls involving animation. The first experiment involved creating a stick figure running animation in Photoshop. The second experiment involved creating animated character expressions and interactions for a game in Photoshop and Premiere Pro. The third experiment involved animating a ballerina in different positions in Photoshop and combining it with music in Premiere Pro. Reflections noted that placement of limbs is important for animation flow and using different speeds of frames can improve animation. Experiences with audio and video synchronization were also useful lessons learned.
Through constructing a film opening, the student learned new skills using software like Final Cut Express, GarageBand, and Text Live. Some limitations encountered included Final Cut crashing, audio files not saving, and rendering/space issues wasting time. However, the student believes these challenges provided learning experiences. For future projects, the student would film earlier and get more shots to improve editing flexibility and resolve continuity errors. A variety of software and online tools were used to be versatile in planning, editing, uploading, and researching film openings. The process helped the student appreciate the work involved in professional filmmaking.
This document is a call sheet for filming the music video "Helena Beat" by Foster the People. It provides the shoot date of January 26th, 2012 at the Claremont Fan Court School music room. It lists the crew contacts and their phone numbers. It also details the equipment needed which includes cameras, lighting, tripods, and props like musical instruments and band clothing.
El documento describe la técnica de animación stop motion, incluyendo sus etapas de preproducción, producción y posproducción. La producción involucra construir personajes de muñecos o realizar dibujos, y capturar imágenes fijas con una cámara para crear la ilusión de movimiento cuando se proyectan rápidamente. La posproducción compagina el material obtenido con programas de computadora para agregar sonido, efectos y créditos.
Stop motion animation is a technique where physically manipulated objects are photographed in small increments to create the illusion of movement when the frames are played sequentially. The first use of stop motion was in 1898 by Albert E. Smith and J. Stuart Blackton for The Humpty Dumpty Circus. Some famous stop motion animators mentioned are Leo Bridle, Jan Švankmajer, and Willie Hopkin. Stop motion videos are popular on YouTube and use a variety of materials like cutouts, Legos, clay, and characters photographed in increments to create the illusion of motion.
Stop frame animation, also known as stop motion, is a technique used to make physical objects appear to move on their own through individual camera shots of slight movements put together. This process is used in productions like Wallace and Gromit. Persistence of vision is the phenomenon where the eye retains an afterimage for about 1/25th of a second, allowing stop motion animation to work. Eadweard Muybridge and William Horner were early pioneers in stop motion and animation devices like the zoetrope. Ray Harryhausen developed a style of stop motion known as "Dynamation" used in many films. Jan Svankmajer is a surrealist known for his surrealist stop motion anim
1) The document discusses how stop motion animation can help students better learn and demonstrate their understanding of concepts.
2) Stop motion animation is described as the technique of photographing objects and putting the photographs together as frames of a movie to give the objects the appearance of movement.
3) The document provides tips for creating stop motion animation projects, including using a studio, small movements between frames, and keeping the camera stationary. Students are challenged to create their own stop motion animation.
This document provides an overview of stop motion animation, including its history, key developers, and principles of animation. It discusses early animation devices like the phenakistoscope and zoetrope. Important stop motion animators like Willis O'Brien and Ray Harryhausen are mentioned. Core animation principles covered include timing, gravity, overlapping action, arcs/poses, anticipation, and secondary action. Examples are provided to illustrate effective use of these principles.
This document provides guidance for students planning a stop motion project. It recommends brainstorming initial ideas, creating a storyboard, budget, equipment list, props list, production schedule, and audio plan. Students are asked to continue developing their stop motion ideas and set a firm production date.
This document provides instructions for a stop motion animation assignment workshop. Students will evaluate a peer's stop motion essay using grading criteria to identify descriptions, explanations, and evaluations. They will give feedback and receive feedback to improve their assignment work, with the goal of understanding how to explain rather than just describe, and how to evaluate and draw conclusions. Students will then apply what they learned to redraft their own stop motion reports based on peer feedback.
Stop motion animation involves photographing small movements of objects frame-by-frame to create the illusion of motion. Claymation uses plasticine or clay figures that are repositioned between frames. Stop motion does not require figures and can use other objects. Frame rate refers to the number of frames recorded per second. Persistence of vision is the phenomenon whereby the eye retains images briefly, allowing it to perceive motion. Pioneers like William Horner with the zoetrope and Eadweard Muybridge using multiple cameras helped develop stop motion. Contemporary animators include Ray Harryhausen, Tim Burton, Jan Svankmajer, and Aardman Animations known for Wallace and Gromit. Different
1. Conditions to continue to the next level include 100% attendance, completing a stop motion project, and completing a summer project.
2. Stop motion is an animation technique where objects are moved in small increments between individually photographed frames to create the illusion of movement. Time-lapse is taking still photographs of a live scene at regular intervals to compress time.
3. Students are tasked with planning and storyboarding their own stop motion project in groups, considering the resources, roles, and technical skills needed such as lighting, angles, and camera settings.
The document discusses storyboarding techniques for planning film productions. A storyboard is a visual plan that represents each shot of a film through illustrations and includes information like camera movements, cuts between shots, and brief descriptions of the action. Storyboards are created during pre-production and are used on set by the director, assistant director, cinematographer, camera operator, and lighting technician to ensure shots are framed correctly and the lighting matches the vision.
This document compares the advantages and disadvantages of three types of animation: stop motion, CGI, and hand-drawn animation. Stop motion animation requires basic resources like a camera, plasticine, and computer software. While time-consuming, stop motion models are easy to manipulate. CGI animation looks highly professional but requires specialized software and expertise. Hand-drawn animation allows full creative control but is also time-intensive and requires artistic ability. The document concludes that the creators chose stop motion due to its accessibility, their lack of drawing skills, and potential for a quicker process.
Stop motion animation is a technique where physically manipulated objects are photographed in small increments to create the illusion of movement when played as a continuous sequence. Clay is often used because it can be easily repositioned and reformed. Some early influential examples include The Humpty Dumpty Circus (1898) and Fun in a Bakery Shop (1902). While clay animation was once common, computer animation is now more widely used except in some children's cartoons. Modern examples that demonstrate creative uses of stop motion include the post-it note animated Deadline and the cut paper animation Dharma Boom Boom.
This document provides instructions for a unit on stop motion animation production. It outlines learning outcomes which include understanding stop motion techniques and development, devising and producing a stop motion animation with soundtrack, and evaluating audience responses. Students are asked to watch video examples of stop motion animation and identify common techniques. Assessment criteria for an assignment on stop motion techniques and history are provided. Students are then instructed to set up a blog to post examples of stop motion in media, as well as powerpoint presentations on stop motion pioneers, techniques, developers, and contemporary works.
This document provides an agenda and overview for a workshop on digital storytelling using iPads. The goals are to explore digital storytelling ideas and tools to engage learners, and to gain familiarity with apps. The agenda covers why digital storytelling is useful, creating videos using different shots and angles, workflow solutions, stop-motion animation, and ways for students to demonstrate concepts. It demonstrates various apps like iMovie, Splice, and Book Creator that can be used for digital storytelling projects. Participants are given time to collaborate and discuss ideas.
Ikitmovie Is a World Leader In Innovative Animation Software Solutions and Develops Stop Motion Animation, Cartoon Animation Software and Educational Software Applications for all.
The document provides an overview of how to use Movie Maker software to create digital stories and movies. It discusses how teachers and students can use Movie Maker to enhance learning. Movie Maker allows users to import video, audio, and images, edit them together on a timeline, and add titles, transitions, and other effects. The document gives step-by-step instructions for performing tasks in Movie Maker like adding media, editing clips, and publishing finished movies. It also suggests that teachers discuss with students how Movie Maker could be used in different subject areas.
This document provides instructions for creating digital stories using PowerPoint and iMovie. It includes the following steps:
1. Import pictures into PowerPoint and add text to create slides. Save the slides as individual picture files.
2. Drag the picture files into iMovie to create a movie project. Adjust picture duration and effects.
3. Record voiceovers and add background music. Choose a theme. Export the finished movie by burning a DVD or compressing for online sharing.
4. Use the iSight camera to record video clips and add them to the iMovie project. Apply green screen and select backgrounds. Add text over backgrounds.
Creating Great Branded Videos With Your SmarthphoneChris Snider
AMA Madison presentation on making videos with your smartphone. Includes tips on storytelling, video tips, and apps and hardware to use with your smartphone.
Screencast-O-Matic Teaching with Technology Presentation (FAU 2014)Alyse Ergood McKeal
This document provides an overview of how to create audio-visual instruction using Screencast-O-Matic (SOM). It discusses pre-production such as gathering materials, scripts, storyboards; production including recording with SOM; and post-production like editing, adding transitions and overlays. Key steps include choosing a topic, outlining content, writing a script, creating a storyboard, rehearsing, recording in 2-3 minute segments, and publishing the final screencast. The document aims to teach best practices for easy and effective instructional screencasting.
This document provides instructions for editing video footage using Windows Live Movie Maker, including importing clips, arranging clips, splitting and trimming footage, adding titles and credits, and publishing finished movies online. Key steps include importing footage by dragging clips into the timeline, editing clips using split and trim tools, adding transitions between clips, and publishing movies to sites like YouTube. The document concludes with tips for creating polished movies.
Lights, Smartphone, Action: Telling Rotary’s Story on the Go PresentationRotary International
This document provides guidance on using smartphones to tell Rotary's story through video. It recommends downloading free video editing apps and practicing filming techniques like holding the phone horizontally. The session objectives are to examine video storytelling, sharing, and equipment. It offers tips on filming interviews, b-roll, and audio while practicing with a short filmed interview. Editing guidance in iMovie includes locking the narrative, adding b-roll, titles, and ending with Rotary branding. The document also provides examples of video content and ideas for sharing finished videos.
The document discusses various technologies and skills learned through constructing a film project. It describes learning how to effectively use a digital camera, create and manage social media accounts and blogs, download and incorporate sound effects and slideshows, and learn video editing software like iMovie and Final Cut. The process helped them gain experience with multiple technologies.
These are slides from my video workshop Oct. 15, 2019 at Drake University in Des Moines. This was a hands-on workshop focused on shooting video on phones and editing with the Videoshop app.
Here are the steps to create a "Who am I?" guessing game in PowerPoint:
1. Create slides with clues or descriptions about different characters, people, animals, objects, etc. For example, "I am furry, have four legs and a tail."
2. On each clue slide, add a text box for the user to type their guess.
3. Add a button labeled "Check" or "Reveal Answer" that links to the next slide with the answer revealed.
4. On the answer slides, include the character/thing name revealed in big text.
5. Optionally add an image of the character/thing on the answer slide.
6. Repeat steps
The document provides step-by-step instructions for creating a photo story using Photo Story 3, a free application from Microsoft. It describes how to import and arrange pictures, add titles, narrate each photo, customize transitions and motion, add music, and save the completed photostory. The instructions aim to guide users through the entire process of bringing photos to life and sharing their stories in a fun, creative way using this simple software.
The student used various software, hardware, and online tools to complete their music video project. They used Premiere Pro to edit footage, Photoshop to create promotional materials, and YouTube and Blogger to share their work. A Canon video camera, tripod, lighting, and SD card were used to film footage, which was edited on iMac computers. Planning and research was done in PowerPoint, Word, and Storyboard That. The final video was shared through their blog by uploading to YouTube.
The document discusses various technologies the author learned to use while constructing a product. The technologies include iMovie for editing videos, a camera/tripod/microphone for filming, and creating a blog. For iMovie, the author learned how to cut clips, add effects like sound and subtitles, and adjust brightness. They also used a tripod for steady shots, a microphone for clear audio, and a camera to film. For the blog, the author learned to add posts, link to pictures, videos and websites for evaluation. The author also filmed and edited a video with a story and learned to use a Mac for the first time.
I have learned many technologies through constructing a media product including:
1) Camera techniques like different shots, using a tripod, and filming.
2) Video editing software like iMovie and Final Cut to cut footage, add transitions and music.
3) Creating music using Garageband and ensuring it is saved correctly.
4) Publishing including creating blogs, customizing layouts, adding and uploading videos.
This document provides guidance on creating mobile videos for educational purposes. It discusses planning videos, including scripting and storyboarding. Tips are provided for shooting quality video on mobile devices, such as using landscape orientation, stabilizing the camera, managing lighting and audio. The document reviews tools for editing videos on iOS and Android devices. It emphasizes the importance of testing videos and getting feedback. Guidelines are given for sharing videos, including using appropriate Creative Commons licenses and adding captions for accessibility. The overall message is that educational videos should add value to the learning process and be integrated into course assignments.
The document discusses various technologies and software that the author learned during the process of creating a film project. The author discusses using iMovie to edit footage, add transitions like cross dissolve, and change audio effects. They also used Edublogs to construct blogs about the project and Prezi and Slideshare to present work online in an interactive format. Overall, the author gained experience using iMovie, Edublogs, After Effects, Prezi and Slideshare to produce, edit and present various elements of a film project.
This document provides guidance for students on producing a public service announcement video. It discusses gathering and creating media assets, developing composition through visual elements and principles of design, using a video camera properly with different shot types and lighting techniques, and best practices for production. Students are instructed to plan their shots, rehearse scenes, and use a shot log to organize their work. Proper file management and transferring assets to a USB drive for editing in iMovie is also covered. The goal is to help students create an appealing and persuasive video on a tight schedule.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. Stop Motion Animation:
Another Way to Demonstrate Student Understanding
Stacia McFadden Boatwright
M.S. Director of Academic Technology
The Lovett School, Atlanta, GA
stacia.mcfadden@lovett.org; @slmteched
2. What is Stop Motion?
• Stop motion (also known as stop frame) is an
animation technique to make a physically
manipulated object appear to move on its own.!
• The object is moved in small increments
between individually photographed frames,
creating the illusion of movement when the
series of frames is played as a continuous
sequence.
3. Project Ideas for the Classroom
• Anything that goes through a process!
• Mitosis!
• Food Chain!
• Water Cycle!
• Mathematical Concepts!
• Creating Letters!
• Telling Time!
• Counting Money!
• Digital Storytelling!
• More ideas - Claymation and Stop Motion in the Classroom - University of San
Francisco
7. Getting Started
• Keep camera in same position!
• Use a tripod if using camera, phone, or
tablet!
• Make small increments when moving
objects
Pointers
• Image above shows pictures in Photo Booth!
• Tilt MacBook screen in such away that the surface
fills the screen. That will alleviate other objects
and/or people appearing in the photos.
Take Many Pictures
8. Create animation in iMovie
• Open iMovie!
• Create a New Project (File ->
New Project)!
• Name your project and click
Create!
• Create a new event to keep all
of your media organized (File ->
New Event)
9. Getting Started in iMovie
• iMovie adds the Ken
Burns affect to all still
photos. We need to
turn that off. To do so,
click on File -> Project
Properties
10. Change Initial Photo Placement
• Change “Initial Photo
Placement” to Fit in
Frame!
• Click OK
11. Import Pictures
• Click on the camera
icon to view the
pictures on your Mac!
• Click on Photo Booth to
find your photos !
• In class, I instructed you
to move your pictures to
iPhoto. I found out that
step is unnecessary. !
• Select all of the photos
you need and drag
them to your project
window.
12. Change Duration of Photos
• Select all of your photos in the
project window.!
• Roll over a picture until you
see the gear and click on it.!
• Select Clip Adjustments.!
• Change the duration to less
than one second (depending
on how fast you would like
your animation to move).!
• Preview your animation!
• If you would like to make parts of
your animation slower or faster,
you can change the durations one
photo at a time.
13. Additional Techniques
• If you need to flip
your photos (i.e.
words are backwards),
select all of your
photos and roll over a
photo until the gear
appears!
• Click on the gear and
select Clip
Adjustments.!
• Click on Video Effect
and choose Flipped
14. Completing Project
• Once you are satisfied
with your animation,
you can add other
iMovie effects of your
choice (music, titles,
etc.)!
• To finalize your
project, you have to
export it to movie
format by clicking on
Share -> Export Movie. !
• Name the project,
choose a location and
file size, and click
Export.
15. Using an iPad
• In class, some
participants used
the app iMotion
(free) to create their
animations.!
• You will have to
import that movie
into the iMovie app
in order to add
music, titles, etc.
16. Moving Pictures from Photo Booth to iPhoto
• As I stated on Slide 11, you do not have
to move your pictures from Photo
Booth to iPhoto. But just in case you do
not see Photo Booth from within
iMovie, the following slide shows you
the process.
17. Getting Pictures to iPhoto
• If using Photo Booth, you
will need to transfer all
pictures to iPhoto!
• Select the photos you need!
• Click on the button with
the arrow and choose
“Add to iPhoto.”