Digital Filmmaking In The Curriculum
9 likes•1,838 views
This document discusses using digital movie making projects in language arts classrooms. It identifies the benefits of such projects, including connecting to curriculum standards and developing students' digital literacy skills. The document outlines the steps of a digital movie making project from pre-production to distribution. It also addresses teacher preparation, technology requirements, modifications for students with IEPs, and evaluating the impact of these projects on student learning and school culture.
![Digital Movie-Making Exploring the Use of in the Classroom Questions? Comments? Concerns? PLEASE CONTACT ME! Dionne N. Curbeam, M.A. [email_address]](https://image.slidesharecdn.com/digital-filmmaking-in-the-curriculum-119275713663678-1/85/Digital-Filmmaking-In-The-Curriculum-21-320.jpg)
Digital Filmmaking In The Curriculum
- 1. Digital Movie-Making Exploring the Use of in the Classroom Dionne N. Curbeam, M.A.
- 2. Today’s Topics In today’s workshop, participants will evaluate the benefits and usefulness of digital movie making in language arts classrooms by: Identifying digital moviemaking’s connections to the Voluntary State Curriculum; Exploring strategies to successfully implement a digital moviemaking project at a school; and Witnessing a demonstration of Windows Movie Maker 2.0.
- 3. Defining Digital Movie Making Digital cinematography is the process of capturing motion pictures as digital images. Converting artifacts into a digital film process. Digital capture may occur on hard disk, CD, flash memory, or other media which can record digital data.
- 4. Steps Digital Movie Making STEP ONE: PRE-PRODUCTION Writing the script Gathering artifacts Developing the individual plan Creating storyboards STEP TWO: PRODUCTION Capturing video and audio footage
- 5. Steps Digital Movie Making STEP THREE: POST-PRODUCTION Editing Assembling audio and video on the timeline Adding transitions, effects, and overlays Finalizing the movie in a usable format STEP FOUR: DISTRIBUTION E-mail Blog Social Networking sites (e.g., MySpace, Friendster) CD-ROM
- 6. An Effective Project is Dependent Upon: Teacher preparation The student’s skill in computer applications The articulation of objectives and project relevancy to real-world applications The technology Services and resources available to the student Modifications developed for students with IEPs
- 7. Teacher Preparation Determine your goals and objectives. Get buy-in from administration and other teachers. Carefully plan your schedule. Look for samples of similar projects. Create a rubric. Provide lessons for the students to understand the genre. Establish target dates (benchmarks) for students. Create a strategy to motivate students to create stellar work.
- 8. Student’s Skill in Computer Students have mastered the basics of computer applications. Saving files Navigating through software Minor troubleshooting Etc. Students have a general understanding of movie production software or the ability to grasp the concepts of the software.
- 9. The Development & Articulation of Goals & Objectives The VSC should be the foundation for writing the instructional objectives. Goals for students should be high, yet realistic. Continually remind students about the goals and objectives, and encourage them to achieve them. If working across the curriculum, have a team approach to developing the goals and objectives.
- 10. The Articulation of Real World Applications Digital cinematography is a popular, lucrative career field. Students increase their skill in digital literacy. This can be critical piece in their student portfolio. Through their projects, student have the opportunity to create knowledge in the specific subject and share their work to countless others. Blackboard United Streaming YouTube
- 11. Technology Requirements REQUIRED Microphone Computer Digital Movie Production Software (e.g., Windows Movie-Maker, iMovie, Final Cut) Media Storage (Hard drive and CD or Flash Drive for backup) Access to the Internet OPTIONAL Scanner Webcam/Digital Camcorder and Appropriate Storage Media Digital Camera Tripod
- 12. Technology Requirements MINIMUM COMPUTER RECOMMENDATIONS Source: Microsoft 20 GB or more of free disk space 2 GB of free disk space Hard disk 500 MB to 1 gigabyte (GB) 128 megabytes (MB) Memory Any processor made in the last three years 600 MHz or higher processor Processor Recommendation Requirement Component
- 13. Resources Available to Students Access to computers with appropriate software and hardware Internet access Libraries Skilled and supportive individuals skilled in technology video production writing and editing music speech
- 14. Modifications for Students with IEPs Extended time Shorten the required length of movie Reduce the number of required resources Have the student work with a partner “Film Critics Round Table” Select a less challenging topic Place emphasis on the student’s strengths Different software or uses of the software
- 15. Suggestions Use the learning community/team teaching approach (e.g., Language Arts & Computer Technology) Determine which type of movie best correlates with your unit/instructional objective. Spoken Word Movie Documentary Family Life Movie Autobiography
- 16. Challenges & Solutions What other challenges may arise? Get signed release forms Ask for permission before using a specific location – get it in writing! Special Permissions (locations, people) Educate students about fair use in digital media. Give proper citation and credit to materials Copyright issues Provide pre-selected websites on Blackboard course site Use the Maryland Library resources. Firewalls prevent access to certain materials and image searches Delete unnecessary files. Have a tech support resource available for troubleshooting. Hardware limitations Class time dedicated to completing the project. Hold open labs after school. Students do not have computers at home SOLUTION CHALLENGE
- 17. Impact on Student Academic Performance Through moviemaking, students: increase skills in critical thinking; are more inclined to analyze information; develop skills in technology; become competent in a particular content area; and become creators of knowledge.
- 18. Impact on School Climate Generates a spirit of excitement and positive energy in the school. Younger students become excited about technology. Teachers become curious about the project and how it can be used in their class. Raises awareness about the importance of technology in education.
- 19. Evaluation of Project In addition to students receiving the teacher’s grades, the students critiqued one another’s work. Ask students questions about their topic. Keep your ears open to the buzz in your building and from parents. Talk to the students about their experiences with the project. Analyze your success rate of your initial goal and objectives.
- 20. Resources Adobe Digital Kids Club ( http://www.adobe.com/education/digkids/ ) Intergrating Digital Stories into the Curriculum ( http://its.ksbe.edu/dst/ ) University of Houston Digital Storytelling Project ( http://its.ksbe.edu/dst/ ) TechLearning (http://www.techlearning.com/digitalmedia/index.php)
- 21. Digital Movie-Making Exploring the Use of in the Classroom Questions? Comments? Concerns? PLEASE CONTACT ME! Dionne N. Curbeam, M.A. [email_address]