FRIT 8530 – DR. kENNETH cLARK

Technology Integration Unit & Video Podcasts

Using Video in the Classroom

Benjamin Harris

4/22/2010

This unit is designed as a 3 class session unit on using video in the classroom. The unit covers planning, storyboarding, filming, and editing. It is designed for an adult professional learning class of teachers from a K-12 district.

Stage 1: Identify Desired ResultsEstablished Goals

NETS/T Standards Addressed:

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers:

a. promote, support, and model creative and innovative thinking and inventiveness.

b.engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

c.promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.

d.model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.

Benjamin A. Harris FRIT 8530Using Video in the Classroom Dr. Kenneth Clar

2. Design and Develop Digital-Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

a.design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

b.develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

c.customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.

d.provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

3. Model Digital-Age Work and Learning

Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers:

a.

demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.

b.

collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

c.

communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

4. Promote and Model Digital Citizenship and Responsibility

Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:

a. advocate, model, and teach safe, legal, and ethical use of digital information and

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Benjamin A. Harris FRIT 8530Using Video in the Classroom Dr. Kenneth Clar

technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.

b.address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.

c.promote and model digital etiquette and responsible social interactions related to the use of technology and information.

Enduring UnderstandingsStudents will understand that… Stop animation can greatly enhance student

understanding of class material.

Pre-production, production, and post-production are all necessary for effective stop animation creation.

There are numerous free applications available to create quality multimedia products.

Assigning duties based on individual talents will greatly increase student involvement and quality collaboration among students.

Copyright and fair use guidelines must be followed during multimedia creation

Essential QuestionsHow can stop animation help students develop essential understandings and improve achievement?

What are the characteristics of a well-designed animation project?

What multimedia tools help students and teachers achieve essential understandings?

What are effective classroom management strategies when using animation in the classroom?

What are effective strategies for avoiding copyright infringement?

Students will know… Key roles and responsibilities in video

production. The art of storyboarding and shot planning. Various editing and special effects techniques to

enhance video production. The process of stop motion animation in video

production. Fair use and copyright guidelines when producing

multimedia. The proper video formats to use in different

situations.

Students will be able to… Storyboard a video project paying specific

attention to theme and shot selection. Transfer digital video to a computer. Use voice input technology

(microphones/recording software) Create stop animation footage. Produce footage using the chroma key effect. Edit video with MovieMaker and Wax 2.0

The knowledge and skills help students understand that there are a wealth of free and inexpensive resources available to create multimedia presentations that enhance student learning and abide by legal and ethical laws.

Stage 2: Determine Evidence for Assessing LearningPerformance Tasks: Discuss a list of poems in a group format and

Other Evidence: Oral Discussion Prompt – Choose a poem that

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Benjamin A. Harris FRIT 8530Using Video in the Classroom Dr. Kenneth Clar

decide on poem that the group will use for a video project. (Facet 1 – Perspective; NETS.T 1.a.b.d)

Analyze the theme of the poem and identify an appropriate video representation. (Facet 2 – Interpretation; NETS.T 1.b.d)

Decide on roles and responsibilities in video production. (Facet 6 – Self-Knowledge; NETS.T 2.c)

Plan and storyboard ideas and shot selections of proposed video.(Facet 3 – Application; NETS.T 1.b.d)

Create videos using stop animation designed to capture theme to a younger audience.(Facet 3- Application; NETS.T 3.a.b.)

Evaluate knowledge after sessions. (Facet 6 – Self-Knowledge; NETS.T 1.a.b.d)

Evaluate use of materials for copyright and fair use guidelines. (Facet 3 – Application; NETS.T 4.a.)

Upload videos to Web 2.0 platform.(Facet 3- Application; NETS.T 3.a.b.)

you would like to represent in video. What would be the theme of this video?

Skill Check – Completed storyboard Written Prompt – “How did you feel about the

planning phase of filming? Do you believe that it is a necessary part of the process or would you rather have jumped right in?”

Written Prompt – “What surprised you the most about filming your movies? What was most challenging? How did you deal with it?”

Skill Check – Filming video Skill Check – Editing video Skill Check – Video upload to Web 2.0 platform Self- assess the completed video.

Stage 3: Build Learning PlanLearning Activities (W,H,E,R,E,T,O) (Day1/Mission 1) – The instructor will provide a preview of the course and explain the course

expectations. The teacher will give all participants access to a Google groups page that houses course videos, handouts, important links, and a place for class discussion.(W)

The instructor will have teachers gather in groups. Poems will be distributed to groups to read and decide on ideas for video. Each member should pitch a video proposal to the group based on the poem of their choice. The group decides on the poem that group will shoot and decides on the group name and member roles. (H)

(Day 1/Mission 2) - The instructor will ask that groups determine their individual roles based on the titles of Director, Editor, Cinematographer, and Voice Talent. The instructor will provide background information on stop animation explaining the origin, most memorable shows, and how it is used today. The instructor will show “Clicker Trek” to give students an idea how stop animation can be used.(H,T)

(Day 1/Mission 3) – The instructor will pass out storyboards so that groups can plan the focus shots of their poems. The instructor will direct the groups to the class groups page to see examples of finished storyboards.(R,O)

After the storyboards are done, group members will be provided a character and prop list to decide on the characters that will be used in the film. The instructor has some action figures that groups can choose to use, but it is encouraged that groups bring their own characters to class on next week.(R,O)

After the character and prop list is done, groups will be provided a location list to determine what if any set materials and/or digital supplies are needed.(R,O)

Students will respond to discussion prompt on Google Groups page, “How did you feel about the planning phase of filming? Do you believe that it is a necessary part of the process or would you rather have jumped right in?” (E2)

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Benjamin A. Harris FRIT 8530Using Video in the Classroom Dr. Kenneth Clar (Day 2/Mission 4) – Groups will begin building sets either manually or using digital tools.

Approximately one hour will be dedicated to this process. The instructor will assist as needed where technical needs arise. Those that choose to create virtual sets should view the video “Wax 2_0”.(E1)

(Day 2/Mission 5) – The instructor will explain the use of Stop Motion Animator, the proper placement of the webcam, and using the green screen if necessary. Direct students to the video “Using Stop Motion Animator”. Groups will spend the rest of the class period filming their storyboard.(E1)

Students will respond to the class group prompt “What surprised you the most about filming your movies? What was most challenging? How did you deal with it?” (E2)

(Day 3/Mission 6) – The instructor will discuss copyright and fair use and pass out the handout to the groups. Groups will make sure that images and music abide by all copyright and fair use guidelines. Groups will go through the final editing process for poetry interpretations making sure to include titles and credits. Groups will publish the final product to a web 2.0 platform to link to the group in the groups page.(E1)

Works Cited

AFI. (2006). Formatting a Screenplay [Video Segment]. Available from http://www.discoveryeducation.com/

AFI. (2006). Lights, Camera, Education!: AFI K-12 Screen Education: Episode 04: Scriptwriting and Storyboarding [Full Video]. Available from http://www.discoveryeducation.com/

Buttler, D. K. (2009). Fair Use Checklist. Retrieved April 20, 2010, from Columbia University Libraries/Information Services Copyright Advsisory Office: http://copyright.columbia.edu/copyright/fair-use/fair-use-checklist/

Delphi. (1997). Careers for the 21st Century: Media and the Arts Occupations [Full Video]. Available from http://www.discoveryeducation.com/

ITS. (2005). Green Screen Animation [Video Segment]. Available from http://www.discoveryeducation.com/

Sound Venture Productions Ottawa Limited. (1997). Artifacts: Dolls [Full Video]. Available from http://www.discoveryeducation.com/

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