IT's Elementary

Empowering, Encouraging, Equipping Educators and Students

Entries Tagged as 'Coetail 3'

Course 3 – Final Project – Movie Trailers

March 15, 2012 · 9 Comments · Coetail 3

The final project for this course was done early in the course. If I only knew then what I know now! We had a weekend course with Andrew Churches and Kim Cofino. As a big part of the weekend we worked in groups to develop a visual media project. David wanted to create a movie trailer with his students using iMovie. That sounded interesting and fun. My students had begun our author study on Jan Brett and they would soon be performing several of Jan’s stories as readers theater productions.

David and I spent time on Saturday and Sunday creating a movie trailer that told about our Coetail weekend at YIS. It can be viewed here. It was interesting when I showed this to my class, the first reaction of many was “This is going to be scary.” When I asked why and assured them it wasn’t. They replied, “Because of the music.”

We had about 2 weeks until the performances and so we had to move quickly. (I know that next year it will be a slower and more scaffolded process.) There are 22 students in my class and each student was in 2 plays. I had divided the students into 5 groups with each group responsible for creating the backdrop for one play. Now each of those groups had a second responsibility to follow the prescribed storyboard and create a movie trailer. Some of the groups were able to finish their backdrop more quickly and begin working on the storyboard and trailers.

We were not familiar with a storyboard except for one time with writing a story. Next year we will use storyboards more often.  I would like to make a storyboard that will be easier for the students to use.(There are several formats on iMovie but the students need exposure to various types of storyboards and more space to write.) The students were encouraged to set up the shots and take the videos. Some groups did a much better job of this than other groups.

I know that next year we will begin working with video taping much earlier. The students have had opportunities to use the camera, but not necessarily  videotaping. I have since started sending home our class mascots Brisky Bear or Bubblez the clown fish, a camera and notebook with  students each week and then other students on the weekend. Next year we will begin sending them home earlier in the year and practice more with the cameras.

We have done readers theater performances before and students evaluated themselves, but we will practice and look at how our faces and bodies convey messages more carefully. We will hopefully begin the storyboard and taping of the movie trailer a bit earlier in the process so that we are not completing it the day before the performances. This year was a learning experience for the students and for me. The parents who came to the performance got to see the trailers before the actual plays and they are posted on our classroom blog for students and parents to view. Although David and I created a rubric for the trailer/process, because of the short time we had this year and lack of preparation, I didn’t feel it fair to try to grade the students. I know they all enjoyed watching the performances and learned some new camera and collaboration skills. The parents also enjoyed the movie trailers. I have also learned a lot about what I want to do next year. The students were able to help with some of the editing although it was difficult to give all the groups the same help, time, and guidance.

Here are the movie trailers that my students made, with some help.

Here is the “unit plan” for the movie trailer – This is just part of the Jan Brett Unit.

Learning Targets -

  • DT4.2.01 I make creative products and presentations
  • RL4.2.05 I use my work time wisely
  • PC 3.2.01 I can collaborate productively with my classmates.


Essential questions -

  • What are the powerful elements of expressive drama?
  • How can we use the elements to improve our performances?
  • How can we use drama to help us express ourselves?


Essential Understandings -

  • Effective communication usually combines different elements such as confidence, creativity and cooperation
  • My facial and body movements add to the meaning of what I am reading and saying and/or dramatizing.


Content -

  • Jan Brett books – The Umbrella, The Mitten, The Hat, The Three Little Dassies, Town Mouse Country Mouse
  • iMovie

Skills -

  • Students will use their faces and bodies to dramatize the story.
  • Students will use a camera to take video clips of other classmates performing.
  • Students will use a storyboard to plan and create the movie trailer.


Resources -

  • Scripts for Jan Brett plays
  • Student created backdrops for the plays
  • Masks from Jan Brett’s website for the characters
  • Jan Brett website – http://www.janbrett.com/index.html
  • Video camera
  • iLife 11 movie trailers – The Adventure Movie allows for the most characters to be named


Final Assessment
Your task is to create a movie trailer for your readers’ theater performance that will make your fellow students and parents want to come to see your performance.

 

Criteria Oscar Nominee Hollywood Star Celebrity Amateur
Use of storyboard Every shot was planned before the shoot. The wording matches the shots. Most of the shots are planned before the shoot. Most of the wording in the trailer matches with the shots. Some of the shots are planned before the shoot. Some of the wording in trailer matches with the shots. Did not plan the shots before the shoot. The wording does not match with the shots.
Appropriate video clips The clips are the appropriate length. Most of the clips are the appropriate length. Some of the clips are the appropriate length. The clip lengths are random.
Creativity Your trailer has consistently creative points to interest your audience. Your trailer has many creative points that helps to interest your audience. Your trailer has some creative points that helps to interest your audience. Your trailer rarely has creative points that helps to interest your audience.
Collabo-
ration		 You and your team discussed decisions and consistently worked together You and your team worked well together most of the time. You and your team worked well together sometimes. You and your team had many disagreements and difficulty working together.


[Read more →]

Tags: ··

ReMix and Mashup

March 12, 2012 · 6 Comments · Coetail 3

This week I had reading to do about remix and mashup. As I read these and various other articles I was feeling overwhelmed and saturated. I know that teaching my students about remixing is something to think about in the future, at this point in my own understanding I’m not sure what second graders need to know.

Presently, I am trying to empower, encourage, equip not only my students, my colleagues but also parents. In the last two months I have worked with my students on making movie trailers of their Jan Brett Readers theater performances. More about those in my next blog post.

The students have been taking home our class mascot, Brisky Bear, with a camera and recording trips they have taken. When they bring the camera back to school I have uploaded the photos to our class blog and then help the students with writing about the photos. Recently I got the idea from another blog, to send home a notebook with Brisky and the camera. The students can then record their adventures in the notebook and read each other’s writing. Since Brisky was so popular and everyone wanted to take him home I introduced a second stuffed friend, Bubblez. Now they each go home during the week with a student and another student on the weekend. This has added to the number of posts we are adding to our classroom blog. It also adds to my uploading photos and typing text.

Bubblez and Brisky on the play structure. Photo by Mua

While looking at other classroom blogs my classroom connected with Mrs. Watson’s 2/3. I commented on their blog and they began to ask questions about Japan and our school. Together we answered some of the questions and commented on some of their student blogs. Mrs. Watson and I decided to have the students introduce themselves via a video in preparation for a skype chat. They have sent us a video and we are still working on videoing and then editing it. Each student choose some place in the school to introduce, along with introducing something about themselves. I am glad to have 2 high school teacher assistants who have helped with the taping.

Through Mrs. Watson I also learned about #d5chat on Twitter and the Daily Five wikispaces. Last year we began using the Daily Five structure for language arts and CAFE for reading instruction. For the last month I have joined the #d5chat on Saturday mornings in Japan. This past Saturday I planned a “Twitter Party” for my colleagues. One has a Twitter account, but never uses it. The others don’t have accounts. So I thought the best way to introduce them to it would be to participate in the chat. Three of my colleagues came and we were able to share ideas about Daily Five and learn some technology. I also am feeling much more comfortable with Twitter and have appreciated all the people I have connected with to create an “armchair” professional learning network(PLN).

I have held two Technology Tidbits for parents, one in January and one in February. There is another one planned for Wednesday, March 22. So choosing a topic and preparing a presentation for the parents has also been a challenge.

I’m glad to be able to empower, encourage and equip my students, colleagues and parents but there comes a point of overload. I need to apply a few more of the lessons I’ve already learned and share them before I forget. I have also done something for myself using what I have learned in creating a short iMovie from a retreat I went on last week.

Even in creating this I learned several things. I was able to put in just the audio of a segment I taped that had audio and video. I had one friend who was unhappy that I had included a photo of her in the original and although she said I could leave it in, I was able to add in a different photo. Although this isn’t a remix since the video clips and photos are all mine, learning how to add audio that isn’t “prepackaged” on iMovie is a step forward for me in learning about remixing and mashups.

As I consider remix and mashups for my class, I think we have started a discussion that incorporates the idea of remixing. According to Lawrence Lessig “It means using the work of others in a way that is transformative, or critical. The remix creator should acknowledge the work she remixes, by giving attribution somewhere in the work.”  Presently the students are working on writing their own “Goldilocks” story. They had to choose their own characters, setting and 3 things that their “Goldilocks” tried. This is going through the writing process with a storyboard, rough draft, editing and a final draft. We’ve also started having discussions about using someone else’s ideas. The students get that taking something that isn’t yours and saying it is yours isn’t right. They are learning to follow the “Golden Rule” – “Do to others what you would have them do to you.” Matthew 7:12 (New International Version 1984)

One of my favorite sites about remix was by Kirby Ferguson, Everything is a Remix. All four videos are well worth watching until the very end, not just until the credits.

[Read more →]

Tags: ······

Introduction to Infographics/Data Visualization

March 4, 2012 · 9 Comments · Coetail 3

March 2 was Dr. Seuss’ birthday. It was celebrated around the world with many people reading and rereading his wonderful books. There are many great websites about Dr. Seuss. We read some of his books in our class last week and will be reading some more this week. The first grade class across the hall has each child read and share with the class one of Dr. Seuss’ books. When I saw this infographic I thought what a great way to challenge my students as they read to find a favorite quote.

We would first spend time reading the quotes on the graphic and discuss why someone might collect quotes. What do the quotes mean? Have they every heard someone share a favorite quote? Why do we remember and use quotes?

Since we have been memorizing bible verses from the beginning of the year I would start with each student choosing a favorite verse. Then see if we could group them by themes or books of the Bible. At this point I would have the students work in small groups to take a photo or create a picture that would add to their group of verses. Then create a poster that would be our infographic.

The next challenge would be to find a quote they would like to remember.  Each student will be given several sticky notes in their book box. When they find a quote, they can copy it to a sticky note along with the title of the book and their name. We will collect the sticky notes on a small whiteboard on the easel. At the end of a week or two we can create our own infographic of favorite quotes from favorite books. This might be an ongoing project that students can work on in small groups as they find quotes they like and share a theme with others or are by the same author.

What is an infographic or data visualization? From the visual.ly website

  • visualizations that present complex information quickly and clearly
  • visualizations that integrate words and graphics to reveal information, patterns or trends
  • visualizations that are easier to understand than words alone
  • visualizations that are beautiful and engaging

The infographics I want to create with my students would not involve data, or patterns or trends but would be an introduction to what can be created. I have been fascinated by the free technology that is available to help create data visualizations. Gap minder is particularly fascinating. I would love to hear if anyone has ideas for its use with elementary students. It seems more geared for secondary or at least upper elementary students.

At this point in time, helping students to see that we can present data and information in a variety of ways is the first step. Then helping the students to learn to read and interpret the data and information seems the next step. Learning to collect data and create an infographic would be the final step. I’m not sure at this time if that is a step that my elementary students are ready for. We have done some basic graphing and maybe it is something to consider in our graphing unit next year. Has anyone tried data visualization with lower elementary students?

I did find it fun to create an infographic of myself twitterized. Since I am still a newbie with twitter it was pretty much accurate.

[Read more →]

Tags: ···

Digital Storytelling

February 27, 2012 · 2 Comments · Coetail 3, Tech tools

Digital storytelling, when I first heard this topic, I thought about how my students might share stories they are writing using technology. I knew of a few online programs and apps for my iPad that I’m still learning about. I was really thrilled when I came across this site from a Diigo in Education update. But as I’ve read this past week, I realized digital storytelling is not just for elementary students, that is just the beginning.

Digital storytelling is for anyone and everyone who has a story to share. One of the best definitions I found was here. ”Digital storytelling - A digital story typically begins with a script. The storyteller then assembles rich media to support the ideas and emotions in that script, including music or other audio effects, personal or public domain images, animations or video, and other electronic elements. The storyteller pieces together and edits the digital story, creating a short movie, usually about two to four minutes long,”

So how will I use digital storytelling in my classroom? In some ways, I’m not sure where to start. I subscribed to voicethread several years ago. At that time we used it for the summer reading program. I used it twice last year. This year I keep wanting to get to it, but feel overwhelmed with all the other things I’ve been learning.(I presently have 2 different windows open with 24 tabs on one and 10 on the other. I keep finding interesting sites.) Maybe voicethread is where I need to start, but then I’ll be giving the students one more login username and password. Fortunately they do better than I do at remembering the passwords.

There is another possibility and that is with our buddy class from Canada. They sent us a video introduction. Presently my students are working on self-introductions and introductions to our school. We taped some last week and need to finish them and edit it. Then Mrs. Watson and I are planning a skype between the classes and possibly a collaborative storywriting. I know that her students have used storybird so that might be what we do. There are so many possibilities!

A few weeks ago my students were performing readers’ theater plays. In preparation for those plays and as a project for this course(more about that later) the students created imovie trailers. The more I’ve learned about digital storytelling I realized that I’ve done this backwards. The students have used a storyboard for creating a story and used a storyboard for the trailer, but how much more effective would it have been if they had created a digital story before the trailers. I know that next year we will begin the process in September of creating digital stories.

If you are looking for some other good resources for digital storytelling check out this wiki. The creator, Alan Levine, shares over 50 online resources for digital storytelling. If you’re looking for a class to get started go here. There are a lot of resources available, iPads, iPods and iPhones are making it simpler and easier for even young students to create and share their work.

Made a movie of my class making pizza. Need to learn a lot more about it, but it is a start.

[Read more →]

Tags:

Presentation Design

February 20, 2012 · 4 Comments · Coetail 3, Tech tools

Learning about presentation design this week has been interesting, but not particularly relevant to what I do with with my students. I looked in my Keynote folder and found 2 presentations I’ve made to use with the faculty. In both of the presentations I was introducing technology integration to the staff. My first presentation was made a little less than a year ago for the elementary staff to introduce the idea of technology integration and what we were planning. Little did I truly understand or know what would happen this year.(I want to say the elementary staff have taken some big steps and some small steps to integrate technology across the curriculum.)
Technology

The second one was created when the headmaster asked if I could share in 5 minutes or so what the elementary staff has been doing to integrate technology. I know the second one could have been better on many points as I made it in a relatively short time, late at night because I was concerned that my computer might freeze when presenting. (I had some difficulty with my computer when it is upgraded to Lion and I would connect or disconnect from a projector. Those problems have been solved, and I want to thank Ryan.)
Technology in Ele – 2:1:12
Even as I made the 2nd keynote I learned some things. A video clip will play as a clip and not be a still photo. I used screenshots to capture each classroom blog, actually going to the blog would have been more effective, but I was concerned about my computer freezing and having a very limited time. I know that I probably should have fewer bullet points on some of the slides of the first presentation.

I enjoyed watching  Don McMillian, Life After Death by PowerPoint. This was made in 2008, he has another similar one from 2010 that is twice as long with a few different points. Garr Reynolds with Zen Presentations seems to be the guru of presentations.

I think the most important points that I have learned are:

  • Know your audience, if possible.
  • Keep it simple(too many bells and whistles or words can be distracting).
  • Keep it memorable.
  • Less is often more.
  • Create a handout if necessary.
  • Your slides should not be your presentation – if all the information is on the slide, why are you talking?
Will I use these points soon? Probably as I work on a presentation for parents at my next Technology Tidbits.

 

 

 

 

 

 

 

 

 

 

 

[Read more →]

Tags: ··

Visual Literacy in the Classroom

February 12, 2012 · 4 Comments · Coetail 3, Learning

This week as part of the Coetail course we were asked to read several articles about visual literacy in the classroom. Renee Hobbes in her article gives examples from kindergarten through middle school and high school of media literacy. No students are too young and we do a disservice with older students if we don’t teach them the critical thinking and evaluating skills they need for all types of media. ”Media literacy is not a new subject area and it is not just about television: it is literacy for the information age.”

The second part of our assignment was to find a photo to use to support our curriculum using Creative Commons. I was glad to learn there are advance searches that can be used. This search allows you to find photos and other media that do not have “all rights reserved.” My problem was to choose a curriculum area that could be enhanced by using a photo. We are presently in the midst of practicing and preparing for several readers theater plays by Jan Brett. Most of the students are also in the middle of the writing process to create their own “Goldilocks” story. We have just begun practicing for World Maths Day and World Spelling Day. In Bible class we are beginning a unit on the parables of Jesus. I began looking at some of the objects in the parables but couldn’t find anything that I thought second graders would relate to.

My problem: How do I find an appropriate photograph when I don’t know what I want to use it for? Finally I had an inspiration. This month we have decided to emphasize “empathy” in our elementary classes. I began looking for photos that were tagged “empathy.” I looked through several pages and then I saw one that touched my heart and I thought second graders could respond to.
A childs BFF

By Ulrica http://www.flickr.com/photos/ulricaproduction/4937239031/

I want my second graders to discuss the photo and create a word bank/idea bank on chart paper. Some of the questions I will ask them to discuss are: How do you think the teddy bear got there? What words might describe the teddy bear? What words might describe the child who lost the teddy bear? After a class discussion I would ask the students to individually journal about: What connections can you make with the child who lost a favorite toy? What could you do if your friend lost his/her favorite toy? I also hope that by creating a word bank the students may find some new words and ideas to use in their writing.

On another day I would like to continue the discussion about the elements of the photo. Why do they think only the teddy bear is in color? What if it was all black and white? All color? Would it create the same feelings?

We are taking a lot of photos this year for our classroom blog. Each of the students is getting a chance to be the class photographer. Every photo tells a story.  Are you telling a story with the photos you take? Maybe at this point show some of the photos the students have taken and have them evaluate their own work.

I know as a teacher, I’m seeing personalities in the photos that some of the students have taken. Last week I gave cameras to two of the students as they went to Art and Music. The one student took 6 photos in music class, mostly of the same person/people and all from the same angle although 2 were close ups. The other student took 23 photos from various angles that showed the teacher, the students and even the final product.

Earlier in the year when we were mixing gingerbread cookies one of my photographers did a great album of the process. Each ingredient that was added had a photo. Only one photo showed a few of the students who were working.

As I learn more about visual literacy I know there will be many more lessons to share with my students. These lessons will hopefully be reflected in my own photos as well.

 

 

 

 

 

 

 

 

 

 

[Read more →]

Tags: ·

Visual Literacy

February 6, 2012 · 6 Comments · Blogs, Coetail 3

Denise Hattwig gives a definition of visual literacy. As an educator of young children how do I help students to become a ”critical consumer of visual media and a competent contributor to a body of shared knowledge and culture”?  Maybe my first question should be, “Am I a critical consumer and competent contributor?” In the last few months I have become a contributor through this blog and my classroom blog. I think I have also become a more critical consumer as I am reading many more blogs. I tend to skip over the blogs that have too many widgets on the home page. I look for a simple post with hyperlinks to similar posts, a few widgets or pages that will help me learn more, student examples, and/or photos. I have always believed “a picture is worth a thousand words.”

As I want other educators, parents and students to look at and read the blog postings I’m making I need to be conscious of various elements of media. What makes a page inviting? What makes it difficult to read? On the this blog I want to share, explore and consolidate my thinking. Having long texts maybe necessary, but it is good to include a few photos or video clips. On my classroom blog, I want students to share their thinking and work. Since most of their writing is short it is good to have photos that can be used to spark conversations with parents and generate comments and questions.

Today I showed my students a YouTube clip that I helped to produce this past weekend at Authentic Assessment and Digital Media in the Classroom with Andrew Churches and Kim Cofino.

We made this as an example to show 1st and 2nd grade students how to make a movie trailer.(That will be a later post.) Today as I showed my second graders several of them commented “scary” as the music began to play. When I told them it wasn’t scary, several then began to name all the other films or trailers they had seen that had the same sound track. I realized the need to help students develop the critical thinking skills to evaluate media. As they begin to plan their own movie trailer, I want them to think about the various elements that go into the production of media.

For the past few weeks we have been dramatizing and writing about the miracles that Jesus performed as part of our Bible class. I have talked with the students about the importance of their facial expressions. Today the students did tableau vivant of Jesus healing the man with the shriveled hand and the Pharisees becoming angry from Luke 6:6-10. All of the students seemed to understand the story, but the emotions involved seemed to evade them.

As students and I continue to be contributors and creators with new medias I want to help them and myself to look at the elements of design and to think about the message we are trying to portray to other people. I know that as I spend time creating and using various tools I look with a more critical eye at media, and I hope to help my students to develop the skills to evaluate their own work as well as what they see in the world around them.

Some lessons I want to develop for the students will include working with a partner  to look at photographs, a newspaper, websites and the movie trailers they create. The students will be asked what attracts their attention first? Why? What makes it easy to look at? Difficult to read, view, understand? Maybe even having the students look at some photos in color and the same photo in black and white. How does the color change your feeling?

I liked what George Lucas said in the article by JAMES DALY “If students aren’t taught the language of sound and images, shouldn’t they be considered as illiterate as if they left college without being able to read or write?” We teach students the elements of literature, of art and of music. We need to guide them on how to bring all those elements together as they view multimedia productions and create productions that send the desired message. A good place to begin is with this Media Kit. On page 37 there are key concepts and guiding questions to ask when working with young students.

Photos of students taken by me.

Thank you to David Buillio for his work on Weekend at YIS.

[Read more →]

Tags: ·