pup cup hair chair

Review

Competencies

1. Objective: Teach the basics of a video editor using still images, not video clips.
1. Teach: Image inserts; trimming (setting the length of a clip); titling; transitions; audio file inserts; live microphone inserts
2. Rendering or exporting the movie as digital file for insertion into Powerpoint; saving the production process data (sequence file and media) for future editing.
3. Compare two free video editors that come free with installation of the operating system: the video editor iMovie 2.0 with the video editor Windows Movie Maker 2.0.
2. Objective: Use the movie production process and movie product to teach and reinforce terms and topics for repetitive weekly classroom activities which require greater attention and focus by students in order to do well. For very professional examples, watch Sesame Street and other children's television shows that use animated text with images to teach letters and words. Example areas include:
1. Vocabulary
2. Test review guidelines including terms, dates, people.
3. Any activity which brings to mind the concerns of "boring" or "dull".

3. Objective: Conceptualize classroom organization methods that allow students to carry out video editing while at school.
1. Integrate the work of the language arts teacher and the music educator to integrate this activity between classrooms.
2. Single computer in classroom: rotation list as free or assigned activity; class teams.
3. Computer lab time.
4. Requires Power Mac 9.2 or later or Windows XP for the free editors. Otherwise, software can be purchased for both older and newer computers to do this kind of movie making.
4. Objective: Teach the power of a folder or account on a computer network to move large files between computers without diskettes.
1. upload files to the paws server account.
2. download them at home, school or elsewhere on campus.
5. Objective: Develop a research project based on this work by using this technique with a class of students to evaluate its effectiveness. Email the results to houghton@email.wcu.edu.

Teacher introduction.

If using iMovie on the Macintosh platform, the rest of this page will contain the appropriate directions.

If not, see the page for Windows Movie Maker 2.0 for directions more specific to that platform.

If needing a side-by-side comparison of the video editors, see the Video Editor comparison page.

Video Editor Processing with Sample Movies Add still images to a video editor. For example, add these:   cup pup chair hair + + + Add animated titles, animated title overlays, and transitions. See these examples of the outcomes of such composition in two different forms of video compression for two different video editors: Lesson with music without voice over Vocabulary Lesson One Movie- 56kb  speed (460K) Vocabulary Lesson One Movie - Cable speed (1.1 MB) Mac iMovie Music track courtesy of Nifflas.

You seen it done in the examples above. Now do it yourself. Demonstrate the following with one or more vocabulary terms:

• Determine a set of eight words that a learner or class of students need to know and pick half of them to use in the movie. Find an image for each vocabulary word in the list of words for the week and save the images to an appropriately titled folder on a disk or hard drive. The folder should be titled relevant to the subject or concept being taught, e.g., Vocabulary1. This can include images from Google's image database or other sources such as scanner, digital still camera, etc. Images that are 640x480 will fill the video screen and anything smaller will leave a black border in the video. There is no problem with a black border as long as the viewer can read and comprehend the images.
• Create a movie production folder in the subject folder (e.g., Vocabulary1) in which to put the video production work.
• Find a video editor and learn its operations.
• If you have a Mac computer, use its iMovie video editor application that comes with all Macintosh computers.

General Procedures in a Video Editor	Specific Procedures:  iMovie for Mac OS 9
Find Images The basic commands can be found in the pull down menus at the top of the screen. Once the images are on the clip shelf, drag and drop the images into a sequence within the editor. Option 1. a. You want to Show this Movie on the Internet. If so, use clip art, free web sites, hand draw and scan images,  or use a camera to shoot the images yourself. Import the images into the video editor.  Option 1.b. No Internet Publishing You do not want to show this  movie on the Internet, only using with Powerpoint or a Media Player in a classroom.  This means the ability to use a wider range of images, but creates copyright issues which will require specific reference to  claiming "Fair Use" and listing in credits the sources of the images used in the composition. This means "limited use" for showing the work, which means educational use in a classroom or behind a password on the web.
Sequence Images 2. Insert the vocabulary term or topic term into the sequence by making a title in front of the image over a black background. 3. Optional: Insert term as title over a clip of the image. 4. Add a transition between the animated title and the picture. 4.5. Optional: Insert 3 seconds of black after the image.	In iMovie, use the menu icons to select the task needed.
Add Audio Option 5.a. You want to Show this Movie on the Internet. Find and insert audio which is free of copyright issues. Here are some example options: Have the class hum or sing a song they like and know well into the microphone and make that the audio track. The music teacher can help here. Use a microphone to add voice-over, pronouncing the words. Search the web for free music and sounds. For example, http://www.freeplaymusic.com/default.asp. Use relevant search terms to find others, for example: free mp3; free music; free aiff; free wav; or other options.  Option 5.b. You do not want to show this  movie on the Internet, only using with Powerpoint or a Media Player in a classroom. Use an instrumental track (without words) from a commercial CD.  This allows a wider selection of music but creates copyright issues which will require specific reference to  claiming "Fair Use" and listing in credits who created the music in the composition. This means "limited use" for showing the work, which means educational use in a classroom or behind a password on the web. Using just an instrumental track keeps words in a song from potentially interfering with the words being learned. Whether this interference is significant has not been researched to my knowledge.	iMovie uses the Audio icon button just for insertion of voice over or the insertion of tracks from CDs. Use the Import File command under File in the menu bar (see step 1) to bring in digital audio files found on the web or created with other software. iMovie requires AIFF or MP3 audio format.
Thought question. Do unrelated words in a song in the audio track detract from learning the vocabulary words or actually help?
Find the Export Command 6. Export the movie, picking from  different display and file sizes (File to Export).
Render the Movie 7. Select the best video compression for your intended audience or uses. The same movie could be saved in multiple ways to provide for a wide range of audience situations both on the web and displayed from another application such as Powerpoint on a classroom computer. Different choices work better for different needs. Use the smallest pixel size format for those with the standard 56kb modems. Use a mid-range size for home and businesses with cable and DSL broadband connections. Use the largest size settings for showing from a hard drive.

• To view the results of the completed movie file you can:
• Click on the file in its folder on the local computer and it will play on the computer screen.
• Link the movie to a web page (just upload and link it like any other file; see example links above).
• Insert the video file into a Powerpoint slide to test the effect. Save the Powerpoint file into the same subject folder that holds the rest of the media for this topic.
• In the days following the creation of such a movie, the students can change the transitions and special effects for fun to help provide continuing focus on the process of learning the terms or concepts, and run the movie to learn the vocabulary words.
• The teacher or student can make a spelling test movie by deleting the text display or title clips and narrating each word. Students can run one movie as practice in learning the words, and the teacher and students can run the second version of the movie to provide the test prompts. The students could write down the words as the related picture is seen or words are heard or both.

Guided Practice

Independent Practice

1. Complete the movie by including a minimum of four vocabulary words. If a longer vocabulary list was chosen, then more words can be included in the movie as long as they remain just half  of the word list.
2. Once the movie is completed, upload the movie to your web site and send email to your instructor of the movie's file name. Do NOT link it to one of your web pages unless you have avoided copyrighted images and music or have permission to use them.

Closure

1. Complete research on the effectiveness of this composition process. Half of the vocabulary words were in a teacher prepared movie and half not. Teach the all vocabulary words. Use the vocabulary movie to help teach half the words. Use other traditional methods to teach the rest of the words.
2. Send another email titled vocabulary movie results. In this email, respond to these points. Describe how you used the vocabulary movie. How many times was the vocabulary movie seen? What percent of the class had the words in the movie correct and what percent had the words not in the movie correct? From your data, can any conclusion be drawn about the effectiveness of vocabulary movies?
3. Of the movie words that were most often missed, re-examine the movie for those vocabulary words and consider whether that  clip could have been improved to the point that the word would have been better remembered.

Optional Future Exploration

What if the students were taught the editing process and did the vocabulary movie composition themselves as a team or class project? Would their recall of the vocabulary words be even higher than the other two methods of the experiment? What if action videoclips of the vocabulary word were used instead of still images?