Tech Session Two: DV Editing

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Tech Session Two DV Editing

• SUPER STEM

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Summary of Module

• Students will gain the skills necessary to edit
  DV content using Movie Maker 2.
• The module will consist of an instructor
  demonstration and a group lab exercise.

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Digital Movie in a slide

• Here is an example on a movie clip embedded in a
  slide

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Prerequisites

• Understanding verbal instructions
• Following written, verbal and visual directions.

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Evaluation of Digital Movies

• Digital Movie Technical and Creative Rubric
•  Production Elements
• Camera Is it steady, are moves smooth? Exposure
  correct?
• Audio Was voiceover clear or  distorted?
• Lighting Is lighting consistent? Is level
  correct?
• Editing Are edits clean? Are the shots of an
  appropriate length?

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Evaluation of Digital Movies

• Digital Movie Technical and Creative Rubric
• Creative Elements
• Writing does script effectively communicate a
  message?
• Were elements such as music and Graphics used
  effectively?

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Materials for this lesson include

• Printed Handout - "Movie Maker" from Digital
  Video for Dummies
• Online resources
• http//www.umbc.edu/superstem
• Windows Movie Maker 2 (Microsoft tutorial)
• Multimedia - Movie Maker PowerPoint
• Differentiated Vocabulary

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Assignment for Next Class

• Complete editing of before lesson footage. Save
  completed movie to a CD-ROM
• Continue developing on paper a script (outline)
  for your portfolio presentation.
• You are required to bring three printed copies to
  the June 26 class for peer review.
• If possible, also bring as a Word or PowerPoint
  document.

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Assignment for Next Class

• Choose three possible lessons for your content
  CDs.
• These choices may change as you move through the
  course, however you should start developing ideas
  as you move ahead.

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Unit Objectives

• Edit a digital video using Microsoft's Movie
  Maker 2, including
• digitize (capture) DV video
• organize clips in collection window
• build a move sequence in storyboard / timeline
  window
• create a windows media file for CD-ROM delivery

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Alignment

• Aligned to concepts and skill assessed on high
  stakes tests to horizontally to BCPS curricula
• Not applicable
• Assessments aligned to lesson objective
• Evaluation of submitted editing assignment based
  on objectives for effective editing.
• (see Digital Movie Technical and Creative Rubric)

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Alignment

• Lesson identifies and builds on prerequisite
  skills required to master objectives
• 1. Ability to Understand verbal instructions,
  Reading and writing, Following written, verbal
  and visual directions.
• 2.Ability to understand and demonstrate shooting
  skills and concepts covered in lesson one.

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Alignment

• Maryland Teacher Technology standards for
  Integrating Technology into Curriculum and
  Instruction.
• Evaluate technology materials and media to
  determine their most appropriate instructional
  use
• Characteristics and potential of Digital Video
  are covered in this module in order to provide a
  basis for evaluation.
• Select and use appropriate technology to support
  content-specific student learning outcomes.
• Characteristics and potential of Digital Video
  are discussed in order to provide a basis for
  selection.

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Alignment

• Maryland Teacher Technology standards for
  Integrating Technology into Curriculum and
  Instruction.
• Use appropriate instructional strategies for
  integrating technology into instruction.
• Strategies for integration of technology in
  instruction are modeled in the module.

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Diagnosis

• Prerequisite skills are identified
• Understanding verbal instructions
• Reading and writing
• Following written, verbal and visual directions.
• Understand the connection of cables
• Understanding image sequences

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Diagnosis

• Build on everyday experiences
• 1. Cutting and pasting, sequencing still images
  to tell a story.
• 2.Talk about compressing time how do you
  portray a one-hour event in a few minutes. May
  discuss broadcast examples of storytelling with
  sequences.

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Diagnosis

• Most common mis- and pre-conceptions are
  identified
• Preconception 1 editing takes care of itself
  you dont need to modify what you shoot.
• Preconception 2 Shots of extended duration are
  OK
• Preconception 3 Shots must be used in the
  sequence in which they are shot.

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Diagnosis

• Effective explanations and demonstrations for
  addressing preconceptions are identified and
  addressed during instruction
• Emphasize need to compress time,
• Focus viewers attention on critical message
  components.
• Show examples of effective and ineffective
  editing.

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Differentiated

• Content Knowledge and Technological proficiency
• Workgroups formed heterogeneously, spreading
  expertise and allowing accomplished students to
  reinforce learning by helping others
• Reading and Writing proficiency
• Differentiated glossary of terms available