Generation www.Y
Teaching with Technology

Project Identifiers
Project Title: School News Program: Video Editing with iMovie2
Project Description: Our project was used to edit and produce the weekly school news program. Using iMovie2 editing software, we created a cohesive and attractive show to be broadcast each Friday morning to our school community. The titles, transitions, and musical soundtracks added appealing and professional elements to our programs.

Anja (Grade: 3)

Generation www.Y Teacher: Ms. Barre
School: McKenny Elementary School (Olympia, WA)

Project Area: ~Other
Partner Teacher: JoAnn Ayre

Evaluation & Objectives for Partner Teacher
Objectives for Partner Teacher:
Following completion of my project, my partner-teacher will be able to import footage shot by the filming crew, edit the footage, add special effects, compress and export the movie, and transfer the movie to analog VHS tape.
Indicators for Partner Teacher:
At the end of my project, Ms. Ayre will have learned how to edit and deliver the news for our school. She will learn the features of iMovie2 editing software and gain the necessary skills to use it for our weekly shows.
Results for Partner Teacher:
After learning and editing several editions of the news, Ms. Ayre was able to successfully edit and deliver the news for our school. She demonstrated her knowledge of the features of iMovie2 editing software and had gained the necessary skills to use it for our weekly shows. She also developed an interest in producing special features about reading instruction with her classroom of third grade students.

Evaluation & Objectives for Partner Teacher's Students
Objectives for Partner Teacher's Class:
Following completion of my project, the students in my partner-teacher's class will be able to plan and script a weekly school news program and to evaluate the completed program.

Indicators for Partner Teacher's Class:
Student news plans, scripts, and evaluations will be assessed by the partner-teacher. Students will be asked to evaluate and critique each week's news for new design and editing elements.

Results for Partner Teacher's Class:
The students in my partner-teacher's class successfully planned and scripted a number of school news programs and evaluated the completed programs. Weekly discussions after the airing of the news helped develop awareness of aesthetics, delivery, different forms of communication, and mass media.


Project Procedures
1.My partner-teacher and I explored and learned the editing software:iMovie2.

2.We met with the team of teachers and students who are in charge of the McKenny Hawk News, and we planned a schedule for taping and editing the school news.

3.We imported footage shot by the filming crew. The News team used the Sony digital video camera.

4.We added special effects: stylish transitions, rolling titles, credits, and captions, audio (soundtracks, scores, sounds, and voice-over narration), and still images.

5.We compressed and exported our News movie.

6.We transfered our movie to an analog VHS tape, connecting our digital video camera to a VCR.

7.Our production was viewed by the school community over the central video system.


Project Materials & Equipment

Hardware:
iMac DV+
Sony digital video camera
Necessary cables
Digital Still Camera
VCR
Central broadcasting system

Software:
iMovie 2
GraphicConverter

Other Materials:
Assorted still images or pictures
Original music
Audio files
iMovie2 Tutorial (book)
Birthday photos of students
Mini DV tapes
Planning sheets for News team members
Blank Analog tapes (VHS)

Project Context
The McKenny staff was interested in producing improved school news broadcasts. The weekly news had proven to be very successful in building community and school spirit, improving students' self esteem, and celebrating school activities, achievements, and learning. Previous attempts had been shot on outdated camcorders in sequential order. No editing, special effects, or added soundtrack had been possible. Digital editing allowed flexibility in shooting, enhanced productions, and increased participation by students and staff. Additionally, the skills needed to produce the news improved students' learning as outlined in our data-driven school building plan (reading, writing, and communicating).

State Standards
Communication
BENCHMARK 1
1 - The student uses listening and observation skills to gain understanding.
1) focus attention
2) listen and observe to gain and interpret information
3) check for understanding by asking questions and paraphrasing

2 - The student communicates ideas clearly and effectively.
1) communicate clearly to a range of audiences for different purposes
2) develop content and ideas
3) use effective delivery
4) use effective language and style
5) effectively use action, sound, and/or images to support presentations

3 - The student uses communication strategies and skills to work effectively with others.
1) use language to interact effectively and responsibly with others
2) work cooperatively as a member of a group
3) seek agreement and solutions through discussion

4 - The student analyzes and evaluates the effectiveness of formal and informal communication.
1) assess strengths and need for improvement
2) seek and offer feedback
3) analyze mass communication
4) analyze how communication is used in career settings

Writing

BENCHMARK 1

1 - The student writes clearly and effectively.
1) develop concept and design
2) use style appropriate to the audience and purpose
3) apply writing conventions

2 - The student writes in a variety of forms for different audiences and purposes.
1) write for different audiences
2) write for different purposes
3) write in a variety of forms
4) write for career applications

4 - The student analyzes and evaluates the effectiveness of written work.
1) assess own strengths and needs for improvement
2) seek and offer feedback

Reading
3 - The student reads different materials for a variety of purposes.
1) read to learn new information
2) read to perform a task
3) read for literary experience
4) read for career applications

Project Reflection

Positive Memories:
We both enjoyed learning the editing software and picking out special music for our footage. Positive comments about our shows from the McKenny community were very validating and encouraging.

Negative Memories:
The lack of equipment, both in quality and quantity, created great challenges and roadblocks in our efforts to produce the news. We need additional hardware (DV iMacs and DVD burners) to meet the needs of our learning community.

Consulting Information
Question: Can you look my PORT project description over and give me some feedback?

Hi Anja -
This sounds like a fascinating project, and one that will continue to serve your school over a long period of time. For those of us who have been teachers for many years, it's a real revelation to think that third grade students are actually involved in such sophisticated projects as producing and editing a video news program that is then broadcast around the school. Have you looked into the possibility of expanding your audience to include the wider school community? I'm sure that Olympia probably has a community cable channel that might be interested in working with you on such an expansion of your project.

You've made great progress on your PORT project description. I'm sure that you've probably found it quite challenging to figure out what to say about project objectives statements, evaluation indicators, project context, and so on. What you've written so far certainly suggests that you are on the right track. Remember, however, that you are the "technical expert" on your team, and that your partner-teacher is the "teacher expert." Teachers know all about objectives, evaluation indicators, and so on, so you should really call upon your partner-teacher to help you with some of these "pedagogical" issues. (That's a $10 word that means "having to do with teaching and learning.")

There are some video production "tips and tricks" that you might find helpful on InfoPages 5H (Tips for Shooting Video) and 5I (Tips for Video Production) of the Student Toolkit. From the student home page of the Gen Y site, click on the Student Toolkit text in the green navigation bar at the top of the page. Once you're in the Toolkit, look on the left side of the page under the Curriculum Resources heading. You may need to scroll down to the Unit 5: Digital Media link, but clicking on it will display the list of InfoPages for Unit 5. Under the Unit Resources heading of the toolkit, there is also a link to a Web site that provides additional tips for making digital movies.

Remember also that when your Final Project Description is submitted to the Gen Y editors for review, one of the things they will be looking at is the quality of your writing. If your Gen Y project description is sent to the Project Archives, thousands of students and teachers around the world will be able to read it, so it's important that it reflects the very best work that you are capable of. In addition to reflecting on you, it reflects on your school. I'm sure that both your Gen Y teacher and your partner-teacher will be very willing to review your PORT project description before you submit it to the Gen Y editors. They should be able to catch any spelling, punctuation, capitalization, and grammar errors that might prevent your project descriptions from qualifying for the archives.

Best of luck on your project, Anja. I look forward to reading your Final Project Description.