A Digital Talking Storybook

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1 Using ICT Levels 1, 2, 3, 4 & 5 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Assessment Focus Film and Animation Express Evaluate Exhibit Pupil Notes Level 1 Level 2 Level 3 Level 4 Level 5 Part 1 Part 2 Part 3 Part 4 Part 4 & 5 Task Description In this task, pupils work individually or in a small group using an ipad, to produce a short film, related to a curriculum topic, for a particular audience. Depending on the level at which the pupil is working, the movie may include a combination of still images, moving images, text and sound. 1

2 Using ICT Levels 1, 2, 3, 4 & 5 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Prior Knowledge/Experience Pupils should have experience of: creating a plan/storyboard; using the ipad to take still/moving images; importing images from the photo library/camera roll; and making editing decisions and carrying out edits. Resources ipad with imovie app installed Materials for creating storyboard Props as required Managing the Task Depending on the level at which they are working, pupils should work in their group to: Produce a short film after previewing other film sequences and discussing them. Talk about what they are going to make their film about. Plan a film script with a specific audience in mind. Make a storyboard to plan a layout of their film. Include the type of shots they will film. Include a script for any speech they want to have in the film. Review their storyboard and script and make any changes they think are necessary. Compose and record a variety of still or moving images using the ipad. Import images/sounds to use in their film. Record sounds if necessary. Experiment with transitions, sounds, effects, titles and credits. Try to use appropriate timing when editing their films to match images with sound. Give their movie a title and add credits. Evaluate their film and make necessary changes. After previewing other film sequences and discussing them your pupils are going to work individually (at the lower levels) or in a small group to produce their own short film. They will talk about what they are going to make their film about. They must decide who their audience will be and plan their film. Pupils should plan/storyboard their movie with a particular audience in mind. Pupils at Level 3 and above should produce a storyboard. Decisions should be made about the roles of group members. Backgrounds, props, artwork, model making etc. should be completed prior to the actual filming. 2

3 Using ICT Levels 1, 2, 3, 4 & 5 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Using the imovie app Depending on the level at which they are working: Pupils should open the app and select + to create a new project. They should choose Movie rather than Trailer. It is advisable that images and videos are captured with the device s camera and imported into imovie from the camera roll. While you can take images/videos within the imovie app, it may cause storage and back-up issues. They should select a Theme depending on the type of movie they are going to make. (This can be changed at a later time if desired) Select Create Movie and begin to record video and/or import photos, videos or audio from the ipad. Media can be trimmed before it is added to the timeline or it can be trimmed later. It is better for more than one pupil to make editing decisions. Pupils can zoom in and out on the timeline by dragging two fingers apart on the selected piece of video on the timeline. This is helpful when making precise edits. Pupils working at the higher levels may wish to adjust the speed of video clips in the time line or to split, freeze or duplicate video clips. Pupils should adjust the audio volume (make sure the audio track is visible by tapping the squiggly line next to the undo arrow). Tap the play button at any time to view the movie. The white vertical line is the playback marker. Make sure the line is in the right-hand half of the clip before adding another video to the timeline. If Pupils add another video to the timeline they will see the transition icon between the clips. They should choose suitable transitions (depending on the level at which they are working). A transition s duration can be changed by tapping the 1.0s option at the bottom right, and then choosing either 0.5s, 1.5s or 2.0s. Some transitions have a sound effect, which is muted by default. Tap the speaker icon to toggle sound on and off. Following the editing of the movie, titles should be added. Selecting the first video/image in the movie then selecting the Title option at the bottom right can do this. The text can be edited to suit the mood of the movie. Closing titles may also be added by selecting the final frame, title and closing. If scrolling credits are required they can be produced in a separate app and inserted at the end of the movie. The film should be viewed by the group and final decisions made about any more editing. Plan Pupils should, in a group, preview some film sequences and discuss before making their film. They should consider what makes a good movie. Pupils at Level 3 and above should be beginning to identify types of shots for example close up and observing how many actual shots are in the film. After group discussion, pupils should produce a plan or storyboard (Level 3 and above) to outline the story or report they are to film. 3

4 Using ICT Levels 1, 2, 3, 4 & 5 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Do Roles should be allocated. Backgrounds, props, artwork, model making etc should be produced before filming. Pupils should set the scene and produce a series of still/moving pictures using the ipad camera. They may also import images they have found. These images should then be edited appropriately, by adding sound effects, transitions, credits and titles. Review Pupils should be given the opportunity to show their films and talk about their own and others work, reflecting on how it was created and the results achieved. Pupils should identify any improvements that might be made and change their work if appropriate (Level 3 and above). Pupils working at Level 4 and 5 should talk about how they planned and approached their work, discussing what they have learned through the process and how they might change the process next time. Evidence for External Moderation As well as submitting the final product in a format that can be viewed on another computer, please include; evidence of planning or storyboard (Level 3 and above) details of resources used (Level 3 and above) a pupil evaluation at the appropriate level 4

5 Using ICT Levels 1, 2, 3, 4 & 5 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Assessing Pupils Responses to the Task The first column of the Assessment Criteria Grid sets the Requirements for Using ICT that are covered in this task. Alongside this are the Levels of Progression and the Using ICT Desirable Features for Film and Animation at Levels 1 5. These Desirable Features have been produced as guidance for teachers to consider when observing a pupil and assigning a level to a piece of work. When coming to a holistic judgement of the pupil s level of Using ICT competence, teachers should ensure that these Desirable Features are used in conjunction with the Using ICT Levels of Progression. Assessment Criteria Grid Using ICT Requirements Level 1 Level 2 Level 3 Level 4 Level 5 Express create, develop, present and publish ideas and information responsibly using a range of digital media and manipulate a range of assets to produce multimedia products. Evaluate talk about, review and make improvements to work, reflecting on the process and outcome and consider the sources and resources used, including safety, reliability and acceptability. Pupils can: express ideas by creating pictures and composing text or adding own voiceover; talk about their work; and Pupils can: create and edit text onscreen, combining images and/or sound; talk about how to improve their work; and Pupils can: communicate and develop ideas by creating and editing text onscreen combining this with an Appropriate selection of images and/or sounds; make modifications to improve their work; and Pupils can: process found or self-produced assets, including text, data, sound, still or moving images, and combine these to create, present and communicate their work, showing an awareness of audience and purpose; use appropriate ICT tools and features to improve work; and Pupils can: process found and self-produced assets, integrating text, data, sound, still and moving images to create, present and communicate their work, demonstrating a clear understanding of audience and purpose; use appropriate ICT tools and features to carry out ongoing improvements and evaluate process and outcome; and Exhibit manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly. print their work. save their work. save using file names and select work to showcase learning digitally. select, organise, store and retrieve their work to showcase learning digitally in a personalised area. organise, store and maintain their work within a personalised area to showcase learning digitally across the curriculum. Pupils should demonstrate, when and where appropriate, knowledge and understanding of e-safety including acceptable online behaviour. 5

6 Using ICT Levels 1, 2, 3, 4 & 5 A Digital Talking Storybook Desirable Features: Presenting Music and Sound Desirable Features Film and Animation Level 1: look at and talk about examples of still images and moving images, for example, look at photographs that the teacher has taken or view a short animated film and talk about what they see; take photographs with an ipad, for example, take photographs as part of a topic they are doing in class; and view photographs onscreen and talk about them, for example, look at the photographs which the teacher has put onscreen or which they have taken and talk about them. Level 2: use suitable software to work with pre-loaded images or take still images of objects or models; and arrange the images into a sequence to develop a narrative and record a voice over if appropriate, for example, rearrange a sequence of still images or take photographs of an object or person in graduated poses or positions to create an animation. Level 3: use a storyboard to plan the order of the images required for a simple animation or film; use suitable software to produce a simple animation or film using still photographs or self-created images, for example, make a film on How to Make Pancakes ; add a narration, sounds or music to the film or animation; begin to add features such as titles, transitions or effects; and begin to use moving image language, for example, talk about the shot sizes you have chosen to use. Level 4: plan, storyboard and produce a short film or animation showing an awareness of audience; use moving image language when planning and evaluating, for example, annotate storyboard using appropriate shot sizes such as close-up, mid shot, long shot; begin to make editing decisions, for example, what to omit and what to include when shooting or editing; use the editing facilities within imovie to construct a short film or animation; experiment with adding a variety of features such as titles, transitions and effects; and add suitable sound effects, music or narration; and organise saved work and export in an appropriate format for viewing later or sharing. Level 5 plan and storyboard a film or animation demonstrating an awareness of audience; create a film or animation production, for example an animation of the Titanic leaving Belfast or a film about a special event in your school; make use of self-produced assets, for example, moving image footage, stills photographs, audio recordings; start to be discriminating in the use of effects and transitions; use appropriate sound effects, music and/or a planned narration; make clear editing decisions, for example, what to omit and what to include when shooting and during the editing process; use moving image language when planning and evaluating, for example, annotate their storyboard using appropriate shot sizes such as close-up, mid shot, long shot and explain decisions using the language of film; and organise and save project assets in a meaningful file structure and export in an appropriate format. 6

7 Part 1 Look at some still or moving images your teacher has shown you and talk about them. Choose an object, person, character, toy or model. With the help of your teacher, take a few photographs or a video of it in imovie. Ask your teacher to help you save it. Show it to your teacher or a friend and talk about what you have done. 7

8 Part 2 Look at the still or moving images your teacher has shown you and talk about them. Open the imovie app. Record some still or moving images using the ipad camera and import them from the camera roll with your teacher s help. Your teacher will help you to load these into imovie. Arrange these images into a sequence to tell a story. Record your voice on the film or add some music. Add a title to the beginning of your film by selecting the first frame and using the T button in the bottom right. Save your movie to the ipad. Show it to your teacher or a friend and talk about how you might make it better. 8

9 Part 3 You are going to work in a small group or produce a short movie. Look at the moving image films your teacher has shown you and discuss them in your group. Discuss the movie you are going to make and make a storyboard showing the planned layout of your film. Decide what the roles of each member of the group will be. Compose and record a variety of still or moving images using the ipad camera. Open the imovie app. Do not use the Trailer option. Import still or moving images into imovie. Arrange your video and photographs into the correct order. Record your voice and position your voiceover on your movie or add music or sounds. 9

10 You may want to add a transition between some of your clips. Add a title to the beginning of your movie. Give your project a name and save it. Show your movie to another group and tell them about it. Make any changes you think are needed. 10

11 Part 4 You are going to work in a small group to produce a short movie. Look at the moving image films your teacher has shown you and discuss them in your group. Decide whom your short film is going to be for and plan and discuss it before making a storyboard for your film. Decide what the roles of each member of the group will be. Indicate the type of shots you will film (close up/mid shot/long shot). Include a script for any speech you want to have in the film. Review your storyboard and script and make any changes you think are necessary. Compose and record a variety of moving and perhaps some still images using the ipad camera. 11

12 Open the ipad app, do not choose the Trailer option. Import your images or video from the camera roll. Add appropriate sound effects, music or narration. Arrange your video clips and still images and view them in the timeline. Decide which of your images you will include and discard any you don t wish to include. Trim or split any clips if required. Position your sounds and music and try to use appropriate timing to match images with sound. Experiment with transitions, effects and titles and add credits at the end of your movie if you can. You may need to use another app to create rolling credits. Save your work and export it to the camera roll. Show your film to another group, discuss it with them and make any necessary changes. 12

13 Part 5 Plan and create a movie as outlined in Part 4 showing a clear understanding of audience. Compose and record a variety of moving images using the device s camera and make use of self-produced assets which you have produced in other apps. You may wish to import music you created in Garageband into your movie project. Use appropriate sound effects, music and/or a planned voiceover. During the editing process decide which of your images and sounds are suitable and discard any unsuitable materials. Select suitable transitions and effects to enhance your film. Experiment with transitions, sounds, effects, titles and rolling credits. Review your film during the process and make on-going improvements. 13

14 Export your completed film to the camera roll. Write an account using appropriate film language explaining how you overcame the challenges you met during the production of your film and what you might do differently next time. Illustrations thinkstock.com 14

Syllabus Snapshot. by Amazing Brains. Exam Body: CCEA Level: GCSE Subject: Moving Image Arts

Syllabus Snapshot. by Amazing Brains. Exam Body: CCEA Level: GCSE Subject: Moving Image Arts Syllabus Snapshot by Amazing Brains Exam Body: CCEA Level: GCSE Subject: Moving Image Arts 2 Specification at a Glance The table below summarises the structure of this GCSE course: Assessment Weighting