Grade 1 Puppet Movies

Teachers Involved:  
Mary Ellen Lee,  (Grade 1 team)
Sarah Carpenter, Alan Hoskin, Nathan Walker, JJ Akin (DLC team)

Grade/Year level: Grade 1

Curriculum Links: Social Studies and Language Arts - Wampanoag

1L The Lightning Strike from Seoul Foreign School on Vimeo.


SAMR: Augmentation

Description:

Students create a story about their Wampanoag puppet characters and share it with an audience.

Tips and Tricks:

• student moving the puppet should be different from the student saying the lines
• film in short scenes then string the clips together.  You will get a better result with younger students.

Scripting:
It is really important that students have practiced well - this will speed up film timing and make it more effective.

Challenges:

Short Attention Spans of Young Students:

• work with small groups on small scenes.  This helps keep students focused and on task.

Resources needed:

• Backdrop (if using class wampanoag backdrops, photograph and then put onto a minimum of 2xA3)
• Student puppets and backdrop
• iMovie

Time involved

• 1 hour - additional editing may need to occur after that time, depending on how well rehearsed students were and how efficient the filming process was.

Contact information
sarah.carpenter@seoulforeign.org

Grade 2 Weather Videos

2Y 13 Dec Weather from Seoul Foreign School on Vimeo.

Teachers Involved:  
Colleen Hoskin, Heather Wirch, Tae Yi (Grade 2 team)
Sarah Carpenter (DLC)

Grade/Year level: Grade 2

Curriculum Links: Science - Weather Unit

SAMR: Modification heading towards redefinition

Description:

Students make a daily weather forecast using the Green screen and scenes of Seoul, to be used for daily display on the lobby monitors whilst studying their weather unit.

Tips and Tricks:

• Ensure the students move forward so that there is distance between them and the back of the green screen.  It stops the green halo affect.

• best filmed on a computer - students can cover the screen with the script (leave a view for the camera)

• Use cross dissolves as the basic transitions.

• Have script printed out A3, and cut into segments so that the text is held high - easy if a person stands behind the computer moving the text as needed.

• No more than 3 students as meteorologists

• Choose an opening and closing theme/credits and just change the content daily.  It saves a lot of time!

Scripting:
Have students translate the weather with some personal comments.  eg - if it's really cold, comment on it. ie. "brrrrrr!  That's cold!  You will need a warm jacket outside today"!

Challenges:
Script Rehearsal:
It is important that students have rehearsed their script so that they can do the video in one take.  iMovie green screen doesn't allow for transitions and breaking up clips.  It works best in one long take.


Resources needed:

• Green Screen and good lighting (3 LED panel lights work well)
• stand for appropriate height for computer to film
• iMovie

Time involved

• need a minimum of 45 minutes to film, edit, add subtitles and export movie (more if you are adding music, opening and closing credits).

Contact information
sarah.carpenter@seoulforeign.org

Science Forces and Motion Videos

Teachers Involved:      
Molly DeBoer, Leila Webb, Shannon Manion, Brad Thies (ES 4th Grade Team) 
Sarah Carpenter, Alan Hoskin, Nathan Walker, JJ Akin    (DLC Team)


Grade/Year level: Grade 4


SAMR: Modification

Description:
Students make a video illustrating one of the forces and motion science concepts that they have been studying.  They need to explain the concept and illustrate it with both an experiment and a demonstration.


The Science Bros - Inertia from Seoul Foreign School on Vimeo.

Tips and Tricks:
It is important to ensure that students have  enough time to thoroughly cover the science concepts in class and have a clear understanding of their concept.  

Storyboard, storyboard storyboard!!! (see next section)

When filming, immediately delete footage that you don't want.  It makes it easy in the editing stage as you are not having to sift through a lot of unnecessary footage.

Use cross dissolves as the basic transitions.


Challenges:
Storyboarding:
It is important to storyboard clearly with students.  Time spent at this stage saves a lot of time in filming and editing.  You can check out storyboarding tricks and tips here.

Scripting:
If students use a script and they don't know it well, it becomes a barrier to efficient filming.  However, not having thought through the key points of what they want to say also is a barrier to efficient filming.  We would recommend students bulletpoint their key points for each frame of their storyboard and practice the delivery.


Resources needed:

• storyboarding presentation (Pear Deck File - see DLCs)
• Zaption storyboarding (see DLCs for link)
• storyboarding sheet
• science resources for experiment demonstrations
• iPod touch or iPad for each group (approximately 3 - 4 students per group)

Associated Web Links:

• The Art Of Storyboarding

Time involved

• story boarding lesson - 1 hour + homework on zaption
• Storyboard creating - 2 - 3 lessons (45m - hour each)
• filming -  1 hour (students must be well planned)
• editing -  1 - 2 hours (be aware green screening is a longer editing process)

Contact information
sarah.carpenter@seoulforeign.org

Florence Nightingale in virtual reality

by Renata Prest (Year 2 teacher) and Alan Hoskin (Digital Literacy Coach)


Grade/Year level: Year 2


SAMR

Modification


Description

The purpose of this project was for students to take what they had learned about Florence Nightingale and write a script about an important event in her life. They were arranged in groups of 2 - 4 students depending on the number of characters needed for the scene.
This fulfilled the writing task they were working on as well as practicing to speak in front of an audience.
Once the script was checked and the actors had practiced their parts, they were filmed in front of a green scene so images from Florence's life or pictures of Victorian scenes could be inserted.

Originally the filmed scenes were going to be edited in iMovie and then placed up on Haiku for the students and parents. Alan had seen an app called Aurasma demonstrated at a conference that would allow objects to trigger the playing of content such as video clips from an iPad.
The scenes chosen for the iMovie back drops were printed and became the triggers for the students movies making it look like they were performing in the picture.
This allowed the pictures to be displayed on the wall along with questions for students to answer. With the iPad in hand students could answer the questions by hovering the iPad over the picture (with the Aurasma app open) and a movie (or Aura) would play.

Challenges
The part that took the longest was writing the script. More time needed to be attached to this part of the process to get quality writing.

Opportunities
The use of the Aurasma app adds a new dimension to viewing displays. How easy it was for students to move from one scene to the next allowed for review of answers. The app and associated website is free allowing teachers to setup Aurasma quickly and easily on their iPads as well as the use of Aurasma Studio on the web for making content accessible to school iDevices as well as parent devices.

Resources needed
iMovie with green scene feature (on school Mac machines and iPads)
Green Screen materials available in ES, BS and MS
Aurasma app (for iDevice and Android) free to play Auras
Aurasma Studio, web based, free subscription

Time involved
Writing the script - 1 hour
Practising - 20 minutes
Filming - 40 minutes
Editing - 3 hours
Creating for the Aurasma app (first time) - 3 hours

Contact information
Renata Priest: renata.prest@seoulforeign.com
Alan Hoskin: alan.hoskin@seoulforeign.com