Production

2009

Luis Avilés Instructional Technology Specialist

Crystal LindsayInnovation Technology Manager

Bronx Office of Educational Technology

Digital Media

Creating Responsible Media

2009 Title IIDWinter Institute

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21st Century Literacy: Media Is The Lead

Media Literacy is an essential skill for 21st Century Citizenry in our society. Our students are saturated by propaganda that shapes them, to an extent, as adults

We can help them develop the necessary skills to become responsible media consumers and producers, or 'prosumers' as it has been repeated before

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New Tools, New Skills

Our students, surrounded by media, are giving meaning to the world with new tools, unknown to previous generations

21st Century Publishing tools are designed for 21st Century products, especially for Digital Media Productions

It is urgent that we as educators gain mastery of these tools to become effective mediators between our students and their academic goals

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Research Based Strategies

Various theorists support the idea of how media has an immense influence in human development. From Piaget's & Vygotsky’s Constructivism to modern Social Learning Theories we have come to understand how important our social environment is in our development

Today's environment, as is evident, is one saturated by media messages. Thus the importance of understanding these messages and their effect on human development becomes urgent.

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Equipment Check List

Essential Equipment

Camera (Digital; Mini DV preferred)

Computer (PC or MAC)

Video Editing Software

Optional Equipment

Microphones

Lighting Sets

Green Screen

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Small Group Setups Media Production is a multi-faceted task. students working in small groups will facilitate production

Roles There is a specific set of roles to be fulfill during DMP:

Camera Operator(s)Narrator(s)Editor(s)Actor(s) / Actress(es)

There may be more roles depending on format selection

Roles may be interchangeable and one student may play more than one role

Classroom Setup

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Accessibility of Equipment

While the equipment to be used needs to be widely accessible, it must also be protected

Consider having a ‘lease form’ so students or other staff can sign every time they get equipment

Always secure equipment, even if you will use it the next day or the next period – cameras, iPods, microphones, and all tools used are expensive and sometimes irreplaceable due to budget

Accessibility & Protection of Equipment

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Copyright & Creative Commons Licensing

One of the most important aspects of Digital Media Production is Copyright

Every creative work has an author who owns the product. Authors can choose to put their work under Public Domain, generally through Creative Commons Licensing

Make informed decisions at the time of selecting content created by others

Protect & Respect Copyright always, even if the ultimate audience is local

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Student Work: Publishable or Not?

One of the most important aspects to consider when using Digital Media Production in the classroom is the privacy of our students. To use student work, whether anything that identifies them is included or not, a Media Consent Form must be completed.

Any creative work is protected, so documents, recordings, images of students, even pictures taken by students of places or events belong to the creator. One of the best ways to help our students understand and protect copyright is by empowering them to protect their own work as creators. This means that if a parent does not sign and approve, that student's work CAN NOT be released for public viewing. The student may participate at any level but the product can not be shared. This includes behind the scenes work such as planning, videotaping, performing, reviewing, etc.

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Digital Media Productions vary in length and complexity. Selecting the right format can enhance the possibilities of success of Digital Media Production in the classroom

Consider student learning styles and interests as well as audience and goals at the time of selecting a format for your projects

Successful classroom productions are generally tied to content, short in length and connected to real life

Digital Media Production Formats

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Digital Media Production Formats: Compared

Format Characteristics / Benefits Length

Public Service Announcement (PSA)

-Provides information about social issues.-Short, easy to edit, creates service culture and produces meaningful content.

30-60 sec.

Digital Storytelling -Using computer based tools to tell personal stories. Most focus on a specific topic and contain a particular point of view.

1-10 min.

Digital Poetry -Displaying a wide range of media products to enhance a poem with prominent use of computer based tools.

1-3 min.

Interviews -Insightful, community building, empowering, speech builder, addresses various communication skills

3-10 min.

News Articles -Research based, informed, connected to real life and interest generated.-Easy to relate to content.

1-2 min.

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Creation starts with planning. Picture the product you would like to see, then plan lessons accordingly to accomplish it

Producers use Storyboard to plan their DMPs

Storyboarding should be looked at as a Graphic Organizer to ease use in the classroom

Detailed Storyboards make the DMP process easy to accomplish

Include all aspects of production: visuals, sounds, transitions, effects, equipment needed, copyright issues, citations…

Creative Process: Storyboards

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Part of the creative process is selecting whether to use still images or video

Both can be powerful and simple to manage

If using images they should be limited in length to no more than 5 seconds each

If using video, format selection becomes important as longer videos can be time consuming at the time of editing

As a general rule, when recording LESS IS MORE! Practice what will be recorded to avoid many takes; still, take as many times as necessary

Creative Process: Images v. Video

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Part of the creative process is selecting sounds, music and voices

Original music can be produced using Garage Band

If using music produced by others remember to respect Copyright

Special effects may enhance your DMP, but too many may make it uncomfortable for the audience

Voiceovers or narration add a personal touch

Visit our resources page for links!

Creative Process: The Sounds & Voices of DMP

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You now have a collection of audiovisual resources, it is time to organize it following the storyboard

Decide what images, sounds, video, transitions, effects, voiceovers, etc will be part of your final DMP. Consider quality of visuals and audio at this time and choose the best

If you make modifications to the production adjust your storyboard accordingly. Your storyboard should reflect the final DMP

Emphasize visuals; a good story can be told without big sound effects

Creative Process: Editing Tools

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Changing scenes should be easy to the eyes, comfortable to the viewer

Try different transitions if you feel you need to; generally it is better to keep it simple

Cross dissolve and fade to black or white are the most popular ones

Video effects are usually not necessary unless they can add something to the story

Avoid having different transitions and effects as they might distract the audience from the story

Creative Process: Transitions & Effects

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21st century publishing tools are powerful in the way that they can reach big audiences

Local tools include iTunes, Computers, Portable Hard Drives, etc. These tools allow DMPs to be shared within school

Creating a DVD might be geared towards local or public audiences

Online tools allow the DMP to be promoted and disseminated to bigger audiences

Most online tools give producers the option to keep their product private

Publishing: Local v. Online

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After finishing and publishing your DMP you may want to promote it. Here are some things to remember:

Student product can only be shared outside of the school if Media Consent Forms have been signed by the parents. If no Media Form exists the product can only be shared within the school building. Make sure to follow NYCDOE’s guidelines regarding this matter.

Even with Media Consent Forms no private information that can identify the student should be included in the production; i.e. telephone number, address, date or place of birth, etc.

Read the Media Consent Form, the NYCDOE guidelines for use of Internet and electronics, and make informed decisions before publishing beyond the classroom. Be safe and protect students.

The Final Product

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Celebrate student success!

Hold a Media Fair, showcase their work around the school!

Let others know how Digital Media Production is a transformative tool in the classroom

Promote its use by helping others incorporate Media Literacy into their instruction

With your help our students will get all the chances they deserve to participate in the creation and dissemination of knowledge!

Enjoy Your Productions!

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To further your understanding about Digital Media Production follow these links.

Remember that information on internet sites is subject to the decisions made by its authors. If you find any of these links to be corrupted please let us know by emailing oetbx@oetbx.org

There are many more resources available on youtube.com, teachertube.com, and many other video hosting websites

There are also many podcast series that help users master editing tools. The ‘Find Out How’ series by Apple is an excellent resource

Useful Links

www.amesmedia.org

www.thedirectorintheclassroom.com

www.dmp.oetbx.org

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FOR MORE INFORMATION

Luis Avilés

Office Email: naitiao@oetbx.org

DOE Email: laviles5@schools.nyc.gov

Google Voice: 760-NAITIAO

Google Wave: naitiao@googlewave.com

YouTube: http://www.youtube.com/naitiao

Blog: http://dmpblog.oetbx.org