Making Documentary Films · Documentary Films Digital East St. Louis Digital East St ... • Plan/storyboard a documentary film. • Create a documentary film using video Windows

Documentary Films Digital East St. Louis

Digital East St. Louis 1

Making Documentary Films

Documentary films are an exceptional way to provide students with an opportunity to use their voice in a new and creative way. This curriculum module takes students through the process of developing ideas and stories about their city that they want to tell into documentary films. Included are unit-level goals and skills to be learned, lesson plans, and accompanying online and written resources. Students begin by learning about documentary films as a medium. While the students have undoubtedly watched and created untold numbers of videos, they learn to look deeper into what stories are being told, and how the medium lends itself to being both informative and personal. Looking deeper, kids learn to see how the documentaries were shot, and how details in those shots and the production of documentaries plays a role in learning from them. Additionally, students find themselves behind the camera practicing creating these shots in a scavenger hunt. After learning to see more in films, students begin to plan their own documentaries by researching locations relevant to shoot. At this time, students decide on a story to tell about somewhere near them. Regardless of location, there is history and a story to tell, and students find themselves in the role of documentarian seeking to tell a story to a wider audience. What does it mean to live here? What’s unique about here? What would an outsider find interesting about where I live? These questions and more are leveraged to build a compelling documentary film. In planning to create and shoot their documentary films, students make scripts and shot lists to guide their days of shooting. Plans include interview questions and skills to get firsthand information from someone local, whether that is an adult or the students themselves. Finally, students use tutorials and experiment with video editing software to put together their documentary films. The structure of these lessons include skill building in autonomy and collaboration, as students are placed into the shoes of documentarian teams. With a common goal in mind, students practice self-direction to complete their tasks and function independently to produce a film together. This module provides students an opportunity to practice Common Core Standards skills in interpreting diverse media and developing an artifact of their own. Students also practice planning and writing for the film, and practice International Society for Technology in Education practices including making positive, socially responsible contributions for their community.

Digital East St. Louis Documentary Films

2 Digital East St. Louis

Documentaries

Table of Contents

Making Documentary Films ............................................................... 1

Curriculum Goals .............................................................................. 3

Broad Unit Goals .............................................................................................................. 3

Key Knowledge and Skills to be Gained ........................................................................ 3

Standards Addressed ...................................................................................................... 3

Evidence of Learning ........................................................................ 5

Performance Tasks .......................................................................................................... 5

Final Project Rubrics ....................................................................................................... 5

Curriculum Overview and Pacing Guide ........................................... 6

Introduction to Video Production ....................................................... 8

Video Recording Scavenger Hunt ................................................... 10

Video Recording Scavenger Hunt ................................................................................ 11

Location Research .......................................................................... 12

Documentary Location Selection ................................................................................. 14

Documentary Shot List .................................................................................................. 15

Documentary Script Writing ............................................................ 16

Script Guiding Sheet ..................................................................................................... 17

Documentary Storyboarding ........................................................... 18

Developing Interview Skills ............................................................. 20

Preparing to Shoot .......................................................................... 21

Documentary Shooting .................................................................... 23

Video Editing Tutorials .................................................................... 25

Windows Movie Maker Basic Skills .............................................................................. 26

Creating Documentaries ................................................................. 35



Curriculum Goals

Broad Unit Goals

Essential Questions Enduring Understandings

• What is a “documentary”?

• How can documentaries be used to share history and culture?

• How are documentaries different from other forms of media?

• What sorts of topics suit themselves to documentaries?

• Documentary films are movies that are made to be informative.

• Documentary films can be used to record historical events, or to preserve information.

• Documentary films can convey some information in a special way because they include both audio and video.

Key Knowledge and Skills to be Gained

Students will know… Students will be able to…

• Key Terms: documentary, A roll, B roll, close up, wide shot, establishing shot, bust shot, tilt, pan, zoom, shot list

• The value of documentaries.

• Interview techniques.

• Write open-ended interview questions.

• Record an interview clearly.

• Plan/storyboard a documentary film.

• Create a documentary film using video editing software (Windows Movie Maker, OpenShot, Shotcut, WeVideo).

Standards Addressed International Society for Technology in Education Standards for Educators

• 3a - Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

• 5a - Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

International Society for Technology in Education for Students

• 1b - Students build networks and customize their learning environments in ways that support the learning process.

• 3a - Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

• 3b - Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

• 4a - Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

• 4b - Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

• 6b - Students create original works or responsibly repurpose or remix digital resources into new creations.

• 6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.



Common Core English-Language Arts

• CCSS.ELA-LITERACY.SL.8.2 - Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

• CCSS.ELA-LITERACY.SL.8.1.C - Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

• CCSS.ELA-LITERACY.W.8.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.



Evidence of Learning

Performance Tasks • Documentary Scripts – Students will create a script for each part of their documentary

before recording. These scripts will include interview questions, narrative for when they are on screen, and voiceover recordings.

• Shot Lists – Students, in planning their films, will create a list of shots they will need to collect to tell their story. These shot lists will be based on research on relevant locations done separately.

• Documentary Storyboards – Students groups will complete storyboards while planning their documentaries. These storyboards should be updated throughout the project.

• Documentary Films – Students will create documentary films as the summative project. These documentaries will include video editing skills, video recording skills, planning skills, as well as collaboration and a variety of writing and speaking skills.

Final Project Rubrics Documentary Film

Score Plan Interview

Questions Video Editing

Organization and

Presentation Video Recording

Quality

2

_Topic, purpose,

and audience are

mostly clear

_Most components

are relevant to the

topic and appropriate

_Most interview

questions reflect

documentary topics

_Most interview

questions are open-

ended and relevant

for interviewee

_Most video

effects are

appropriate and of

high quality

(cutting/trimming,

transitions, volume

level, voice-overs,

title, credits)

_"Shot list" (clips

and ordering of clips)

conveys a mostly

clear, logical

progression of

thoughts

_Most of the video

is of high quality

(framing, focus,

lighting, steadiness)

1

_Topic, purpose,

and audience are

somewhat clear

_Some

components are

relevant to the topic

and appropriate

_Some interview

questions reflect

documentary topics

_Some interview

questions are open-

ended and relevant

for interviewee

_ Some video

effects are

appropriate and of

high quality

(cutting/trimming,

transitions, volume

level, voice-overs,

music, title, credits)

_"Shot list" (clips


conveys a somewhat

clear, logical

progression of

thoughts

_Some of the

video is of high

quality (framing,

focus, lighting,

steadiness)

0

_Topic, purpose,

and audience are

unclear

_Few or no

components are

relevant to the topic

and appropriate

_Few or no

interview questions

reflect documentary

topics

_Few or no

interview questions

are open-ended and

relevant for

interviewee

_Few or no video

effects are

appropriate and of

high quality

(cutting/trimming,

transitions, volume

level, voice-overs,

music, title, credits)

_"Shot list" (clips


conveys little or no

clear, logical

progression of

thoughts

_Little or none of

the video is of high

quality (framing,

focus, lighting,

steadiness)



Curriculum Overview and Pacing Guide

Day Curriculum Section Objectives/Assessments

1 Introduction to Video Production

• List video recording best practices

• Define types of shots

• Sample recordings

2 Video Recording Scavenger Hunt

• Record different types of shots

• Critique shots of other students

• Scavenger Hunt Sheet

3 Location Research

• Identify an appropriate location

• Start a shot list

• Documentary Location Selection sheet

4 Documentary Script Writing

• Create a script for the intro, outro, informational speaking, and interview

• Script Guiding Sheet

• Scripts

5 Documentary Storyboarding

• Identify an appropriate audience

• Create a storyboard plan for a documentary

• Storyboards

6 Developing Interview Skills

• Use professional interview skills

• Evaluate interview skills of another student

• Interview recordings

7 Preparing to Shoot

• Identify role in shooting the documentary

• Group check ins



8 Documentary Shooting

• Shoot recordings

• Documentaries

10 Video Editing Tutorials

• Explain basic video editing software functions

• Create an edited video recording

• Sample recordings

11-13 Creating Documentaries

• Make supplemental recordings.

• Create a documentary film

• Completed documentary films

Introduction to Video Production Recommended Time: 50 Minutes OVERVIEW In this first activity, students learn to see deeper into the production of videos. They will have seen quite a lot of footage, but to disaggregate them into individual videos that were shot and planned to tell a story may be new. Students will learn how they can plan their own videos, including how to plan different shots.

Objectives: Students will be able to… Opportunities for Assessment

List video recording best practices. Student responses.

Define types of shots and footage, including long, close, bust and wide shots, panning, tilting, and zooming, and A and B roll.

Class discussions and Scavenger Hunt on following day.

STANDARDS ADDRESSED

• ISTE.4b - Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.


PROCEDURE

Opening 1. Discussion – Play a video of a local news story. Guiding questions:

a. What footage did they show? b. What was the camera person doing in each shot? c. Why was each shot included?

Activity Body 2. Discussion – Play the Types of Shots video 3. Play through the first time entirely. 4. Play the video again and stop at each shot and discuss how students might use the

shots and techniques. a. Close ups: Focusing attention b. Bust shots: Interviews c. Wide shots: Establishing setting d. Medium/Two Shots/Over-the-Shoulder: Dialogue

5. Rewatch the news story or other videos and point out each type of shot and its purpose.

a. Note tilting and panning. b. Note the difference between A roll and B roll.

i. A roll: the focus of the video in which people are talking or telling a story.

ii. B roll: establishing shots without actors providing a sense of setting.

Closing 6. Individually, or in pairs, allow students to practice the types of shots on their own.

Unit Topic - Lesson # - Lesson Subject

PREPARATION

Materials Used

• Recording devices (camcorders, phones, etc.)

Resources Used

• Types of Shots Video: https://www.youtube.com/watch?v=ICcE72RwEyc

Preparation Instructions Review the Types of Shots video to be prepared to lead the discussion. These shots are used in a variety of ways, so allow students to come up with the answers of how they might be used. You only need to point out vocabulary, primarily. You will also need to find local news story videos. Local newspaper and news sites generally have a variety of videos. It’s best to choose local stories because they help students see how you can tell a story with a video, especially a local one.

https://www.youtube.com/watch?v=ICcE72RwEyc


Video Recording Scavenger Hunt Recommended Time: 50 Minutes OVERVIEW After learning about the different shots and recording techniques, students learn how to create them in this lesson. In being given the task to create them, they are afforded the opportunity to practice their knowledge and learn through trial and error. This activity serves as good practice for when students are shooting their own documentaries.


Create video recordings to meet specific stipulations

Scavenger Hunt recordings.

Critique video clips based on recording technique and achieving specific shots.

Scavenger Hunt recording evaluations.

STANDARDS ADDRESSED


PROCEDURE

Opening 1. Discussion – Replay the Types of Shots video and review shot types.

Activity Body 2. In pairs, students complete the Video Recording Scavenger Hunt.

a. The more time to experiment, the better. b. It’s best to be able to leave the classroom and explore spaces. This will be

especially helpful when they are shooting in different places to record their own documentaries.

c.

Closing 3. Discussion – Review videos with class and critique them.

PREPARATION

Materials Used


Resources Used

• Types of Shots Video: https://www.youtube.com/watch?v=ICcE72RwEyc

• Video Recording Scavenger Hunt sheet

Preparation Instructions It is most important to find a space for the activity. Any large space is fine, but the more varied, the better. It is especially beneficial to give kids an opportunity to try outside shots if they will be outside shooting their documentaries.




Video Recording Scavenger Hunt Use your camera to record a clip for each task on the list.

Recording # Recording Task Notes

Record a long shot of you saying your class schedule.

Record a close up of your partner saying their class schedule.

Record a bust shot of a one question interview with your partner somewhere outside.

Record a wide shot of a one question interview with your partner somewhere inside in a big space.

Record a close up of a one question interview with your partner somewhere inside in a small space.

Record answering a question while being too loud.

Record answering a question while being too quiet.

Record a moving object with a long shot while keeping the camera completely still.

Record a moving object that is close up while keeping the camera completely still.

Write down a question and your answer. Make a recording saying what you wrote down.

Explain what your favorite class was last year and why with bust shot with good lighting.

Tell a scary story in a close up with bad lighting.

Make a recording with the camcorder while walking.

Make a recording while panning and tilting.

Location Research Recommended Time: 50 Minutes OVERVIEW Before shooting documentaries, students will need to research locations relevant to their documentaries. In this lesson, students will determine a topic for their documentaries, and identify locations to shoot at in order to generate a set of recordings to edit and eventually create their documentaries. They will also begin working on a shot list for their documentary.


Identify an appropriate location for a brief documentary.

Documentary Location Selection sheet

Create a “shot list” to get all needed shots for documentaries.

Shot List Sheet

STANDARDS ADDRESSED

• ISTE.3a - Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

• ISTE.3b - Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.


PROCEDURE

Opening 1. Discussion – Topics appropriate for documentaries. Play a video of a documentary.

a. The example documentary listed in the Resources section is a trailer from one that captures necessary details.

b. Note that the topic is personally, or locally relevant. c. Highlight different types of shots and segments, such as B roll, interviews, and

establishing shots.

Activity Body

2. In groups of 3 or 4, students determine topics for documentaries that they could make about something locally.

a. It is recommended to break groups into those with similar interests and varied skillsets. Considering that some students will need technical prowess and some will need to be on screen interviewing, the group makeup should reflect that.

b. If there are preset topics, such as about a restaurant or school, this would be the time to assign those to groups.

3. In groups their documentary groups, students research relevant locations to shoot their documentaries.

a. The “Documentary Location Selection” sheet is designed to guide students’ thinking.

b. Students should use the internet to find some related history for the location in addition to their prior knowledge.

4. Given time, students can begin working on a “shot list” with the Shot Planning Sheet. a. Be sure that they include B roll.


Closing 5. Discussion – Groups share topics with class, and get any feedback or suggestions.

PREPARATION

Materials Used


Resources Used

• Example documentary: https://www.youtube.com/watch?v=ulRl7_8t2ys

• Documentary Location Research sheet

• Documentary Shot List sheet

Preparation Instructions Before starting the lesson, determine your limitations for going to different locations and topics. Providing these limitations, like that they must be within walking distance, or within the building, is important to frame students’ work, or they may end up preparing a documentary that they’ll never be able to make. They may also need to interview each other, which is beneficial to demonstrate the stories and knowledge they have.

https://www.youtube.com/watch?v=ulRl7_8t2ys

https://www.youtube.com/watch?v=ulRl7_8t2ys

Documentary Location Selection Fill out this sheet as you look for possible documentary locations.

Location 1 - 1. Give a brief description of the location.

2. Why would this location make an interesting documentary for your exhibit’s audience?

3. Who could you interview at this location?

4. How does the location relate to your group’s topic?

Location 2 -

1. Give a brief description of the location.


3. Who could you interview at this location? 4. How does the location relate to your group’s topic?

Location 3 -

1. Give a brief description of the location.


3. Who could you interview at this location?

4. How does the location relate to your group’s topic?


Documentary Shot List Fill out this sheet to plan all the shots you will need to take at your locations.

Location Type of Shot (Close up, Establishing, Interview)

Purpose of Shot

Documentary Script Writing Recommended Time: 50 Minutes OVERVIEW Before storyboarding their documentaries, students should write out scripts for specific portions of their documentary. In this activity, students complete a guiding sheet to determine what each portion of the script will be about, then they write their scripts.


Create a script for a documentary Script Guiding Sheets, scripts

STANDARDS ADDRESSED


PROCEDURE

Opening 1. In groups, students review storyboards and make any additions they may need.

Activity Body 2. In their documentary groups, students fill out the Script Guiding Sheet to prepare to

write documentary scripts. a. This time is meant to be where they decide what each portion of their

documentary will be about. 3. After completing their Script Guiding Sheets and getting them checked by the

instructor, students write their scripts. b. This should include intended questions for interviews. c. Have students review their Documentary Location Selection sheets to remind

them of their research and the story they want to tell.

Closing 4. Group review – Have groups run through the scripts they’ve written to this point.

PREPARATION

Materials Used

• Documentary Location Selection sheets

• Paper for scripts

Resources Used

• Script Guiding Sheet

Preparation Instructions Review students’ Documentary Location Selection sheets prior to this lesson. This would be a good time to make any adjustments and to inform students which shots/locations/interviews will need to be changed.


Script Guiding Sheet Fill out this sheet while you write your script.

Who -

What -

When -

Where -

Why -

Intro Ideas

Interview Question Topics

Content 1 - _____________________

Content 2 -______________________

Conclusion Ideas

Documentary Storyboarding Recommended Time: 50 Minutes OVERVIEW In order to keep groups on the same page and have an agreed-upon central plan, students make a storyboard in this lesson. After creating their storyboards, students can work largely independently or in smaller groups within the group to complete their documentaries, allowing them to work more efficiently.


Identify an appropriate audience for their documentary.

Class discussion

Create a storyboard that represents a documentary plan.

Storyboards

STANDARDS ADDRESSED


• ISTE.6b - Students create original works or responsibly repurpose or remix digital resources into new creations.

• ISTE.6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.


PROCEDURE

Opening 1. Discussion – What is the audience for our documentaries?

a. Who are we making them for? b. This will be a question to continually refer back to. While making their

documentaries, students should always keep their audience in mind, and make sure that it will be interesting for their audience.

Activity Body 2. Each group will work together to plan out their documentary using a big poster board

and post-it notes with specific plans for content. Each color of post-it will represent a different kind of feature (student voice, interview clip, music, B roll):

d. Intro e. Interview clips f. Transitions g. B roll h. Music i. Outro j. NOTE: Students should note where their research can add information

3. Groups return to Documentary Shot List sheets to update them and prepare for shooting.

Closing 4. Group review – “What pieces will we need to write a script for?”


PREPARATION

Materials Used

• Documentary Location Selection sheets

• Poster board

• Post it notes

Resources Used

• Documentary Shot List sheet

Preparation Instructions Prepare materials for students to make storyboards and review tasks.

Developing Interview Skills Recommended Time: 50 Minutes OVERVIEW To prepare for conducting the “official” interviews, students will need to practice conducting interviews and developing questions. In this lesson, students will think critically about how to conduct proper interviews, practice on each other, and develop their questions.


Use professional interview techniques Practice interview activity

Evaluate the interviewing skills of another student

Practice interview activity

STANDARDS ADDRESSED


PROCEDURE

Opening 1. Discussion – What are “open-ended” questions?

Activity Body 2. Discussion – What makes a good interviewer?

a. Recommendation: Model good and bad interviewing b. Good Interviewing:

i. Silent after asking a question ii. Asks open-ended questions iii. Waits 5 seconds after interviewee answers before they ask another

question iv. Uses nonverbal cues to make interviewee comfortable and feel like

they’re interested 3. In groups of three, students practice being interviewers.

a. One person is the interviewer b. One person is the interviewee c. One person monitors the interviewer and “buzzes” them when they

demonstrate poor interviewing skills (cutting the interviewee off, making noise, etc.)

Closing 4. In their groups, students review their scripts and make adjustments and additions to

any interview questions they have.

PREPARATION

Materials Used

• Buzzers, such as from the game Taboo are great, or anything that makes noise

Resources Used

•


Preparing to Shoot Recommended Time: 50 Minutes OVERVIEW This lesson serves as the first lesson in which students in groups function largely independently. Each student will have a specific role in the group, and will work on their task accordingly in preparation for shooting the documentary.


Identify their role in shooting the documentary.

Group discussion.

STANDARDS ADDRESSED

• ISTE.4a - Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.




PROCEDURE

Opening 1. In groups, students choose roles for the following days of shooting.

a. On camera personality: These students will conduct interviews, record any speaking parts, and prepare the script.

b. Video crew: These students will plan shots and make any recordings.

Activity Body 2. On camera personalities will:

a. Complete and practice scripts. b. Practice interviewing skills in pairs.

3. Video crew will: a. Practice recording in pairs. b. Complete shot lists.

4. Documentary groups will: a. Practice recording the interviews on camera. b. Review and update Storyboards.

Closing 5. In their groups, students review their scripts and make adjustments and additions to

any interview questions they have.

PREPARATION

Materials Used

• Buzzers, such as from the game Taboo

• Storyboards

Resources Used

•

• Documentary Shot List sheets

• Scripts

• Recording equipment (camcorders, phones)


Documentary Shooting Recommended Time: Two 50 Minute sessions OVERVIEW Finally, the students will shoot their documentaries on location. Students work in groups to act out their scripts and record all the shots they have been planning.


Create recordings from shot lists and scripts to be used in a documentary film.

Documentaries.

STANDARDS ADDRESSED


PROCEDURE

Opening 1. In groups, students review their roles and prepare equipment.

a. On camera personality: These students will conduct interviews, record any speaking parts, and update the script.

b. Video crew: These students will update the shot list and make any recordings.

Activity Body 2. On location, students record footage for their documentaries.

a. Each situation will be different, but it’s best to lay out rules beforehand, and to have as many adults as possible.

b. It’s a good idea to double and triple check equipment and that the students have everything they need, including their scripts and shot lists, before leaving.

Closing 3. In their groups, students review their work and upload whatever recording files they

have. These should be kept in as many accessible places as possible, and should be collected before leaving.

a. Google Drive b. Dropbox c. Servers d. Hard drives e. Flash drives

PREPARATION

Materials Used

• Documentary Shot List sheets

• Scripts

• Recording equipment (camcorders, phones)

• Storage for video files

Resources Used

•

Preparation Instructions Students and groups should check in with the instructor to make sure that they have all of the recording equipment, scripts, shot lists, and anything else that they may need. Also prepare to collect video files yourself, in addition to wherever the students may be keeping them. If they leave the room, there’s a good chance that they won’t return.

Scout the shooting locations and interviewees first, if possible. This requires some set up and scheduling, but senior centers, government locations, staff, and parents are good places to look.


Video Editing Tutorials Recommended Time: 50 Minute periods OVERVIEW In this lesson, students record a practice interview, then learn how to use video editing software. This is meant to introduce students to video editing software outside of the pressures of creating their documentary. The remainder of the curriculum is essentially a more elaborate version of what they’ll work through in this lesson.


Record an interview with another student Video recordings.

Explain the basic functions of video editing software.

Class discussion, teacher questioning, and completed video projects.

Create a unique edited video recording using effects.

Completed video project.

STANDARDS ADDRESSED




PROCEDURE

Opening 1. Discussion – Give an overview of the lesson.

a. Introduce the software that you’ll be using.

Activity Body

2. In pairs or small groups, students conduct interviews based on some simple questions.

a. What’s your name? b. What’s your favorite after school activity? c. Any simple questions work.

3. Students work through Video Editing tutorials to create an edited video recording.

Closing 4. Discussion – Share some edited clips with the class, discussing how they were made.

PREPARATION

Materials Used

• Speakers or headphones

• Computers

Resources Used

• Video editing tutorials.

Preparation Instructions Run through the video editing tutorial before using them with students. The included tutorial was made for Windows Movie Maker and should introduce students to the software on its own. There are many different types of video editing software online, such as OpenShot, Shotcut, KineMaster, and WeVideo. Choose one of these before starting the lesson and try it out. Each has its benefits, and all have tutorials online as well.

Windows Movie Maker Basic Skills Windows movie maker is a fun and simple tutorial for movie making which helps to make and perform several operations on a video. Add videos from computer to movie maker: To upload videos from your computer, click on add videos and photos option in the home section.

Now navigate to the desired location in the explorer and select the video to upload the video in the movie maker.

Import video clips into windows movie maker: For importing videos from flip camera, Click on the “File” option and select “Import from Device”


Edit video clips in windows movie maker: Splitting: Movie maker helps to split a video at the times we have chosen and creates two separate clips.

To cut any video, navigate to the Edit tab and locate split button.

Before you start splitting, watch the video and make a note of what you want and what you don’t in terms of time. That is to make note of what all footage you want to be removed. Please find the example below.

1. 00:00 – 00:38 ———— OK

2. 00:38 – 01:45 ———— Remove

3. 01:45 – 01:57 ———— OK

4. 01:57 – 2:14 ————- Remove

5. 02:14 – end ————- OK

Note that this single video is shown as one continuous icon in the storyboard on right side. Now from this video we want to remove those above mentioned portions. So we want to split this movie into 5 portions.

So for splitting the movie, let us begin with the 1st split point, where we want to keep portion from 00:00 – 00:38 sec. For doing this, drag the ‘vertical line’ in the storyboard till the ‘Current location in the Movie’ shows 00:38. The above image will guide you for doing this.

Once the Vertical line is dragged till that 1st split point, click on the ‘Split’ button in the Edit tab to get what’s shown below. Now you see 2 icons in the Storyboard. First icon is the first 38 sec of the video and the 2nd icon is the rest of the video.

Next, again drag the Vertical line as per the 2nd noted point,

00:38 – 01:45 ———— Remove

So drag the Vertical line till 01:45 and click on the Split button.

Follow the same procedure for rest, splitting the portion as was noted down. So in the end, we get 5 smaller videos as shown below. I have also added the text with timings against each portion just to make it clearer.


Once it’s done, we want to remove the video clipping 2 and 4 as was required. So click on the 2nd video to select it, now keeping the ctrl button pressed, also click on the 4th video to select it. Now both are selected. Now right click on any of the selected videos and click the Remove option.

After removing the unwanted video portions, we now have :

The video can be previewed by clicking on the ‘Play’ button in the Preview pane on the left side. Now, if everything is fine and you are getting what you wanted then you can save the video. Click on File option, then hover the mouse on save movie and select For computer and navigate to the desired folder to save the movie.

Trimming: Movie Maker’s Trim tool allows you to select a clip within your sequence and trim as much out of the middle of the clip as you want and it will join the beginning and end to form a new sequence. The trimmed part of the clip does not delete, rather the program hides what you’ve trimmed and will not show up during playback. Click on the Edit Menu in the Video Tools section.

Select the video which you want to trim, drag the Vertical bar to the time you want to set the new

start point and click on the Trim tool.


In the preview pane you can see the play bar which has that has handle on each end. If you drag the left handle, it’ll move the start point of the video farther. And dragging the right handle will clip the end of the video. So you can move either one or both handles as per your requirement. And after that if you ‘Save trim’, you’ll get the video between those handles, trimming the start or end or both as you had done. The start and end point can also be adjusted by changing the values in the Start and End Point boxes, its kind of fine tune. Either use the Up/Down arrows provided or enter your own values.

After you have set new Start/End points, do not forget to Click on ‘Save Trim’ else click on cancel to start again. Once you have Saved, you’ll again be returned to main Storyboard. So save the movie in the required format.

Adding Transitions: Windows Movie Maker has an incredibly user friendly way of creating seamless transitions for any of the clips in your sequence. To add these transitions just select the clip you’d like to use a transition on and click on the Animations tab on the ribbon toolbar to bring up the dozens of transition choices. Hovering your mouse over a specific transition runs an example of what it looks like in the preview window. Once

you’ve decided on which transition you’d like to use just click on it and it becomes attached to the clip. You’re also given the ability to adjust the duration of the transition from a quarter of a second to two seconds.

Adding Effects: Windows Movie Maker also comes stock with a deep set of visual flair to add to your sequence via effects. Located under the Visual Effects tab on the ribbon toolbar previewing the wide number of effects is like previewing the transitions. Just hover your mouse over a specific effect and the player displays a preview of what the effect will look like in your movie. Once you find the effect you’d like to use just click on it to attach it to desired clip.

Removing Transitions and effects: Removing transitions and effects from your timeline is just as easy as attaching them. For transitions scroll to the clip which has one attached and navigate to the Animations tab. Scroll to the top of the list and select No transition and your clip will return to its original state.

To remove an effect scroll to the clip which has the effect attached and click on the Visual Effects tab. Scroll to the top of the effects list and select No Effect and your clip will go back to its original looking form.


Text functionality: Add a movie title: To add a title page click on the clip you want the title page to precede and under the Home tab select Title. This adds a black page and an editable caption slide in front of the clip you’ve selected. Just add your desired title in the text box then click out of the slide and you’ve just created a title page.

Add a caption: If you want to just add a line of text to any clip, clicking on the Caption button under the Home tab will insert a text box over the top of an existing clip. Once added you can alter the text as you see fit and you’ll also have access to the Text Tools resources to perfect the look and feel of your new caption or title.

References: http://www.digitaltrends.com/computing/how-to-use-windows-movie-maker/#ixzz4MpzkMC9C


Creating Documentaries Recommended Time: Three 50 Minute sessions OVERVIEW The remainder of the program can last almost any amount of time, but at least 3 sessions is best. Students work on their documentaries as groups, parallel from other groups. This system of having them meet and end with their groups each day is most time-efficient, and helps students maintain a sense of ownership. It also provides instructors with an opportunity to check in with groups daily and to monitor their progress efficiently.


Make recordings of intros, outros, and transitions

Documentaries

Create a video documentary. Documentaries

STANDARDS ADDRESSED

• ISTE.1b - Students build networks and customize their learning environments in ways that support the learning process.

• ISTE.4a - Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.





PROCEDURE

Opening 1. Group review – “What am I going to do today to help complete our documentary?”

a. Have students review the task sheet and coordinate their responsibilities for the day. Some students may work individually, and some may work as a group. Different groups collaborate differently.

Activity Body 2. Students work on various required tasks to complete the documentaries, including:

a. Identifying, clipping, and adding video from prior recordings b. Recording intro, transitions, and outro for the documentary c. Finding music (this can kill productivity, so set a time limit) d. Joining clips together in video editing software e. Adding transition effects transitions f. Updating storyboards

Closing 3. Share documentaries on the last day.

PREPARATION

Materials Used Resources Used

• Speakers or headphones

• Computers

• Storyboards

• Video editing software (Windows Movie Maker, OpenShot, Shotcut, etc.)

• Video Editing Tutorials

• Documentary Task Sheets

Preparation Instructions It is helpful to structure how students work in their groups to fit your space. Checking in with groups each day to monitor progress and guide them is key to students being able to complete the documentary.

Documentary Tasks to Complete

Task Who Description Completed

Storyboard Plan your documentary with your group. Make a storyboard with a poster and post-it notes with all of the content that your documentary will need.

Write the Intro Make a script for the introduction of the documentary. This should include your names, a bit about the project, and the topic of your documentary.

Record the Intro Record the scripted introduction, then upload it. Make sure to name it correctly.

Write the Outro Make a script for the end of the documentary. It should include a brief summary and a goodbye.

Record the Outro Record the scripted outro, then upload them.

Write Transitions Make a script for the transitions between clips, if needed.

Record Transitions Record the scripted transitions, then upload them. Make sure to name them correctly.

Choose the Interview Clips

Choose the interview clips that you’ll have in your documentary.

Combine Video Clips

Import and join together all of the video and sound clips you have for the documentary. Make sure you check the storyboard for their order.

Add Transition Effects

Add any Transition effects that you’ll be using.

Find Appropriate Music

Find relevant music that you can use for the documentary. One place to look is freemusicarchive.org. You can also use short segments of other music

Blend Music and Voice Recordings

Make the music that you chose work with the voice recordings that you’ve imported into the project.

Add Intro Effects Add an intro effect or title screen to your project. This may play under your intro audio.

Add Credits Add credits to your video at the end.

Documents

Making Documentary Films · Documentary Films Digital East St. Louis Digital East St ... • Plan/storyboard a documentary film. • Create a documentary film using video Windows