This is a Powerpoint presentation I recently shared with teachers in Australia via an adobe Connect session. The presentation documents how I teach kinetic typography to my grade 11 animation classes. They are totally new to kinetic typography but they have had prior experience with Photoshop and Flash, the software I use for kinetic typography. It walks you through...

1. a brief intro about the concept of typography complete with a few examples that help build understanding

2. a brief walk through the steps I go through in my classroom

3. and a few additional notes / observations and last but not least,

4. there are student samples to watch and discuss.

Although the presentation starts with thoughts and text I actually begin in class by showing the examples from Vimeo that are listed on one of the slides. That gets them intrigued and on-track (especially the Cave Johnson Lemons piece). Get them engaged and then - let them lose. It is a serious challenge to build one of these pieces but so worthwhile once completed. BTW - these pieces could be constructed around absolutely any subject at all, which I why all of them are clicked on in the descriptor.

Also - although the more interesting examples are a bit complex to build, simpler ones could be constructed... and therefore made accessible to younger grades.

The newly designed HBLL Tour is integrated into Brigham Young University’s First Year Writing program. Four library research sessions are team taught by university writing and library instructors. The tour is taken after the second research class as homework. Students check out iPods from the library and are given a Library QR Code Tour map. Students locate and scan the QR code/s on each level of the library. The appropriate video plays on the iPod (or device of their choice) about library services available in that area. Students take the quiz on the back of the map. After students have scanned all QR codes and watched the videos, they turn in the iPods and quiz. A self-guided tour of the Harold B. Lee Library has been taken!

Students produce a booktalk about a recently read book. This project involves reading, writing, performing, and using technology for presentations while improving literacy among Career and Technical Education students. The voice over is recorded and edited in Audition, the buzzwords for emphasis are produced in After Effects, and the entire vodcast is put together in Premiere. The finished product is placed on the school website under the podcast section. Reading aloud improves literacy skills by making a connection between phonics and comprehension. That connection is fluency. Recording students reading aloud improves fluency, fosters confidence, and encourages others to read.

This is a unique 2 credit block Digital Media course designed for students interested in Indigenous Education. The focus of this course is to provide students with the opportunity to embrace, document, depict, digitalize all of our cultures while experimenting with digital media. The course is made up of two grade 12 MST courses. In addition to successfully completing this 2 credit course, student with an 80% (or higher) and who meet the articulation agreement, will receive Digital Media credits at the University of Winnipeg. Digital Voices incorporates a variety of materials, techniques, tools, technologies, and skills from various arts disciplines including dance, drama, music, and visual arts. The technologies/ processes used and adapted to create digital media art may be traditional, including, but not limited to, photography, film, sound, animation, and video. The technologies and processes may also be digital: computer software, blogging, networking, game development, digital imaging, digital sound recording, 2D and 3D animation, multimedia production, web 2.0, and web-page design. Two years ago I had a vision of the evolution of the classroom. An opportunity for 21st century learners to embrace their culture, their stories their past and their future through cutting edge technology and inverted pedagogy. Our project is called Digital Voices, please take a look around our site www.digitalvoices.ca, this is the future! I have learned so much from the current generation of digital students. I would like to thank the students for challenging me to change, it has been an honour to be educated by you through the integration mobile devices in the classroom, the collaboration with students around the world, how you challenge educators to examine the ethical and responsible use of social media. How you are demanding a change in how we, the educators, need to prepare future generations for a connected world. As we prepare for the future, it is obvious that next year will be even more revolutionary, exciting and cutting edge. Here is the answer for your demand for change. Our grassroots program is spreading, Digital Voices is going global! I am so excited about our new partnerships which have been formed. In June 2012, 8 educators from around the world have collaborated on the evolution of the Digital Voices platform. We have developed cross curricular activities, inverted resources for 21st century educators and the will for change. I would like to thank educators from the Winnipeg School Division for embracing Digital Voices and becoming a stakeholder in this 21st century pedagogy. I would also like to thank Mr. Marc Dubeau from Osgoode SS in Ottawa and Mr. Frank Machos from the School of the Future in Philadelphia for becoming stakeholders in the Digital Voices program.

Digital Video: Foundations of Video Design and Production is a yearlong, project-based curriculum that develops career and communication skills in digital video production, using Adobe tools. Digital Video curriculum develops four key skill areas: • Project management and collaboration • Design • Research and communication • Professional video production, using video tools Students develop these key skills in a spiral—each project adds more challenging skills onto foundation proficiencies. Students engage in skills to learn storytelling, capturing and editing video and audio, and finalizing content for DVD, web, or digital videotape. Adobe collaborated with a community of educators across the US and UK to develop the appropriate depth and breadth of each project. Additionally, Adobe collaborated and co-developed this content with the International Society of Technology Education (ISTE) to create standards-aligned, career-track course materials that focus on video design and production. Digital Video curriculum addresses each of these areas, using a project-based approach. Each project has phases that follow a design and development process from project planning and analysis to evaluation and distribution. Students gain experience through real-world projects that help them understand roles and processes across a broad range of careers involving digital video. To simulate a professional work environment, students gradually migrate their video work from an individual process to a group process, focused on personal and client work. The projects contain activities that require students to plan their communication and focus and then evaluate and improve their communications. Specific attention has been paid to developing concepts and principles for thorough, effective communication to multiple audiences. Each project guideline provides structure for the content and process of a project while allowing flexibility for the instructor to tailor the level of social and technical interaction appropriate for students. For example, you can manage client work within the school or open it up to involve the community at large. This content prepares students for the Adobe Certified Associate, Video Communication using Adobe Premiere Pro CS6 examination.