This project assignment asks students to make a service learning documentary film instead of a conventional research paper. As such, the assignment could be used in any class across the curriculum in which you might make a conventional paper-based research paper. This is currently placeholder material for a Teaching Module resource under development. Eventually this will include: Instructor Narrative OverviewProject Description with Learning OutcomesAssignment Prompt and RubricPremier Pro Beginner TutorialSample Student WorkSupport Files
- Adobe Premiere Pro
- Adobe Spark
- After Effects
- Adobe XD
- Adobe Advertising Cloud
- Adobe Analytics Cloud
- Adobe AIR
- Business Catalyst
- Adobe Captivate
- Adobe Captivate Prime
- Adobe Capture CC
- Character Animator
- Adobe Comp CC
- Adobe Creative Cloud
- Digital Editions
- Adobe Document Cloud
- Adobe Experience Cloud
- Flash Player
- Fuse (Beta)
- Illustrator Draw
- Lightroom Classic
- Adobe Marketing Cloud
- Media Encoder
- Adobe Media Server
- PhoneGap Build
- Photoshop Elements
- Photoshop Express
- Photoshop Fix
- Photoshop Mix
- Photoshop Sketch
- Premiere Clip
- Adobe Premiere Elements
- Adobe Scan
- Adobe Sign
- Adobe Stock
In this 8-session video documentary curriculum, youth use a video editing software, such as Adobe Premiere Elements, to create a short documentary. Young people will be asked to be creative within the constraints of a “portrait” documentary about a living individual. They will collaborate around storytelling and editing to illustrate the interview subject’s “story” through images, which can be archival, present time, symbolic, or experimental. Educators will find facilitation tips and strategies in this and in other resources from the collection. Learn to help students utilize media tools to communicate their ideas effectively and tell their stories in unique and personal ways. Throughout the curriculum selected youth media projects are referenced to watch and reflect on. This collection of youth media can be found on the Create with Purpose Vimeo Channel.
Students create a short documentary about a film director. To complete this project, they must watch three films by the director, and research their influences, history, common themes, and style. This project was developed for our International Baccalaureate Film Class.
This is an easy project for Yr 7 History students. The News project follows a simple scaffold for students to demonstrate some of their knowledge on Ancient Egypt via a video news story. The project can be applied to any History topic, and indeed any KLA. This same structure can be applied across all History topics. The project uses a Green Screen for the Expert interviews. Sample student projects will be uploaded when finished.
"Take A Stand" Project pd editing images example Objective: You are to go through the typical design process to create a poster about a documentary on an event from the Civil Rights movement in the United States. Introduction For this project you will be role playing – you are pretending you are a designer for a graphics design firm. Your firm just got a contract to design a poster for a public television program entitled, "Take a Stand". You have been assigned to make this poster. The program is a documentary on the Civil Rights movement in the United States. The documentary goes through the events and effects of the Civil Rights movement from the 1950's through the 1960's. It is being produced by Public Broadcasting System (PBS) and will be shown on channel 58. The documentary is planned to be aired (shown) next year starting on January 15th -- the birthday of Dr. Martin Luther King Jr.
Learn to create impactful documentaries and integrate documentary storytelling into your curriculum.
I am currently incorporating Adobe CC into my rhet/comp curriculum for first-year and third-year students. The tools available in the suite allow students greater versatility and professional design quality in their multimedia projects, and I believe that visual and aural literacies (as well as written and spoken literacies) are vital in preparing students for careers in a digital world. However, there are a number of challenges in teaching Adobe CC apps in a class not exclusively devoted to design. One problem is time; another is the students' learning curve and varying degrees of interest in multimodal learning and applications. Have you been successful in teaching students to use Adobe apps for composing visual essays, photo essays, short documentary films, advocacy films, web pages, proposals, and other kinda of documents? If so, what were the challenges you faced and how did you overcome those challenges? Lastly, could you suggest online resources where I might learn more about incorporating Adobe apps into my curriculum, as well as good, easy-to-follow tutorials that I might assign for my students during the first weeks of the semester? Thank you in advance.
This resource provides an overview, syllabus, and sample student work for a college-level media production course. The primary learning outcome for the course is for students to deepen their understanding of "how media work" both rhetorically and materially by (re)presenting the same documentary narrative in five different modes, using at least five different Adobe Creative Cloud applications: (1) Print Magazine using InDesign (2) Audio Podcast using Audition (3) Film using Premiere Pro (4) Website using Muse, Spark, or XD (5) Mobile Application using XD [*6] Photography using Photoshop *Note that in this class, students didn't present photographic collections per se, but they used Photoshop a great deal to develop media for the other genres and applications.
Students create a 1–3 minute video documentary of an upcoming or past event in their lives, combining digital photos, graphics, text, narration, and music. Note: Adobe Voice can optionally connect to a variety of online services, like photo storage and video hosting services, that require account creation and are not available to users under the age of 13. If you plan to use these online service features with students under the age of 13, the teacher (and not the student) must create the online service account.
During the spring of 2014, students in my graphic design class created print media advertising for local businesses in Brooklyn and Queens. This real world learning opportunity proved to be highly successful as students applied their creativity, design talents, and developed entrepreneurship. We created a mini-documentary that captured this experience with the hope that it might provide some inspiration for your own classroom: https://www.youtube.com/watch?v=8qCqnN6EY2M The video details much of the process from behind the scenes but here's an overview: we approached businesses with our offer of free advertising, took photos on the spot, and returned within a few days with spectacular posters. Shoot me a message if you have any questions or suggestions for how I (or others in our community) might enhance this project. Thanks!! Click here to see 45 different student created examples of advertising.
Students take classes in studio and portrait photography, photojournalism, documentary, fine art photography, Photoshop, Lightroom, and web publishing. When applying to the program, students must choose one of our three intensive workshops: our Digital Photography Workshop, our 35mm Darkroom & Digital Photography Workshop, or our Advanced Photography Workshop. In addition to creating their own web portfolios, students in our three-week programs leave with a professionally bound portfolio of 8x10
What technologies (hardware and software) are you using in your online and blended courses? Distance education has been available to K-12 students for over 100 years, and through distance education technologies have changed over the years, some of the original technologies are still being used. The technologies that have been used in K-12 distance education are described in the below figure. Distance education technologies began with instructional films then moved on to print or correspondence, audio, television and finally accumulating to Web-based instruction. The current Web-based instruction includes print, audio, video, and simulations. The new technologies make online education accessible to more people and thus drive the enrollment to online schools. 1910 - Instructional films were not widely adopted due to the lack of portable and inexpensive projectors. The Rochester public schools were the first to adopt instructional films (Saettler, 1990).1910 - Unsupervised correspondence courses were offered by the Education Department to isolated elementary students in the province of British Columbia. The Department of Education would send explanation booklets and parents would supervise their children’s’ work (Dunae, 1992).1921 - Educational radio was used for supplemental instruction. The Ohio School of the Air debuted their first weekly broadcast on January 7, 1929 (Saettler, 1990).1923 - Supervised correspondence study were offered to Nebraska students. The students worked on the their correspondence courses in the classroom (Mitchell, 1923).1933 - Educational television began supplemental evening programs that was conducted by the University of Iowa’s Experimental Visual Broadcasting Station W9XK (Kurtz, 1959) .1956 - Telecourse study was used by high school students that wished early college credit (Clark, 2013).1961 - Airborne instruction from 23,000 feet was used prior to the use of cable and satellites. A signal was provided by airplanes to Midwestern’s states schools (Clark, 2013, Associated Press, 1961).1965 - Computer-based learning experiments with K-12 students began at Stanford and then a year later at Illinois (Clark, 2012).1967 - Audio conferencing began to include community participation in the Wisconsin Public Radio began creating a connection between the students and instructor (Clark 2013).1973 - Educational satellite instruction replaced the airborne instruction and provided high-quality video-based instruction (Clark, 2013).1984 - Computer-mediated communication help phase the online school crusade by having computer learning environments that were interactive and engaging (Clark, 2013).1985 - Satellite network instruction provided professional development for teachers as well as 19 high school academic courses (Pease & Tinsley, 1986)1989 - Microwave/ITFS network instruction created two-way video to remote sites in Maine and Oregon (Hezel Associates, 1998)1994 - Web-based instruction was first offered by the state-run Electronic High School in Utah (Clark, 2013, Watson & Kalmon, 2005). What technologies (hardware and software) are you using in your online and blended courses? References Associated Press. (1961). Radio stations to take over if TV classes halt. The Kokomo Tribune. Retrieved from http://www.newspapers.com/image/2743886 Clark, T. (2012). History of K-12 online learning. Virtual school MOOC. Retrieved March 20, 2014, from http://virtualschoolmooc.wikispaces.com/ Clark, T. (2013). The evolution of K-12 distance education and virtual schools. In M. G. Moore (Ed.), Handbook of distance education (3 ed., pp. 555-573). New Your, NY: Routledge. Dunae, P. A. (1992). Correspondence education. Retrieved March 20, 2013, 2011, from http://www.viu.ca/homeroom/content/topics/programs/corresp.htm Hezel Associates. (1998). Educational telecommunications and distance learning: The state-by-state analysis, 1998-99. Syracuse, NY: Hezel Associates. Retrieved from: http://files.eric.ed.gov/fulltext/ED438781.pdf Kurtz, E. B. (1959). Pioneering in educational television 1932-39 (A documentary presentation). Iowa City, IA: State University of Iowa. Mitchell, S. C. (1923). For the 90 per cent. The School Review, 31(6), 439-444. Retrieved from http://www.jstor.org/stable/1079372 Pease, P. S., & Tinsley, P. J. (1986). Reaching rural schools using an interactive satellite based educational network: Evaluating TI-IN network’s first year. Paper presented at the National Rural and Small Schools Consortium, Bellingham, WA. (ERIC Document Reproduction Service No. ED281681). Retrieved from: http://files.eric.ed.gov/fulltext/ED281681.pdf Saettler, P. (2004). The evolution of American educational technology. Charlotte, NC: Information Age. Watson, J. F., & Kalmon, S. (2005). Keeping pace with K–12 online learning: A review of state-level policy and practice. Retrieved from http://www.learningpt.org/pdfs/tech/Keeping_Pace2.pdf
In its 7th edition MINA, the Mobile Innovation Network Australasia, will present a public screening of smartphone, mobile and pocket films at ACMI (Australian Centre for Moving-Image) in Melbourne, Australia and at Ngā Tonga Sound and Vision (New Zealand Archive of Film, Television and Sound) in Wellington, New Zealand. MINA is the longest running film festival dedicated to celebrating mobile and smartphone filmmaking internationally. MINA creates connections between filmmakers, communities and the creative industries. The #MINA2017 International Mobile Innovation Screening will showcase short films (7 min maximum duration) produced on and with smartphones, mobile and pocket cameras. In the last six years MINA featured new developments in narrative and non-narrative explorations, in documentary, experimental and abstract filmmaking. Last year MINA successfully introduced drone, Virtual Reality (VR) and Augmented Reality (AR) productions as part of the screening program. These mobile and smartphone videos can include project showcases and documentation (maximum duration 4min). In 2017 MINA will present– an open call for mobile, smartphone and pocket films– a retrospective screening – Past-Present-Future– New Voices – a category for young filmmakers– Smart Geographies for AR, VR, mixed reality, drones and pocket cameras. Submissions via FilmFreeway: https://filmfreeway.com/festival/MINA Deadline: 30th July [Earlybird deadline 30th May] Screening: 25th October MINA Screening Partners:BeastgripFilm ConvertLuma Touch Supported by:Swinburne University of Technology (AUS)Ryerson University (CA) 7th International Mobile Innovation Screening Smartphones provide opportunities to see the world in a new perspective and change the viewpoints of representation. With the rise of MoJo (mobile journalism) and transmedia storytelling filmmakers, artists, activists and designers establish new forms of connectivity and sociability. Collaborative and co-creative filmmaking practices empower communities around the world to express themselves. With the constant innovation of camera technology and image/video processing applications, mobile and smartphones aesthetics are shaping new experiences and enable storytellers to cover new ground.
Cinematic VR & 360˚ video production by Max Schleser (Adobe Education Leader, Victoria) Software - Adobe Premiere Pro Connect Room: https://my.adobeconnect.com/tkitchen Description When working with Cinematic VR & 360˚ video production we are exploring new filmmaking forms and production formats. We are working with new 360˚ cameras, new filmmaking techniques and new distribution environments. This presentation will share some thoughts on pre-production, production and post-production with Adobe Premiere Pro. I will showcase some of the approaches learned in the Experimental Screen Production class at Swinburne University. About the presenter Max Schleser is a filmmaker, who explores emerging media and smartphones for creative transformation and media production. His portfolio (www.schleser.nz) includes various moving-image, experimental film and collaborative documentary projects, which are screened at film festivals, galleries, museums, such as Videoscope, Pocket Film Festival, HeART beat Festival, Museu da Imagem e do Som do Estado, South London Gallery, East End Film Festival, Future Film and The Smalls, FLEFF Film Festival, Ngā Taonga Sound & Vision - New Zealand Film Archive and Te Papa Tongarewa - Museum of New Zealand. His experimental cinematic VR work Neocoretx screened at SF3 in Sydney (2017) and the Melbourne VR Fringe (2017). Max Schleser is a Senior Lecturer in Film and TV at Swinburne University of Technology, Australia. He teaches 360º video production and cinematic VR in Film and TV as well as the new Screen Production course. He also developed workshop models for community engagement through 360º videos in research projects for Pacific communities in New Zealand as part of a research project funded by the Health Research Council of New Zealand.
A documentary about the current state of copyright and culture.
Adobe Spark is an easy to use tool that helps you turn your ideas into compelling social graphics, web stories, and animated videos. Use these resources to get started with Adobe Spark today.
Kirby Ferguson's multi-part documentary provides provocative food for thought when considering the rights and wrongs of copyright.
Learn DV terms, the Premiere Elements interface, tools, transitions, titling, basic editing, exporting to the web, and creating a DVD while producing a short documentary. Participants will be provided with web-based tutorial they can use in their classroom or for staff development. Tutorials: http://www.mountsihighschool.com/directory/_dockeryj/conferences/documentary/
In this project, you are challenged to create a documentary like those you see in theaters and on such television channels as National Geographic Channel, The History Channel®, and Discovery Channel™. You will use advanced techniques in Adobe Premiere Pro and Adobe After Effects to add special effects to your documentary.
My own bootleg trailer for the 2007 documentary. The first in a series of resources intended to arouse students' interest in typography.
Documentary about the struggles of Dale Akiki, a man who was wrongfully accused and tried for crimes that were never committed all because of his appearance and the prejudices of others.
In this project, students work in teams to create a mini-documentary: identifying the theme, audience, and goals for a particular topic. Within each team, students manage tasks from a particular filmmaking role perspective. In the process of making a mini-documentary, students learn to create advanced motion and color effects, use audio-editing techniques, and compose a musical score by using Adobe Soundbooth CS3. This is the seventh project in the Adobe Digital Video CS3: Foundations of Video Design and Production curriculum.
Creating documentaries requires many higher-order thinking skills: students need to research and collect information, analyze and interpret that information, and edit the information into a coherent story. The documentary process yields a final product that showcases the knowledge students have acquired, regardless of subject area. Students can use documentaries to understand an issue, its complexity, and the perspectives through which different people view a subject. In an excellent documentary, students show the viewers different perspectives through carefully chosen video clips so the viewers arrive at their own conclusions. In this lesson, originally created by teacher Dan Greenwood, students choose an issue that impacts them personally, the school, or their community; interview individuals on both sides of the issue; integrate clips about the issue with interview shots to document the issue; create the documentary with Adobe Premiere Elements 10; and write a reflection detailing the learning process.
Creating documentaries requires many higher-order thinking skills: students need to research and collect information, analyze and interpret that information, and edit the information into a coherent story. The documentary process yields a final product that showcases the knowledge students have acquired, regardless of subject area. Students can use documentaries to understand an issue, its complexity, and the perspectives through which different people view a subject. In an excellent documentary, students show the viewers different perspectives through carefully chosen video clips so the viewers arrive at their own conclusions. In this lesson, originally created by teacher Dan Greenwood, students choose an issue that impacts them personally, the school, or their community; interview individuals on both sides of the issue; integrate clips about the issue with interview shots to document the issue; create the documentary; and write a reflection detailing the learning process.