Moviie Maker

1. Is it worth it?

2. Introduced class to
Movie maker.
Teacher demo of a
movie and simple
steps of how to make
one.
Some students began
making their own
movies – early
finisher’s activity

3. •To put still photos into a sequence to create
a ‘movie’
•To put video clips into a sequence to
create a movie
•A combination of the above
•Voice overs can be added
•Music can be added
•Titles, subtitles and credits

4. •Motivational tool – for girls AND boys
•Consolidated (extended) learning
•Produced a permanent record of learning for students to
refer back to and to share with others
•Gave opportunities for gifted students to be creative
•Gave all students an opportunity to contribute to a final
product.
•It helped facilitate the integration of many aspects of the
curriculum – it gave purpose to the students’ learning.

5. •Not all students were given opportunity to
use movie maker
•At times management didn’t work,
especially for those needing more
scaffolding
•Towards the end it was time consuming
for me outside of class hours

6. •Shoot all photos and movies on landscape
•For high quality reproduction, set camera on highest
resolution for photos and videos (be aware that the
longer the movie is the more likely the programme
will crash if photos and videos are all high quality).
Photos = L (2592 x 1944) Video = 640 x 480
•To adjust setting on camera turn on into shooting
mode and press function button. Scroll down to
and select highest option.
An example of poor quality footage:
6

7. •To help avoid losing data when compiling final
video, we made several versions, Volcanoes
Alive 1, Volcanoes Alive 2, etc as we added
more material to our movie. Our movie was
11:28 minutes, and my laptop crashed several
times towards the end.
•Be prepared to spend a lot of time on recording,
and re-recording etc. It took us 6 weeks from
start to finish.

9. •Produced a large
range of questions
•Felt unmanageable
•I decided to ask
students how we might
share our learning with
others and who these
others might be. (At the
end of week 4 of
inquiry)

10. •Many students were able to keep their original
questions for further inquiry.
•Some had to change and join others or fill in the gaps.
We looked at what important aspects should be covered in our movie
on volcanoes in order to inform others how volcanoes are formed.

11. 1
2

12. • After our models were painted we created a landscape on the
bench at the side of the classroom. This became our filming
studio, for action footage of the volcanoes and for interviews with
in class experts.
• I trained about 4 students to use the camera to take photos and
video clips.
• Some of the initial action footage was taken in the middle of the
mat so that the whole class could watch, but as the novelty of it
wore off smaller groups were able to work more independently –
sometimes with the aid of a parent helper.
3

13. •I set up folders in a central location for work to
be saved into. For example:
In this folder we had other folders called:
I generally downloaded the
footage at the end of each day.
This allowed me to monitor the
quality. At times we had to do
some retakes.

14. •Audio recordings were made to go with sections of the
movie.
•Students were given the task of condensing the main
points in their reports into 2 – 3 sentences (some required
scaffolding)
•Students recorded in their groups (2 – 3) by taking
sections of their condensed report.
•I used a music recording programme called CUBASE.
This meant that I generally had to do the recording.
AUDACITY is an easier programme to use which the
students could learn to use independently.
•I used the same programme to record all our
soundscapes.
4

15. •First I asked each group to sketch and
write their part of the movie onto a story
board template
Number to
show order of
story board
Audio recording
script (or brief
description)
Title
Sketch

16. •Then I worked with two students to order the
story boards into a logical sequence.
•Fiona Grant then worked with about 7 students
to put the movie together.
•After this initial session on the movie – where
most of the photos and video clips were put in
place, about 5 of the 7 students were
independent enough to keep working on the
movie.
•We realised that a higher quality of footage was
needed for one part – the eruption stage. So out
came the ‘film set’ again.

17. •I edited music recordings and voice recordings
•The students imported the voice and music
recordings into movie maker, and adjusted the
visuals of movie maker to fit the audio
recordings.
•Titles, subtitles and credits were added to our
movie
•Another class’s movie about safety protocol in
volcanic emergencies was imported and added
to our movie.

18. •Small number of students in each group (2 – 3) Except for
making clay models of Tongariro volcanoes
•Students working at different stages on their reports –
those that finished first were able to complete audio
recordings first and were generally the ones involved in
making the movie
•Creating posters to go with reports meant that students
were purposefully engaged while I could work with small
groups
•Some students created interviews and wrote out their
report information into a dialogue for interview.
(not always smooth running!)
5

19. •Parent helpers for action footage, or normal
literacy programme
•One teacher aide full time for 2 hour literacy
block.
•Fiona Grant taking 7 students to work on
creating movie
•Providing a cloze ‘report’ activity for 2 students
unable to complete their own report.
•Some students out of class on other computers
finding relevant information to go with posters –
i.e. mostly images or typing up headings.

20. •Finally our movie was ready – I had to spend time
adjusting it all…….
•We shared our learning with the other teams at school.
•Our whole team had a celebration where parents were
invited to join us. We put on small skits, dances, sang a
rap, displayed our posters, models, slide shows and
MOVIE!
•At our class’ stall we provided a student designed order
form for our movie – Volcanoes Alive.
•We received about 40 orders.

21. 1.Download photos and video clips to specified folder(s)
2.Open Movie Maker

22. 1.Import photos
2.Search for your selected
folder of photos
3.Drag and Drop photos
onto slide transition
panels
4.To change sequence,
delete photos in slide
transition panel and re-
drag and drop.
5.Or drag and drop new
photo in-between two
existing photos in slide
transition.

23. 8.Do the same procedure
for video clips.

24. 1.To PREVIEW MOVIE
PROJECT, click on play
button.

25. 1.To EDIT MOVIE
PROJECT:
2.Go to EDIT MOVIE
section: add slide effects
by drag and drop method
into small stars on slides.
5.To add slide transitions:
use drag and drop
method into small
rectangles between
slides.

26. 13. Add titles and credits

27. 1.To import music and to
record audio select:
SHOW TIMELINE

28. 15. Import audio
and music –
drag and
drop.
16. Or record
live while
movie plays
by selecting
microphone
Scroll
down
to see
audio
track.

29. 17. To change
length of time
each photo
slide plays for
click on frame
and extend or
contract.
This line can be
used to resize
part of page
Zoom buttons

30. 18. To save
project as a
movie:
Go to finish movie
and save to
place of
preference.
Click this
button to show
options.
Movie will then be ready
to play on Windows
Media Player or burnt to
CDs as copies etc.