Common Core Lessons using the IPAD IMOVIE Application

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CREATE, COLLABORATE &COMMUNICATE
by Dr. Marilyn Brouette
A Special Thank you to Harry Mathias, SJSU Film Professor
Common Core Lessons
Using the IPAD IMOVIE Application

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PURPOSE
Synthesize Apple’s IMovie Web Support
Share a Story Board
Shape Script as Story Telling
Simplify Shot Blocking Techniques
Demonstrate Common Core Lessons

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Create a Story Board
 Identify Concept
 Identify Characters
 Script story
 Create one action picture per frame
 Include Stage Direction
 Include Shot Blocking

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SHOOTING VS EDITING
Shooting produces
raw footage for visual
storytelling
Use your story board
as a blue print for
shooting
Editing
organizes the
story in time
Editing is the
key to visual
storytelling

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I MOVIE BASICS
 Create a Project
 Choose a Theme
 Add Photos and Videos
 Record Video
 Select and Edit Clips
 Make Transitions
 Re-order and split clips

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To START A NEW PROJECT IN IMOVIE
Create a Movie
 To create a new film, tap on
the '+' button. Choose the
option to create a new Project.
 Rename your project by
tapping on its title; Use the
options at the bottom to play
your film back or export it to
facebook, you tube or email.

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ACCESS THE LIBRARY
CHOOSE A THEME
 All the clips stored on your iPad
are available on the top-left part of
the interface . Media is divided
based on type: videos, photos and
audio - which includes music from
your library as well as sound
effects and theme specific
background tracks.
 With themes you can add titles
and transitions to your project. You
can choose the one you want by
tapping on the Gear menu, top-
right, and swiping the thumbnails
until you find the one you like.

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ADD PHOTOS OR VIDEOS
 To add existing video, tap the Media
Library button, then tap the video button
 Tap the clip you want to add, then tap
the blue arrow to add the clip to your
project
 To add an existing photo, tap the Media
Library button, then tap the photo button
at the bottom of the screen. Tap to add
a photo.

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RECORD VIDEO INTO IMOVIE

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SELECT AND ADD A CLIP
 Go back to your library's Video
section. Preview any clip in the top-
right section of the interface by
dragging your finger over it. To select
a clip, tap on it. Drag the yellow
handles on either side inwards to
only select part of your clip; use the
main preview section to trim your
selection precisely.
 Then tap on the clip and it'll jump
down into the timeline. Add a few
more to build up your edit. Notice in
the library that any clip or clip-part
that's used in the project now has an
orange line under it.

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HOW TO EDIT CLIPS
 The red line represents the
playhead and the image shown top-
right of the screen is the frame that
the playhead's over. This playhead
is stationary. You move your project
by dragging it to the left or the right.
 You can further fine-tune your edit
straight from the timeline: tap any
clip to bring up yellow handles. Use
them to add or remove parts of that
clip from your project (the currently
used part is still linked to the main
clip you took from the Library). To
zoom in or out, move two fingers
away or closer together.

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ADD TRANSITIONS
 A transition is added between each
clip. Change those transitions by
double-tapping on them. Choose
between no transition (i.e, a straight
cut) to a cross dissolve, to one based
on your chosen theme; the transition
icon changes to reflect your current
choice.
 To alter the duration: Select Theme,
move the playhead back a bit and
press the Play button to preview.
Return to the Gear menu, select a
theme and see what that transition
looks like.

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HOW TO RE-ORDER/SPLIT CLIPS
 To change the order of clips, tap
and hold on one. This removes it
from the timeline. With a finger still
touching the screen, you can move
that clip to another position. If you
release it while it's out of the
timeline, it's removed from the
project.
 To insert a new clip in the middle of
an existing one: move the playhead
over the clip then select it. Now,
swipe down over the playhead to
cut your clip in two. Insert a new
clip in between those two parts.

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EFFECTIVE SHOT BLOCKING
Reflect the power of the story
with effective shot blocking
techniques
Close-ups are more powerful
than wide angle shots
Visual images convey emotion

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SHOT BLOCKING
 Close-Ups
 Extreme Close-ups (ECUs)
 Two Shots and Mixed Two Shots
 Head and Shoulders
 Over the Shoulder
 Depth Staging
 Profiles
 Cowboy
 Wide Shot or Master

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Close-ups/Extreme Close-ups
Cut off forehead, but never the chin!Effective Close-up

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TWO SHOT AND MIXED TWO SHOT

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HEAD AND SHOULDERS

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OVER THE SHOULDER

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PROFILES HAVE NO ENERGY

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COWBOY (THIGHS UP)

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WIDE SHOT OR MASTER

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BACK TO CLASS!
 Student made movies can be exciting
 Combine film techniques and content
 Common Core Standards are a guide

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COMMON CORE LESSONS
SUBJECT: U.S. HISTORY

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COMMON CORE STANDARD
CCSS.ELA-Literacy.RH.11-
12.1 Cite specific textual
evidence to support analysis of
primary and secondary sources,
connecting insights gained from
specific details to an
understanding of the text as a
whole.

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 Click on the links below to read the primary
source documents.
"The Interesting Narrative of the Life of Olaudah Equiano"
http://www.gutenberg.org/files/15399/15399-h/15399-h.htm
 "Extracts from John Newton's Journal":
http://www.liverpoolmuseums.org.uk/ism/slavery/middle_passa
ge/john_newton.aspx
 Scenario: You are a playwright creating a work on
characters during the time of the slave trade. Create a
dialogue describing a possible meeting between
Olaudah Equiano and John Newton in London in 1789.
What would each person have to say about his different
experiences on a slave ship, recalling that by this time
Newton had become an abolitionist? After writing your
dialogue, find a friend and perform it documenting your
efforts in a two minute movie.

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COMMON CORE STANDARD
CCSS.ELA-Literacy.SL.11-12.1c Propel
conversations by posing and responding
to questions that probe reasoning and
evidence; ensure a hearing for a full
range of positions on a topic or issue;
clarify, verify, or challenge ideas and
conclusions; and promote divergent and
creative perspectives.

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 WATERGATE ORAL HISTORY: http://watergate.info/
 Interview someone who was an adult at the time of the
Watergate scandal (1972-1974). Get a sense of how
this person's view of government changed as a result
of the scandal. Create a three minute documentary
using the following questions to guide your interview:
 Questions may include:
 How old were you at the time of the Watergate
scandal?
 Where did you live?
 What were you doing? (examples: college student,
housewife, business owner, etc.)
 Had you voted for Nixon?
 Did your opinion of Nixon change when the scandal
broke?
 Describe your feelings toward the government and
politics before and after the Watergate scandal.

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COMMON CORE STANDARD
CCSS.ELA-Literacy.RH.11-
12.2 Determine the central ideas or
information of a primary or
secondary source; provide an
accurate summary that makes clear
the relationships among the key
details and ideas.

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 Research one of these historical leaders in the
banking industry. Create a three minute
documentary featuring the contributions of this
person and the impact their efforts have made on
banking today.
 1) Andrew Jackson
 http://millercenter.org/president/jackson/essays/biography/1
 1a) President Andrew Jackson
 http://www.whitehouse.gov/about/presidents/andrewjackson/
 2) Thomas Jefferson
 http://millercenter.org/president/jefferson/essays/biography/1
 2a) President Thomas Jefferson
 http://www.whitehouse.gov/about/presidents/thomasjefferson/
 3) James Madison
 http://www.whitehouse.gov/about/presidents/jamesmadison/
 4) Alexander Hamilton
 http://www.let.rug.nl/usa/biographies/alexander-hamilton/
 5) William McKinley
 http://millercenter.org/president/mckinley/essays/biography/1


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COMMON CORE STANDARD
CCSS.ELA-Literacy.SL.11-12.3 Evaluate
a speaker’s point of view, reasoning, and
use of evidence and rhetoric, assessing
the stance, premises, links among ideas,
word choice, points of emphasis, and
tone used.

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 FDR Speech - Using Persuasion
It is Dec. 6, 1941, and you are FDR. You have
invited a small group of U.S. Congressman
to a private meeting at the White House.
Your goal is to convince them to support
declaring war against Germany. Write the
speech you would give these Congressmen.
Use facts and details about the current
situation as well as arguments about the
lessons of previous American history.
Remember that to sway the isolationists,
you must address their concerns and
convince them that your position outweighs
theirs. Create a two minute movie
documenting the delivery of your speech.

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COMMON CORE STANDARD
CCSS.ELA-Literacy.SL.11-12.2 Integrate
multiple sources of information
presented in diverse formats and media
(e.g., visually, quantitatively, orally) in
order to make informed decisions and
solve problems, evaluating the credibility
and accuracy of each source and noting
any discrepancies among the data.

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 Conduct research on the International
Monetary Fund (IMF). Find out which
countries belong to the IMF, who runs
the IMF, and how the IMF works to
keep currency stabilized. Create a
promotional movie that explains the
workings of the IMF OR Create a
"documentary type" movie that
explains the workings of the IMF.

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THE GREEN NINJA
 Create a movie to raise climate change
awareness. Choose three household
energy hogs to profile and persuade the
average home owner to make energy
friendly choices.
https://vimeo.com/70125099

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REVIEW
Synthesized IMOVIE Web Support
Demonstrated Storyboarding
Viewed Shot Blocking Techniques
Shared Common Core Lessons using IMOVIE