2)+Tuesday,+July+19,+2011

**Course Schedule by Day**
__Tuesday, July 19, 2011__

__Morning Food for Thought__
Ever Feel Like This - " [|Building Airplanes in the Air] "? [|David Pogue's Copyright Article] - []

__"The Little Digital Video Book"__
Highlight the following pages: • p. 14 - 16 - Four Steps to Creating a Video • p. 39 - 41 - SMPTE Timecode • p.130 - Two Important Numbers to Remember -> 1 GB = 4.5 Minutes of Standard Definition Video -> 1 GB = 7.0 Minutes of High Definition Video • p.133 - 139 - Ways to connect the camera to the computer = ** __Multimedia Assets: Movies, Audio and Images__ ** =

**__Working with still images__**
- PIXEL = PICture ELement - Google Search - looking at picture size for video applications - Use advanced search in Google - "Rule of Thirds"

__ACTIVITY__ **- Download 15-20 images and save them in your "Images" folder** == **- __Download and install [|SEASHORE] - Free Graphics Editor for Mac__** ==

__**ACTIVITY**__ - Two Graphics to Edit: [|Big_Boat] and [|schools_out.gif] == - __WEB 2.0 TOOL FOR EDITING IMAGES__ - Use [|PICNIK] - www.picnik.com ==

__Connecting still images to create animations -__
== Creative Activity #1 - create a 20 sec. animation with narration using [|SAM ANIMATION] ==

**__PM - INTRODUCTION TO iMOVIE__** -
Refer to Tutorial on the Apple Website - File for Editing - Murray 6th Grade Intro (Load from Flash Drive through ARD)

Topics to be covered - •__**SMPTE TIMECODE - VERY IMPORTANT**__ - 00:00:00:00 = Hours, Minutes, Seconds and Frames •Importing Video •Making Edits •Trimming Clips •Titles •Transitions •Sound Effects

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**__Uses for Video in Music Education__** The field of music education is an area that is extremely well suited for the use of video applications. In the past few years, video usage has exploded among music educators. It is the natural continuance of audio recording, which has been a part of music education for decades. Author Tay Vaughn states it best in saying “… There is, indeed, a move away from the transmission, or passive-learner model of learning to the experiential learning, or active-learner model.” 1 Music education has many goals for learners, but no area of music education is more challenging than that of instructing and training a performer. Performers must attain enough basic skills and overcome technical challenges so that instruction can move from simple mechanics to the more subtle aspects of performance, such as dynamics, phrasing and nuance. In the music field, there have seen some very well documented and creative uses of video to help students with this process. This includes both recorded video AND live streaming video. Some examples are as follows:

1) Practice videos demonstrating a performance technique or practice (such as beginners video on how to clean and dry a wind instrument after use.) These can be continually used video resources as new students start on an instrument.

2) Video is used to create performance portfolios that chart and document student progress and achievement, while increasing teacher accountability.

3) Schools districts in rural New York State have been allowed to have students audition for a countywide music festival, using Skype, saving the sending districts transportation and fuel costs. Judges listen to and evaluate student performances, like they would at an in-person audition, and the teacher is seated next to the student.

4) Video can also allow for performance collaborations between schools both near and far. I did a collaboration with a music teacher in western PA (I’m in the eastern part of the state) My 7th graders composed easy 8 measure music compositions. Compositions were emails to my colleague across the state, and her 6th graders learned and performed their pieces for my 7th graders via Skype. To receive credit, my 7th graders had to correctly identify the piece that they had written, building critical listening skills.

5) Video recording creates a visual archive of student performance for self-evaluation and reflection. This is a very valuable tool for the intermediate to advanced performing arts students. These can be of informal practice sessions, or more formal concert settings.

6) Either recorded or live video instruction for instruments for which there is no teacher. Say a school doesn’t have a double reed instructor (oboe or English horn), but the school across the street does. The double reed students can still get expert instruction from a person trained on that instrument.

7) Webinars are an important resource of video content on everything from performance techniques and best practices, to “how-to’s” about notation or digital audio programs, such as ProTools.

Video has become an invaluable tool in education. The examples outlined above are some of the ways that it video is being deployed in the field of music education. Music also represents an area where the audio quality is at least as important as the video quality, if not more so.

[1] //Multimedia: Making it Work, 7th ed.,//Tay Vaughan. Page 6

• [|iMovie Rubric] - []

Create your own Rubric - [|Rubistar]

== **Creative Activity #2 - create a one-minute video collage using six clips from YouTube** ==

(Time Permitting - VideoMaker - Video Creation Series 1 - 9) Note to Class: Omnidazzle is now on the home page.