Using Green Screen by Do Ink, iMovies, iPad & Macbook.

Write a script that sells an idea and break the script up into movie frames/angels.
export and import files from a number of devices onto a timeline for editing.
apply colour changes to footage
trim video edges where green screen was cut short.
apply screen in screen and green screening techniques.
create photographs and manimulate them with commercial logos.
problem solve when things went wrong, stay calm and reshoot video files that went missing or got lost.This year we have learnt more in class using personal and classroom devices, as well as collaborating online in google drive. We wanted to use the new apps learnt on our iPad and create a commercial to promote using devices in education.

We used Green Screen, by Do Ink, iPads, MacBooks and iMovies.

Our commercial promotes and encourages the use of devices for learning. We wanted people to see that a device is easier than carrying bags full of books around all day. Our commercial also tells our audience where they can purchase their devices from.

Room 9, Winton School, Year 7&8. Teacher: Julie Mynes.

Created using an iPad, MacBook, Green Screen by Do Ink and iMovies
- learn to use a new app called Green Screen and also apply green screen to iMovies.
- noise reduction to reduce background noise.
- place green fabric to reduce video distortion for the TV advert and 0800 number to maintain quality footgage
- trim videos so that all unecessary footage was cut to keep to the 45 minute deadline.As year 8s, this is our final year at Winton Primary. We had a visit from College students to inform us what life was like in Year 9. Homework was a question asked, and we were told that there was quite a lot of subjects to get work done for. With new devices and new green screening apps introduced in Term 2, we decided to merge the two together, create a fun commercial for a homework 'rent an einstein'.
We decided on a script, who was going to play what role, gathered props etc and began filming.
We are happy with our finished product.

Team Kahu, Edendale Primary School, Year 4-6. Teacher: Jenny Coyle.

The pupils were asked to create an iMovie commercial to promote an aspect of Kiwiana - this was our introductory activity for our Term Four inquiry about comparing NZ life with life in another country. First we started by looking at life in Aotearoa and finding out about Kiwiana icons was an integrated reading task, with the writing of the script being the writing task. Pupils worked in pairs to choose an icon, in this case the kiwifruit. We looked at some well-known NZ TV ads from the past as inspiration for how to put together a great TV ad. Pupils then wrote and prepped and filmed their movies, doing all editing and production decisions themselves.

Room 9, Winton School, Year 7&8.  Teacher: Julie Mynes.

During the process of the making of this commercial we had to learn how to use Do Ink, Green Screen and Smoovie. We learnt how to import videos other applications into iMovie. We learnt how to right a script as a team and agree and disagree.We made a simple set using our group room in our class and made a small stand. After filming we put into green screen and added a background. Then we put it into iMovie then added extras that were needed, such as credits, transitions, sound effects and titles. We then had to check we were to time limit to make sure we didn't go over.

Minds Alive, Southland Girls' High School, Year 7&8. 

Promote Kahoot as a web based learning tool using persuasive language
Use footage collected from real life context to capture engagement of students
Show a contrast to kahoot

As part of my teacher inquiry I have been looking at bringing structured oral conversations in using solo taxonomy as the basis for this to sit alongside a focus on using web based tool and apps within the Minds Alive classroom. In one session we were using Kahoot both as a quiz and a discussion starter to gain perspectives. From this experience Hannah and Hannah used kahoot as a way to gain student perspectives on their Minds Alive inquiry into Girls Education. The girls looked at structuring questions and evaluating the type of data they needed for their inquiry. From this learning sequence it became evident that Kahoot was a hit for student engagement and the girls took this opportunity to create a commercial .

Ella, Makarewa School, Year 4-6. Teacher: Nicola Young.

As part of a visual language on moving advertisements the students were asked to work in groups to make an advertisement for TV to sell a product of their choice.• Working to give that as a group
• Define each role
• Write a script
• Organised props
• Organise cameraperson
• Make an advertisement with in a timeframe.

Jessica, Makarewa School, Year 4-6. Teacher: Nicola Young.

As part of a visual language on moving advertisements the students were asked to work in groups to make an advertisement for TV to sell a product of their choice.• Working to give that as a group
• Define each role
• Write a script
• Organised props
• Organise cameraperson
• Make an advertisement with in a timeframe.

Room 1, Makarewa School, Year 4-6. Teacher, Nicola Young.

As part of a visual language on moving advertisements the students were asked to work in groups to make an advertisement for TV to sell a product of their choice.• Working to give that as a group
• Define each role
• Write a script
• Organised props
• Organise cameraperson
• Make an advertisement with in a timeframe.

8SS, Southland Girls' High School, Year 7&8. Teacher: Shona Skelt.

This commercial was made as part of homeroom follow up to the 8SS camp at Deep Cove .
Goals-
To experience different types of learning situations to set and evaluate personal goals.
To become aware of the practical applications of habits of mind.
To have an opportunity to study and learn to value in a unique and isolated environment.
To become aware of the impact caused by humans in a fragile environment.
Additional Challenge to show the unique and isolated environment through use of still and video images captured while on camp.

The girls brainstormed what was unique to the Deep Cove environment and tried to connect all the images to the theme of isolation. The sequence of images represents a range of environments within Deep Cove.Video footage was captured on camp in preparation for making this commercial on return to school.
There were a lot of clips to trim down to allow the storyboard to be within the time limits before adding the voice overs. The persuasive language was linked to what motivates people to travel to locations. The girls contacted Deep Cove trust for permission to include the number to allow for people to follow up.

Media Group, Longford Intermediate School, Year 7&8

-To learn how to work cooperatively in a group
-To learn and apply ICT skills when videoing and editing clips
-Use persuasive language to persuade the viewerThe aim of this project was to deliver a message about fire safety and what to do in the event of a fire. Our school has had a focus on science and using our portable labs so the students decided to combine the two together. The students came up with idea themselves, they videoed and edited on their own with supervision from the teacher, especially with creating the fire scene. We really tried to use a variety of camera angles and lighting.

They used an iPad to video and iMovie to edit. The group had a lot of fun putting it together and enjoyed the experience.