Minds Alive, Southland Girls' High School, Year 7&8. Teacher: Sharee Ineson.

To create a narrative that showed the importance of reading.
To include key themes within a narrative
To use camera angles to show emotion
To incorporate students dressed as book character from the school book day into the narrative.
Use effects to show a dream sequence as opposed to reality .
To Include symbolism within the story.
The inspiration for this project came from Book Day. The class brainstormed possible plot sequences and how images from Book Day could be included with the narrative. From their the class formed a production team which firstly involved collecting footage from book day before then refining the script , story boarding and filming.
Once the storyboard was complete and the editing team had completed their work the voice over team took over.
Two students were used to narrate the story. This decision was made as many of the characters used were only in costume for book day .The group made use of I movie trailers to get the turning pages and intro designer to get some special effects.

Room 2, Makarewa School, Year 1-3. teacher: Dianne Cowan.

The topic for this Lego movie came from Kaycee’s free choice writing. This is a time in the classroom writing programme when children can write on topic of their own interest.
Quote from Kaycee – “ We were having our school Pet Show soon and taking about our pets and what they did and how they looked. So that made me want to write a story in my free choice writing time about how Emma and her lamb were best friends.”
• I wrote the story in my free choice writing time and I published it on the computer.
• We were making Lego movies in the classroom for topic so I thought it would be cool to make a movie of my story so the other kids could see it.
• I got my Lego organized and I took my shots they way I was shown.
• I added my effects after that like the music and the background and other stuff.
• I played it to the teacher and she made some suggestions on how I could make it better for my audience.
• I went away and edited my movie.
• Final check in with teacher.
• Presentation to the class and teacher.

Room 2, Makarewa School, Year 1-3. Teacher: Dianne Cowan.

The topic for both of these Lego movies came from our Integrated Topic for Term 3, which was Reduce, Reuse, Recycle. In this topic time the children have been focusing on a variety of science, social science and technology concepts centered on this theme. During the unit the children had noticed that there are a lot of people in their community/school who litter and don’t care. Mid way thorough the unit the children were given the challenge of using the Lego movie medium as a means of getting the
“Caring For Our Environment “ message across to other children their age in a format that would captivate and hopefully motivate some positive action.
• The children were divided into groups of four.
• They were given the brief that their movie had to relate to our theme Caring For The Environment.
• They wrote their script as a group.
• Conferenced with myself and we discussed what they would need to produce their script i.e. Lego pieces, scenery, location etc.
• Children and myself had a lesson in making a Lego movie on an i – pad by one of the School’s I.C.T. facilitators..
• Children made their movie.
• Viewed initial movie and class and teacher made suggestions on improvements that could be made.
• Children made their own edits frame by frame e.g. fingers in the way, chair legs visible etc. These edits took place over a number of sessions. As they re shot each edit frame by frame.
• Final check in with teacher.
• Presentation.

Room 2, Makarewa School, Year 1-3. Teacher: Dianne Cowan.

The topic for both of these Lego movies came from our Integrated Topic for Term 3, which was Reduce, Reuse, Recycle. In this topic time the children have been focusing on a variety of science, social science and technology concepts centered on this theme. During the unit the children had noticed that there are a lot of people in their community/school who litter and don’t care. Mid way thorough the unit the children were given the challenge of using the Lego movie medium as a means of getting the
“Caring For Our Environment “ message across to other children their age in a format that would captivate and hopefully motivate some positive action.
• The children were divided into groups of four.
• They were given the brief that their movie had to relate to our theme Caring For The Environment.
• They wrote their script as a group.
• Conferenced with myself and we discussed what they would need to produce their script i.e. Lego pieces, scenery, location etc.
• Children and myself had a lesson in making a Lego movie on an i – pad by one of the School’s I.C.T. facilitators..
• Children made their movie.
• Viewed initial movie and class and teacher made suggestions on improvements that could be made.
• Children made their own edits frame by frame e.g. fingers in the way, chair legs visible etc. These edits took place over a number of sessions. As they re shot each edit frame by frame.
• Final check in with teacher.
• Presentation.

Lumsden Film Crew, Lumsden School, Year 4-6.

To learn the elements of film making and put these into practice.
To explore the concepts of trick photography and how film can be manipulated to create an impression of something being real when it isn't.
To explore the idea of having a film within a stage production and consider all the requirements of continuity to enable this to happen seamlessly.The school production script was written with space for several short video clips to create the idea of the action going from stage to outside the building. With this script in mind, the students created the action that was to happen. They had to consider how to have the police chase happen through the streets of Lumsden without it causing a danger to anyone. Due to the weather, they had to be aware of continuity issues of having filming on different days. The police car and the chevvy weren't around on the same day so they had to work out how to film so that it wasn't obvious. The students did the majority of the editing and enjoyed experimenting with the software to get the look that they wanted. This is only one of the short clips created but lends itself to being a short story on its own.

Room 14, Windsor North School, Year 1-3. Teacher, Gill Watson.

My year 2 class has been learning to write narratives. This production is linked to their writing and takes it to another level. The purpose of producing the slideshow was to entertain others by using all the components of a story that they have been learning i.e. setting, characters, problem and resolution. The students created a story and acted it out. In the process they experienced acting, stage managing and costuming. It was captured on film to enable the students to experience movie production and to take their story to a wider audience.

First we brainstormed ideas to decide what the movie would be about. Then we thought of different scenes for the movie. Next we organised who was bringing what props. Then we decided who was going to be playing each part and who was speaking in the movie . Next we rehearsed the movie and did many retakes to get the final shot perfected and the movie the way we wanted it. After that we edited each scene and produced the show. Finally we added photos, the credits and other special features. Some year 5 students guided us through this process.

The Three of Us, Otautau School, Year 7&8. Teacher: Dianne Davidson.

To turn an original piece of writing into a visual presentation.
Technology - to learn how to plan, film & edit a movie - use programs like Garageband
Inquiry - to complete an inquiry of our own choice in a six week time slot;
Competencies - to problem solve - organise - think - repeat/[practise to get a high quality product - lead (I was the Producer - I knew what the movie would look like from the pictures in my head) - teamwork & collaboration - discussions & negotiations - trial & error camera angles 

Madison had written the story of her Grandad for her writing sample. We had the great idea to make Madison’s story into a movie, so she could keep it forever. We planned the movie by planning out each individual scene on a storyboard. We selected locations for filming, went on a reconnaissance trip & picked actors. We spent one day filming off school sites, then filmed school scenes. We imported the filming onto the laptop & edited the movie. Our narrator practised and practised. We recorded Amber onto Garageband, chose our rendition of a sad song (free download Aldy32) and then worked on syncing the music, words and movie.
By Kayden Jackson

Room 10, St Theresa's Invercargill, Year 1-3. Teacher: Karen Hartmann.

This story was linked to our Inquiry Unit “ You Are What You Eat”
We were also looking at recounts in our writing.
We wanted to recount an adventure our teddy bears had been on investigating food from different cultures.
We were aiming for:
Describe events in order
Include who? , Where? And why?
Write in past tense
Use words that link time

We also each were involved in taking a photo where our teddy was the main focus.
We also wanted to include information from our trip to the supermarket as part of our inquiry.
We worked with a storyboarding team to write the recount.
We then took all our still images and sequenced with the story. The whole class was involved here.
We learnt how to do some green screening.
We then started voice overs which was tricky, we had to aim to keep our timing right. We used three students to do this part.
We decided to get everyone to help with group shot voice overs.
We used the chatterpix app to include in our introduction and conclusion.
We also looked at some music and sound effects to match our storyline.

Room 3, Invercargill Middle School, Year 1-3