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Storyology: Digital Storytelling by Immigrants and Refugees AFSC-NC October 2010

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This manual contains handouts used in the October

2010 class Storyology: Digital Storytelling for

Immigrants and Refugees.

Schedule in Brief ......................................... 3

What is Story ............................................... 4

US Immigration History Timeline ................ 5

Photography Tips ........................................ 9

Organizing Your Files ................................. 11

Story Boarding........................................... 12

Fair Use ..................................................... 14

Searching for Free Images & Sound clips

online ........................................................ 24

Using Windows Movie Maker .................. 26

Practice Reading & Recording Your Story . 32

Using Audacity Audio Editing Software .... 33

Class organizers

Kali Ferguson

Lori Fernald Khamala

American Friends Service Committee,

NC Immigrant Rights Program

529-D College Rd., Greensboro, NC 27410

336-854-0633

www.afsc.org/Greensboro

Whose stories are represented in films today? And who

is telling those stories? Storytelling is possibly the world’s

oldest art form, and today’s primary modern storytelling

medium is film and video, yet the stories presented in

most TV shows and movies are rarely the accounts of

everyday people who happen to be immigrants, and the

powerful stories they have to share.

The American Friends Service Committee (AFSC)’s NC

Immigrant Rights Program has as one of its main goals to

lift up the voices of immigrants to the broader public.

Through Storyology: Digital Storytelling by Immigrants

and Refugees, we will empower immigrants and refugees

by imparting new digital literacy skills, lift up immigrant

stories to share with and educate the public, and also

build a community of many cultures within the class.

The class will bring together 6-8 local immigrants for

two weekends of participatory workshops on story-

telling, audio and video editing, and community

building. The students will become documentarians

by working with trained volunteers who will assist

them in recording their lives. These sessions will guide

the participants in using 21st Century technology to

share their experiences as world citizens, immigrants,

and Charlotteans. Using interactive storytelling

techniques, a computer lab, photographs, oral

histories, digital cameras and music, the new

documentarians will gain skills that last a lifetime.

Schedule:

Friday, October 1 6:30-9pm

Saturday, October 2 8:30-5pm

Sunday, October 3 1pm-4pm




Sunday, October 24 Class 1-4; Celebration 4-6

Contents Introduction

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Welcome, Agenda Review, Guidelines

Show example digital stories

Story sharing as a group with cultural objects

Immigration timeline and stories

Goals for the end of today: Introduce the concept, build community

Homework: Think about what story you want to tell to a larger public, Look for more photos


Interview each other in pairs and develop immigration journey map; introduce each other to full group

Story techniques, examples, discussion

Developing your story: group Story Circle; individual reflection and writing; work in pairs

Photography instruction and practice

Goals for the end of today: Decide on your story, complete first draft of story, learn photography techniques, learn about storyboarding

Homework: Take some photos, pick out one photo to share; locate other needed photos

Sunday, October 3 1pm-4pm

Begin Storyboarding

Organizing files

Internet searching for images and music

Goals for the end of today: Finish 1st draft of storyboard, identify what other photos you need, set up a time to check-in with partner, practice taking pictures, search for photos on internet

Homework: Practice reading your story, work on storyboard, meet with volunteer and partner, think about what music you want to use

Friday, October 15 6:30 – 9pm

Record audio narrative

Work on Storyboard

Search internet for images and music

Get feedback on photography

Windows Movie Maker intro

Goals for the end of today: Record stories, videotape opinions, get feedback on photography

Homework: Complete Storyboard, check-in with volunteer partner, get all the photos needed, finalize music selection, type up story (partner)

Friday, October 22 6:30 – 9pm

Share one image with group

Audacity audio editing training

Import your photos and start editing

Goals for the end of today: Learn Audacity, import your audio

Saturday, October 23 8:30 – 5pm

Edit, edit, edit (individually, in pairs, with some group check-ins)

Possibly videotape participant interviews

Goals for the end of today: Complete 1st draft of movie, film evaluations of class

Sunday, October 23 1:00-4:00pm class, 4pm-6pm Community Celebration

Continue editing

Finish movie including subtitles

Final group check-in and sharing

Celebrate with families and volunteers!

Goals for the end of today: Complete and share movie, complete review process

Storyology Schedule in Brief – Tentative

All classes will take place at the Latin American Coalition, 4938 Central Avenue, Suite 101 Charlotte, NC 28205.

Questions? Contact Lori Fernald Khamala, 336-413-8905, [email protected] or Kali Ferguson, 919-451-1445, [email protected].

mailto:[email protected]

mailto:[email protected]

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What is a Story?

Everyone has an important story to share. In a modern world, many people think the only stories that matter are the ones we see on TV in the movies. But our lives and the meaning we make of them should be shared for our own sake, and for others. We believe that the experiences of immigrants are a key part of this nation’s bigger story. After all, we are a “nation of immi-grants.” Your stories are especially important to lift up today, because of the pervasive hostility towards immigrants. It is our hope that the stories told in this class will be shared with the wider American public to share your challenges, hopes, dreams, and journeys. By telling your stories with the help of technology, you will touch your viewers’ hearts and remind us that de-spite our diverse backgrounds, we are all human.

All of the below information is taken directly from the Center for Digital Storytelling and their “Cookbook:” http://www.storycenter.org/cookbook.html. We are infinitely grateful for the CDS’ vision and wealth of experience.

A Digital Story is a short, first-person video-narrative created by combining recorded voice, still and moving images, and music or other sounds. A Digital Storyteller is anyone who has a desire to document life experience, ideas, or feelings through the use of story and digital media.

A Story

A story can be as short as explaining why you bought your first car or house, or as long as War and Peace. Your own desires in life, the kinds of struggles you have faced, and most importantly, the number and depth of realizations you have taken from your experience all shape your natural abilities as an effective storyteller. Translating those realizations into stories…is mainly about time. You need time to put the raw material before you, time to learn procedures and approaches for crafting the story, and time to listen to the feedback and improve upon your effort.

When we hear stories, we listen for answers that we can relate to our own lives…All stories… can really be boiled down to one of two types: 1) “A stranger came to town…” or 2) “We went on a vacation.” In other words, change came to you or you went towards change.

Finding and clarifying the insight and emotions of the story can be the most challenging and rewarding part of the storytell-ing process.…Consider: What was the moment when things changed? Were you aware of it at the time? If not, what was the moment you became aware that things had changed?…Audiences like to hear about change because they’re looking for an-swers about change in their own lives.

Kinds of Stories

There are all kinds of stories in our lives that we can develop into multimedia pieces. In our class, we will be examining our stories through a lens of immigration, but that could be reflected in any of the below examples.

The Story About Someone Important

Character Stories: How we love, are inspired by, want to recognize, and find meaning in our relationships are all as-pects of our lives that are deeply important to us.

Memorial Stories: Honoring and remembering people who have passed is an essential part of the grieving.

The Story About an Event in My Life

Adventure Stories: One of the reasons we travel is to break away from the normalcy of our lives and create new vivid memories. All of us who travel know that the experience is usually an invitation to challenge ourselves, to change our per-spective about our lives, and to reassess meaning.

Accomplishment Stories: Accomplishment stories are about achieving a goal, like graduating from school, landing a major contract, or being on the winning team in a sporting event.

The Story About a Place in My Life: You may have a story about your current home, an ancestral home, a town, a park, a mountain or forest you love, a restaurant, store, or gathering place. Your insights into place give us insight about your sense of values and connection to community.

The Story About What I Do: For many people with professional careers, a life story is shaped by their job. A good story often comes from looking at the familiar in a new way and with a new meaning. The details of the tasks, the culture of the characters that inhabit our workplace, or our spiritual or philosophical relationship to our work or vocation can lead us into many stories.

Other Personal Stories: Recovery Stories, Love Stories, Discovery Stories

http://www.storycenter.org/cookbook.html

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How to Make a Good Picture Great

General Tips:

-When taking a picture of a person, hold the camera at

the person’s eye level. Looking your subject in the eye

can be as effective in a picture as in real life. For chil-

dren this might mean stooping down to their level.

- Use a plain background. When taking a picture of

someone busy backgrounds can be a distraction.

-Move in close. If your subject is smaller than a car

(like most people) take a step closer to the subject.

Your goal is to fill the entire picture area with the sub-

ject, but don’t get too close or your image might be

blurry.

-Placing your subject in the center of the picture is not

always the best. Imagine a tick-tack-toe grid in your

viewfinder and place the subject on at one of the in-

tersection lines (See image to right).

Flash Tips:

-Know your flash’s maximum range. If you take a pic-

ture beyond the flash’s range your picture will be too

dark. Most cameras flash range is less than fifteen feet

from the image, or about five feet away. So if you are

taking a picture with your flash make sure to stay with-

in this range.

-Sometimes you need to use flash outdoors. Bright sun

can cause shadows on the faces of your subjects. Feel

free to use your flash when taking pictures of people

on sunny days to avoid those facial shadows.

-Prevent red eye by asking your subjects to look slight-

ly away from the subject and turning on all the lights

in the room.

-Don’t use your flash when it would create reflections

from mirrors or shiny surfaces (such as at the aquari-

um or through a window).

-If flash photography is not allowed where you are tak-

ing a picture stay as still as possible. Steady yourself

against a wall and anchor your elbows at your side.

http://www.clickphotodesignsblog.com/wpcontent/

uploads/2009/10/RuleOfThirds.jpg

Improving the lighting in your pictures:

- The middle of a bright sunny day is often not best

for taking pictures. The light can be too harsh, cre-

ating shadows and squinting subjects.

- Artificial lighting indoors is usually not best for

people pictures. Try to use window lighting or flash

when taking pictures of people indoors.

- Be careful that your subjects face is not completely

in the shadows if the light source is behind them.

Find out if your camera has a fill flash and learn how

to use it. This flash setting lightens subject’s faces.

- Certain times of day provide lighting that affects

the mood and quality of a photo; for a more roman-

tic lighting in your pictures wait until late afternoon.

When taking pictures of water wait for a calm day

when you can see the light reflecting off the waves

http://school.discoveryeducation.com/clipart/

images/digtlcmr.gif

Information Source: www.kodak.com

http://www.kodak.com

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Camera Shots, Angles and Movement

Camera Techniques:The manipulative power of camera angles

http://www.jasonohler.com/storytelling/storytech.cfm

The word "medium" (singular of the word

"media") means "in the middle of." Life in the

Digital Age means adjusting to the media filters

that sit in the middle of and in between us and

our experience of the real world. Our senses are

the first filter we need to account for; our eyes

and ears are fairly limited input devices that can

only perceive certain things. A camera further

restricts our abilities to experience life as it is

and adds a twist: by deliberately shooting

things at particular angles, a photographer or

videographer can influence how viewers think

and feel about the things, events and people

being captured or recorded.

photography as well as video recording -

basically, anything with a lens:

Shot from above. Shooting from above

looking down on a subject tends to

diminish the stature of the subject. It can

have the effect of belittling the subject

and/or making viewers sympathize with

or think less of it.

Shot from beneath. Shooting something

from beneath looking up at, say, the chin

of a human subject, tends to make the

subject seem larger than life. It can have

the effect of making something seem

superior, overly important or menacing.

Shot straight on. You'd think this is the only

honest camera angle, and in some ways it

is more honest than others. But we all

know the effect of holding a still shot of a

subject face-on and not moving. We tend

not to look at people this way because it

makes us and them feel uncomfortable.

When the camera shoots a subject dead

on without wavering for more than a few

seconds it tends to make us, the viewer,

squirm. We are left with our discomfort,

which is easily projected on to the

subject.

Moving the camera. Short, jerky coverage

of a subject often makes the subject

seem strange, untrustworthy or confused

because it implies that the subject is

trying to dodge coverage.

The bias of the moving subject. Standard

fare in media literacy courses are stories

about news coverage that favors scuffles

over quiet discussion, regardless of how

unrepresentative the video bite is. If there

is a peaceful demonstration that has 15

seconds of scuffle, the video lens and the

television medium favor the movement of

the scuffle. That is, we, the viewer, are

much more apt to stay interested if there

is such movement.

Bottom line: how we hold, position and

move a camera can in large part determine

how we think and feel about what we see.

Camera angles are the adjectives and adverbs

of video grammar.

Camera angles

The next section explains how the angles in

these handouts can be used to persuade and

convey meaning.

Camera angle persuasion

Here is a short list of camera angles and

descriptions of the biases implicit in their use.

They apply to the technology and techniques of


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Organizing Your Files

It is very important to keep all your files related to your movie all together in one folder. Otherwise, Windows Movie

Maker will get confused. When Windows Movie Maker imports photos in, it is not importing the whole photo, it is just

relating to that picture from its original location. So, if you have your photos in a different place than your Movie files,

Movie Maker may not be able to find them and you will have no images!!

First, insert your flash drive into the computer; copy and paste “My movie files” & all files onto the computer desktop.

[To create a file on the computer desktop, Right Click your mouse,

Click on “New”, then click on “Folder”. ]

Re-Name your folder “Lori’s movie files 10.3.10” (except use your name,

not Lori), by right clicking on the folder and choosing “Rename,” then type

in the name when the text is highlighted blue.

Open your folder by double clicking on the folder. You should have two folders for “Sample Pictures” and “Sample Mu-

sic.”

Saving new pictures and music: Whenever you find new images

you want to save, right click on the image, choose “Save As Pic-

ture” , and then save it in your Sample Pictures folder, and for mu-

sic that you find, save it in your Sample Music folder. Be careful to

watch where your files are being saved, because the default win-

dow may take you to a different location.

Save your movie and all files related to your movie in your “My Movie Files” folder, and this way you will always be

able to locate them. When you leave the class after the weekend, copy your entire “My Movie Files” folder back onto

your flash drive, and change the name of the folder to reflect the date. That way you will be able to identify the most

recent versions of your files in case there is ever any problem.

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This example storyboard from the “Mom Not Mom” digital story is from the Center for Digital Storytelling’s Digital

Storytelling Cookbook. www.storycenter.org

Storyboarding

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Copyright Issues - Living in the Gray Zone

Bottom line: the issue of copyright and acceptable use is indeed a gray area. In fact, on only point do all copyright specialists seem to agree: each case of fair use is unique and needs to be considered on its own merits.

The information that follows will hopefully shed some light on how this gray area has been navigated. It should also give readers a sense of how fair use is being redefined. Remember: This site does not offer legal advice of an any kind and should not be construed as doing so. If you are ever concerned about the legality of something, ask your district's legal counsel for advice.

What teachers want to know

When it comes to issues of copyright, teachers want answers to questions like:

Can my students use graphics they find on the web in their digital stories?

Can my students use music in their digital stories that they have downloaded from the Internet or commercial CDs?

Should my students cite works? Ask permission? Both?

What values regarding the world of creative content should I impart to my students?

What the law says ...I'm not a lawyer and don't play one on TV...seek legal advice when in doubt

I have read the Teach Act and a good deal of commentary about it and have developed my limited understanding of what it says about using digital materials in school projects, like digital stories. Below are points that specifically relate to using material in projects:

Music, video, animation: Students can use 10% or 30 seconds of songs, movies and other works, whichever is shorter.

Words: Students can use 10% or up to 1000 words from a text, whichever is shorter.

Illustrations, photos, graphics: This is more vague. Students can use no more than 5 images from one artist; they can use 10% or 15 works from a collection, whichever is smaller.

But as you shall see, the court cases summarized on this site suggest that these function more like guidelines than laws.

Common Sense Copyright

When legal understanding fails us, there are always common sense, the golden rule and respect for others' property to fall back on - just like our parents taught us. They provide a great place to start our conversations with students about using other peoples' material in their digital stories. Whether they help to produce a defensible legal position or not, they can help students develop their own perspective about what is useful, reasonable and fair in a true constructivist sense. They also provide a good (though incomplete) introduction to what many feel the law actually does say.

A new kind of theft. For many students the stumbling block in understanding the nature of "fair use" is the altered nature of theft in the Digital Age. If I take your car, I have your car and you don't. But if I use a copy of your song, you still have your original copy. I don't deprive you of your song, but rather I deprive a third party, musicians and their publishing companies, of something that results from it: respect, recognition and possibly royalties, and thus a means to make a living. Depriving someone of royalties is very real yet conceptually less tangible, particularly to the young mind. However, asking students a question like the following helps them focus on the realities of fair use and copyright in very real ways: "If you were trying to make a living as a musician, how would you react if someone downloaded rather than bought your music?"

I am not suggesting that this issue is black and white - it is indeed gray. There is a plenty of discussion about what the public should be able to do with copyrighted music, particularly within a non-profit, fair use setting. But the question helps students gain a perspective they will need in order to think about this issue broadly and deeply.

Three rules of respect

The bottom line is respect- respect for other people's work and how they want their work to be used and credited. There are three levels of increasing respect that help frame this discussion for students:

Citation. Students must cite all material they use in a digital story, showing the same respect for graphics, words, music and other media that we expect them to show when quoting a journal article. This is the minimal level of respect and must always be observed.

FAIR USE: Storytelling and new media narrative

Taken From Jason Ohler: http://www.jasonohler.com/storytelling/storyCopyright.cfm

http://www.jasonohler.com/storytelling/storyCopyright.cfm

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Permission. When possible, also ask permission. Many websites provide an email contact. How about the saying "asking forgiveness is easier than asking permission?" In practical terms, what happens if you ask permission to use an original graphic from someone's website, are denied, but using the graphic still falls within "fair use" guidelines? That's a gray area alright. I can tell you this: no one has ever refused to let a student of mine use a picture or other piece of media for educational purposes. Often they are grateful they were asked. What happens if you try to contact someone, don't hear from them, and use of the graphic falls within fair use? In my very un-legal opinion, you have passed the test of respect and have a fairly strong case for using it. By the way, be sure to find out if the author of media you are using wants to be cited. Most do, but some don't.

Compensation. Typically anyone who requires compensation for the use of their materials will be very clear about it. Feel free to ask if they make exceptions for educational use. But if they insist on being compensated, then pay them or don't use their materials. To me, it's that simple. However, I appreciate that to others it may not simple. This is one of those issues that is handled on a case-by-case basis in the legal system. However, within a school setting, I strongly encourage you not to push the limits on this. If someone wants to be paid for their material, and you can't or don't want to pay them, then don't use their material.

Four Factor Fair Use Test

Another approach to determining fair use is what is commonly called "the four factor fair use test," which offers guidelines in terms of the four questions below. If you want to know more about the four factor test, I suggest consulting the University of Texas's site devoted to this topic, which offers far more detail than I provide here:

What is the character of the use? Non-profit, educational use is better (that is, less apt to raise legal red flags) than commercial use.

What is the nature of the work to be used? Factual, published material is better than imaginative, creative work.

How much of the work will you use? As obvious as this might sound, a small amount is better than more than a large amount.

If this kind of use were widespread, what effect would it have on the market for the original? The less your use of the material competes with or takes away from sales, the better.

Navigating the gray zone of copyright and fair use

Here are some ways options:

Be perpetually paranoid. The easiest way to avoid the gray area is to be paranoid. Whenever in doubt (which is almost always) just don't use something. While it is the safest approach, I don't recommend it. The laws are there to serve both groups of people: artists, as well as the teachers, students and rest of us who would like access to material. I say, "When in doubt seek permission."

Use what you find on the Web, observing the 3 Rules of Respect. Follow "the three rules of respect" explained above, citing sources, asking permission when possible, and compensating when necessary.

Create your own material. An exciting option these days is creating all of your own material. The tools are so good now that it is possible to do a credible job in a very short period of time. Software like GarageBand makes creating your own music not only doable, but easy, fun and quick. Even a rudimentary grasp of a program like PhotoShop makes preparing visual information very doable.

Use your friends' material. There is always material created by your friends, and your friends' friends, who are usually amenable to letting you use their material. I use my friends' material, and in turn let them use mine. Better yet, have them list their material through Creative Commons, covered next.

Use the Creative Commons (creativecommons.org). Creative Commons is an alternative form of copyright licensing that gives creative content developers and consumers options not available under the traditional copyright system. Rather than "all rights reserved," developers can select from a range of permission options. Are you looking for music or artwork for classroom projects that you can use with a clear conscience? Do you have music or artwork that you would like to make available to teachers, the public or to commercial enterprises? Go toCreative Commons.

Subscribe to media services. There are a number of graphics subscription services that offer unlimited access to a database of materials. I subscribe to ClipArt for about $150/year and gain access to over a million graphics and photos. It is a great deal.

Use material only provided on free-use sites. Many places on the web advertise the use of their material for free, or with less restricted access. I have provided a list of websites featuring inexpensive resources above. Read the disclaimers, cite your sources, but use them. That is what they are there for.

http://www.utsystem.edu/OGC/intellectualProperty/copypol2.htm#test

http://www.utsystem.edu/OGC/intellectualProperty/copypol2.htm#test

http://www.jasonohler.com/storytelling/storyCopyright.cfm#three_rules_of_respect

http://www.jasonohler.com/storytelling/storyCopyright.cfm#three_rules_of_respect

http://www.creativecommons.org/

http://www.creativecommons.org/

http://www.clipart.com/

http://www.jasonohler.com/storytelling/storytech.cfm#free_resources

http://www.jasonohler.com/storytelling/storytech.cfm#free_resources

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Searching for free images and sound clips online

It is important to only include music and images that you are legally allowed to use. (See handout on “Fair Use”), and it is important to give credit to every source that you obtain images from. Here is a list of websites that offer free images and music/ sound clips that you may be able to use for your project.

From Trish Perkins, FaithAction International House:

A major source of photos is Flickr online photo sharing site. You can search specifically for photos that you are allowed to use (“Creative Commons”).

FLICKR PHOTOS

1. Create a Flickr account; remember screen name and password. (NOTE: A Yahoo account can be used for Flickr)

2. Go to “Your Photo Stream.”

3. Click the arrow next to “Explore.”

4. On the drop down menu, select “Creative Commons.”

5. View the types of licenses that allow access to pictures without paying a fee.

6. Note each picture belongs to someone.

To find the name, click on the picture, check the photo owner’s “profile” to search for photographer’s name. If no name, use the

“Username.”

Get pictures from Flickr

1. Sign in to Flickr.

2. Go to the Creative Commons area (see above)

3. Click (see more) under the preferred license category.

4. To search for pictures, type in a keyword to find pictures about that topic.

5. Click on pictures to add to Favs

6. Right click on picture to see “Save Image As:” Name the picture; browse to find My Sample Images folder (in your video files

folder).

7. Click folder and save.

**RECORD ALL OF YOUR PHOTO AND MUSIC CREDITS**

1. On the computer, click “Start,” then “All Programs,” then “Accessories,” then “Notepad.”

2. Type Photo Credit (Owner’s name, contact information --flickr.com will do, or website-- and photo name.) for the selected

picture.

3. Select Save As, and type a name for the picture. Under the name, browse computer files to find My Sample Images folder.

Select folder and save credits to this folder.

4. Minimize this folder.

TIP: Open Credits to type information for each picture imported to My Sample Images file.

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AUDIO: MUSIC AND SOUNDS

Search the following sites for downloadable music:

www.freeplaymusic.com

http://podsafeaudio.com/jamroom/index.php?t=browse_genre&g=audio

Search the following sites for sound effects:

http://www.partnersinrhyme.com/pir/PIRsfx.shtml

http://www.pacdv.com/sounds/index.html

http://www.findsounds.com/

ADDITIONAL RESOUCES FOR FREE SOUND AND IMAGES From: http://www.jasonohler.com/storytelling/storytech.cfm

Free Sound, Music and Graphic Resources ...try Googling "burp sound"...it's amazing what's out there

Free Play Music (Music): http://freeplaymusic.com/

Bravenet (Audio): http://www.resources.bravenet.com/audio_clips

GarageBand (New Music): http://www.ilike.com/garageband

Free Images (Images): http://www.freeimages.co.uk/

Free Graphics (Images) : http://freegraphics.com/

More free sources. Here are others. Remember- these come and go. Some are free one day, and not the next, some require acknowledgement, others don't:

Pictures, graphics

Animation Station: http://animationstation.com/

Background City: http://backgroundcity.com/

Free Foto: http://freefoto.com/

Fresher Image: http://fresherimage.com/

Pics4Learning: http://pics4learning.com/

Stockxpert: http://www.sxc.hu/

Music, Sounds

Free Music: http://freemusic.com/

Stone Washed: http://www.stonewashed.net/sfx.html

Wave Central: http://www.wavcentral.com/

http://www.freeplaymusic.com

http://podsafeaudio.com/jamroom/index.php?t=browse_genre&g=audio

http://www.partnersinrhyme.com/pir/PIRsfx.shtml

http://www.pacdv.com/sounds/index.html

http://www.findsounds.com/


http://freeplaymusic.com/

http://freeplaymusic.com/

http://www.resources.bravenet.com/audio_clips

http://www.resources.bravenet.com/audio_clips

http://www.garageband.com/

http://www.ilike.com/garageband

http://www.freeimages.co.uk/

http://www.freeimages.co.uk/

http://freegraphics.com/

http://freegraphics.com/

http://animationstation.com/

http://animationstation.com/

http://backgroundcity.com/

http://backgroundcity.com/

http://freefoto.com/

http://freefoto.com/

http://fresherimage.com/

http://fresherimage.com/

http://pics4learning.com/

http://pics4learning.com/

http://www.sxc.hu/

http://www.sxc.hu/

http://freemusic.com/

http://freemusic.com/

http://www.stonewashed.net/sfx.html

http://www.stonewashed.net/sfx.html

http://www.wavcentral.com/

http://www.wavcentral.com/

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27


Windows Movie Maker Self Tutorial

Files: First, insert flash drive; copy and paste “My Folder” & all files onto the computer desktop. It is very important to keep all

your files related to your movie all together in one folder. Otherwise, Windows Movie Maker will get confused.

Open Windows Movie Maker & Save Your Movie

Click on Start, All Programs, Windows Movie Maker.

Save As, My Movie Practice (in MY folder on desktop).

Import Pictures

1. Under Movie Tasks (on the left side of your screen), under “Capture Video”, click on “Import Pictures”.

2. Find and open your folder (it should be on the desktop).

3. Open up the “Sample Pictures “ folder.

4. Click on the picture you want to add to your movie and click “Import”. To choose more than one image at a time: hold

down the Ctrl key and click on each file you want. Or hold down Ctrl + A to select all, then hit Enter to import all. Howev-

er, sometimes it is easier for the computer to just import one at a time.

5. Click on the picture and drag it into the Timeline/ Storyboard panel.

6. SAVE often!

Practice Different Views & Working in the Timeline

1. Click on Storyboard and Timeline View to see both formats. Practice importing pictures in both formats.

2. Resize Panels: In timeline view, practice making the Timeline Panel larger by positioning your mouse at the top of the pan-

el until you see arrows, and then clicking and dragging it to make it larger or smaller. You can also make your Preview Pan-

el larger or smaller using the same technique.

3. Zoom: In Timeline view, practice using the Zoom to see the timing (in seconds) in more or less detail.

4. Play your movie: In the Preview Panel, click on the Triangle (Play) to view your movie as it develops. (First you should click

on the first picture in your movie to start from the beginning.)

5. Re-order images: Click on an image in your movie and practice moving it before or after another image: Click, Drag, Drop.

(Click and while holding it down, move it to the place you want it to go, then release).

6. Change the timing of your images: Click and hold the edge of one of the pictures and practice stretching it out and making

it smaller to change the length of time that the image is shown.

7. SAVE often!!

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Import Audio

1. Under Movie Tasks on the left side, under “Capture Video”, click on “Import Audio or Music”.

2. Find and open your folder (it should be on the desktop).

3. Open up the “Sample Music” folder.

4. Click on the music track you want to import and click Import. To choose more than one file at a time: hold down the Ctrl

key and click on each file you want. Or hold down Ctrl + A to select all, then hit Enter to import all. However, sometimes it

is easier for the computer to just import one at a time.

5. Once in the “Collections” pane, you can click on each piece of music to hear how it sounds.

6. Once you choose the music that you want for your sample movie, click on it and drag it down to the Timeline (you can

only import audio in the Timeline view, not the Storyboard view).

7. Look at the “Audio/Music” section of the Timeline Panel to see your music imported; this is where you can edit your mu-

sic. Position the music to start at the beginning (click and drag it far to the Left).

8. Practice making the audio selection shorter by clicking, holding and dragging the Right edge of the music.

9. You can split the music if you want by dragging the blue line (click from the top of the Timeline view, where it shows the

Seconds) to the place where you want to split it, and clicking on the “Video Splitter”. You can then move around your

different pieces of music, or delete a piece.

10. Practice splitting and moving music.

11. SAVE often!

Note: In Windows Movie Maker you can only import ONE audio file in addition to audio that is recorded with video that you import.

Adding Video Effects

1. Video effects can be added to images to make the image more interesting or emphasize different parts of the image. Ex-

amples include: zoom in, fade to black, change colors, flip upside down or make it look old.

2. For adding transitions and effects, it may be easiest to work in Storyboard view, so click on “Show Storyboard” if you are

not already in that View mode.

3. Under “Movie Tasks” (left side of your screen), under “Edit Movie”, click on “View Video Effects”.

4. Experiment with the different video effects available by clicking on the examples in the Collections Panel and clicking on

Play in the Preview Panel.

5. When you choose a video effect that you like, click on it in the “Collections Panel” and drag it down onto the image that

you want to add it to.

6. To remove an effect, right click on the image, and choose “Delete effect”.

7. Practice adding and removing and viewing different effects.

8. SAVE often!

29


Adding Video Transitions

1. Video transitions are added to enhance the transition from one image to the next, sometimes in different shapes or wip-

ing down or to the side. In general, using just one transition helps keep the video more consistent, but it is fun to try

many different kinds of transitions.

2. Work in Storyboard mode (Click on “Show Storyboard” if you are working in Timeline mode).

3. Under Movie Tasks (on the left side of the screen), under “Edit Movie”, click on “View Video Transitions”.

4. Experiment with different video transitions by clicking on the examples in the Collections Panel and clicking on Play in the

Preview Panel.

5. When you choose a Video Transition you like, click on it and drag it down to the small box in between two images in the

Storyboard view.

6. To delete a video transition, right click on it in the Storyboard view and choose Delete.

7. Practice adding and viewing different transitions.

8. SAVE often!

Adding Titles, Credits, and Subtitles

1. Under “Movie Tasks”(on the left side of the screen), under “Edit Movie”, click on “Make Titles or Credits”.

2. For your Movie Title (the first screen that will show of your movie with the title), click on “Add title at beginning of mov-

ie”. In the space provided, write your movie title, for example “Explorations of Nature” (enter) “A short film by Lori Kha-

mala”. Then, click on “Done. Add title to movie”

3. For Movie credits at the end , click on “Add credits at end of movie”. And do the same thing as described above. Here you

will give credit to AFSC, Latin American Coalition, and all the places where you got the photos, and these will run up the

screen at the very end of your movie.

4. You can add a text panel into your movie (a screen just with words or an explanation) by clicking on “Add title before the

selected clip” or “Add title after the selected clip”.

5. Subtitles: First, click on the image to which you want to add subtitles, then click on “Make Titles or Credits”. Then choose,

“Add title on the selected clip.” Write the subtitle or text that you want to appear on that image. Then click on “Done. Add

title to movie.” You will have to do this with every single screen.

6. Play that clip in the preview pane to make sure it is how you want it.

7. Practice adding titles, credits, and subtitles.

8. SAVE often!

Editing

Practice viewing your movie and editing for timing so that it flows like you want it to. You will have to constantly adjust the timing

of the images to match up with the music and the narration (we didn’t do that in this practice session). Make sure the transitions

are like you want them. Have fun!!

30


Additional Details about Windows Movie Maker

By Trish Perkins & Bonnie Parsons, From FaithAction International House & AFSC

Movie Making Class, Greensboro, NC 2010

Recording Narration in Windows Movie Maker

To record, the location must be a quiet area. Plug in an external microphone into the

computer’s microphone jack. If you’re using headphones, plug those into the headphone

jack.

In Movie Maker, click the “Tools” menu, and then click “Narrate Timeline.”

Click on the timeline, at the location to be narrated. Audio clips can narrate the video clips or

parts of clips, or photos, or the entire movie can be narrated at one time. Clips and photos

can all be rearranged independently.

Click “Start Narration” and begin speaking in a normal tone, as though talking with a friend

on the phone.

Speak normally into the microphone while the video plays.

Adjust the “Input Level” so that the bar remains in the center area of the meter.

TIP: Remember that narration is on the Audio/Music track. Audio created with the video is on

the track with the video. Music or sounds can be added before, after, or between

narrations. Adjust the volume of each narration clip and music so that the narration

and/or the music are louder or softer than the audio recorded on the video clip.

Narration may have to be done several times to get the correct timing. A written script can help

with timing.

Click “Stop Narration” to stop recording.

Shorten or lengthen the audio narration at the beginning or end of a narrative clip.

Movie Maker will save narration as a separate file. Go to the “Save Windows Media File”

dialog box, name the narration; click “Save.”

Movie Maker will add the narration to the video.

In the “Preview Monitor,” click “Play” to view video and listen to audio. Narration can be re-

recorded if necessary.

To adjust the volume in narration: Right-click the narration on timeline, and then click

“Volume.” In the “Audio Clip Volume” dialogue box, move the slider to the left to make

the narration quieter, or move it to the right to make it louder. Then click “OK.” Listen and

make additional adjustments as needed.

To re-record narration, right-click the current narration on the timeline; then click “Delete.”

NOTE: Also delete unwanted narration from collection panel.

31


Adjusting sound levels on Movie Maker

Movie Maker shows the audio level of a song on the Timeline and its length. If the song

extends beyond the end of the movie, drag the right edge of the song so that it ends at the

same time as your movie. Otherwise, the song will keep playing after your movie is done.

If the music is cut off at a particular point, is better to have the music end during a quiet spot

of the track, so that the music does not just stop abruptly.

Music and other sounds can be cued to fade by using the related control.

Click on audio to be adjusted.

At the top of the screen, click "Clip."

Click "Audio."

Click "Fade-In" or "Fade-Out" to start music or end music.

Saving the movie in Movie Maker

At the top of the screen, select “Tasks.”

Under section 3, “Finish Movie,” select “Save to My Computer.”

Name the movie. (Example: John Smith Movie or Jane Doe Movie)

Make sure the movie is saved in the correct location, under “My documents/My videos/My

Practice Project/”

Click “Next.”

Make sure a green dot appears next to “Best quality for playback on my computer.” Click

“Next.”

Wait for the process to finish saving. This may take several minutes.

Click “Finish;” the movie will automatically play in Window’s Player.

Save the movie to flash drive

At the top of the screen, select “Tasks.”

Under section 3, “Finish Movie,” select “Save to My Computer.”

Name the movie. (Example: John Smith Movie or Jane Doe Movie)

Choose “Browse” and locate the flash drive.

Click “Next.”

Make sure a green dot appears next to “Best quality for playback on my computer.” Click

“Next.”

Wait for the process to finish saving. This may take several minutes.

Click “Finish;” the movie will automatically play in Window’s Player.

Follow the procedure to “Safely Remove Hardware”

At the bottom of the computer screen, find the (<) next to the Time Clock. Click the

(<) and the section expands to show all icons available.

Without clicking, slide mouse across icons until a box appears that reads, “Safely

Remove Hardware.”

Click on this icon. A new box will appear that reads, “Safe to Remove.”

Remove the flash drive from the USB device.

32


Practicing Reading and Recording Your Story

Practicing Reading

The more you practice, the more comfortable you will feel when you record.

Read over your story silently at least once to remember what you have written.

Read your story aloud to another person or in the mirror at least twice.

Read in a conversational tone. This is not a speech. It is your personal story.

Circle any words that give you trouble and practice saying them aloud as much as possible.

Read your story aloud again. This time use your voice to show emotion and meaning. This will happen naturally if you just think about what you felt while each part of your story was happening.

Take your time to read each word separately, and pause when you need to.

Use a watch or timer to find out how long it takes to read your story.

If you can, record the story (on your cell phone or mp3 player) and play it back so you can hear yourself. Take notes on any changes you want to make based on what you hear.

Recording

Relax! If you have practiced, you will have no trouble recording your story.

Drink water all day before you record to make sure your vocal cords are lubricated.

Sit or stand in a comfortable position

Talk as if talking to a friend or loved one.

Remember that this is the first time your viewers will hear your story, so read it as if it were the first time you have ever told it.

Do not to yell into the microphone. It will pick up your normal speaking voice.

Don’t worry about messing up. We can always stop and start recording again.

Congratulate yourself on a job well done!

33


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529—D College Rd. Greensboro, NC 27410

(336) 854-0633, [email protected]

www.afsc.org/Greensboro

www.youtube.org/afscnc

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