Making a Music Video with Freegal Footage and Images

Students will hone their editing chops by producing a "music video" using song lyrics and "freegal" video & photo resources. This will help develop a simple planning process for editing (which can be transferred to shooting video, too.)

1. Students will select a song to make into a video, and will script out the lyrics (with time codes) in a table to create a "shot list."
2. Students will complete the table with a description of what images they want for each lyrical segment, making a "shopping list" for video footage and photos, etc.
3. Students will begin "shopping" for "freegal" visual collateral, saving all assets in a folder dedicated to the project.
4. Along the way, students should keep records of the assets which require attribution, (e.g. CC BY licenses.)
5. Students will revise their shot list based on the images they actually chose to use, making the list into a Video Editing Guide - which will guide their editing in the lab.
6. Students should refresh their knowledge of copyright laws and Fair Use guidelines to discuss how such materials may or may not be used.

Below is an example of a couple minutes of a music video of Mary Chapin Carpenter's "I am a Town"  using CC 0 (Public Domain) image resources from the Library of Congress and Wikimedia Commons, and video footage licensed through VideoBlocks, and a few CC BY images from VisualHunt (which will be acknowledge in the credits of the finished video.)

The Shot List / Editing List looks like this:

MIXING: Music,Titles, Ken Burns Effect, & Video Editing

Students will use Premiere Pro (and provided video, audio and photos) to recreate the 25-second introduction to a fictitious documentary called "Baseball: America's Pasttime."

In doing so, students will demonstrate their learning of the program interface, importing collateral, using photos, layers, timeline, transitions, effects, editing clips before and after insertion to the timeline, titling, the Ken Burns effect, and exporting to various video formats (in this case, a format suitable for YouTube.)

They will upload their videos to YouTube and embed them in their blogs (or upload them directly to their blogs) with additional prose commentary on the process.

(In follow-up projects, students will create a sample of camera shots, and a brief tutorial on tips to make video better.)

Students will build on the instruction in the classroom, but can find additional support at sites like these:

Adobe has some helpful links to instructions and video tutorials to help you get started HERE.

A couple of tutorials you might have particular interest in are these:

1. Managing & Viewing Assets
2. Dynamic Slide Shows (aka the "Ken Burns Effect")

MORE HELP Available at the Course Website!

The Actual "Clickbait" Headlines

1.  Giant pythons keep attacking people in Indonesia — and humans might be to
blame (The Washington Post, http://wapo.st/2zQiAAW)
2.  Oyster vending machines installed at French seaside resort (NBC News,
http://nbcnews.to/2zPCV9F)
3.  Working too hard literally killed this Japanese woman (Newsweek, http://bit.ly/2A0uvgj)
4.  Ryan Gosling’s tribute to his dead dog George will melt your heart (Entertainment Weekly,
http://bit.ly/2xlUktJ)
5.  Facebook will invest $1 billion in Virginia to build data center and ‘multiple’ solar
facilities (CNBC, http://cnb.cx/2yNiMAw)
6.  Adorable fluffy cat joins New Zealand cop on his shift (Huffington Post,
http://bit.ly/2xzC3W3)

Welcome to 2020: The Age of (Fake/Mis/Dis) Information! (Pt. 1: Clickbait)

Students will play a game of Clickbait Creator, and try their hand at a convincing social media graphic they will feature on their blogs.

They will then explore this interactive article https://insertlearning.com/v1/lesson/5e18969c6dde50413513f18b
and discuss in class. They will compose a brief educational message to those who click on clickbait without thinking - so that the clickers may be better informed about what just happened to them!

They will build a blog entry or a web page with their "educational message about clickbait," and use it as the target URL for their own previously created clickbait graphics. They will publish their clickbait graphics to their various social media platforms (using HootSutie, etc.) - and, in the next class, will share any responses or feedback from their "clickers."

Add your name as "keyword" for fun.

Here are the actual headlines that inspired your game examples:
https://limestonedigital.blogspot.com/2020/01/the-actual-clickbait-headlines.html
How would fake news try to target you?
Take this survey! https://disinformation-nation.org/