Arthur’s Teacher Trouble iMovie
Anticipatory Set – Focusing the students on the project we provided the class with a full description of what the project would include. We then selected a book that the entire class would find exciting.
Our Objective – At the end of this project our students will be able to explain and demonstrate the process of creating a multi-media book project using the iMac computer and iMovie software. Students will be able to demonstrate and explain how technology is becoming an integral part of every day life.
Instructional Input – Our description of the actual project starts with a prediscussion of the book. We then read the book to the students and discussed the characters and the highlights of the book that should be incorporated into the class play. The students then went ahead and wrote an appropriate script, and then planned and constructed the characters and the set. From there the class colored their characters, chose the characters they would be, practiced script lines, and experimented with different voices and voice levels. Students also identified which props would be needed and appropriate to use. We then met with the videographer. Here the students worked on entrances and exits of characters, voice levels, and movement of the characters. After the play was completed, it was played back to the students and critiquing the project began. Editing the video, transitions, titles, and sound effects were now added. The list of materials used includes a large cardboard box, large pieces of scenery paper, crayons, markers, pipe cleaners, popsicle sticks, tape, glue, a curtain, a digital video camera, the iMac G-3 with iMovie capability, and a large screen television.
Modeling – Students were able to view and enjoy their finished product, as well as explaining the process of making the iMovie. Students are able to compare their work with that of another class of similar aged students.
Grouping – The grouping of students was done heterogeneously at the K-4 level. In a regular classroom students would be grouped according to interest and ability. (Artists might choose to work on characters, scenery, and props, where as the better readers might choose to work on the reading of dialogue and memorizing lines.) Other areas incorporated are a technology crew, scriptwriters, and puppeteers.
Time - The time required for this project is about 2-4 weeks depending on the age of the students. This would be best managed during a daily 11/2-hour Language Arts period, as well as a weekly computer lab time.
Guided Practice – Actual practice of the play with volunteers would become useful for guided practice. This is especially helpful in the lower elementary grades. Volunteers could help students run through lines, reading and memorizing lines, working on the scenery, working on entrances and exits of the puppets, etc. Someone also could help with the video process – editing, transitions, sound, etc.
Independent Practice – Independent practice occurs when a student is able to produce his/her own iMac movie.
Links – Links used in helping with the project include www.pbs.org/wgbh/arthur.
Maine’s Learning Results – K-2 English Language Arts A-1, A-5, A-6, A-7, B-1, B-2,
B-4, C-3, D-1, E-1, E-2, E-3, G-1
Visual and Performing Arts A-13, A-14, A-15
3-4 English Language Arts A-1, A-2, A-4, B-3, B-5, B-6,
B-8, B-9, B-10, C-1, C-2, C-3, C-4, D-3, E-6, G-1,
G-3, G-6, G-7
Science and Technology L-5
Visual and Performing Arts A-1, A-2, A-4, A-7
Special thanks go to the Colby Partnership for Science Education, the Howard Hughes Medical Institute and Bell Atlantic.