Search Results for: green screen

Going Green! Fletcher’s Green Screen Studio


Screen Shot 2016-03-04 at 2.38.45 PMOur school’s green screen studio is one of the many gems found in our building, but why do we have one? Chroma Key or “green screening” is a technique by which a block of a particular color (often blue or green) in a video image can be replaced either by another color or image, enabling, for example, a weather forecaster to appear against a background of a computer-generated weather map. Check out this
fun YouTube video for examples.

Our green screen studio has been used in many creative and innovative ways to bring our curriculum to life. Instead of traditional essays, students have used the green screen room to immerse themselves in a story’s setting and plot by replacing the green background with a scene from that story. Students use props, accents, and clothing to portray a character’s point of view to show their understanding of those important characters and how they affect the plot. The ability to superimpose oneself into the storyline of a book or within a different landscape learned about in science, engages and motivates students to learn.

Here are a few example of our past green screen projects created by Fletcher classes:

Exotic Spring Break Destinations (edited in DoInk’s Green Screen app) 

Trouble River (edited in iMovie for Mac)

Trigraphs (edited in Touchcast for iPad)

So, how do our students make the magical green screen effect happen?

IMG_4991Our green screen studio has adapted to our needs over time. We used to have a mobile screen with stands that we carted all around the school. It was cumbersome and no longer practical once the idea of green screening caught on and everyone wanted the kit transported to their room. Our original screen screen lights were extremely low budget. We purchased three tripods from Target and clip-on flood lights from Home Depot. We simply clipped the flood lights to the tripods and situated them in front of a large, felt green screen purchased from a photography store.

We found that the lights weren’t holding onto the tripods well and they were really warming up the rooms we were working in.  Therefore, we spent some money to upgrade the lights to the Impact Soft and Natural Light Kit from B&H. Honestly, these lights would function much better in a larger space, but since we are working in a small office, we can’t situate the lights in the best way possible. However, they are more sturdy and don’t get so hot.

IMG_9819Yes, so we moved out the fabric screen and in it’s place painted a wall green in a small, empty office in our tech center. We used Behr “sparking apple” paint to mimic the green screen that we had used in the past. 

Since the beginning we have filmed with our iOgrapher for iPad and Rode microphone kit. We recently purchased a cheaper Rode microphone for our second iOgrapher, and it works just as well!

 

IMG_9813Finally, the most recent addition to our green screen studio is an iPad Air iOgrapher on a tripod. We use this as our “teleprompter” to offer a confidence boost and to encourage students to look at the camera instead of looking down at their notes. The app we use for the teleprompter is called PromptSmart Pro and offers a cool feature called VoiceTrack, which follows your words during your speech and automatically scrolls the text at your natural pace in real time. We have found that this functionality is hit or miss, however, and we often revert to setting an automatic scrolling speed.

 

Screen Shot 2016-03-04 at 9.42.24 PMRecording objects or people in front of a green screen is the first step of chroma keying. The second step is editing the video in an application. Our iPad users edit green screen recordings in DoInk Green Screen app and Touchcast Studio while our Mac users chroma key in iMovie. You can find out more about how this is done on page 18 of my book, “iMovie for Mac in the Classroom.”

There are cheaper ways to make green screening work in your home or in your classroom. You can paint a piece of cardboard green or buy a large green sheet or piece of green fabric from the craft store. The built-in microphone of your device, such as a smartphone or tablet, will work just fine for recording audio. We hope you’ll give it a try!

“Making” at Fletcher: Discovery through exploration

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Video game creation with Bloxels

Think about the last thing you made – either with a team or all on your own.  Perhaps you wrote a paper, crafted a presentation, created an interesting movie, animation or piece of artwork, built a Lego structure, baked delicious cupcakes, or designed a game or a virtual world.

Now take a moment to think about the process.  What led you to select this project?  How did you plan, execute, and complete your finished product?  What roadblocks did you overcome?   If you worked with a partner or team, how did you share leadership opportunities?  Throughout the process of making, what did you learn?  Did you have fun?  Your endeavors probably resulted in a sizable list of discoveries.

This rich, multisensory learning process of “making” can be observed in classrooms around the Fletcher School.  For students with learning differences, integrating knowledge through experiential learning is a key educational component.   The Fletcher School’s curriculum infuses this culture of creativity, exploration, and design thinking. “Making” in the classroom provides both enjoyment and challenge, reaping limitless rewards.  

In recent years, Fletcher’s Technology and Learning Center (TLC) has been evolving as a physical gathering space outside of the classroom for problem solving and design projects.  Home of Fletcher’s Green Screen Studio, the MakerBot 3D printing station and regular BreakoutEDUs, the TLC is the perfect meeting space for student and teacher innovators.

Fletcher’s new Makerspace Club provides an additional opportunity for students to experiment, invent and explore.  Embracing the trending Makerspace evolution, participants use creativity to design products and understand processes.  With a dedicated time and space for independent learning and decision-making, and an array of digital and analog tools, students spend club time learning by doing.  Makerspace Club experiences prepare students for their current and future worlds through STEM challenges in science, technology, engineering, and math.  

Makey Makey

Makey Makey circuit board

Fletcher Makerspace Club students enjoy the freedom to select their own projects to pursue, using a wide array of tools:

Robotics

  • Dash & Dot Robots: Movements, sounds, and actions of these interactive robots are coded and executed with iPad apps.
  • Ozobot: Ozobots interpret color paths with optical sensors, customizing their movements, lights, and actions.

Digital Fabrication

  • Tinkercad: Easy-to-learn online 3D design app allows students to create and augment shapes, resulting in a 3D object for printing.
  • Makerbot Replicator 3D Printer:  Hardware receives and prints uploaded 3D designs, using a special heated plastic filament.

Coding

  • Makey Makey:  This small electrical circuit board connects with physical objects, allowing students to code ideas and inventions into actions with their computer.
  • Bloxels: Using simple blocks on a board and an iPad app, Bloxels allows students to build, test, and play their own video games.
  • Minecraft Edu: Educational version of Minecraft allows students to create and play this classic game in their own secure, classroom environment.

Offline Tinkering

  • Computer deconstruction:  By taking apart an old laptop, students learn about the inner mechanisms of devices.
  • Paper Airplane Challenge:  Students explore how to create an airplane which flies the highest, fastest, and farthest.

Student Broadcasting: A Path to Leadership, Teamwork, and Digital Literacy

The Fletcher School’s “Falcon News Network” serves as one of many ways in which our students have opportunities to cultivate and practice leadership and digital citizenship. “FNN,” written, produced, and directed entirely by students, has enjoyed huge success in only its second year.

FNN LogoLaunched in the fall of 2015, FNN began as an effort to modernize and improve the quality of school announcements, traditionally read during morning homeroom over the intercom.  Meticulous planning, methodical equipment procurement and testing, and detailed student and staff training led to the successful launch of FNN in the fall of 2015. Broadcasting live each morning using Google Hangouts on Air, this free Morning News Show Tool worked beautifully for students, enabling live streaming broadcasts to the entire Fletcher community and beyond.  In the spring, a new FNN crew was trained to run the show.  The new crew departed for summer vacation feeling well-prepared for a smooth FNN season transition in the fall of 2016.

Upon returning to school in August, 2016, the FNN crew learned that Google Hangouts on Air would be phased out. This not only necessitated a change in broadcast procedures, but proved to be a positive turning point for FNN.  After extensive research and testing, Instructional Technology Director, Jenny Grabiec, introduced Wirecast Studio as FNN’s new broadcasting software.  While Wirecast is not free and required a new learning curve, the purchase of this tool was an excellent investment in both time and money. Integrating seamlessly with YouTube, Wirecast challenged the crew to learn new and advanced broadcasting techniques while propelling FNN’s evolution toward a highly creative, professional-quality newscast.  FNN student directors began using the new features immediately, utilizing animated titles and graphics, customized banners, and streaming pre-recorded videos.  The FNN website was launched, providing links to broadcasts and Google Forms collecting news and content ideas from the Fletcher community. 

One of the best uses of shared digital media is connecting with our larger world to share positive ideas and contributions.  After witnessing the wonderful possibilities of FNN, Fletcher students and teachers writerseagerly collaborated to brainstorm new and exciting projects.  As a collective effort, an array of special news segments began rolling out, connecting our students with activities on our campus and beyond.  The FNN crew helped Fletcher celebrate National Digital Citizenship week, highlighting tips submitted by Upper School Beta Club students.  Fletcher faculty and staff joined others around the world in the famous “Movember Project,” growing beards and moustaches to raise awareness for men’s health issues. The great “shave off” was featured as a special FNN broadcast, surprising and delighting viewers.  FNN joined millions of students globally to promote the Hour of Code by featuring apps and encouraging classes to participate during Computer Science Education Week.  Middle School students used FNN as a platform to announce their Pajama Service Project, resulting in 398 pajama sets donated to Scholastic Services.

On campus, reporting at Fletcher has expanded in equally exciting directions, bringing our school community closer. The use of remote cameras enables the FNN crew to break free of the studio to summon “live reporting from the field.”  Students broadcast breaking news from their classrooms.  Lower school students stream the Pledge of Allegiance live from the gymnasium stage, with flags as a backdrop. A feature called Senior Spotlight streams directly from the Senior Seminar classroom.  The remote cameras enable every student and teacher to participate more fully in FNN.

Field ReportsPledgeRemote Camera

As this project evolves and grows, the FNN news crew flourishes as a team, with students taking turns in various leadership roles.  To join FNN, each writer, producer, anchor, sports/weather reporter, special correspondent, and director/assistant director must fill out a Google Form application and attend a job interview.  FNN crew must then complete orientation and training, while learning to navigate their tasks collaboratively. The FNN crew studies how to care for and maintain studio equipment, navigate copyright issues, learn graphic design, and practice script composition and spoken delivery.  Only through practice do students learn the precise timing needed to load the iPad teleprompter app or switch to the remote camera crew, ensuring a smooth broadcast flow.  State-of-the-art digital technology devices and broadcasting tools support a quality production, but none of these tasks can be accomplished without developing student skills. The FNN crew members practice leadership, teamwork, and use increasingly refined executive functioning skills to produce a top-quality show every morning.  Schedules, routines, and communication are all accomplished with hard work, yet the students enjoy each step of the process and are proud of their final results.

FNN crew constantly faces new challenges.  Both routine and change are part of the job.  WhetherIMG_3835 testing out a new Wirecast feature, troubleshooting audio quality for our roving reporters, or piloting green screen broadcasting, the crew discovers that only through some failures can they truly learn – how do we solve this newest challenge?  The FNN crew – and the growing number of other participating Fletcher students – are learning and using real life skills.  Each FNN crew member has a clear job description. Each student on the team must develop and practice the planning and troubleshooting challenges they will inevitably face in life beyond school. And as the team connects and matures, its members must train and nurture new recruits to expand the program.  

The Fletcher School serves students with a variety of special learning differences, and hands-on use of technology has become vital to this mission. Live broadcasting through the Fletcher News Network embodies this important component to support our curriculum.  For students with learning differences who have struggled and lost confidence before arriving at Fletcher, FNN offers a sanctuary where skills and talents can provide a daily sense of accomplishment and success.  FNN provides a vivid example of how the intentional use of educational technology engages students to become effective leaders, collaborative team members, and skillful problem solvers. On any given broadcast day, FNN reveals students enthusiastically learning, growing, and having fun.

Professional Development Spotlight: Tech Tuesdays

Ongoing, high-quality professional development is a key component of any successful educational institution.  Students benefit when teachers are presented with opportunities to learn new techniques, be inspired by creative lesson ideas, and collaborate with colleagues.  The Fletcher School’s robust collection of professional development opportunities include a particularly unique and popular offering:  Tech Tuesdays.img_1

Launched and developed by Fletcher’s Technology Director, Jenny Grabiec, in 2013, Tech Tuesdays are one-hour weekly professional development sessions, allowing staff to sharpen their technology skills in completely customized ways.  Offered in-house after school, Tech Tuesdays are optional, so teachers can sign up for topics which match their professional goals.  Based on a universal staff understanding of SAMR and TPACK frameworks, Tech Tuesdays allow teachers to transform their learning environments with technology.

Like everything else we do, The Fletcher School’s professional development offerings reflect our mission:

The Fletcher School creates bright futures for students with specific learning disabilities and/or attention deficit disorders by offering a structured, individualized, college preparatory curriculum that prepares them to reach their full potential.   

Our Tech Tuesday sessions provide teachers pathways to reach these goals, with sessions to support student learning. 

Tech Tuesday topics include:img_0388

  • Orton-Gillingham and Technology
  • iCan with iOS: Accessibility for iPad Users
  • Personalize Learning with Mac and Chrome Accessibility
  • Improving Executive Functioning with Tech Tools
  • Using iPad to Enhance Multisensory Instruction
  • Create your own Textbooks with iBooks Author

Teachers learn how to use a wide variety of apps and web tools to accomplish their goals, including iPad and MacBook apps and Google Apps for Education.  Sessions offer engaging, trending ideas, including green screening, using QR codes and augmented reality. Each year, teachers are surveyed to obtain feedback on sessions, and gather ideas and suggestions.  Fletcher’s EdTech team select topics which include the best current ideas and apps, so staff is always kept up to date.  Since its inception in 2013, Tech Tuesdays have evolved to include many more Fletcher teachers leading the sessions, demonstrating their own research and learning.  The format has also changed over time, improving the conversation between teachers and presenters.

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Students-Created Instructional Videos with Do Ink

“While we teach, we learn,” said the Roman philosopher Seneca.  Mr. Elliott’s 7th grade science classes recently put this ancient wisdom into action by creating amazing instructional videos detailing their knowledge of the circulatory system.

Part of a larger study of the human body, 7th graders covered the circulatory system content using their Discovery Ed Science Techbooks, with the guidance of a teacher-provided outline and other select resources.  In past years, Mr. Elliott would have then assigned students a final culminating project, such as an oral report, or slide presentation.  But this year, he wanted his students to utilize audio/visual-rich technology tools to demonstrate their expert status on specific elements of the circulatory system.  So Mr. Elliott charged his 7th graders with the task of creating interesting and unique, narrated instructional videos.

Working in pairs, the 7th graders began by reviewing a selection of copyright-friendly, editable Discovery Ed videos.  Each student group was asked to present a specific areas of the circulatory system, such as the heart, blood vessels, or blood cell types.  Once the students had selected some interesting video, they transferred clips into iMovie to do some initial editing.  Each group then wrote a detailed script to accompany their video.  Excitement and anticipation about the project grew as students prepared for their Green Screen Studio appointment slots by practicing script narration timing with their custom videos.  Mr. Elliott observed that enthusiasm for this project drove students to be quite independent while completing their work.

IMG_0459Once everything was prepared, each student group arrived at Fletcher’s Green Screen Studio and began downloading their scripts into the PromptSmart teleprompter app.  They next set up their edited iMovie in the Green Screen by Do Ink app, which enabled the student experts to see their video playing behind them while they read their script. Classmates volunteered to run the iPad camera and teleprompter, creating a positive, collaborative atmosphere.  The experts donned their lab coats and enjoyed filming their creations, resulting in exceptional videos.

Digital Literacy and Creative Projects

Blog Post - April (2)Nowadays, we live in a digital world where students spend a large portion of each day utilizing computers as a tool both in and out of the classroom. At the Fletcher School, our goal is to develop Digital Literacy and Citizenship in our students. Using Common Sense Media’s Digital Literacy and Citizenship curriculum in our computer classes, students discuss and learn how to be responsible and safe while online.

Two of the many aspects of Digital Literacy from Common Sense Media that are taught in 6th Grade are Strategic Searching and A Creator’s Rights. These two components give students an introduction to online researching and the importance of citing sources used to obtain information. Strategic Searching, shows students how to effectively and efficiently conduct research on the internet using a variety of strategies such as using keywords, synonyms, quotations marks around specific words, and different domain types. A five-step method (S. E. A. R. C. H.) is introduced as a tool to assist in planning and carrying out online searches. The 5 letters stand for: select questions, extract keywords and terms, apply search strategies, run your research and chart your search.

A Creator’s Rights teaches students about copyrights, fair use, public domains, licensing, piracy and plagiarism. Through videos and class discussions, students come to understand these terms so they can follow the rules of copyright laws, protect their own creative work and be respectful of how they use others work.

Blog Post - April (1)After studying these two Digital Literacy components, the 6th Graders complete a four part culminating project entitled, “My Birthday in History”. The project incorporates the Digital Literacy curriculum, as well as various technology tools. For the first part, students are required to apply the five-step method and strategies for searching to research events and birthdays that happened on their birth date in history. Students are always amazed at what they discover when doing this research. Many times they have heard of an event or person, but it adds an exciting element when they find out it happened on their birth date. My classroom comes alive with chatter as everyone shares their discoveries. I often have to remind them to save some “surprises” for their actual paper. Once the information is gathered, it is used to write a six paragraph paper Students must include a “Works Cited” list to give credit to the people’s work used as resources. For the second part, pictures are collected that correlate to the events and birthdays chosen. The pictures are utilized three ways, as an attachment to the written paper, incorporated into an iMovie, and to design a poster using one of two websites: Canva www.canva.com or Buncee www.edu.buncee.com.

Blog Post - AprilThe completed posters are put together as a bulletin board. For the third part, an iMovie is produced. Using our green screen room, students record and edit a video depicting one historical event and one birthday from their written work. The video and pictures are assembled to create an iMovie which has to include transitions and music. Lastly, in order to share our completed project with our school community and visitors, students use Blippbuilder to create “blipps.” These “blipps” turn the posters into interactive images that can be used with Blippar, an augmented reality app, to scan them. Anyone who has the app downloaded on a digital device can see the students’ movies “come to life,” just by scanning it. All are welcome to come see our work!

Google Hangouts on Air – A Morning News Show Tool

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Our very own FNN debuted on Monday, January 11, 2016!  What is FNN, you ask? FNN stands for Falcon News Network and is a daily morning news show produced, directed and filmed by Fletcher students. Under the direction of Kit Verica and behind-the-scenes technical support from the Fletcher Ed Tech Team, the Falcon News Network has worked diligently these past few months preparing to take over the morning announcements.

Back in the fall, Don Goble, a broadcast journalism teacher, came to Fletcher to help us prepare for the implementation of our student-led morning news show. Don’s expertise provided us with the information we needed to begin the process by envisioning a mission and gathering up all of the elements needed to run a show.  Last year we converted an office into a green screen studio. Transforming the tiny room into a news studio required a few additional steps. We brought in professional lights, a webcam, a MacBook for recording the broadcast, a high-quality microphone and a teleprompter.

IMG_9125The FNN team was selected based on teacher recommendations and students’ dedication to arriving early each day. Branding was another important part of the process. First, the team asked students to submit name ideas, which were voted upon by students, faculty and staff through a Google Form. The name, FNN was the clear winner!  In the next phase, the team asked students to submit designs for the FNN logo contest. The winning logo was created by Justine G and Abby F and has now become the official branding of FNN. We even purchased a pop up banner with the FNN logo to serve as the backdrop behind our news anchors.

IMG_9739The workflow of FNN is entirely digital, starting with the morning announcement requests, which are submitted by faculty and staff through a Google Form. Directed by Alex K, Max  and Alex M compose and add the submitted announcements to a teleprompter – an iPad on a tripod loaded with the PromptSmart Pro app. The webcam and microphone is set up in front of our news anchors, Jeffrey and Tyler, and plugged into a Mac. Ned and Henry work on the production side and use Google Hangouts on Air to film the live broadcast.

FNN1Each morning at 8:15 am, each grades 6-12 classroom teacher turns on their projector and Airplays their Mac screens to the Apple TV so that the students in each class can watch the show live. To watch the show LIVE, all viewers go to http://bit.ly/falconnewsnetwork to tune in.

If you’d like to watch previous recordings of the show, you can go to  http://bit.ly/FNNonYouTube. Don’t forget to subscribe to the FNN Channel!

 

We are so proud of our FNN team and can’t wait to check out the next episode!