Final Video

Here is my 

FINAL MOVIE

Chapter 15: Stealing?

All quotes appear in Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 199). Kindle Edition. If it interests you, pick up a copy today!!!

"Be perpetually paranoid"
I never like advice that encourages paranoia.  I would say, "always error on the side of copyrights"


Bottom line: Show respect, do your homework, follow the fair-use laws as best as you know them, and ask for legal help when you need it. You'll do fine.
Ahh.  that's better.  Let's relax.  I think students should make their own work.  Teaching them about copyright law is a good way to promote originality.  Maybe they will record their Dad's band for the music if they can't steal the lastest Jay-Z off the internet. 



• 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 1,000 words from a text, whichever is smaller.
 • Illustrations, photos, graphics: This is more vague. Students can use no more than five images from one artist; they can use 10% or 15 works from a collection, whichever is smaller.

I would show this to my students (with a citation.) Very clear.  If you are using more than this amount, you are not being creative enough.  

Very interesting chapter.  I think Ohler did a great job making a gray area as clear as possible. 

I made my own music and sound effects for my videos this semester, but I know that everyone doesn't make music.  I think music is the hardest to get and where most of the the desire to appropriate comes from.  I don't know what to do except use those websites that have royalty free music. 

Personally, I like that anything I post on the internet has implied copyright.  I did not know that. 

Video Update

I finished the opening animation sequence. I drew a bus, school, and children.  Then I import into Motion 5 and animated the drawings.  Finally I imported that into iMovie.  I took awhile and includes most of the production.  I am working backwards by doing production first because I wanted to.  Sometimes you have to eat dessert first. The other reason is I am still writing my narration, which is the most important part since my video is meant to be persuasive.

Chapter 14: Media Grammer for Teachers

Chapter 14 comments:

all excepts from: Jason B. Ohler. Digital Storytelling in the Classroom: New Media Pathways to Literacy, Learning, and Creativity (p. 178). Kindle Edition. 

"But rest assured that unless you actually create your own media, and do so paying particular attention to how to most effectively engage and convince your audience, then any appreciation you have of media's persuasive abilities will be shallow and theoretical at best."

I don't know if I fully agree with this statement, but I do think that creating persuasive material helps one understand how persuasion works in media.  This might help students think critically about commercials,  political ads, the news, and other modern persuaders. 


effects should "support the story."

I might be guilty of adding effects for the sake of effects but I do try and make it fit.  I was told by a teacher back in undergrad that every effect should push the story forward not just look cool.  I guess I  agree because some effects could may add to the esthetics or add an artistic edge but if they don't "fit" it is just distracting.  

The rest of the chapter...

This is where Ohler is saying all aspects of the video should help push the message or point of the video. Don't add superflous items.  He goes into detail but I think this chapter should be shorter.  Is this cinematography or storytelling.  Teachers are more interesting in if the student can effectively tell a story, not if their camera angles were interesting.  However, its a book and he's trying to leave no stone unturned. Good for him.