Making Movies in Minutes With Canva

Purpose & objective

Overview:
During remote learning and beyond, study after study has been conducted to show the efficiency of learning from videos. Students regularly interact with videos through social media. In my presentation “Making Movies in Minutes”, my goal is to dispel the myth that making movies “takes too much time” and “that you have to be an expert in movie-making skills” in order to create amazing movies. Creating movies requires students to utilize higher order thinking skills, such as planning, evaluation, synthesis, design, and most importantly creativity.

Objectives:
In this presentation, I hope to accomplish these objectives:
1. Demonstrate the principles and examples of movie-making.
2. Provide educators with free and accessible technology tools for movie-making.
3. Scaffold movie-creation for educators to show the ease with which they and students can make movies.
4. Analyze rubrics that assess and focus on learning goals, while developing technology competencies, rather than on advanced use of the technologies.

Outline

Content and Activities:
In this session, we will introduce the four parts of digital storytelling through movie-making:
1. Pre-Production (planning)
2. Production (filming)
3. Post-Production (editing)
4. Review (critique, revision, and assessment)

Outline/Timing
1. Introduce the purpose of movie-making with students (5 min.)
2. Introduce Canva (5 minutes)
3. Pre-Production (10 minutes)
-Storyboarding
-What is A-Roll and B-Roll?
4. Production (10 minutes)
-Introducing inexpensive tech tools
-Screencasting tools within Canva
-Creating A/B Roll in Canva
5. Post-Production (20 minutes)
-Using stock photos/videos
-Editing and trimming
6. Review (10 minutes)
-Assessment criteria
-Critique activities

Process:
Throughout the session, I will model possible tools to use for easy movie-making.
This session will model what a typical class period could feel like to create a movie project. Participants will create their own movie using simple prompts/challenges that I create for them. The goal is for them to be able to apply these skills to an activity or assessment with their own students to create movies in a class period or less.

Supporting research

Johnson, Lauren, and Maureen Kendrick. “‘Impossible Is Nothing’: Expressing Difficult Knowledge Through Digital Storytelling.” Journal of Adolescent & Adult Literacy, vol. 60, no. 6, 2017, pp. 667–75. JSTOR, http://www.jstor.org/stable/26630688. Accessed 30 Sep. 2022.

Colín, Ernesto, and Philip Molebash. “Life, Camera, Action: Exploring Issues in Urban Education Through Edited Video Narratives.” Deep Stories: Practicing, Teaching, and Learning Anthropology with Digital Storytelling, edited by Mariela Nuñez-Janes et al., 1st ed., De Gruyter, 2017, pp. 60–71. JSTOR, http://www.jstor.org/stable/j.ctvbkjvdr.8. Accessed 30 Sep. 2022.

Hung, Shao-Ting Alan. “Creating Digital Stories: EFL Learners’ Engagement, Cognitive and Metacognitive Skills.” Journal of Educational Technology & Society, vol. 22, no. 2, 2019, pp. 26–37. JSTOR, https://www.jstor.org/stable/26819615. Accessed 30 Sep. 2022.