Can I get an educational dossier of Premiere Elements installed on the student computers to learn video editing?

Mission / Vision statement

For the opportunity to share with community members digital skills which will allow individuals to design, plan, and produce music videos and share them on social media sites. In this area, my three main subject specialisations converge; Psychology and music education.

It is important for anyone interested in education to understand and evaluate the many forms of intelligence, in themselves and others, as described in the work of the Howard Gardner in his book "Frames of mind" 1983.  It is also useful to see the forms of therapy as a channel for self-development and non-exclusive to learning problems or trauma, but as a way to eliminate the barriers to learning.

Music production has value in popular culture and as a form of learning will focus on the seven original list of the gardener of the intelligences; 1) linguistic intelligence is developed in consideration of spoken or sung stories

2) mathematical skills involved in the structuring of the video, and audio tracks

3) musical intelligence is developed as knowledge of musical forms is used

4) kinesthetic movement is a natural part of play percussion and the calendar.

5) spatial skills are also used in the presentation of titles presented on computer screens

6) interpersonal and 7) intrapersonnel two forms of emotional intelligence are intrinsic to understanding and play music as a form of emotional communication and reflection.

Carmichael and Auclair (1997) describe how the music allows and encourages emotional expression and how to learn to run creates a need to structure that generalizes to other learning tasks (because it requires learning the discipline for repetitive tasks). Manzano, Theorel, Harmat and Ullen (2010) describe how musical performance of music is generally accompanied by a subjective state of optimal experience, called 'stream '. This is associated with intrinsically rewarding experience characterized by sensations of well-being and belonging. Music production is therefore a valuable environment for internal and external States. Psychological well-being associated with cultural value and prestige to produce creative work in a popular environment will be an identity we allow and facilitate the expression while developing skills in ICT, literacy and numeracy.

The use of ICT in the effective delivery of music and video production, is a way of engaging learners, motivating ways of learning and facilitate the choice on how and where to learn. The use of digital recording technology has a strong focus on the mobilization of technology to meet the needs of all learners, bringing innovation and reliable services for all, but also acknowledging that some learners may need additional support or resource. Custom learning meet the needs of individuals is stressed with developments such as personal learning spaces. Technology has an important role and potential as a catalyst to reduce the barriers to inclusion; either by improving access to information, linking the disparate communities together or by accountability and empowerment of individuals. There is considerable evidence of the benefits of access to the Internet and a PC at home or in the community for the excluded. ICT has the power to transform the possibilities of education and the living conditions of people with disabilities and special educational needs. Reinforce the idea that ICT can provide access to learning and interaction for those whose learning needs or disabilities would marginalize, if not them. Communication AIDS project (CAP) has demonstrated that it is where teachers integrate the use of assistive technology in the curriculum and learning, they can transform the quality of the experience of learning not only for the individual, but for others in the class whose learning styles can be better supported by the use of this technology. There will be concerns in the costs of this technology and how to make it available to all and the integration of individual learners of the PACE and style in a group. These problems can be addressed by approaching the manufacturers of hardware and software to provide older versions of products that could be upgraded if the learner wants and using ICT as a means to address and secure record keeping of individual learning needs.

The designed route runs for 3 days and encompasses all areas, which will allow the participants to produce a video project done with soundtracks.

Day 1

Introduction /overview of the main components of the video production. audio, video recording, mixing and download the product on social media sites / DVD. Instructions to reassure students that they must work at their own pace.

Audio recording

• Software for opening registration and establishment of Athletics
• Optimum recording levels
• Directors edition of audio tracks
• Areas of possible improvement and strength
• Ways to get feedback from others
• Receive and respond positively to comments
• Personal planning techniques

Day 2

Video recording

• Opening video software and implementation of project
• Ways to identify areas of concern or unsatisfactory results
• Audio imported video project
• Saving files

Day 3

Mix

• Synchronization of video and audio tracks
• video mixing and bland: input / output, effects and transitions
• Storyboards for video narration
• Camera shots; Yet, panoramic and held in the hand and the tripod forces and weaknesses of follow-up
• Mix and load video on social media sites.

It is important to make sure that your sessions are inclusive. This can be achieved by using different learning and teaching methods. Choose the technique to use will depend on the context of learning you belong. The appropriate selection aims to facilitate the group to ensure the inclusion. This can be accomplished by discussing with learners what are their requirements and their needs for support. This knowledge will allow you to develop individual Learning Plans (ILP) and ensure that all learners are taken care. This inclusive strategy will respond to the needs of the learners and help them feel supported and appreciated and allow the teacher to check the needs and open support strategy facilitating an informed choice of teaching and learning method adapted to the individual and their learning style (s).

Since 1997, a number of government policies have addressed different aspects of inclusion and shown that the exclusion of the impact on learning and the life chances of children, adolescents and adults. They recognize that school failure and the risk of social and educational exclusion are complex areas, with links to social deprivation and poverty. At the same time, laws such as the special educational needs and Disability Act (2001), has placed a duty on local authorities and the post-16 providers to ensure that they are not discriminate against students with disabilities for a reason related to their disability. They are needed to improve access to education not only for current students with disabilities, but also from the perspective of pupils and students who wish to attend. The Government has also launched a long-term strategy, the removal of the obstacles to the achievement (2004), to respond in the best way to the needs of students with special educational needs can be met.

The inclusion of the expression is used in a wide variety of contexts. For some it places emphasis on social inclusion, or equality of opportunity in all areas of life, while for others it underlies the need to overcome the inequalities such as the digital divide. As part of a physical, sensory or cognitive disabilities, it is closely related to the issues of equal access, while for ethnic minority groups, inclusion is interconnected with the concepts of diversity. In all these contexts ICT can support individuals and groups and break down the barriers which lead to excluding education, dissatisfaction and poor results. ICT can be a powerful tool and a way to support inclusive practices.

Nothing wide inclusion support technology to a system and institutional level. The needs assessment process, by providing personalized learning programs and saving them the progress and achievements are some of the essential tools for the creation of inclusive learning institution. ICT is regular evaluation of learners handy for teaching and accessible in the whole of the institution and beyond. Access each learning with a profile to let safe needs their personal space of learning that is configured to recognize their special needs, including their access. The Becta publication 'extending from the borders of learning' provides good examples of practice, schools, offering secure access for students to also learn at home and initiatives to support the education of mobile learners such as Gypsies and travellers. However, the provision of technology alone will never be fully exploit the opportunity THAT ICT offers without the understanding and skills of teachers in its implementation of the planning. There is a need for a good understanding of those who work in education and training, at all levels. All efforts to expand the use of ICT in education now recognize that the teacher must be competent and confident in the use of technology, that technology must be robust and powerful enough to do the job, and that high quality content should be available.

It is likely that you will teach a diverse group of students from different backgrounds, with different levels of achievements and expectations, but also different learning needs. Adoption of an inclusive approach when teaching helps ensure that your education meets all will allow students to learn efficiently. So the students will feel that they belong to the class. In recording and production, the learner will be able to progress at their own pace and software has the ability to implement in different languages to facilitate the ethnic and cultural diversity.

Music production and video in popular culture and would be a desirable way to express self. Using popular social networking sites, these products can be shared instantly. Technical requirements of such an activity will place the language and skills of high numeracy on the agenda to facilitate production.

Legal requirements to respect the characteristics of protected information; age, sex, ethnic origin, sexual orientation and ability, described by the 2010 Equality Act, should be accompanied by an emerging agreement, the dynamic group, of what is and is not considered to be acceptable behavior.  This type of activity will develop skills in ICT and learning calculation giving a desirable application language and numeracy which develop employment skills and increase self-confidence.

Bibliography

http://archive.excellencegateway.org.UK/page.aspx?o=FERL.aclearn.page.id1591

Office 2010 Act on equality home

https://www.TeacherVision.com/teaching-methods/resource/5810.html

Inclusive learning and teaching manual 2010

1. H. gardener Frames of Mind 1983

Karla d. Carmichael, Debra Hairston Auclair MUSIC IN PLAY THERAPY: PLAY MY FEELINGS (1997)

Manzano Örjan, Tores Theorell, Laszlo, Harmat

Fredrik Ullen: Psychophysiology of flows over Piano playing (2010)