...is totally lame!
I do like it, in a bizarre sort of way. It is a tad embarrassing to watch something that I made because I am so self-conscious, but it is also mildly neat. The song clip totally slays, but I wish I could use the entire track. So much is lost by using only a 30 second clip...woe is me!
This evenings venture was tedious. Very tedious. I figured out how to put the audio track on the slide show quickly, but it took roughly 40 minutes to figure out how to split the track into clips. It took forever and I forced myself to take a break because I was frustrated.
I'd love to make more of these at some point. I quite like playing with the pictures and the music, although I do hate copyright in instances like this. Hopefully I would be able to produce a second slide show much quicker because I have some experience, otherwise I might just move on and use another presentation.
If I became really angry, I could just make a slide show and then bring in my music on my own music player and present both simultaneously. That might not be a bad idea actually...it might be a way around the 30 second music clip limitation!
GENIUS!
Get ready to laugh at me on Thursday when we present our products!
The 30-second limitation only comes into play when you publish on the Web or duplicate and replicate in some way. If you create a digital story with a full-length soundtrack by one of your favorite bands, burned it to a disc or saved as a QuickTime file on your desktop just for classroom use (not broadcast on the Internet), you would be perfectly fine. At least, that is my understanding of the law after doing a significant amount of study and background research on the topic.
ReplyDeleteThe 486 instructors require all preservice teachers to adhere to copyright law during digital story production because the movies are ultimately shared and embedded in the blogs as a built-in rubric requirement. Moreover, it's a professional NETS-T standard. We want you to know the law so you can go into the schools armed with good information and (I hope) dispel some of the myths and fear surrounding copyright. A lot of bad decision-making is happening in the schools because folks who don't fully understand the law are erring on the extreme side of caution, thus squelching a lot of creative endeavor.
In my estimation, it's largely a matter of not wanting or not knowing how to teach the law to young people, i.e. "That's not my job," or "That's the English teacher's job." I posted a PDF of a point-counterpoint column on this issue at the course site. You will have to scroll all the way down the cue to find the attachment.