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October 1, 1998
Fun andTechnology? Make a Video!
by Joella Holbrook
Finding a wonderfully exciting project
that everyone can enjoy and learn from is one of the
biggest challenges for a middle school teacher. For me,
using technology in the classroom has been an even
greater challenge.
My teaching assignment is the
performing arts. The majority of students will be
scheduled into my class at least once in their middle
school career. The entire course is one quarter (nine
weeks) and is considered exploratory. I have in my
classroom a computer, printer, TV-VCR, video camera, and
tripod. My first year was a mixture of attempts to use
everything I had, but it was all still peripheral to the
curriculum. The second year, however, was a different
story.
Before the second year began, I knew I
wanted to integrate technology better with my subject
area. How to do that was a big question. Fortunately I
had some resources for ideas. Observing other teachers,
visiting the public library, coursework at Pepperdine
University, and a video about how to create videos all
contributed to the development of a new project. This
project was the most exciting part of my classes last
year. It involved using all of the equipment in one way
or another. The results were unexpected and satisfying
for everyone.
I used the presentation system on my
computer to introduce the project to the students. The
assignment was to create and produce a video. Naturally
they were excited. Most couldn’t wait to get their
hands on the camera. But I required certain other steps
first. They had to have a storyboard and a script. They
had to make production decisions. They had to rehearse.
Finally they were able to use the video camera without
tape for a dress rehearsal. Once everything was set, they
were allowed to tape. Many were proud and excited about
the finished product. Some made videos again for their
final projects.
It was a simple assignment. The
students worked in groups. They had to agree on a concept
and then develop it into a script. The storyboarding
helped them visualize the scenes and decide how to do
them simply, quickly, and effectively. They had to assign
jobs within the group and work together to create
something good. Because my class has one camera and no
editing equipment, the scenes had to be taped in sequence
with only a few seconds between each scene.
Our "studio" was actually one
corner of the small room. We had butcher paper on the
wall for a backdrop, chairs and a table available for
props, and masking tape. We had the camera on the tripod
hooked up to the television monitor through the VCR. In
this way the camera person, the director, and the teacher
could see what was being taped. The computer was used for
printing signs and graphics. It was also used for
research (with an encyclopedia because we are not on the
Internet yet).
Students were allowed to select their
own subject matter for the videos. Some students
challenged themselves with topics such as joining gangs,
using of harmful drugs, and respecting others. A few
attempted stop-action animation. (It’s a good excuse
to bring toys to school.) We saw a Godzilla attack,
knights in armor sword fighting, and stuffed animals
talking. Even Barbie made an appearance. Some students
tried commercials from sodas to milk to imaginary
products. There were news shows that covered current
events, mostly local. There were also "talk
shows," but these were not as successful as the
other topics. Watching the process from beginning to end
was satisfying for the students, especially when the end
product was something to be proud of. The evaluation of
each video helped students see why certain things worked
and how something great could still be improved.
Part of the fun in this assignment was
watching students go through the process of choosing
topics and deciding the best style to use for that topic.
The end products were so diverse that we all enjoyed
watching them. Once I gave the guidelines all I had to do
was facilitate the experience and watch the time. It was
exciting for me to watch the learning process and witness
the moments of glory. The best part was that it was an
enjoyable time for me as a teacher. I felt relaxed during
the time with the students though I was exhausted at
day’s end. Students came in at lunch and after
school to work on the projects. Some even did theirs at
home. It was wonderful. I plan to keep this project in my
curriculum with some modifications.
Resources
How to Make Your Own Great Videos
with Just a Camcorder[Video]. Vermont: The
NoodleHead Network.
Guthrie, Donna, & Bentley, Nancy, The
Young Producer’s Video Book. Connecticut:
Millbrook Press.
Schwartz, Perry, How to Make Your
Own Video.Minnesota: Lerner Publications.
Email: Joella
Holbrook
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