Video Production Institute for Teachers

College of Charleston

School of Education, Health, and Human Performance

Office of Professional Development in Education

Syllabi

Course Number: EDPD: 811 A “VIDEO PRODUCTION INSTITUTE FOR TEACHERS”

Presented by: South Carolina ETV, Frank Baker and the Nickelodeon Theatre

Graduate Hours:3 Hours

Location:South Carolina ETV, 1101 George Rogers Blvd., Columbia, SC 29201

Instructors:

Betsy Newman

Producer,South Carolina ETV

1101 George Rogers Blvd.

Columbia, SC 29201

803-737-3466

Andrea Thorpe

Curriculum Specialist, South Carolina ETV

1101 George Rogers Blvd.

Columbia, SC 29201

803-737-4823

Guest Presenters:

Frank Baker

Media Literacy Specialist

Media Literacy Clearinghouse

1400 Pickens St., 5th Floor

Columbia,SC29201

803-254-8987

\

Larry Hembree

Executive Director,The Nickelodeon Theatre

937 Main St.

Columbia,SC29201

803- 254-3433

R. Scot Hockman
Education Associate for the Visual and Performing Arts
SC Department of Education
Office of Standards and Support
1429 Senate Street, Suite 802A
Columbia, SC 29201
803-734-0323

Eugenia (Gina) Taylor

Arts Instructor

Blythewood High School

10901 Wilson Boulevard

Blythewood, SC 29016

803-691-4090 ext 28909

Dates and Times:

Monday / June 27 / 9:00 AM – 4:00 PM (1 hr lunch) / 6 hrs
Tuesday / June 28 / 9:00 AM – 4:00 PM (1 hr lunch) / 6 hrs
Wednesday / June 29 / 9:00 AM – 4:00 PM (1 hr lunch) / 6 hrs
Thursday / June 30 / 9:00 AM – 4:00 PM (1 hr lunch) / 6 hrs
Friday / July 1 / 9:00 AM – 4:00 PM (1 hr lunch) / 6 hrs
Saturday / April 2 / 9:00 AM – 4:00 PM (1 hr lunch) / 6 hrs
Saturday / April 30 / 9:00 AM – 4:00 PM (1 hr lunch) / 6 hrs
Saturday / December 3 / 9:00 AM – 12:00 PM / 3 hrs
TOTAL / 45 hrs

Selected Bibliography and Links:

Jenkins, Henry. (2006). Convergence Culture: Where Old and New Media Collide.New York: New YorkUniversity Press.

Educational VideoCenter. Youth-Powered Video. (2006). A Hands-On Curriculum for Teaching Documentary.

Gee, James Paul. (2003). What Video Games Have To Teach Us About Learning and Literacy. New York: Palgrave Macmillan.

Goodman, Steve. (2003). Teaching Youth Media: A Critical Guide to Literacy, Video Production, & Social Change. Teachers College Press.

Kress, Gunther. (2003). Literacy in the New Media Age. London: Routledge.

Alvermann, Donna E., ed. (2002). Adolescents and Literacies in a Digital World. New York: P. Lang.

Buckingham, David. (2000). The Making of Citizens: Young People, News, and Politics.. London: New York: Routledge.

Benson, Chris, Christian, Scott, eds. (2002). Writing To Make a Difference: Classroom Projects for Community Change.New York: Teachers College Press.

Greene, Maxine. (1998). The Dialectic of Freedom.New York: Teachers College Press.

Coles, Robert. (1997). Doing Documentary Work. New York: New York Public Library: OxfordUniversity Press.

Branscombe, Amanda, Goswami, D, Schwartz, Jeffrey, eds. (1992). Students Teaching, Teachers Learning. Portsmouth, N.H: Boynton/Cook: Heinemann.

Suggested readings:

Teaching Media Literacy

Expanding the concept of literacy

Skills and Strategies for Media Education

Media Literacy: Eight Guidelines for Teachers

Grading: Pass/Fail ***As per the College of Charleston Graduate Catalog a pass/fail course carries zero (0) credits and thus cannot be converted to a letter grade.

Course Description:

Using video technology to create projects that utilize community inquiry and storytelling across the art forms is the focus of this institute. No previous video experience is needed. Participants will learn to make mini-documentaries and will upload them to ETV’s Artopia website ( for sharing with other teachers and students. The course relates to the C of C conceptual framework and theme of making the teaching and learning connection by helping teachers to emphasize strategies for applying video production skills to the classroom.

Goals and Objectives: Allgoals and objectives are correlated to the C of C Teaching and Learning Standards

Goal: To provide teachers with the skills of shooting and editing video, and using the technology to tell community-based stories with their students. According to the ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers, this kind of work will:

a.promote, support, and model creative and innovative thinking and inventiveness (EHHP I, III, III)

b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources (EHHP III, IV)

c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning,and creative processes (EHHP II, III, IV, V)

d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtualenvironments. (EHHP III, IV, V, VII)

Course objectives: The course objectives are tied to the South Carolina Academic Standards for the Visual and Performing Arts: Media Artsas listed below:

I. Creating Media Artwork

The student will develop and expand his or her knowledge of the processes, techniques, and applications used in the creation of media artwork.

II. Understanding Artistic Design

The student will create media artwork that demonstrates an understanding and command of the principles of artistic design.

III. Media Literacy

The student will access, analyze, interpret, and create media texts.

IV. Making Connections

The student will make connections between the media arts and other arts disciplines, other content areas, and the world.

V. History and Culture

The student will understand the context and history of the development of the media arts from the late nineteenth century to present and will recognize the role of media artwork in world cultures.

VI. Using Technology Responsibly

The student will demonstrate knowledge of digital citizenshipand a sense of

responsibility in the media arts.

In-Class Course Activities: Lecture/presentation, whole group/small group discussion, cooperative activities, individual or group presentations, class participation, journaling.

Out-of-class Elective Activities: Participants must attend two Saturday pre-institute sessions and a post-institute session.

Requirements: Successful completion of the course includes:

Participation/attendance20 points

Completing a group video project. 60 points

Homework Reflections 5 x 15 = 75 points

Scavenger Hunt 15 Points

Submitting a lesson plan (See attached rubric) 15 points

Grading Procedures: Pass/Fail 185 points available

***As per the College of Charleston Graduate Catalog a pass/fail course carries zero (0) credits and thus cannot be converted to a letter grade.

Pass = 140 points or higher

Fail = 139 points or lower

Students must participate in each area of the required activities.

Professionalism and Ethics: As a member of the professional development community, participants are expected to evidence a high standard of personal conduct, respect and honorable professional characteristics in the presentation of their course assignments and interaction with class peers.

Disability Statement: If there are participants in this class who have a documented disability that allows him/her to receive accommodations they are asked to please speak privately with the course instructor.

Course Content and Structure

Students will participate in five scheduled classes and two pre-institute workshops. The classes will include presentations by instructors and guest speakers, whole/small group activities,and student presentations. Students will reconvene on December 3 for three hours to share and reflect upon the experience of using video production with their students.

Pre-Session Workshop #1, April 2 2011

• introductions
• overview: the elements of video production
• camera workshop
• media literacy workshop with specialist Frank Baker
• assignment: view videos from 2010 Video Production Institute for Teachers online.

Pre-Session Workshop #2, April 30, 2011

• compare and contrast twovideos from 2010 Video Production Institute for Teachers
• share writings with class
• write responses to two writings by other teachers

Summer Session – June 27 – July1, 2011

Day 1 – June 27

Morning

Introduction to goals and syllabus for the week

• Discussion of the new Media Arts Standards led by Scot Hockman
• Discussion of underlying principles of the institute: group work, inquiry and integration of media arts into the curriculum

View and discuss youth-produced videos:

• What is the power of video in the hands of young people?

Camera workshop review

• Review of shot composition, angles and movements (WS, MS, CU, etc); Focus on shooting an interview.

Camera Activity – Video Scavenger Hunt

• Participants work in groups, following guidelines. Review and discuss

Afternoon

Introduction to iMovie

• Gina Baker introduces editing using scavenger hunt video

Reflect on experiences of the day both as a learner and as a teacher:

• As a learner - Discuss the day’s activities, as well as working in a group.
• As a teacher – Discuss how you might implement some of the ideas/activities of the day in your own classroom.

Day 2 – June 28

Morning

Share Journal reflections from previous day

Follow-up to iMovie introduction

Afternoon

Introduction to class project and theme

Prepare for group projects

• Break into groups based on curriculum area or interest
• Develop project treatment in four paragraphs:

1. What is the content of the project? What are you trying to find out?
2. Who is the audience for the project? How do you want them to respond? What do you want them to learn?
3. What are the audio/visual components of the project? What will it look like? Will you stills and/or archival footage in addition to your video footage? Will you use music? Other types of sounds?
4. Where will you go to acquire your footage? Who will you interview?
5. Divide the process of creating your video into three parts: pre-production (writing and researching), production (shooting) and post-production (editing, which includes adding music and other sounds), and give everyone a job for each phase. Jobs might include writer, researcher, cameraperson, artist, audio person, interviewer, etc. Group members can have more than one job.

Interviewing workshop

Homework: Reflect on experiences of the day both as a learner and as a teacher

Day 3 – June 29

Morning

Conduct interviews on the street

• Participants work in groups, following guidelines.

View footage from interviews.

• View footage in small groups.
• Each group selects one clip to share with whole group.
• Discussion: What did you learn from the interviews? What ideas did today’s interview give you for your final topic?

Afternoon

Develop criteria for a good editing plan

• Create a “paper edit”

Begin “rough edit”

• “Click and Drag” clips into the “Project Window”
• Create rough order of “selects”

Edit

• Small groups edit projects.

Watch rough-cut and revise editing plan

• Each group discusses what is still needed: opening, closing, music, narration, cutaways, statistics, and titles.

• Plan and shoot additional material.

Homework: Reflect on experiences of the day both as a learner and as a teacher

Day 4– June 30

Morning & Afternoon

Share journal reflections from homework

Review the standards

Work on projects in groups

Homework: Reflect on experiences of the day both as a learner and as a teacher

Bring in music, research, narration, newspapers, photos, etc.

Day 5 – July 1

Morning

Share journal reflections

Groups complete editing

Afternoon

Export video to the Web/DVD

• Mini-lesson on converting, compressing and exporting video

View finished video projects

• Warm/Cool Feedback

Reflections as learners

• What stands out most strongly about the documentary you have made? What have you learned? What was the biggest success? What was the biggest challenge?

Reflection as a teacher

• What have you learned about media literacy, curriculum-based video production, and the new Media Arts standards?
• What aspects of the Institute would you like to incorporate into your classroom in September?
• What are the biggest challenges you will face in bringing media making into your classroom?

5:00- 6:00 PM - Screening at the Nickelodeon Theater

SUPPORTING MATERIALS

Five Elements of Inquiry and Storytelling:

1. Formulating an Inquiry Question (s):

Noticing

Wondering, Supposing & Conjecturing

Considering things from a different or new angle

Posing questions

Prioritizing questions

Revising questions

Distinguishing between investigatible & non-investigatible questions

Locating and identifying people, viewpoints and perspectives

Locating and identifying resources (primary and secondary)

1. Gathering Evidence:

Observing

Documenting

Recording

Describing

Conducting interviews (e.g., asking open-ended questions, listening, asking follow-up questions)

Taking notes (e.g., summarizing, paraphrasing, direct quotation)

Composing and framing photos

Using multiple viewpoints

1. Analyzing & Interpreting Evidence:

Comparing and contrasting

Finding patterns, themes and relationships

Making connections

Identifying significant facts and information

Determining relevance

Distinguishing between fact & opinion

Weighing and assessing evidence

Considering the reliability & credibility of sources

Understanding nature of bias and perspective

1. Synthesizing Evidence/Presenting the Evidence:

Developing a story (thesis, angle or hypothesis)

Ordering and juxtaposing image and text to create meaning, structure and/or story

Eliminating unnecessary or irrelevant material

Organizing evidence into a clear, coherent story

Organizing evidence to emphasize an idea, point or theme

Showing an awareness of the audience

1. Social/Collaborative Skills:

Listening

Questioning

Facilitating

Compromising

Consensus-building

Problem-solving

Rubric for Class Participation

Total Points Earned / Expectation
10 points / The participant actively engages in all class activities with interest and enthusiasm and the follow-up discussions.
8 points / The participant actively engaged in each of the 93 – 99% of the major class activities with interest and enthusiasm and actively participated in each of the follow-up discussions.
6 points / The participant actively engaged in each of the 83 – 92% of the major class activities with interest and enthusiasm and actively participated in each of the follow-up discussions.
4 points / The participant actively engaged in each of the 74 -82% of the major class activities with interest and enthusiasm and actively participated in each of the follow-up discussions.
0 points / The participant actively engaged in less than 74% of the class activities.

Rubric for Attendance

Low Performance
6 Points / Average
8 Points / Exemplary Performance
10 Points
Two or more absences. Participates in most of class engagements. Turns in all completed assignments. / No more than 1 absence.
Participates in class engagements. Turns in completed class assignments on time. / No absences. Actively and enthusiastically participates in all class engagements. Turns in completed assignments on time.

Rubric for Video Production

Skill Area / 20 Points / 10 Points / 5 Points / No Points
Interviewing / All 20 items are
Present in the video / 10 of the 20 items are present / Less than 10 of the items are present / No interview is present
Camera Work / All 14 items are present / 7 of the 14 items are present / Less than 7 of the items are present / No cameral work is present
Editing / All 16 items are present / 8 of the 16 items are present / Less than 8 of the items are present / No editing is present

**** See items for each skill area below

Skill Area Rubric:INTERVIEWING

Each participant will use and develop the following interviewing skills:

Making eye contact.

Speaking clearly and loudly.

Articulating questions clearly.

Holding and using the microphone at an appropriate distance.

Developing “open” rather than “closed” questions (questions that can be

Answered with a yes/no).

Having a clear intention or goal for an interview.

Writing “good” (relevant and concise) interview questions.

Using research to develop questions.

Being able to make reference to specific examples or facts during the process of interviewing.

Organizing a well-ordered set of interview questions.

Memorizing your questions and not relying on question sheet

Listening (not interrupting the interviewee and actively listening to answers not waiting to ask next question)

Asking follow-up questions and probing interviewee to answer questions more fully.

Paraphrasing a response by an interviewee in order to probe more fully.

Clarifying questions (includes distinguishing between fact and opinion).

Understanding “leading” questions and when and how to use them.

Provoking interesting responses from the interviewee such as learning to play “devil’s advocate” during interview.

Learning from mistakes as an interviewer and using these mistakes to set goals for future interviews.

Revising questions to be more effective.

Skill Area Rubric:CAMERA WORK

Each participant will use and develop the following camera skills:

Understanding technical aspects of video camera equipment:

Focus

White balance

Zooming in/out

In-camera effects (e.g. still, fade, strobe)

Contrast and exposure

Focal length of lens

Setting up the camera

Using the tripod

Visual Literacy:

Understanding composition (e.g. balance, symmetry, dynamics).

Awareness of head room and lead room.

Using a variety of camera angles and compositions (e.g. wide shot, medium shot, close up, high angle, low angle, point of view, over the shoulder, establishing shot, pan and tilts).

Ability to use camera with intent (e.g. to emphasize an argument, establish a mood or convey an idea or emotion with composition, lighting, and/or selection of background.

Skill Area Rubric:EDITING

Each participant will use and developed the following editing skills:

Logging and choosing an effective clip or “sound bite”

Digitizing a clip

Shortening, trimming, splitting and dragging clips into the program window/or timeline

Order and juxtapose clips to create meaning, structure or story

Editing segments with a clear beginning, middle and end

Eliminating unnecessary or irrelevant material

Adding music to a clip

Using graphics (titles, credits)

Using cutaways (stills, reenactments)

Creative use of editing (montage, repetition)

Using editing to keep the audience interested

Editing to emphasize certain ideas, points or arguments

Ability to use a variety of editing techniques and transitions (for ex. Fades or dissolves) to establish beginnings, middles and ends

Use of editing to build drama, create a rhythm or pace

Developing a good overall edit plan.

Reflecting upon and Revising edits to be more effective

Homework Reflection Rubric

Objectives / Low Performance / Average / Exemplary Performance
1 Point / 3 Points / 5 Points
Communication / Your response is too brief, more time must be invested. / You have met the basic requirements of the assignment; effort is in evidence. / Your examination of the learning strategy is thoughtful and thorough.
Depth and Insight / Your ideas are presented in a random, difficult-to-follow manner / You have discussed the main issues in this selection. / Your response goes well beyond basic requirements.
Overall Impression / I am not certain that you demonstrate knowledge of the strategy(ies). You have demonstrated writing of poor quality and creativity. / It is obvious that you have demonstrated knowledge of the strategy(ies). You have demonstrated writing of good quality and creativity. / You understand the strategy with insight and understanding. You have demonstrated writing of exceptional quality and creativity.

Lesson Plan Rubric