Cindy B. Allen

Session 10: Software Part IV: Tools for Student Audio-Video Production

Session 10: Software Part IV: Tools for Student Audio-Video Production

Description: 

     Students can learn more about a subject, or topic, through creating audio or video productions.  Video Production is similar to recording a movie.  Students find a topic of interest (normally influenced by their teacher), research the topic, find or create video about the topic, and organize it all into a video.  Students use video production tools and discuss what they learned by doing the video and how they decided what to include in the video based on the topic.

Key findings from readings:  ?Finding Compassion? by Janet Bremer and Marilyn Clark.

     The basis for these video productions was students were required to complete 120 hours of service to graduate.  Their teacher, Janet Bremer, decided to contact non-profit organizations to see if the students could work with them to create a video for their organization.  Due to the lack of funding for these organizations, they were more than willing to allow the students to come in.  Some of the organizations had the students to video about the programs they offered to raise money, recruit volunteers, and educate the public. 

     To create the video, the students had to go and learn more about the organization, find out what they did, what they wanted in the video, and choose the best format for the video.  The organizations would provide this information to students through tours of their facilities, giving them background information, telling them who their audience would be for the video, and finally how long the video should last.

     Once students gathered all their information they would return to school and form a storyboard to organize their ideas; the first item on the video was normally a virtual tour of the facility.  Next, they would visit the non-profit organization and record one hour of video to ensure a few minutes of high quality footage.  Then the teachers, students, and administration would look at the video and critique it accordingly.  Finally some music was added (whether it was free music from the Internet or a student band within the school) and the video was edited for completion. 

Cindy?s ideas to apply in my own teaching:

     My principal asked me to be a part of ?The Center for International Understanding?; we will be coordinating with a school in Copenhagen, Denmark and exchanging information amongst teachers and students within Business Education.  Since the students from Denmark can?t come to North Carolina and my students can?t leave the country either, I wanted to make a video to introduce those students to the culture in North Carolina.  This report gave me some good ideas.

     First, I thought we could do a virtual tour of the school and include several different samples of background music (that my students currently listen to) like country, rock, rap, and others.  We could ask Wal-Mart if we could do some footage in their store since most foreign countries think Wal-Mart is an amazing place (even though they have opened stores in other countries now).  Basically introduce the students in Denmark to the culture in Smithfield, NC.  Maybe have each student do a brief introduction of him/herself since they will be corresponding with students there and have my students help me determine what else should be included on the video. 

Posted at 10:12PM Jun 13, 2006 by cballen3 in General  |  Comments[0]