ROMEO & JULIET MUSIC VIDEO

A Collaborative, Multimedia, Problem-based Approach to Issues of Communication in

Relationships

INTRODUCTIONDo you dread teaching Shakespeare to 35 Grade 10 students?Do you wonder what the “Boring Bard” has to offer modern students?Have you ever considered “forgetting” that Shakespeare is a required part of the curriculum?

THEN THIS IS FOR YOU!

AN EXCITING PROJECT

Imagine bridging the gap between Shakespeare and your students.Imagine Grade 10 students eager to get to English class.Imagine the entire class working together to produce a music video.

THE ANSWER?

PROBLEM BASED LEARNING

PROBLEM BASED LEARNING

Problem based learning involves a compelling problem that captures student interest. Learning is achieved as students develop solutions to the problem, while the teacher acts as a facilitator or director for the learning. Solutions involve structure imposed by the teacher so as to provide both unity and success (class website).

BOTTOM LINE:PROBLEM BASED LEARNING CAN BE FUN!

THE PROBLEM

How can tragedy in relationships be avoided?

OVERVIEW OF ACTIVITIES

Students will use a collaborative approach to investigate problems in Romeo and Juliet’s relationship. By representing these familiar problems in a music video, and by writing a paper that discusses possible solutions, this activity will foster an awareness of difficulties in relationships and will help students develop solutions to these problems.

It is assumed that this would be an end of semester project and that students would already have learned different camera angles and film techniques, and how to create a storyboard.

It is assumed that this would be an end of semester project and that students would already have learned different camera angles and film techniques, and how to create a storyboard.

HOW TO MAKE IT HAPPEN (Groundwork)

1. Before this assignment is even mentioned in class some important work needs to be done by the teacher.

First, an assessment of available technology needs to be performed and adaptations need to be made to suite resources and individual student needs.

When I first began to develop this project I was teaching in a school that had access to individual student computers, video cameras, video projectors, and movie editing software. I also own my own video camera and video editing software and am willing to do the editing myself. The important thing to remember is that the assignment can, and should be adapted to the resources available. I will present my original conception and provide adaptations.

When I first began to develop this project I was teaching in a school that had access to individual student computers, video cameras, video projectors, and movie editing software. I also own my own video camera and video editing software and am willing to do the editing myself. The important thing to remember is that the assignment can, and should be adapted to the resources available. I will present my original conception and provide adaptations.

Second, the class needs to be divided (on paper) into groups of similar strengths, as the finished product depends upon equivalent contributions from each group. Use past performance as an indicator, and place at least one

student in each group who is strong in leadership, organizing, and representing ideas. This student will be an “editor” for the group. Choose at least one other strong student to work with the editor and fill out the group with students of varying strengths who will work well together.

My design suits my class of 36 students: 6 groups of 6. Vary the number of students in each group as needed, but I would not exceed 5 or 6 in a group (I am inclined to think that smaller groups in smaller classes would be the ideal).

My design suits my class of 36 students: 6 groups of 6. Vary the number of students in each group as needed, but I would not exceed 5 or 6 in a group (I am inclined to think that smaller groups in smaller classes would be the ideal).

HOW TO MAKE IT HAPPEN (Groundwork)

Third, a day or two before you introduce the project to the class, meet with group editors and describe their role to them. Explain that they will be required to lead the group in problem solving and in keeping on task. Make sure they understand what is required for both the assignment and as editors.

If they properly understand their roles, the project will be very successful, and the instructor will be able to manage a large class.

If they properly understand their roles, the project will be very successful, and the instructor will be able to manage a large class.

HOW TO MAKE IT HAPPEN (Week 1)

2. After Romeo and Juliet has been studied by the class, introduce the project as it is described in the Overview. An ideal situation is if the problem at hand (How can tragedy in relationships be avoided?) has already been brought up in class and students have shared experiences or advice on the topic. This will encourage student ownership of the problem, and serves to engage them in learning.

Encourage them to begin thinking about decisions they will be making about music, filming techniques, etc.

Here is the handout to use with this project. It outlines the specifics of the assignment and provides a rubric. Use it to introduce the assignment to the students. Remember to generate some energy and excitment as you describe the expectations.

STUDENT HANDOUT

Here is the handout to use with this project. It outlines the specifics of the assignment and provides a rubric. Use it to introduce the assignment to the students. Remember to generate some energy and excitment as you describe the expectations.

STUDENT HANDOUT

3. To get the project off to a positive start, show some examples of music videos (anything off a music channel’s countdown will be current and popular). Take the opportunity to discuss various techniques used in the videos. Ask students how certain feelings are conveyed. This should provide a solid base of learning for the students and should also create some very positive energy in the class.

HOW TO MAKE IT HAPPEN (Week 1)

5. Once students have a good idea what scenes they will include in the video, have each group share their ideas with the class. This is so the appropriate music can be chosen.

4. Once the project has been sufficiently explained, allow the students to move into their groups and begin searching their texts for the events they will be representing.

If group leaders and groups have been chosen well, things can really go smooth.

If group leaders and groups have been chosen well, things can really go smooth.

HOW TO MAKE IT HAPPEN (Week 1)

6. The music will be chosen by the students. Present a list of about 5 songs to the students. Play each song twice and provide a copy of the lyrics. The students will listen to each song to decide which one they think will work best for the music video. To cast a vote, each student will write an essay explaining why that song should be chosen.

Votes can be calculated two ways: either count each student’s position as one vote, or consider weighting votes according to the grade assigned to each essay (e.g. 5-A, 4-B, 3-C, 2-D, 1-F). I believe this method reinforces the idea that those who learn to communicate more effectively usually have more say in society.

Choosing the MusicThe list of songs to choose from can also be student generated. Have students bring songs to you for consideration and make the list of 5 songs from their suggestions.

The list of songs to choose from can also be student generated. Have students bring songs to you for consideration and make the list of 5 songs from their suggestions.

HOW TO MAKE IT HAPPEN (Weeks 2&3)

7. Collect essays after a couple of classes, and allow students to continue with their research or storyboards.

8. By now groups should be working somewhat independent from each other and the teacher should be able to step back and take on the role of facilitator. Allow students to continue with their storyboards, filming and essays at their own pace (about 2 weeks).

As the students are engaged, take time to instruct individuals and groups. Help students see problems they encounter and facilitate the solutions to these problems. Also, sit back and observe pure learning taking place.

As the students are engaged, take time to instruct individuals and groups. Help students see problems they encounter and facilitate the solutions to these problems. Also, sit back and observe pure learning taking place.

Traditionally, storyboards are done by hand. A neat technological twist to the activity would be to create the storyboards in a computer program (a photo editor, a drawing program, or even PowerPoint).

Traditionally, storyboards are done by hand. A neat technological twist to the activity would be to create the storyboards in a computer program (a photo editor, a drawing program, or even PowerPoint).

HOW TO MAKE IT HAPPEN (Week 3)

9. By the end of the third week all students should be working on their essays. I would use this time to edit their raw footage and produce the finished project.

10. Finally, allow the class to view the finished product. Have them complete the project by responding to the finished video in their journals and by answering the question: How can tragedy in relationships be avoided?

During the process, especially in this last week, some students may finish everything, or may not have immediate access to needed resources (e.g. the video camera). Consider introducing readings (e.g. poetry, short stories or essays) to the project that will be looked at upon its completion (i.e. the next unit). Students with “nothing to do” can be completing these readings.

During the process, especially in this last week, some students may finish everything, or may not have immediate access to needed resources (e.g. the video camera). Consider introducing readings (e.g. poetry, short stories or essays) to the project that will be looked at upon its completion (i.e. the next unit). Students with “nothing to do” can be completing these readings.

ADAPTATIONS

Instead of producing a music video with live actors, groups could use images from the internet and images they create to produce a PowerPoint presentation with musicThe large number of students involved in one project could become a problem. You may consider splitting the class in two and have students produce two separate videosIf time is a problem the music essay could easily be left out and students could simply vote by raising their hands. If a SmartBoard is available, it would be very fun and interesting to edit the video as a class

Because this project is designed with a specific class in mind, the following suggestions may help to adapt the project to your own class:

Return to Groundwork

EDUCATIONAL STRENGTHS OF THIS PROJECT

The preceding project takes a lot of instructional time from a class; however, it is so rich in learning that it is worth it.

What Makes it Rich?

Because it includes:

Learning across the curriculum

A variety of problems for students to solve

Effective integration of technology

LEARNING ACROSS THE CURRICULUM

Part of the richness of problem-based learning is found in the inclusion of objectives across many subject areas. This contributes to a well-rounded education and helps students to make connections between what is learned in the classroom and what is experienced in life.

Cross Curricular Links

Problem Solving Strategies

As students develop a solution to the problem posed in this project, they will encounter other problems along the way. Such problems will include:•What music is best?•Which scenes should we use?•How can we achieve the effect we want?•How can we achieve unity as a class?•How can we divide the labour?•What type of shots/angles should we use?•How does the video camera work?•What makes a music video great?

Problem Solving Strategies

To help students through these problems, I have imposed the structure of the assignment. However, students still have ample opportunity to do their own problem solving.

Some of the problem solving strategies they will use include the

following:

Breadth First

Students will naturally begin with a breadth first approach as they engage in a variety of tasks designed to get them thinking of the overall problem. Also, their textual research will cover a wide range of possibilities as the class explores various sections of the play.

Breadth First

Students will naturally begin with a breadth first approach as they engage in a variety of tasks designed to get them thinking of the overall problem. Also, their textual research will cover a wide range of possibilities as the class explores various sections of the play.

Creating Sub Goals

Going with the natural structure of the assignment, some sub goals have already been created for the students. In solving the overall problem, they will be completing 5 smaller assignments that will each contribute information to developing a general solution. Also, students will tend use this approach with more difficult tasks such as shooting video footage, writing essays and completing their journals. None of these activities can be completed from start to finish without first reaching sub goals along the way. The goals may include, outlines, planning, daily entries, and learning how to work a video camera

Creating Sub Goals

Going with the natural structure of the assignment, some sub goals have already been created for the students. In solving the overall problem, they will be completing 5 smaller assignments that will each contribute information to developing a general solution. Also, students will tend use this approach with more difficult tasks such as shooting video footage, writing essays and completing their journals. None of these activities can be completed from start to finish without first reaching sub goals along the way. The goals may include, outlines, planning, daily entries, and learning how to work a video camera

Test the Extremes

I suspect as students engage in the more creative aspects of this assignment that they will tend to test the extremes. For example they may wonder: what if we shoot this scene all in black and white?, or what if we shoot from the floor looking up? As they experiment with extremes they will learn techniques that work well. They may also test the extremes as they reflect in their journals. They may wonder what would have happened to Romeo and Juliet if . . . They may also place themselves in an extreme situation as they wonder about their own relationships.

Test the Extremes

I suspect as students engage in the more creative aspects of this assignment that they will tend to test the extremes. For example they may wonder: what if we shoot this scene all in black and white?, or what if we shoot from the floor looking up? As they experiment with extremes they will learn techniques that work well. They may also test the extremes as they reflect in their journals. They may wonder what would have happened to Romeo and Juliet if . . . They may also place themselves in an extreme situation as they wonder about their own relationships.

External Portrayal

A large part of this project, and directly from the English Language Arts curriculum, is external portrayal. Instead of simply asking students to think about Romeo and Juliet, they will be drawing pictures of them, acting like them and experiencing the feelings and emotions they may have experienced. This will help students to internalize their learning, and will help them to engage in higher orders of thinking.

External Portrayal

A large part of this project, and directly from the English Language Arts curriculum, is external portrayal. Instead of simply asking students to think about Romeo and Juliet, they will be drawing pictures of them, acting like them and experiencing the feelings and emotions they may have experienced. This will help students to internalize their learning, and will help them to engage in higher orders of thinking.

Restructuring

Restructuring will occur as students move from activity to activity. As they focus on the individual aspects of the assignment, they will likely forget what the overall question is, but inadvertently, they will be synthesizing ideas that will help them to solve the big problem. Also, as students may be waiting for available resources, a natural restructuring may occur and ideas will evolve.

Restructuring

Restructuring will occur as students move from activity to activity. As they focus on the individual aspects of the assignment, they will likely forget what the overall question is, but inadvertently, they will be synthesizing ideas that will help them to solve the big problem. Also, as students may be waiting for available resources, a natural restructuring may occur and ideas will evolve.

Reasoning

As students explore and represent Romeo and Juliet’s relationship, they will tend to make observations or hypothesis bases on the evidence collected. The act of reasoning will climax as they write the final paper in which they must synthesize given evidence and determine possible solutions. They may also engage in reasoning to help divide up the tasks as certain group members may have certain skills.

Reasoning

As students explore and represent Romeo and Juliet’s relationship, they will tend to make observations or hypothesis bases on the evidence collected. The act of reasoning will climax as they write the final paper in which they must synthesize given evidence and determine possible solutions. They may also engage in reasoning to help divide up the tasks as certain group members may have certain skills.

Insight

The project is designed to help the students to have a “deep involvement with the problem” (class web page), and as such they may receive insight. This may come as ideas how to organize groups, or it may come with regards to the question about relationships. I suspect some students will begin to develop useful mental schemas as they learn about human relationships through insight.

Insight

The project is designed to help the students to have a “deep involvement with the problem” (class web page), and as such they may receive insight. This may come as ideas how to organize groups, or it may come with regards to the question about relationships. I suspect some students will begin to develop useful mental schemas as they learn about human relationships through insight.

Integration of Technology

Television

Computer

Video Editing Software (or PowerPoint)

Video Camera

VCR

SmartBoard

This project obviously uses a large amount of technology. For example:

Integration of Technology

Is the use of technology necessary? What do the students learn by using it?

They learn how to communicate in ways that are influential in our society.

They learn how to communicate in ways that are influential in our society.

They engage in strategies with the technology that help them to synthesize the abstract information necessary to answering the question: How can tragedy be avoided in relationships?

They engage in strategies with the technology that help them to synthesize the abstract information necessary to answering the question: How can tragedy be avoided in relationships?

The use of technology is a major part of the English curriculum.

The use of technology is a major part of the English curriculum.

Technology provides a framework that captures student interest. By enjoying school, students can learn a lot more than just the subject matter.

Technology provides a framework that captures student interest. By enjoying school, students can learn a lot more than just the subject matter.

Technology can be used as a form of classroom management: in this case, the novelty of it will help students stay on task.

Technology can be used as a form of classroom management: in this case, the novelty of it will help students stay on task.

By using technology, some students will find success in an English class, where they have previously failed boring writing assignments.

By using technology, some students will find success in an English class, where they have previously failed boring writing assignments.

And finally, there is something about technology that facilitates collaboration. Maybe it is all the problem solving that is necessary in using it, or maybe the recording of digital information makes sharing ideas easier.

And finally, there is something about technology that facilitates collaboration. Maybe it is all the problem solving that is necessary in using it, or maybe the recording of digital information makes sharing ideas easier.

SEE YOU ON VIDEO HITS!

RESOURCES

The following were helpful in creating this cross curricular activity:

Problem Solving With Computers. http://classes.uleth.ca/200201/educ4762ol.html.

Marlo Steed. April, 2002.

Alberta Learning. http://www.learning.gov.ab.ca/default.asp. Gov AB. April, 2002.

Romeo and Juliet. http://chemicool.com/Shakespeare/romeo_juliet/. April, 2002.