using video to build academic capacity
TRANSCRIPT
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Step Up High School SummitNovember 5, 2009
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What Is Academic Capacity?
Vocational vs. College Skills (A Disclaimer)
Visual Literacy & Communication Efficiency
Intellectualism
Logic & Creative Problem Solving 21st Century Skills
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Some Basic Curriculum Trends
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School Day
Careers in Film, Television, Radio - Mass Media Arts
Network Television Model
Drama Department
Video Engineering, Radio/Television Transmission, A/V Club
Not often integrated with other Classes/Curriculum
Were Based on Vocational or Arts Standards
Traditional Video Projects
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PSA = Public ServiceAnnouncement
Evening News
Narrative/Fiction
Soap Opera
Commercials
Spoof
Live Events
Sports
Were Broken Down By Type
Traditional Video Projects
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Project Learning
(or Project-Based Learning) Many of us have already done Project Learning- its not new.
Instead of simply taking in information from a book or lecture,students create a project.
Small teams of students.
Students are responsible for gathering the pieces of the project.
Teacher is responsible for structure, deadlines, and helps to provideresources. Scaffolding.
Teacher coordinates evaluation (which may be by students or even thecommunity)
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School Day or After School
Careers in Television, Internet (Film)- Digital Arts
Documentary Model, Social Marketing(Health)
Less Dramatic/Creative Arts, More Non-Fiction
No science or engineering component
Not often integrated with other Classes/Curriculum
Tend to Be Broken Down by Theme
Current Video Projects
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Academically Prepared?
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English Language Arts Content
Standards for CA Public Schools Reading:
Word Analysis, Comprehension
Literary Response & Analysis Writing:
Writing Strategies & Applications
Written & Oral English Language Conventions
Listening & Speaking
Strategies & Applications
http://www.cde.ca.gov/be/st/ss/
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ELA Standards of Note Structural Features of Informational Materials
2.1 Analyze both the features and therhetorical devices of different types of publicdocuments (e.g., policy statements, speeches,debates, platforms) and the way in which
authors use those features and devices. Expository Critique
2.6 Critique the power, validity, andtruthfulness of arguments set forth in publicdocuments; their appeal to both friendly and
hostile audiences; and the extent to which thearguments anticipate and address readerconcerns and counterclaims (e.g., appeal toreason, to authority, to pathos and emotion).
http://www.cde.ca.gov/be/st/ss/
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Habits of the Mind
ICAS = Academic Senates from UC, CSU, and CC
Our study informs our conclusions about the complex nature of
academic literacy. Competencies in reading, writing, listening,speaking, and in the use of technology...presuppose the intellectualdispositions valued by the community college, CSU, and UC faculty
who teach first-year students and participated in our study. They tellus, and our experience confirms, that the following intellectualhabits of mind are important for students success.
%om ACADEMIC LITERACY: A Statement of Competencies Expected of StudentsEntering Californias Public Co&eges and Universities 2002 Intersegmental Committeeof the Academic Senates (ICAS)
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Broad Intellectual Practices
%om ACADEMIC LITERACY: A Statement of Competencies Expected of Students Entering CaliforniasPublic Co&eges and Universities 2002 Intersegmental Committee of the Academic Senates (ICAS)
60%
62.5%
65%
67.5%
70%
72.5%
75%
77.5%
80%
68
7172
7374
7777
7980
Exhibit Curiousity
Experiment with New Ideas
See Other Points of View
Challenge Their Own Beliefs
Engage in Intellectual Discussions
Ask Provacative Questions
Generate Hypotheses
Exhibit Respect for Other Viewpoints
Read with Awareness of Self and Others
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My So Called Digital Life
What were the ways in which students perception ofengagement were influenced?
Using Computers to Help
Being Connected (Project Internet Community)
Applying Digital Know-How
Trying Their Best (High Levels of Stress)
Looking at Things Differently
2006, Bob Pletka
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Building Academic Capacity
Visual Literacy & Communication Efficiency
Intellectualism
Logic & Creative Problem Solving
21st Century Skills
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Visual Literacy & Communication Efficiency
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COME WITH US TO THE MUSEUM!
STREETSIDE PRODUCTIONS & YOU
What: Trading Traditions @ the Oakland Museum of CAWhen: Thursday, March 20, 2008 3:45-5pm
Where: Meet @ Lake Merritt BARTWell walk to the Museum together @ 4pm sharp
Based on the book Under the Dragon (Heyday Books), Trading Traditionsexplores the daily mix of California's new communities through photographsby Berkeley writer and radio journalist Lonny Shavelson, commentary byOakland author and editor Fred Setterberg and Shavelson, and sound designby James LeBrecht, head of Berkeley Sound Artists, and Shavelson. They
present the Bay Area as a virtual street fair, with food, music, and culturein constant exchange.
Intellectualism
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CCH Student DirectionsFor Friday, March 28
1. BUILD A NEW SEQUENCE CALLED OAKPARK HISTORY USINGCLIPS FROM IRIANA. LET HER WALK US INTO THE SPACE. BE SURETO SHOW SOME CLIPS OF THE OLD CAMBODIAN NEW YEAR. ANYYOUTH YOU CAN FIND TALKING ABOUT THE GOOD OLD DAYS PUTHERE TOO. YOU CAN EVEN USE OLD DAN AND RUSSELL IN VOICEOVER (SO COVER THEM WITH BROLL) FINISH THE SEQUENCEWITH VEASINA TALKING ABOUT VILLAGE.
2.WATCH MERCEDES CUT FOR THE CHANGES SHE AND YEN MADE TOTHE KIDS HANGING OUT IN FRONT OF OAKPARK. THOSE CHANGESARE GOOD. WORK THEM INTO THE CURRENT CUT.
3.REMOVE ALL OF THE ALLEY REFERENCES FROM THE POLICESECTION. WE CAN SEE THE ALLEY HERE AND THERE IN THISSECTION, BUT NO NIGHT SHOTS. (ALSO, NO ONE SHOULD BETALKING ABOUT IT YET BECAUSE THE MOVIE HASN T SHOWNTHAT EVERYONE GOT MOVED TO THE ALLEY.)
4.REPLACE THE BROLL OVER SIN (MAYBE SOMETHING FROM THEBROLL WHEN YOU INTERVIEWED CHANDY?)
Logic & Creative Problem Solving
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21st Century Skills
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Audio
Music Score vs.Soundtrack
Sampling
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How can we improve?
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Whats Missing?
Who Teaches?
Whats the goal of the project? Timeline? Scope?
Learning Objectives?
What kind of film? Genre?
What filmmaking jobs are represented?
Where will the students make the film/what is it about?
Distribution Plan - who will see the film and why?
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NOT a Limiting Factor
Equipment & Budget
Number of Staff
Number of Students
Age of Students
Race & Gender
Time Allotted
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Whats the next curve?
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Resources
Pbs.org/independentlens
Edutopia.org
Thejournal.com &Techlearning.com
Youthmediareporter.org
Namac.org
Apple.com/education/teachers -professors/resources/
Bridgethedigital.blogspot.com
Beyond Beats & RhymesNF
Crips & BloodsNF
Streetwise, 1984NF
Visions of Light NF/F
Raising ArizonaF
Do the Right ThingF
Mi FamiliaF
City of God & Favela Doc.F/NF
NF = Appropriate for students working on a Non-Fiction project, F=Fiction project
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