using video to build academic capacity

8/3/2019 Using Video to Build Academic Capacity

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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


Intellectualism

Logic & Creative Problem Solving

21st Century Skills


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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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using video to build academic capacity

Documents