Before and Beyond Lights, Camera ,Action

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Before and Beyond Lights, Camera ,Action
Rationale for Video Products as Classroom
Extensions

• Media does more than provide information it
  provides connections.

A case for video production as an authentic
component of inquiry based learning
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Most school administrator think of Video
Production as Lights, Camera , Action
Rather than
Mediated Messages developed through Effective
Teamwork with transference of authentic math,
science and language arts, and potentially other
skills and content knowledge which result in an
informed and empowered voice that is aware of
legal and ethical real-world responsibilities.

• Before there is a video product, there is raw
  materials, research, resource skills
  acquisition, project and story building and
  planning.

Beyond the creation of the video product is the
transference of prior and new knowledge, insight
into individual and group comfort zones,
opportunities to stretch and make connections,
change management, audience feedback and
reflection.
A case for video production as an authentic
component of inquiry based learning
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and desired Outcomesmapto Standards
in addition to being HIGHLY MOTIVATIONAL induce
TRANSPARENT LEARNING encourage COOPERATIVE
LEARNING develop LEADERSHIP SKILLS depend on
Solid STUDY SKILLS create an INTERNAL LOCUS OF
CONTROL make MEDIA LITERACY experiential
require WIDER CIRCLES OF REFERENCE provide
opportunities to enable IMPROVED SELF-ESTEEM
encourage PROCESS THINKING
Projects with Video Product Extensions
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Rigorous and Enjoyable
Students are attracted to working in creative
ways with new technologies.
Students transform raw data information into a
mediated message with script writing ,
visualization and effects.
Students take the videos' story and camera into
their own hands.
Students learn how camera techniques influence
viewers.
Students crew to achieve results they
contribute in various comfort zones, handle
varied responsibilities and must succeed with
teambuilding to achieve a solid video product.
Students connect and interact with their
community because they often have to search
beyond the classroom for resources.
Students learn to inform their voices.
Each student is responsible for overseeing his or
her area of the production.
Students discover ways to participate in a larger
community given opportunities to share their
views and ideas.
Video production requires extensive planning.
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CT Framework
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Video Products
Public Service Announcements Documentary Instructi
onal Drama/Comedy - foreign language
- News Interviews Animation