Today’s guest post comes from a California teacher that we met at the Southland Council of Teachers of English Annual Conference in October!
Noël Ingram currently teaches English 10, Cinematic Arts, and Yearbook at Da Vinci Communications in Hawthorne, CA. She conducted her undergraduate studies in English and Psychology at the University of California, Davis, and earned her teaching certification through the LMU|Teach for America Partnership. She believes in the power of stories and values people who speak their truth. Various pathways to Noël’s heart include books, cats, coffee, tea, running, line dancing, and colorful office supplies.Want to connect? email@example.com; http://www.dvcnoel.weebly.com
At my school, projects drive the learning process. Each grade level team collaborates to create project deliverables that are connected. Sometimes, students create one large product at the end, with each class focusing on a particular piece of the final creation. Other times, our team decides on a big driving question and then focuses on answering the question a little different within each of our classes. Regardless of the approach we take, the content that kids learn in each class is essential for them to be successful in their other classes. For example, students may be required to incorporate content from their Chemistry course into the story they are writing in Humanities. The main characters from this story may then form the basis of the app they code in Computer Science. We work through a minimum of two projects a semester and the kids publicly display their work at Exhibition once a semester. I teach 10th grade English and Cinematic Arts in a blocked schedule, and I have the freedom to allocate the time however I choose. I do not divide my time into an “English” block and a “Cinematic Arts” block. Rather, I teach films as “text” and weave in basic film concepts that will assist students in creating their own pieces.
Our last project, “Case Closed,” explored the following driving question: What is evidence and how is it used to make a case?
What I Hoped Students Would Get From This Project
A broader concept of “evidence.”
By the time students come to me, they have a relatively solid understanding that “evidence means quotes”. However, I don’t want my students to think that quotes are the only form of evidence out there. I want them to view their world as brimming with pieces of evidence to analyze including images, films, texts, and behavior.
An understanding of intertextuality.
I want students to see that the themes explored in Hamlet are timeless and very much present today. I want students to make connections between their favorite films and T.V. shows and the literature we read in class.
A focus on authentic analysis.
When we as teachers say “analysis,” most students automatically think of the five-paragraph, literary analysis essay that they have been trained to write since middle school. Unfortunately, I rarely ever see any authentic analysis in these types of essays. Plagiarism runs rampant and much of the essay is simply parroted information from Shmoop, SparkNotes, or other similar sites. This project could not be plagiarized from study sites. Students were required to think deeply about the text and make intertextual thematic connections.
Before the Project
We did a whole-class novel study of Hamlet. We watched the Royal Shakespeare Company’s 2009 TV adaptation of the play in class, pausing often to discuss and analyze key moments.
We begin all genre studies in our workshop the same way: with a genre immersion. I screened our “mentor texts” in-class, while students took notes on their “noticings.” After the first viewing, students discussed at their tables what they noticed and then shared-out whole class. I then shared with them a little bit of context about how the genre of video essay is currently being defined. (For more on this, see Marilyn Freeman’s essay “On the Form of Video Essay”)
I relied heavily on pieces from the YouTube channels Nerdwriter and Every Frame a Painting, intentionally choosing pieces that focused on film concepts we had covered in class to reinforce their cinematic knowledge. I also included a few more experimental forms so that they could see some of the range of the genre. Please note: If you plan to use any of these videos in your own class, please watch them beforehand and decide on the video’s appropriateness according to your unique class community. My students all sign a permission slip that allows me to screen rated R material for curricular purposes.
After making a list of their own noticings, students discussed which features of the genre they thought were the most important. They then shared these features out in a whole-class discussion. I took notes of what students were sharing on a google doc and then used their notes as the basis for the checklist I used to grade their final cuts.
The Creation Process
To guide students in the creation process, I had them submit work for four checkpoints. They were allowed to use any video editor they liked and I did not provide any direct instruction in video editing. Most students used either iMovie (as an app on their phones) or WeVideo. We had a little bit of a snafu when our school’s content filter would not allow me to adjust the settings to allow students to have access to YouTube to find video clips. Students then either found their clips at home or used their cell phones to save clips to their Google Drive. There are many browser extensions that students can use to download video clips to use in their projects. Additionally, Subzin is a helpful resource that allows you to search movie quotes. Students would use this to find additional sources of video that they wished to use in their project.
Some topics that students chose to explore included:
- The portrayal of mental health
- Gender discrimination
Changes I Will Make Next Time
Emphasize clip length: “the shorter the better.”
Students tended to show clips that were far too long. I believe this came from their personal attachment to the clips they chose. They frequently chose to look at their favorite movies or TV shows and had a difficult time cutting down the length of the clips, instead wanting to show every part of the scene.
Analysis vs. Summary
Even though I taught a mini lesson on analysis vs. summary and had students analyze a mentor text, indicating which parts of the voice over were analysis and which parts were summary, many students still struggled with this. Next time, I plan to modify this project by requiring students to submit the files of the clips they are using in a separate checkpoint and having students fill out a say/mean/matter chart for their clips prior to working on their script
Students didn’t have as many opportunities for peer feedback as they usually do during a genre study. Next time, I will add in a “rough cut” screening so students can receive ample feedback before submitting their final cut.
Requirement of a Voice Over
Some very effective video essays are created without the use of a voice over. Thus, I told students that they could create their video essays without a voice over, but that they should keep in mind that this is a more challenging option. Unfortunately, the vast majority of students who did not use a voice over in their project made their choice based upon the erroneous belief that it would be “easier,” rather than because it was the best artistic choice for their vision. Students were overwhelmingly unsuccessful at communicating their argument without the use of a voice over.
Some Outstanding Student Examples:
In Their Own Words: What Students Said About This Project
- I liked that we were able to choose how we did it and it wasn’t too guided.
- I liked that we could relate it to any topic and I liked how we got to see how the themes were portrayed in modern day TV or movies.
- I liked how we got to watch Hamlet and pick a theme from it and put it in our perspective.
- I liked that I really got to show my creative side and I got to express myself.
- What I likes about this project was the production behind the Video Essays, I thought through the details and important part of my video essay. I chose decisions because decisions are key in plot formation and climax in stories or movies. And I see that a lot in Hamlet by William Shakespeare. The editing was a fun experience because I got to learn how to uses new software in editing. I want to be an editor and animator so it is why I enjoyed editing classwork.
- I liked that Noel left room for us to do whatever we needed to carry out our vision. She gave us room to be creative.
- I liked that we had the opportunity to find themes and argue about them. We could back our ideas and arguments up with video clips.
This is a project that I will use again. The video creation and use of their favorite shows and movies immediately engaged students, while the foundation of our study in video essay mentor texts held students to a high level of rigor. As the deadline loomed nearer, many students approached me to share that they found this project “so much harder than [they] thought it would be.” I responded, “you’re right. This project is really difficult because it’s hard to create beautiful work that people care about. Let’s see how our mentor texts can help us here.”
How do you use film as mentor texts in your classroom? How can you see students using video essays to engage in authentic analysis within your curriculum?