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HOW IT WORKS 

Since the fall of 1997, I have taught several courses on multimedia production, including team teaching a course, called "Point of View: constructing History" with a history teacher.  Students were required to produce a 10 minute documentary on an historical period or event using an oral interview with a family member or older friend who can speak from direct experience.  They must also use video footage from other sources, documentaries, popular movies, old family films, etc., as well as a voice over narration and music in order to construct a video which will contain their own point of view.  They learn about how editorial choices effect content and what you don't say can be as significant as what you do say.  They also learn about how much time and thought go into producing a documentary.  for example, one student interviewed her grandmother who was a  Holocaust survivor and intercut documentary footage and  family photos.  Another student interviewed her father who was a television producer during the Nixon resignation and incorporated an interview with him along with documentary footage as well as clips from feature films.

Another student did her video  on the Cuban embargo and its history from the Bay of Pigs.  She interviewed her sister, a reporter in Cuba at the time, and incorporated historical footage, taped music and audio, as well s still images and voice over to create a powerful piece denouncing the efficacy of the on-going embargo.  She had created her own piece of propaganda.

One student interviewed her mother who was in high school, living on a Naval base with her family in Hawaii during World War II and talked to her about what life was like without men.  she also discussed her experiences having male friends who were drafted and never returned.  The student's video included family pictures and historical footage, popular music and voice over narration to create a very personal and unique aspect of life for women during WWII.

Another student became interested in the historical accuracy of the Steven Spielberg film, "Amistad", and she did research of her own.  She interviewed people in the industry as well as an historian and intercut their versions of the incidents and events with Speilberg's film in creating her own analysis of the way the film maker  portrayed or altered events for dramatic effect.

The history teacher evaluated the historical content and I did the media and technical aspects.  I've also worked with a physics teacher and his class in producing short videos as final projects on physics topics.  Currently a small group of students  are working on a documentary about the founder of the school to be shown at our Centenary celebration next year.

WHAT YOU NEED

Camcorder, scanners, Internet, digital editing software (such as Media 100, EditDV, FinalCut Pro, etc.)

THE STUDENTS

My classes consist of 10th through 12th grade students.  However I have done video production and editing with as young as third graders.  Young students are quite familiar with computers and take to the computer editing process readily.  Technical involvement is more limited but possible.

OVERALL

The best aspect of using video in education is that students are highly motivated to use video, a format they are familiar with, to explore and learn within the school setting.  Skills developed include collaborative learning, technical procedures, editorial decision making, organization skills, interpersonal skills when doing an interview, and how effective media can be as a learning tool and not just for entertainment.

Tips:

Pre-production planning is the most important way to use class time effectively and avoid frustration.

Forge an alliance with a sympathetic teacher in another department.  Two are better then one when it comes to convincing administrators of the value of video in education.

Be prepared to put in the extra time and leg work video production takes.

Duane Neil has been teaching studio art for the past twenty-two years and media education for the past thirteen.  He received his B.A. in Studio Art from St. John's University in Collegeville, MN, and his Masters in Art Education at the Rhode Island School of Design.  He is currently the head of the Art Department at The Chapin School in New York City where he teaches art and media education in grades 4-12.

neil@chapin.edu

Subject: Arts, Social Studies

Grades 3-12