Meet the Blogger: Spicing Up a Video Introduction
Using video can seem overwhelming to most people. Many cringe when they see themselves on a camera, or in a video. The task of making a video centered around them can be daunting.
The world today is centered around virtual meets, videos, and zooms. Students are mastering the digital world of video without us... Teachers, it is time we stop being afraid of the world of video and dive right in! Students need proper instruction in how to navigate video arguments. “[W]e teach students to “read like writers”, we need to help them “view like a videographer” (Hicks, 2013, p.108). Videos are a form of “visual literacy” (Hicks, 2013, p.105). Providing students with opportunities to practice their video skills will help them make connections with their everyday life.
Like writing, making videos has a “writing process”. The writing process for visual literacy and written literacy has similar characteristics. Below is a table that includes the writing process of visual literacy V.S. The writing process of written literacy.
Look familiar? Teachers, you CAN teach visual literacy. It isn’t as foreign as you may think.
Below is an introductory video of myself. These are the steps I used to complete this video.
I used the “writing process” from the table above to shape my video.
When creating a video you must think about the small details such as the setting, lighting, costuming, acting, camera angles, timing, narration, sound effects, music, and so on (Hicks, 2013, p. 108). I chose my setting to be my classroom sense my video is centered around my role as a teacher. I also opened all of my classroom windows to bring in more natural light. I dressed fun and professional, because that is the vibe I want to give off as a teacher.
After I recorded my video, I added some effects to make my video aesthetically appealing to those that will view my video. I used time lapse photography as a way to enhance the transitions of my introduction video. I also used music to make my video more lively (Hicks, 2013, p. 105). The app I used to invert these tools into my video is iMovie. Click on this link for a tutorial on how to use iMovie.
Remember teachers, video literacy is a craft. You won't be perfect your first go around. It is okay to show your flaws in your videos. You are human after all! Viewers enjoy seeing real people trying new things. Real humans have flaws, being real with your audience will encourage them that they can do this too! The more videos you make the more proficient you will be. Videos can document progress beautifully. Not only your students can see their progress, but you can see yourself grow as a teacher.
And finally, remember the purpose of composing a video. “Our aim is to help students focus on the argument they are making (Turner & Hicks, 2016, p. 84)”. Provide opportunities and different mediums for students to get their arguments out there. But, remember to teach them how to use the mediums responsibly and respectively.
****Introductory Video linked below on my YouTube channel.
https://youtu.be/b44kQFnRHtg
References
Hicks, T. (2013, April 29). Crafting digital writing. Retrieved March 22, 2021, from https://www.heinemann.com/products/e04696.aspx
Turner, K. and Troy H. Argument in the real world. Heinemann Publishing, 1 Nov. 2016, www.heinemann.com/products/e08675.aspx.
I like how you compared making a video digital argument to a process many teachers and students are already familiar with. I enjoyed watching your video (your classroom is super organized btw!) and seeing the features you decided to add that would enhance the content. It is important as digital writers that we use "various craft elements to enhance [our] message" (Turner and Hicks, 2017, p.90).
ReplyDeleteReference
Turner, K. & Hicks, T. (2017). Argument in the real world: Teaching adolescents to read and write digital texts. Heinemann Publishers.
Haley,
ReplyDeleteI loved watching your video! This was a wonderful take on how to best introduce you and your classroom. This was a great comparison to the writing process to help teachers that are nervous about this new age of teaching and learning for us all. By helping students and teachers to better "understand common craft elements of video," they will be more likely to sue video arguments for future practices (Turner & Hicks, 2017, p. 84). This allows the students and teachers to become familiar with this new style of teaching and learning to help them better understand the instruction and presentation. Loved your video!
References
Turner, K. & Hicks, T. (2017). Argument in the real world: Teaching adolescents to read and write digital texts. Heinemann Publishers.
Haley,
ReplyDeleteI loved your new video. It was so much fun and engaging. I wish I would have made mine the way you did. This is something I will remember for the future. This video definitely involves active learning. According to Bolisani, “Active learning is defined as “any instructional method that engages students in the learning process” so that they “do meaningful learning activities and think about what they are doing” (Prince, 2004).” (2019, p. 48). You did the learning and made the necessary changes to make a great video. You included so many craft elements of video that Hicks discussed on page 91-92 of Argument in the Real World. Keep up the good work.
Turner, K. H., Hicks, T. (2017). Argument in the real world: Teaching adolescents to read and write digital texts. Heinemann Publishers.
Bolisani, E. (2019). Making Videos as a way of Learning: A Project at the Engineering School of Padua University. Proceedings of the International Conference on Intellectual Capital, Knowledge Management & Organizational Learning, 48–56. https://doi-org.ezproxy.montevallo.edu/10.34190/IKM.19.071