Especially after the research I completed for my Digital Steward Presentation on Video, I believe that video is a tool with incredible capabilities within the classroom. One facet of the medium is the extreme range of its uses. Similar to writing, it has the ability to communicate any topic and can do so in a nearly endless variety of formats - and thus it can appeal to many different learners with different interests and levels of creativity. This limitless also provides a challenge for the teacher when determining which aspects of video to cover and how to best introduce newer learners to thinking about video beyond what they are already doing on their phones. I similarly faced this challenge for my Digital Steward Presentation, and found it was easiest to use umbrella terms, such as video as a subversive art form, to discuss a wide variety of projects and perspectives. Like many other mediums, I think there is great opportunity for self discovery and exploration for students, while also ways of introducing technical skills that students can build on their entire school careers, for art as well as other subjects.
I think a good place to start is providing students with basic knowledge regarding the capabilities of editing. These skills are something they will be able to use in any form of video project, branching far beyond the confines of the art classroom. Understanding how images and footage can be cut and put together to create meanings, as well as emotions and reactions in a viewer cam enhance narrative, aesthetic and informational videos. It is also something that can be introduced before students are asked to capture their own images or think too heavily about their specific content. I also think that especially when working with students who are old enough to develop their own opinions and agendas, video is a medium that is perfect for communicating, referencing back to its similarity to writing. I think developing projects where video enables students to have a voice (whether socially, politically, or simply self-expressively) is one of its strongest powers. The medium also lends itself to the ease of sharing, projecting, and spreading the message beyond a gallery or classroom setting, which has the power to enhance the projects where students are able to share what is important to them. Because students are already capturing video as part of their daily lives, and potentially already quite familiar with their own experiences video blogging, I think it is not only recommended, but necessary to provide them with a deeper knowledge about how to go beyond what they are doing on their phones and fully utilize the medium as creative thinkers.
I think a good place to start is providing students with basic knowledge regarding the capabilities of editing. These skills are something they will be able to use in any form of video project, branching far beyond the confines of the art classroom. Understanding how images and footage can be cut and put together to create meanings, as well as emotions and reactions in a viewer cam enhance narrative, aesthetic and informational videos. It is also something that can be introduced before students are asked to capture their own images or think too heavily about their specific content. I also think that especially when working with students who are old enough to develop their own opinions and agendas, video is a medium that is perfect for communicating, referencing back to its similarity to writing. I think developing projects where video enables students to have a voice (whether socially, politically, or simply self-expressively) is one of its strongest powers. The medium also lends itself to the ease of sharing, projecting, and spreading the message beyond a gallery or classroom setting, which has the power to enhance the projects where students are able to share what is important to them. Because students are already capturing video as part of their daily lives, and potentially already quite familiar with their own experiences video blogging, I think it is not only recommended, but necessary to provide them with a deeper knowledge about how to go beyond what they are doing on their phones and fully utilize the medium as creative thinkers.
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