Video Supplemental Evaluation

"The provision of video technology provides the classroom teacher an additional medium for use in curriculum projects. The subject of human rights can be powerfully displayed through visual media.”

Youth Media trained nine teachers and forty-five students on:

	Camera and equipment operations
	Script writing
	Storyboarding
	Basics of nonlinear editing on Final Cut Pro

“The teacher, five of their students and a Youth Media Filmmaker/Mentor work with an English or History class to produce a 3-5 minute video about Social Justice, Human and/or Civil Rights. Videos will be shown on KDOL TV, streamed on the web and disseminated on CD-ROM.”

http://www.youth-media.org

In what ways to you plan to utilize digital video in your classroom instruction?

Teacher Online Application Responses:

	Documenting classroom practices, student engagement, academic achievement, motivating student participation, enhancing student performance and presentation techniques, breaking down stereotypes of students of color
	Tools for project based instruction and collaborative learning; as opportunity for technology access for under-prepared inner-city urban high school 9th graders; putting some fun into academic learning, introducing technology as an integral part of a 21st century learning community.

What instructional strategies to you currently use that you feel will be enhanced through the use of digital video technologies?

Teacher Online Application Responses:

I'm hoping the workshops would open those doors & possibilities. Somehow I'd like to open up students to empathize with historical events. Imaginary letters & diaries are ways I do it now. Perhaps a news report of an historical event.

Students give oral reports in English on a regular basis-- students will be able to observe more clearly their progress…Digital video will enable the class to observe and develop their skills in oral interpretation as well as creative and critical writing. Students currently write stories, plays and film scripts -- Students will be able to produce films based on their own writings and present their films to parents and the school community.

Youth Media Interview Process

Questions:

	What do you expect to get out of the process for yourself and for your students?
	What are your preliminary ideas for the project?
	How important is youth involvement in determining the direction of the piece?
	What is your comfort level when a student knows more than you do?
	Do you need to be in total control or do you have the ability to let go?

Criteria for Selection:

	Willingness to involve students, allow students to take ownership and provide opportunity for significant student involvement
	Open-mindedness and ability to take constructive criticism

Teacher Training Workshops

Teacher and Filmmaker Partnerships

Session One: February 23, 2002

	The Production Process
	Developing the Creative Concept
	Classroom Management
	Equipment Care
	Camera Operations
	Shooting Techniques
	Meet the Filmmakers

Session Three: April 27, 2002

	Resources: Books, Websites, Glossary, Help Files, Training CD
	Basics: Non-linear vs. Linear Editing
	Pointers and Non-destructive Editing
	Time Code and Firewire
	Final Cut Pro: Browser, Viewer, Canvas, Timeline,
	Bins, Logging, Capturing Clips

Session Two: March 16, 2003

	Teacher Progress Reports
	Lens/Characteristics/Shot Composition
	Single Camera Production Techniques
	Field Shooting Assignment
	Review and Critique

Session Four: April 28, 2002

	Final Cut Pro: Sequence Settings, Adding Media to Sequence
	Basic Editing, Timeline, Transitions, Filters, Titling, Rendering, Print to Video

Other Human Rights Themes

	Continuation education provides the opportunity for equality in education from the United Nation’s Declaration of Human Rights
	To determine if African-Americans should receive reparations and propose how they should be made
	History of music in U.S. and Jamaica as it relates to measuring social awareness of injustices…fueling movement for social change
	Examines social, political and cultural aspects of the phenomenon known as ‘sideshows’"
	A look at child prostitution connected to our World Cultures/Education Academy ‘Psychology of Education’ project

Student Responses

	The best part of being on the video production made me meet people and learn more about Cesar Chavez. It also made me feel confident of myself.
	That you have an opportunity to learn more things about your peers and get to know people…and it also helps you know what is going on in our community.
	I get to learn more about video production as in how to take good shots. I also get to use a lot of technology and learn to make a computer movie.
	The best part of being on the video production team is when I interviewed people and listened to different ideas and different cultural things.

Teacher Responses

What skills did you gain as a result of the technology?

	"I’m developing clearer understanding of "cause and effect" relationships in relationship to critical thinking. Students have responded very responsibly to this project and are working independently."
	"My experience with video was all analog, so discovering what can be done with relative ease in the digital world is a revelation."
	"I have learned a lot but still feel I have more to learn."
	"In previous years I was guided by the technology experts most of the time. I am now offering training on the computer and video to most of the students in my classroom. Yah!
	"I need more practice. This is a great way to bring teachers, students, technology, and social justice together."