Video Blog
1. Objectives
What is a video blog?
The word “blog” is a derivative of “weblog” which is a collection of online entries displayed in reverse chronological order containing text, pictures, or links typically providing commentary on social issues or serving as a personal diary.
A video blog, or “vlog”, is the same thing, only using video technology. We selected this particular form of self-expression because of W.E.B. DuBois’ focus on broadcast technology. By completing a vlog, students would have the opportunity to become more proficient with all aspects of video production, specifically:
Spokesperson: Developing skill speaking in front of a camera
Producer: Helping to coordinate the talent and production crew; managing people and materials and equipment
Director: Making artistic and technical decisions to create the best possible footage
Editor: Using computer software to turn raw footage into a final product that tells a good story, supplemented with credits, titles and other effects that enhance the final product
Voice
Creating the vlog was not a “stand alone” project assigned for the sake of learning technology, however. We felt it was the best possible medium for students to discover and use their voice in a way that could promote social change.
Expressing what life is like from their point of view gave them the opportunity to tap into their own personal power. Young people who view the vlogs may find power by seeing how a peer was able to identify and rise above a struggle or challenge. The vlogs can give hope and ideas for self-advocacy, which has an impact on society.
Skills
Another reason we selected this form of self-expression is that students are immersed in visual media through television, music videos, video games, etc., so it was a medium with which they were familiar.
Learning the technology skills empowered students because they now have a skill set that they didn’t have before and developed confidence in using it for a variety of purposes: documentary, self-expression, artistic creation, or serving the school by creating broadcast material.
“I found out that I’m really good at lots of things.”
Teamwork
We had students work in teams of three: Producer, Spokesperson and Director. Each student had the chance to take on each role as they helped each other create their individual vlogs. In this structure, they needed to cooperate and depend on each other for the quality of their final product and therefore, their final grade. Students learned to take each other seriously, solve problems, listen to and communicate with each other, and help each other reach artistic and technical goals. Working together in these roles strengthened the feeling of community and respect in the classroom.
Although editing their footage was an individual task, we were thrilled to see how they supported each other during this phase, too. Students who learned how to create titles shared the skill with others; they watched each other’s work and offered suggestions; they shared music files. The spirit of cooperation that arose during their initial structured teamwork persisted into this phase of editing, and we encouraged teamwork at every step.
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2. Project Planning
Planning a Video Blog Project
We learned many lessons along the way! We found that we wished we had scheduled more time for instruction on how to use the technology (cameras and editing equipment), and although we knew that editing takes a long time, we still didn’t schedule enough.
We suggest consulting an experienced videographer if you are new to this process, and inviting an expert to help with instruction. Jeremy Bessoff from Strive Media donated his time to speak to students about the videography and editing process from start to finish, which helped them understand what they needed to think about while planning their projects.
What worked well was giving students a highly structured plan for creating their footage and keeping them short (2 - 5 minutes) and, therefore, manageable. We allocated most of 12 class sessions to the project, and in that time, students were able to shoot and edit two segments of video. The final projects were 2 to 5 minutes in length.
Help Students Prioritize and Manage Time
The more footage you shoot, the longer it takes to edit. We limited students’ shooting to a few minutes so they would not be overwhelmed later.
Editing truly is a lengthy process, and it is important to help students prioritize. In the film world, there is a saying: “A film is never done, you just stop editing.” We needed to help students set aside things like music for the background if they still didn’t have their content complete, for example.
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3. Assessments and Handouts
Students worked from this rubric that outlines basic components of video production.
We used this assessment rubric to assign a final grade to the finished video blogs.
Expectations and Team Roles
“I learned how to be a leader.”
This handout on expectations addresses the roles each team member will play and how to structure their video production.
The following handouts explain the roles in more detail:
Director
Producer
Spokesperson
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Provide Samples and a Rubric
In order to help students understand what a video blog is, we suggest showing them several samples. We had a difficult time finding examples on short notice, so this was also a learning for us. We realize that if we had a sample that exemplified the criteria we were looking for, they may have been better able to understand the process earlier on.
We did give them a rubric to guide their work, which was helpful. In the Assessment section, you can read more about rubrics and why we think they are valuable.
4. Vlog (Video Blog) Samples
W.E.B. DuBois Vlog Samples
Just like a good rubric, samples of work can help inspire, motivate and guide students’ work. Here are some of our best vlogs for you to view and share with your students.
You may need to download QuickTime if it is not already on your computer:
Joe’s vlog
Brianna’s vlog
Renelle’s vlog
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