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I chose to observe the Video Technology classes at Robinson High School. I teach at another campus in Robinson, so I wanted the opportunity to find out how the class was set up in my district. I visited and observed two different class periods on three consecutive days. I wanted to observe video technology because I was taking that particular course at the time. I had talked with the teacher earlier in the year about the hardware and software they used in the class, and I was interested in learning more about the class structure.
The teacher has taught other business and technology applications classes here for several years, but this year was the first time the video class was offered. The class sizes vary, but most classes are between 18-20 students. The equipment includes a scanner (hp scanjet 4570C), 2 Canon ZR 40 video cameras, and 1 Canon XL1S video camera (very nice!). There were about 18 Dell computers with Internet access and Microsoft PowerPoint and Word. The teacher explained that the same classroom is used for Desktop Publishing classes, so the Dells are used for storyboarding and Internet use only. The videos are produced on four Apples (each have dual 75gig hard drives) and one Apple G4 SuperDrive with dual 115 gig hard drives and a 24" monitor. They have four external hard drives that connect via firewire that are used for saving and transporting the student videos to the Apple G4. The teacher projects the videos via a Boxlight projector from the Apple G4 SuperDrive. Final Cut Pro is the editing software used by the classes. Because of the number of computers, all video projects are created in groups of 4 or 5 students.
Since I visited in May, groups were working on final editing of a project video that they had worked on for several weeks. I was able to watch students work with the editing software and observe the teacher interacting with the students who needed a little extra help with editing problems. It was very obvious that the teacher had previously taught the students to use all of the basic editing features and that students usually needed only a gentle reminder of "remember we have to..." to be able to continue their editing process. Many of the students were seniors, but the class is open to 9-12th grade students. Next year they will offer one section of Advanced Video Technology.
The next two days I observed were "viewing" days. Wow! What a fun experience! The quality of some of the videos just absolutely blew my mind after knowing how much I struggled to produce my own videos for TATC. For these particular videos, the teacher had not assigned any specific topic, so the students could use their creativity to the fullest. It was very obvious that some of the student groups had worked very hard to produce their videos, and both teacher and students admitted that many extra hours had been put in outside of regular class time for the best videos. A couple of the videos incorporated costumes and props that the groups had made, and scripts and storyboards were in place. In one video, "Birds of a Feather," the students used "blue screen" editing for scenes where the two characters were flying over the Grand Canyon and other landmarks. The teacher explained that she had purchased several large sheets that were a good blue color, and when needed they are attached to the walls. Another video incorporated James Bond fight scenes that were reminiscent of fighting shown in the Matrix movies. It was obvious from the videos and class discussion of the videos shown that camera techniques had been covered in classroom studies and then put into action!
I was very surprised at the length and size of some of the videos, though. These were, of course, some of the longest videos the class had produced. The two best videos were about 10 minutes in length and were probably 10 gigs or more each! My computer would have disintegrated working on anything of that magnitude. The teacher planned on burning the movies to DVD, and students were paying a nominal fee to get a copy of their group's work.
Observing this video technology class in action was an important part of my TATC experience. It helped me see the level of creativity and work that is possible if students are given good basic instruction and guidance in a class of this type. The teacher modeled respect for student's efforts and expected all class members to do the same. Discussions and critiques were for learning purposes, and I learned too. Students were obviously very motivated in the class and were understandably proud of their efforts. I was able to see that group work can be effective with the proper planning and structure. I was able to observe many of the TEKS in action as students were actively engaged in editing and producing their videos. Some of these include--
- "demonstrating knowledge and appropriate use of digital and analog video systems, software applications, and communication and networking components" TEKS10.1s
- "create video products for a variety of purposes and audiences" TEKS10.14s
- "apply appropriate post-production techniques, including editing and creating control and/or time coded tracks, transitions, audio levels, background music, and special sound effects;" TEKS 10.26s
The observation assignment, in my opinion, was another helpful stepping stone for my growth, and I enjoyed it tremendously!
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