With my course introduction video, I felt very deficient in my demonstration of crafting video texts as I reviewed the relevant criteria for creating such a text from Hicks (2013). While he outlines many characteristics and their effects on a video text, I felt as if I was barely skimming the surface even as I addressed some critical elements in my video.
Before addressing specific elements, I addressed the MAPS heuristic of Hicks (2013) and identified my mode, media, audience, purpose, and situation. I determined the mode for my course introduction video as being a biographical and informational text with a purpose of introducing myself to my classmates in the course. Although I did not put much thought into the format of my original video, I reconsidered my choices in relation to the craft of the video with these parameters in mind.
Retrieved from https://hickstro.wikispaces.com/WISD+Workshop
I decided on enhancing the presentation and flow of my video through the WeVideo application. In addition to recapturing my video, I added captions and text to enhance my message as suggested by Hicks (2013). By adding a title and captions, I made my purpose more evident to the audience and provided a smooth flow to the overall video. My final quote at the end also emphasizes a meaningful theme and message from my video. Additionally, I added transitions that give a smooth fade-in at the beginning and a fade-out at the end with transitions of vertical flips between each topic in my video. These transitions also make the video more appealing and provide better flow so that the audience is not overwhelmed by a monotonous video with no variety or road signs for the video text.
As I indicate in my video, I want to apply my new knowledge of technology resources and strategies to my classroom in order to make my curriculum more relevant to my students. In English Language Arts, I can definitely see how the intentionality of creating and analyzing video texts clearly relates to multiple standards. Being a teacher of high-need students of poverty, I recognize the conclusion of Friesem (2014) that video production provides a way for these students to share their ideas through a medium and collaborative process that is not possible through traditional texts and assignments.
The following video displays many of the video text elements as outlined by Hicks (2013):
References
Hicks, T. (2013). Crafting digital writing: Composing texts across media and genres. Portsmouth, NH: Heinemann.
Friesem, E. (2014). A story of conflict and collaboration: Media literacy, video production, and disadvantaged youth. Journal of Media Literacy Education, 6(1), 44-55.
Friesem, E. (2014). A story of conflict and collaboration: Media literacy, video production, and disadvantaged youth. Journal of Media Literacy Education, 6(1), 44-55.
The narrative video was great! I loved the transitions with the cubes flipping and title to introduce the next topic. High school students would be able to incorporate a video similar to this in a project to further explain a topic they researched or to further argue a point. The MAPS guideline (Hicks, p. 21) is an easy guideline most high school students can follow while completing the project. I like the following statement by Hicks (p. 136) digital writers need to think of video production as "an act of crafting, not of simply recording." This would be the most difficult part of the project, but if done correctly, it could be the best.
ReplyDeleteHicks, T. (2013). Crafting digital writing: Composing texts across media and genres. Portsmouth, NH: Heinemann.
I can empathize with feelings of deficiency in crafting our video texts. I enjoyed your revised video. I liked the personal aspect of the video. The transitions that you used enhanced the video. Your use of graphics successfully communicated the purpose of the video. I agree that teaching students how to create quality work will help the to better understand what they should look for to determine the quality of the texts they choose to use. Per Kelly Gallagher (2014), “We must teach students to imitate model texts before they write” and it is important for students to be provided access to meaningful, high quality examples of mentor texts.
ReplyDeleteGallagher, K. (2014, April). Making the Most of Mentor Texts. http://www.ascd.org/publications/educational-leadership/apr14/vol71/num07/Making-the-Most-of-Mentor-Texts.aspx