Media Moments Western Reserve Public Media
 

 

Making a Video

A documentary style video is a presentation of factual, political, social or historical events or circumstances in which the video footage is accompanied by narration. A documentary can show a historical figure taking part in historical events, grandparents talking about their lives during a war, parents talking about the first moon walk, something being done to save the environment or the history of an old building.

 

Objective:

(Subject area objectives will depend on the topic selected. The objectives listed below are those that would be accomplished while doing research on their topic.)


Grade 6 — Writing
The student will use the writing process to...

a. focus on the topic with adequate supporting ideas or examples
d. communicate clarity of thought


Grade 6 — Reading
Given a nonfiction text to read, the student will...

10. analyze the text…
11. summarize the text;
12. infer from the text
13. respond to the text


Grade 10 — Reading
Given a variety of selections, students will...

3. Recognize an author’s purpose and attitude (bias/slant).
4. Support an interpretation by locating specific information
12. Evaluate the effectiveness of resource material for a specific audience/purpose.

 

 

Procedure:

  1. Students will watch a news program or documentary. The goal is for the students to research the facts of the program and make a video about a topic from the program.

  2. In a group, students will determine the topic of their video

  3. Students will define their target audience — their peers, the teacher, their parents, etc.

  4. Students will research the topic of their choice using the Web, the library, interviews, etc.

  5. Students will choose roles for each member of the group

  6. a. Interviewer
    b. Script writer
    c. Camera person
    d. Editor
    e. All group members will do research and prepare storyboard.

  7. Create a script.

  8. Group members will prepare a storyboard. This should include a rough sketch of each sot and the accompanying text.

  9. Shoot and edit the video

  10. Make a presentation of the video to your classmates, on morning announcements or other venues.

 

Evaluation:

Teacher should evaluate content of the video.

A rubric is given below to evaluate the quality of the video.

CATEGORY 4 3 2 1
Knowledge All students showed excellent knowledge of content, needing no cues and showing no hesitation in talking or answering questions. All students showed excellent knowledge of content, but 1-2 students once needed note cards to talk or answer questions. Most students showed excellent knowledge of content, but 1-2 often needed note cards to talk or answer questions. Most students needed note cards to talk and to answer questions.
Videography - Clarity Video did not rock/shake and the focus was excellent throughout. Video did not rock/shake and the focus was excellent for the majority of the video. Video had a little rocking/shaking, but the focus was excellent throughout. Problems with rocking/shaking AND focus.
Videography - Interest Many different “takes,” camera angles, sound effects, and/or careful of use of zoom provided variety in the video. Several (3-4) different “takes,” camera angles, sound effects, and/or careful of use of zoom provided variety in the video. One or two different “takes,” camera angles, sound effects, and/or careful of use of zoom provided variety in the video. Little attempt was made to provide variety in the video.
Videography - Interest All students wore costumes and the group used some props. Some students wore costumes and the group used some props. Students wore no costumes, but the group used some props. No costumes and no props were used.
Copyright 2001, High Plains Regional Technology in Education Consortium
   
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