1.
What are your concerns about teaching young people to make videos about social
problems?
I have concerns for their
safety. When they go out into their
communities and expose social issues they may be putting themselves at
risk. Another concern I have is that
their story may have an opposite effect on a youth that do not live in the same
type of social culture. It may seem cool
to a teen who does not live in a urban setting.
While the urban youths are discussing the hardships they face each day
it may be glorified to another not living in those conditions and you now have
a copycat want to be who is now at risk.
Then read Chapter 2 in
the course text and answer the following questions:
1. Name a social issue
specific to the Appalachian region that you think young people in your
community would or should address. The lack of employment opportunities
for top paying fields causing many of the youth to just settle and not
challenge themselves to strive for a better way of life or strive to make
changes.
2. Find an online
resource you might use to scaffold community-based video production
process.
A print source is Digital Filmmaking for Teens. Authors Pete Shaner and Gerald Everett Jones. Premier
Press, Paperback, Bk&CD edition, Published December 2004, 237 pages, ISBN
1592006035.
A online source can be found at http://www.mediacollege.com/
This site gives information from very bic
information and takes you through all the different processes you will
encounter in multi media production.
3. Choose on of the
following perspectives; teacher, parent, or community member. From your chosen
perspective, would you be supportive of a school program that engaged students
in community-based video production? Why or Why not?
From the teacher perspective I am
supportive of any activity that gives students opportunities to use their
talents. I think that this is not only a
way to be heard but to also show their talent and creativity. I do think that the teacher must have a thick
skin when sensitive topics are covered.
Teachers must remember that these students are encouraged to open up
sometimes very personal issues and teachers have to realize that the language
will reflect the language used in their everyday life. I think that guidelines of how to complete
the project should be given as far as the technical skills but not the
content. One way that content can be
controlled is to have the class brainstorm for a central topic and then choose
the topic to use but how to tell the topics story should be keep open.
I believe that these young video makers have important
lessons to teach us about how to more effectively use media technologies and
cultural traditions to build upon students’ skills of visual and oral
expression as stepping-stones, instead of stumbling blocks to learning.
I always think that teachers can learn from their students as
well as the students learning from the teacher.
I think that effective teachers are open to what they can learn from
their students. Accepting the students
culture no matter how foreign it may seem to the teacher is important to bridge
the gap between the real world and the educational world. In these media projects students used their
cultural language but learn how to get their message and meaning to others
which means that they will need to use spoken language that others will
understand while still staying true to their world. Using their voices to tell their stories
rather than studying rote words will lead to a greater understanding of
language. Word meanings and communications.
Dital media empowers youth [Web]. (2010). Retrieved from http://www.youtube.com/watch?v=1Bbit65fO3k
Goodman, S. (2003). Teaching youth media: A critical guide to literacy, video production & social change. NY: Teachers College Press.
Mediacollege.com. (29 N). Retrieved from http://www.mediacollege.com/
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