New Media Arts Workshop Curriculum - Educational Video Center (11.02.2016)

Author: Educational Video Center

Session 1

Key Learning Outcomes: Youth will begin to feel connected to the larger group, understand the overall goals of the workshop, review archival videos and past projects, and use their personal blog to reflect on their learning.

Materials/Equipment:

Smart board

Flip chart or newsprint

Handouts:

Workshop overview & workshop checklist with subcategories

Guide on what makes a strong reflective blog post

3:30 Greet students as they come in.

3:35 - 4:05 Warm-up Games: Team Building Activities

GAME 1: Ball Toss/name game - Everyone goes around and says their name and tells a brief story of why your family gave you that name [or a funny story about your name]. Tell a brief story of a place that makes you happy - a place you enjoy being in or going to and why. Debrief with a prompt, such as what commonalities or connections did student hear among students’ stories.

4:05 - 4:15 Workshop Overview

Facilitator introduces self and background. Reviews New Media Workshop plan.

Ask students if anyone has used Photoshop before or created a website. Done video editing? Filming? Tell students that they will be learning these and many other skills. Go over semester projects and explain EVC goals. As a group, all of you in the workshop will learn:

1) To create a website that remixes and updates archival video to teach others about a community or social issue;

2) The basics of using Photoshop Elements;

3) The basics of WIX site development;

4) The basics of video camera production and Premiere Elements video editing;

5) To keep a blog and portfolio on their own WIX page and present evidence of their learning in order to gain school credit for their work;

6) To present their website at a public launch party and online through Youth Voices.

**Use the smart board so that ELL’s will have a visual image to accompany what each of these programs and products look like, especially the student-produced websites. Hand out the “checklist” worksheet that will allow students to assess their progress throughout the semester.

4:15-4:35 Standardize Email and Google docs

Explain that we will need to have structures in place for easy communication and to allow students to work together on a project. Give Gmail accounts to students. (Email accounts created beforehand [email protected] - standardize password ex: lastnamebirthyear). Briefly review Google docs by explaining how to access them and how students can share Google docs among one another. Set up a Google folder to share workshop photos as an example, and encourage students to add photos throughout the workshop.

** If a support staff person is available, it would be helpful to have them circulate around the room and help students that are not familiar with Gmail/Google docs. If a staff person is not available, encourage students who are more advanced to help students who need extra support.

4:35- 4:45 Break

4:45 - 5:05 Elements of a website Using the smart board, show an EVC student-produced website. Put on a poster (website design mind map) with an outline of the site. Ask students to name various elements of the website (Home Page, Mission Statement, About the Producers Bio Page, Video Clips, Then and Now Page, Maps and Timeline Page, and Take Action Page). Ask students what that they like about them and to jot down notes. Ask students what they think are general guidelines to producing a quality website? Point out, if not mentioned, that consistency is crucial (font size, copy edit, photo style). What would students do differently? Keep the posters up and visible for future sessions (particularly session 13).

When examining that students’ sites, explain that the goals of the personal bio sites are to introduce the students who created the website, their connection to the topic and a description of the students’ individual and collective learning process. The students’ bio page will be used as part of their portfolio for college and professional assessment. The students will use WIX for their personal bio.

5:05- 5:25 WIX Blog Walk students through the steps of creating their own WIX page, a new account on WIX, selecting a template (blank portfolio template) for their own WIX page. Explain that their page will be part of the larger group project site that will contain a page with their project mission statement, their photos and bios, the videos they shoot and edit, timelines, maps and other graphics and a take action section. Students will have the opportunity to make the bio uniquely theirs, and that they will need to think carefully about what they will want to make public for future college and career purposes. Explain that students will write a reflective blog post on their WIX page at the end of each session. Ask students to add an element titled Reflective Blog.

** If students wish to write a personal reflective entry that they do not want to make public, they can write reflections in a paper journal. However, clarify that most entries should be added to their WIX blog.

5:25- 5:45 Screen video clips from past website projects on tenants’ rights, police brutality, or recycling (2 clips).

After each clip, pause and ask students to write in their blog—what did you notice? What do you think about what was being said? What has changed since that time? What do you think is the same? Share as a full group.

5:45-6:00 Reflection Blog

Reviewing their notes on the past NMA sites they visited, note what elements they might want to use in their own project. In addition, list one personal goal they will set for themselves to learn by the end this workshop. Call on two or three students to share. Explain that students will be expected to write a reflective blog entry around 3-6 sentences after each class, which will be used in their portfolio.

** Explain depth of knowledge questions. Have prompts that include one recall question, one application question and one deeper knowledge question. Students should write their WIX login info in their journals so they don’t forget.

Session 2

Key Learning Outcomes: Youth will continue developing more connections with the other group members, learn to develop group norms, learn basic steps for using Photoshop Elements, and identify elements of a good photo.

Materials/Equipment:

Cameras (enough for students to share so they can work in pairs.)

Photoshop opened on computers

Handouts:

Still shot analysis

Photo composition

Links on how to learn Photoshop

3:30 Greet students as they come in.

3:35 - 3:50 Warm-up Games: Team Building Activities

Game 1 “The Wind Blows For…” Arrange the chairs to form a circle. There should be one chair for each participant except the one standing in the middle of the circle. The person in the middle says a characteristic about themselves that is true for them:

“The great wind blows for anyone who is a middle child”

All players who are a middle child must get up and find an empty chair. The last one standing (without a chair) stands in the middle and continues the game.

** Offer a list of possible examples for new language learners.

3:50-4:15 Group Norms

Students brainstorm as a full group what it takes to make the workshop a safe and supportive place to learn and be creative. Ask students what they think it means to have a safe environment.

Draw a house on a poster paper. Ask students to each take a marker and discuss what they need in order to feel safe. For example, respect, confidentiality etc. They should write all of these things inside the house.

On the outside of the house students should write all the things that they don’t want to have in the apprenticeship, ex: violence, yelling, cursing, disrespect, etc.

Take photos of the full group, one serious, one funny. Tape/tack poster paper on wall, and keep up to refer back to whenever needed during time in that space.

4:15 - 4:45 What makes a good image?

Explain that their personal photos will be part of the final project’s producer bio page. Students must first learn what makes a good image. Students will view and discuss portraits and decisions used in making them - learning framing, shot composition and other techniques used to communicate (use EVC’s Youth-Powered Video)

**List on newsprint with a drawing next to each point for ELL's. (generally, whenever possible document the key areas and add an accompanying visual)

4:45 - 5:15 Student-composed portraits

Students will compose portraits of each other. Students will be instructed to go outside of the classroom and photograph each other, including objects that are symbolic/representative of the “subject.” Divide groups into number of cameras- each group takes photos. Make sure to explain the concept of mediation. Find objects that represent them and not just a snapshot or selfie. Instead, encourage students to be more thoughtful in terms of visual storytelling. Offer an example and then ask students for an example.

5:15 - 5:25 Break

5:25-5:50 Introducing Photoshop

Describe, using the smart board, how to download images and import to Photoshop Elements. Show through example how to crop a picture and incorporate basic color improvements.

5:50-6:00 Reflection blog

Save favorite image and upload to WIX page. Write in blog why this is your favorite image. Save additional photos in shared Google image folder.

Session 3

Key Learning Outcomes: Youth will continue developing stronger connections with the other group members, learn to manipulate photos in Photoshop, and screen and discuss archival videos to develop criteria for creating a successful website project.

Materials/Equipment:

Smart board

5-minute clips of prior documentaries

Links to full documentaries

Handouts:

Photoshop supplemental documents

3:30- 3:45 Warm-up Game: Back-to-Back Drawing

Each student finds a partner, sits back-to-back with them. Person A has 3 minutes to draw a picture while describing the shapes and size (not image) of it to person B. The idea is to communicate effectively so that Person B’s picture is identical to Person A’s picture. When the first round is done, students debrief, then the roles switch.

Debrief by discussing how this game might help with team-building skills.

3:45 - 4:45 Fixing photo problems with Photoshop

Ask students to pull up an image they took during the last class that they liked but feel the quality of the image could be improved. Explain that we will be working on basic quick fixes through lighting improvements and removing distractions such as red eye.

Using the smart board, demonstrate how to do various quick fixes. Give students time to practice with their pictures. Encourage students to think about how lighting influences mood and feel of a picture. Ask students to share images in groups of three.

4:45-4:55 Break

4:55 – 5:45 Video Viewing and Topic Discussion

Explain that the class will now watch 5-minute segments from 3 EVC documentaries that were preselected by facilitator from the EVC archives. Teenagers like you, at EVC youth documentary workshops produced them in some class over the past 30 years. We will discuss the qualities of each one in order to choose the one issue we will explore for the rest of the workshop. We will do our best to come to consensus as a whole group. But if this is not possible, we all need to have a positive attitude and know that every issue and every project will have many opportunities for you to participate and contribute to the project.

Before viewing the clips, ask students to write in their WIX blog what they already know or have heard about this topic and what they would like to know about the topics.

For each clip, have each student draw a line down the middle of notepaper and jot down on one side what strikes them as the most interesting statements, images and messages from video. Then on other side, have them write what else they want to know, what questions they have about it.

After screening, hand out markers and ask them to write their notes on poster papers on the wall. Repeat process for each clip.

As a group, facilitate a discussion of criteria for successful website project, including:

• Something that can be remixed, and updated with research and interviews within 12 week workshop;

• Something of relevance and interest to their peers;

• Something that has an action that can be taken, with information they can give or teach.

Use these criteria to facilitate a discussion to choose the issue.

5:45- 6:00 Reflection Blog

Think about the group discussion we just had and if you have changed your mind as a result. Choose the one of three films that you feel best fits the criteria, and imagine how you might like to remix it: note what information you would like to find, what people you would like to interview, what images you would like to include. Ask students to add comments to a shared Google doc.

Provide students with the links if they would also like to watch the full documentaries on their own.

Session 4

Key Learning Outcomes: Youth will continue the process of choosing the archival video to remix, develop questions, and practice interviewing skills.

Materials/Equipment:

Cameras

Audio equipment

Mics and headphones

Batteries

Smart board

Handouts:

Interview techniques

3:30-4:00 Share Ideas on Archival Videos

If students have not uploaded their comments from last session to the shared Google doc. have them do so immediately. Give students time to read them. Ask for volunteers to share their ideas, disaggregating comments by documentary. Add new ideas on poster paper that were not there from the previous session’s discussion. Combine ideas where possible. Ask students to vote for their first and second choice. Tally up votes and facilitate a consensus among the group if a tie. Keep poster of group’s questions that they would like to find out regarding this issue.

** Be strict with time and allow 10 minutes per film since we only have 30 minutes. Put a timer on to keep track of time and to offer equal time for each topic.

4:00 - 4:30 Preparation for Interview

Hand out cameras to practice interview with 3 top questions from the poster paper. In three groups: Go over basic camera shots and framing (see EVC’s Youth-Powered Video pp. 9-15 for supplemental documents) and crew roles with youth (see EVC’s Youth-Powered Video p. 70):

● Director

● Camera

● Sound

● Interviewer

● Interviewee

Show youth how to operate:

● Camera

● Connect mic and headphones

● Test audio

● Record Interviews with proper framing and shots

4:30 – 5:10 Practice Interview Process and Rotate Roles

5:10- 5:20 Break

5:20 – 6:00 Watch Footage from Each Group’s Practice Interviews

Watch two answers from each group (connect camera to the smart board)

Guide students through Warm and Cool feedback protocol. Explain to students that warm feedback includes what they liked about the work and details on what they felt was done well. Cool feedback entails constructive comments where the work has room for improvement. (use EVC’s Youth-Powered Video Rough Cut Critique Sheet, p. 172)

● Remind students about open vs. closed ended, open but focused questions, and follow-up questions (why? Long pauses).

● Remind students about framing of cameras

● Jot which questions elicited the best response. (Ask students something they learned and what question elicited that answer).

Session 5

Key Learning Outcomes: Youth will learn to work as a team and conduct video shoot on location.

Materials/Equipment:

Cameras

Audio equipment

Mics and headphones

Batteries

Smart board

Handouts:

Shoot prep checklist

Crew roles and responsibilities sheet (including note taker)

Interview question list

3:30- 3:45 Reflection Blog

Jot down what was most memorable for you about last session’s experience practicing interviewing and anything you want to improve on next time. Prepare students for class by telling them that they will be doing interviews on the street.

3:45-4:04 Screen full documentary

Have student jot down information they feel is missing or needs to be updated in the documentary. Decide what new questions might need to be added to the current list of interview questions.

4:00 – 4:20 Review Lessons Learned from Yesterday’s Practice Project

Prep checklist: Make sure there is a copy of the questions, extra SD card, release forms, complete equipment in the camera bag, charged batteries charged for camera and mic., someone who will take photos of the crew in action. Make sure students stay together and are clear about their roles. Agree on whom the main people will be to interview and where interviews will take place. Choose crew roles and go out in crews to conduct interviews. Remind students to include a note taker and to take pictures on the shoot so that they can visually document the production process.

4:20-5:20 Go Out on Shoot (See EVC’s Youth-Powered Video Curriculum for more detail, pp. 73-77)

5:20-5:30 Wall Talk

Upon return, give each student a marker. Explain that they should only write or draw on the 3 poster papers but not talk. They can ask questions or make comments about what each other wrote in response to these prompts:

I was most surprised by …

One thing I learned about the subject is …

What I will work on improving for next time is …

5:30-5:40 Debrief

Students read each other’s comments. Then have a group discussion to debrief the experience. Take pictures of wall talk charts and email to students.

5:40- 6:00 Reflection Blog Some new or unanswered questions that you may want to pursue are… And what expert do they need to interview to answer them?

Session 6

Key Learning Outcomes: Youth will learn to evaluate footage, choose the strongest images and quotes, and learn the basics of video editing with Adobe Premiere Elements.

Materials/Equipment:

Footage from shoot

Handouts:

Choosing strong quotes handout

3:30-4:30 Choosing Strong Quotes (follow EVC’s Youth-Powered Video lessons pp. 125-127, combined with what the note taker wrote during the shoot indicating a good answer)

Also discuss what expert or kind of organization they should interview to get more detailed information on their subject.

** The facilitator will need to set up interview with expert.

4:30-4:40 Break

4:40 – 5:40 Introduction to Premiere Elements

In groups of 3, students will open a project in Premiere Elements. Using the evaluation criteria of strong quotes developed by the group, they will import a section of street interviews using the in and out points for the parts that they consider to be the best clips. Each group will have notes from the note taker during the shoot, who indicated a strong quote. Each group will be given a different section of the street interviews.

** Facilitators may want to set up clips with strong quotes (based on notes from shoot) beforehand for time efficiency.

5:40-6:00 Reflection Blog

Describe what was most interesting or important about the section they chose to edit. And also note what were the most fun and most challenging parts of editing in Premiere.

** Students can also screen shot a portion of their editing and describe the image (for ELL Scaffolding).

Session 7

Key Learning Outcomes: Youth will learn to evaluate footage and choose strongest images and quotes of archival video, continue to practice video editing with Adobe Premiere Elements, and practice editing images in Photoshop Elements.

Materials/Equipment:

Archival documentary

Open up Vialogues or Now Comment

Premiere Elements

Photoshop Elements

Handouts:

Choosing strong clips handout

3:30-3:45 Screening

Screen first five minutes of the full version of archival documentary as full group. Model the process of stopping the documentary whenever anyone has a question or a comment.

3:45- 4:50 Screening With Comments

Have students sit in pairs and watch the documentary together. They will practice active viewing skills of the historical footage while keeping in mind the contemporary interviews they have recorded. Using Now Comment or Vialogues, they will stop the film periodically and add their comments and questions to it, which will appear as comments on the footage. For a streamlined process, make sure Now Comment or Vialogues is set up on students’ computer beforehand and allow 15 minutes to explain how the program works.

4:50-5:00 Break

5:00-5:15 Choosing Archival Clips

Discuss as a full group the criteria for choosing the most important clips to use from their archival video. How do the clips from their current interviews speak to, update, or comment on archival doc? How do clips from archival documentary give history and perspective to current interviews? Choose the four best clips from the archival video to select. Students volunteer or are assigned to a group for each.

5:15-5:45 Editing and Commentary

Each of four groups edits their clip in Premiere and writes a narration that explains why their clip is an important image or interview. They can draw upon their Now Comments or Vialogue comments in their narration.

4:45 - 6:00 Reflection Blogs

What new ideas do they have to remix the archival video? How have their ideas changed?

Session 8

Key Learning Outcomes: Youth will learn to record commentary narration and develop questions for expert interview.

Materials/Equipment:

Audio equipment

Name of expert who agreed to be interviewed during next session

Handouts:

Audio narration guideline

Interview handout

3:30 – 3:45 Warm-up Game: Pass the dance

Ask students if they’ve ever played telephone before as a child. Explain that this game is similar to telephone, but they are passing movements, not a verbal message.

Students stand in a line facing the back of the person’s head in front of them. The first person in the line has to come up with a six- beat movement. Once they have their movement they tap the person’s shoulder in front of them, that person turns around and pays attention to their movement. They have one opportunity to do the dance back to them, then they turn and repeat the process until the dance is passed down to the last person in the line. Once it’s passed to the end of the line, the first person and the last person come together and face their peers in line. Everyone counts to three and they do the dance together. Repeat if time allows.

3:45 – 4:40 Record Narration

Youth will prepare and record narration explaining their reasons why they selected and remixed the particular archival clips they have edited. They will revise, and repeat recording their narration as needed and upload to a shared Google portfolio folder. Ask students how these narrations might be used on the website so they make clear connections between the activity and project.

4:40- 4:50 Break

4:50 – 5:45 Questions for Expert Interview

Group researches background information, their bio etc., on the expert to be interviewed and their organization. Drawing on the information they gained from their first street interviews and comments they are making on the archival video, have students brainstorm questions they want to ask the expert they will interview next session.

5:45-6:00 Reflection Blog

Based on what I learned from the first shoot, something that I look forward to doing differently on the next shoot is…

The most important question that we want to ask the expert is… because...

Session 9

Key Learning Outcomes: Youth will learn to conduct an interview with an expert and gain more detailed information on the subject of their project.

Materials/Equipment:

Cameras

Audio equipment

Mics and headphones

Batteries

Smart board

Handouts:

Shoot prep checklist

Crew roles and responsibilities sheet (including note taker)

Release forms

Interview question list

3:30 – 4:00 Prepare for Shoot

Review questions for the expert, revising the order if necessary.

Prep checklist: Make sure there is a: copy of the address, a copy of the questions, extra SD card, release forms, complete equipment in the camera bag, charged batteries charged for camera and microphones. Choose crew roles to conduct interview, including note taker and someone who will take photos of the production process.

4:00 – 4:30 Travel to shoot (time may vary)

4:30 - 5:30 Full shoot

Conduct Interview on location and collect images/b-roll. Follow conducting a formal interview lesson activities from EVC’s Youth-Powered Video, pp. 117-120.

5:30 - 6:00 Travel back to school

Session 10

Key Learning Outcomes: Youth will evaluate the strongest material from their interviews.

Materials/Equipment:

Blank paper

Pens

Footage from shoot

Photos/stills from shoot

Photoshop

Poster paper

Handouts:

Strong Quote handout

3:30 - 3:45 Warm-up Game: Guess Who

Materials needed: small paper and pens

Each student gets a small blank piece of paper. On that paper students have to write down something about themselves that no one knows. They then fold it up and put it in a hat. When everyone is done, handout one paper to each student. One-by-one, each student opens up the paper and has to guess who’s secret it is. Once they guess correctly, the student can explain or tell a story about the secret if they want. The person whose secret was guessed goes next. The process continues. (Some secrets that have been written are “I applied to 37 colleges”, “I can’t stand coleslaw”, “I’ve never been ice skating”.

3:45 - 4:10 Reflection Blog

What was the most memorable part of your experience on yesterday’s shoot? Which skills do you think you did well and which ones would you like to improve on? What new information have you learned from the interview that you can use in your project?

4:10-4:20 Share Blog

Ask volunteers to share their reflections aloud.

4:20-4:50 Begin Screening Footage

Screen the expert interview as a group, pausing as students comment on what are the most interesting or engaging quotes on poster paper and best visual (single frames/images) material to use in their website. Compile a group list of what new or different information they have gained.

4:50-5:00 Break

5:00 – 5:30 Selecting best images

Using the smart board, analyze images taken during the shoot. Discuss composition, content, what images could be used on the website and for what purposes, and ideas on how to improve them.

5:30-6:00 Enhancing images using Photoshop

Divide students into groups and have them work on cropping and improving images through Photoshop.

Session 11

Key Learning Outcomes: Youth will learn to give constructive feedback and reflect on what is new and different in their understanding of the issue.

Materials/Equipment:

Footage from shoot

4 best clips from shoot ready to be edited in Premiere

Handouts:

Strong quote handout

3:30 - 3:45 Warm-up Game: “Find Someone Who…”

Find by asking around, a person who matches the description on the form you are given and write down their name. For example, someone who likes to draw, is a gamer, has a tattoo, etc. Everyone should be on your list at least once. Try to find a person for every area.

3:45 - 4:00 Strong Quotes

Remind students of the strongest quotes that were selected from last session.

4:00 – 5:00 Editing Clips

Divide students into groups to upload and edit the strong quotes.

5:00-5:10 Break

5:10-5:45 Students share their clips

Each group shares their edited quotes/images and receives warm and cool feedback. Ask students to upload their edited clips to the Google portfolio folder.

5:45-6:00 Reflection Blog

Consider the video clips you have edited from the street interviews, expert interviews, and the archival video. What additional graphics and images would you like to find to add for your website that will help explain the information and tell the story?

Session 12

Key Learning Outcomes: Youth will learn to conduct research and evaluate the reliability of sources online in order to create a timeline, maps and take action tips for the website.

Materials/Equipment:

Bandanas

Internet access

Handouts:

Research tips

Guiding research questions (information needed for the site)

3:30 - 3:45 Warm-up Game: Line Up

All the students are blindfolded (with a bandana) or agree to keep their eyes closed. They have to arrange themselves in a straight line based on the following:

Shortest to tallest

Birthdates

Location that they were born (closet to farthest)

After each one, when they think they are done, they all take the blindfold off and see if they were successful.

3:45 – 4:10 Overview of Online Research Tips

Explain to students that they will need to conduct additional online research on the subject of their project. Full group shares their blog reflections on areas to pursue for additional research. They will search for any additional historical information needed to create a timeline, a map and current information for the take action section. (The expert may have also given them sources to research.)

Divide students in pairs or groups of three to search for particular information needed for the site. Make sure the groups are mixed in literacy skills. Before they divide into teams to conduct their online research, review differences between fact and opinion, tips on how to know what are reliable sources and best practices for Internet research. Discuss the advantages and challenges of conducting research on the Internet. Ask students who have done research online and to share what the process was like for them. Explain that they should consider…

What website are you looking at? How credible are they? Where do they get their information? What is their mission for the website?

Have students look up different kinds of sources:

.org = non profit organization, like EVC

.com = for profit company like Time Warner (the biggest media conglomerate in the world)

.edu = educational institution like NYU or Hunter College .gov = government website

Location: What area are you getting information for? Be sure that you are getting information about NYC or your specific area of interest and not a small town in Idaho.

Date: Is the information updated? You can check this by looking at the date the article was written, or the date the webpage was updated (usually it’s on the webpage somewhere, look for it)

Author: Who wrote/posted the information? Are they reliable? What is their history? Make sure the authors name is posted with the article. If you have the name of the author, you can always Google him or her to check their credentials.

When using a search engine: When typing in key words to find random results, separate with a coma:

I.e.: Youth, street harassment, gender, NYC

When you want to get the results of a whole phrase, use quotation marks:

I.e.: “statistics on youth affected by street harassment in NYC”

FAIR USE FOR REMIXING ONLINE CONTENT

You can read more about fair use from the Center for Media and Social Impact. Fun ten minute video explaining copyright and fair use, remixing Disney http://www.youtube.com/watch?v=CJn_jC4FNDo

In short, Code of Best Practices in Fair Use for Online Video points to the following possibilities of fair use for online video: satire parody

4:10- 5:20 Online Research

Students work in their teams to find information for their parts of the website taking 10 minute break at about 4:40.

5:20 – 5:45 Research Sharing

Each team shares what they are finding with the rest of the group and receives warm/cool feedback.

5:45 – 6:00 Reflection Blog

Comment on the timeline, map or take action tips that you have researched and how they will teach others about the subject of your website.

Session 13

Key Learning Outcomes: Youth will learn to map the overall look of their WIX website and begin to upload the files they have to the different pages.

Materials/Equipment:

Web map that students filled out at the beginning of the semester

Organize student-produced video clips, student narratives, photos etc.

Handouts:

Website design “crew” roles (with designated number of crew per website component)

Warm/Cool feedback sheet

3:30 – 3:45 Warm-up

Students share their “rose” (high) and “thorn” (low) of the day with each other as a group. The facilitator goes first to model the process.

3:45-4:15 Site Map

Refer back to the poster paper with the website design mind map of the WIX website that was outlined on the first day. Revisit all the diverse components that the students have created.

From the brainstormed list, assign the elements to the pages on that outline: Home Page, About the Producers Bio Page, Video - Then and Now Page, Maps and Timeline Page, and Take Action Page. Divide the class into the teams to upload video, photos graphics and text to those pages from the shared Google folders that house the artifacts students have produced up until this point. Ask students to list their top two choices for tracks/tasks they wish to taken on. Explain that there may need to be room for negotiation in order for the project to be completed. If students are interested in the same tasks, encourage students to negotiate roles among themselves.

4:15 – 5:20 Filling in the Site

Teams work together on uploading and placement of their files. (Students take a 10-minute break around 4:50).

5:20 - 5:40 Review

Half the teams share the progress they are making and receive warm and cool feedback to further refine their work.

5:40- 6:00 Reflection Blog

Comment on what role you played in developing the group website and what you have left to accomplish.

Session 14

Key Learning Outcomes: Youth will use feedback to refine the content, placement and design of their section of the WIX website.

Materials/Equipment:

Web map that students filled out at the beginning of the semester

Handouts:

Website design “crew” roles

Warm/Cool feedback sheet

3:30 – 3:50 Review

Teams who haven’t shared the progress they are making yet, do so and receives warm and cool feedback to further refine their work.

3:50 - 5:20 Site Map

Referring to the feedback they received, students will continue to revise and refine their work in their teams to place the video, photos graphics files and text on their pages. They will take a ten-minute break around 4:45.

5:20 - 5:40 Review

Each team shares the progress they are making and receives warm and cool feedback.

5:40- 6:00 Reflection Blog

Considering the progress that your group has made, and all the files that everyone has now included on the site, write about the material that you personally have contributed to the site that can be included in your portfolio.

Session 15

Key Learning Outcomes: Youth will reflect on their own skill development and evidence of learning that can be included in their portfolios.

Materials/Equipment:

Internet access

Handouts:

Learning rubric checklist with subcategories

Portfolio cover letter template

3:30 – 3:45 Review of Skill Areas

Have students refer back to EVC’s key goals and skill areas that they have been learning.

1) The basics of video camera production and Premiere video editing

2) The basics of using Photoshop

3) Will learn basics of WIX site development

4) To create a site that remixes and updates archival video to teach others about a community or social issue

5) To keep a blog and portfolio on their own WIX page and present evidence of their learning in order to gain credit for their work

3:45- 4:00 Self Assessment

Using a rubric with subcategories, have them each self assess their proficiency in each area.

4:00 - 4:45 Selecting Evidence

Then as a group, ask them to brainstorm all the products – the files, images, interviews, video clips, and text documents --- that they produced, or contributed to producing, as a result of learning those skills. Have them first review their reflection blogs and portfolio folder for early and later drafts of work.

4:45-4:55 Break

4:55 - 6:00 Reflecting on Best Works

Have each student choose the best work that demonstrates their skill development. Then have them write notes describing what they did, the challenges they faced, problems they solved, and the decisions they made to create that work. These notes will form the basis of their portfolio cover letter and presentation as evidence for credit that will be videotaped for their digital portfolio. Students can work in groups or alone.

Session 16

Key Learning Outcomes: Youth will use Photoshop to create an image (concept banner) that successfully depicts the main idea of the project for the website’s landing page. Using layering of various elements and images, students will learn to create one image with text overlay.

Materials/Equipment:

Photoshop

Internet access

Smart board

Handouts:

Photoshop cheat sheet

Learning

3:30-3:45 Warm-up: Human Knot Game

Have everyone stand in a circle, facing inward. Tell everyone to reach their right arm towards the center and grab someone else's hand. Make sure no one grabs the hand of the person right next to them. Next, have everyone reach their left arm in and grab someone else's hand. Again, make sure it's not the person right next to them. Then everyone needs to communicate and work together to untangle the human knot without letting go of any hands. The goal is to end up in a perfect circle again. They can go over or under each other's arms, or even through legs. Encourage them to do whatever they want, as long as they don't break the chain. If anyone lets go of a hand, they have to start over!

3:45 4:00- What is a concept banner?

Pull up websites with a concept banner on main landing page onto smart board. Ask students what they notice about the main page. What do students notice about the image? What does it tell us about webpage? What does it represent? Explain that we will be creating a concept banner for our webpage using Photoshop (layering)

4:00 -4:40 Guidelines for creating a concept banner

Using the smart board, explain that there are several guidelines in creating a concept banner. The first step is to write a topic sentence to be used for Text overlay.

** For ELL students, explain what this term means and relate it to something they already know. Ask students for an example. Working in pairs, ask students to write a topic sentence.

Next, ask students to select 1 image representing each of the following:

• Texture (examples, concrete, graffiti, sidewalk, brink, stucco, wall, floor, paper – keep in pretty neutral, All we really want is the texture.)

• Symbols – that represent something in your topic or main idea.

• Photograph, drawing or image that can easily be silhouetted (what is a silhouette?)

** Provide examples

4:40-4:50 Break

4:50-5:40 Layering in Photoshop

Remind students how to open Photoshop. Explain that students will place all elements into a Photoshop layers document and step by step show them how to adjust layers, opacity and add gradients in order to create a composite or collage image including text. Explain that a layer is like a plastic sheet of paper over an image so that you can make a black mark on a layer and you will not see that on your photo. Click on the new layer to activate it. Show how layers can be moved around. Have them practice and share what they are learning. Students will learn how to use the select tool to select portions of an image. They will also learn how to send the shape back and bring the image forward. Remember to show students how to save their work and how to hide an image.

5:40 – 5: 50 Practice Constructive Feedback

Review and critique each other’s work using warm/cool feedback model.

5:50-6:00 Blog reflection

Save image to shared Google photo folder and their WIX blog with a brief description of how they used Photoshop to manipulate the image.

Session 17

Key Learning Outcomes: Youth will learn web layout by preparing and selecting content for a WIX gallery (using Photoshop)

Materials/Equipment:

Photoshop

Magazines

Scissors

Cards

Trinkets

Photos from the workshop

Handouts:

Meshing images with text

3:30 – 3:45 Warm-up

Ask students to vote on favorite banners in shared drive and ask students to explain why they think it is a powerful banner

** It might be easier to have images up on computer screens, as if in an art gallery to make voting easier.

3:45-4:10 Incorporating text and images in a creative way

Explain to students that we are going to explore examples of incorporating text and images in a creative way. How can we share a message and enhance the impact? What design choices can we make?

Show tenant museum design as example, also use additional websites to view.

3:45-4:05 Experimenting with artifacts

Have students gather artifacts collected (images, quotes, cards, trinkets and anything else). How can we design these into a site? What messages can we attach and write to support their significance? Share students’ work.

4:05 - 5:30 Using Photoshop to play with text and texture (break at 5pm)

Have students get in groups of 4. Using Photoshop, ask students to superimpose text, add texture and create a scrapbook style to make galleries come to life while including the captions with in the images. Demonstrate how to do this on the smart board. Ask one group to work on creating a gallery that reflects the learning process, another that compares the old documentary to the new information, and one that provides background information on the topic.

5:30 - 6:00 Students share their group work

Students off warm/cool feedback

Session 18

Key Learning Outcomes: Youth will work on enhancing the integrity of their WIX website by brainstorming additional information and elements that would enhance the website’s content.

Materials/Equipment:

Newsprint for writing notes

Web map that students filled out at the beginning of the semester

Student list (at beginning of workshop) regarding what they liked about prior student-produced website

Camera

Mic and audio

Headphones

Handouts:

Warm/Cool feedback sheet

3:30 – 3:45 Warm-up

Students share their “rose” (high) and “thorn” (low) of the day with one another.

3:45-4:30 Taking a step back: Revisiting the purpose of the webpage

Ask students to describe the purpose of the website. Who is the targeted audience of the website? What do the students hope viewers will walk away experiencing/knowing/doing after visiting the web page? Ask students to take a few minutes to review the website in its current state. Ask students in what ways the site currently lives up to its intended purpose? Write notes on newsprint. In what ways might the site be enhanced by adding additional artifacts, information etc.?

Make a list of potential additional artifacts to produce. If students are not sure, remind them of what they liked in prior student-produced websites and what did such features add to the Website? Ask three “why” questions in a row. Ask students to choose 3 top choices for their website. Remind students that they only have 1.5 sessions to plan, produce and add new elements, so whatever they plan must be doable in this timeframe. Based on the top three ideas, divide students into 3 groups to work on these additions. Examples could be additional street interviews, narrations by students explaining useful information to take action etc.)

4:30-5:00 Production planning

Each student group will map out the production plan.

5:00-5:10 Break

5:10 -5:45 Production

Students work on production

5:45 -6:00 Blog reflection

What role did you play in the production process? In what ways did you apply what you learned during prior production processes to this one? (For example, if you conducted street interviews, what did you learn about street interviews during the first shoot that you applied to this round of street interviews?)

Session 19

Key Learning Outcomes: Youth will work on enhancing the integrity of their WIX website by incorporating additional elements to the website.

Materials/Equipment:

Premiere

Photoshop

Internet

Handouts:

3:30 – 3:45 Warm-up

Students share their “rose” (high) and “thorn” (low) of the day with one another.

3:45 – 4: 00 Debrief

Each group will briefly describe their production process. (What worked, what challenges they faced), followed by a brief description of their post-production plan

4:00-5:20 Post-production

Each group will work on finishing their work to be added to the website (Break at 4:55)

5:20-5:45 Share out loud

Each group will share their final production piece to be added to the website. Students will provide warm/cool feedback

5:45-6:00 Blog

What was most surprising during this final round of production?

Session 20

Key Learning Outcomes: Students will develop critical literacy skills by learning how design choices, such as color and shape, influence logo design. Students will also practice their Photoshop skills.

Materials/Equipment:

Photoshop with logo options

Smart board with famous logos

Handouts:

Examples of logos

Logo design guideline

3:30 -3:40 Warm-up activity

Students will form two groups. The facilitator will display a series of famous logos and the team that guesses the most logos wins.

3:45 - 4:00 what makes a powerful logo?

Ask students to take a minute to look more carefully at the logos previously displayed. What are the elements that make up a logo? (color, texture etc.) . How do you think variables influence the message/psychology behind logos? Supplement whatever the students do not mention.

4:00-5:00 Logo design

Place students in groups of 3 and ask that they come up with a logo that symbolizes the workshop group. Walk students through the basic steps of logo design: 1. Chose a reference image (remind students of Copyright rules and CC) 2. Decide on which shape will be the skeleton of design 3. Add color 4. Add text

5:00-5:10 Break

5:10-5:30 Share out loud

Have student groups present their logo and explain the design choices.

5:30-5:40 Anonymous vote

Ask students to write down on a piece of paper the logo that they believe best represents the group and the group’s project. The logo with the most votes will be used on the website and applied to bumper stickers.

5:40-6:00 Reflection blog

Why do you think a logo is important for a group project? In what ways do you think the final group logo represents the group?

Session 21

Key Learning Outcomes: Students will complete the final stage of web design, by doing user testability (testing links) and copyediting to ensure consistency in font size, photo style, grammar, spelling etc.

Materials/Equipment:

Newsprint from beginning of semester with list of “what makes a good website”

Handouts:

Userability/copy editing checklist

3:30 -3:45 Warm-up activity

Students share their “rose” (high) and thorn (“low”) of the day.

3:45 - 4:00 What makes a good website?

Ask students if they remember what they said at the beginning of the semester about what makes a good website. After students respond, post the newsprint from the beginning of the semester that lists students’ answers to this question. Ask students if they have anything they wish to add to the list.

4:00 - 5:00 User testing/copy editing

Explain that one of the final steps in web design is user testing and copyediting to check for spelling, typos, consistency in font, style etc. Divide students into groups and assign specific user testing and copyediting tasks. Groups should be assigned distinct tasks including: Check links, grammar/spelling; consistency in font and letter size; consistency in photo size and imaging.

**Be sure to include a mix of levels of language learners in each group.

5:00-5:10 Break

5:10-5:30 Group share out

Each group explains any mistakes they found and follow-up corrections.

5:30-5:40 Warm/cool feedback

Ask students what they like about the website and where they see room for improvement.

5:40-6:00 Blog reflection

What surprised you about what you learned throughout the semester? Based on what you learned through website design in this workshop, what would you do the same and what would you do differently in terms of future website design?

Session 22

Key Learning Outcomes: Youth will complete preparation for their portfolio presentation including: cover letters, files and documents containing evidence of their learning and best works and learning skills in Photoshop, Premiere, WIX, and understanding of the historical content they updated and remixed.

3:30 – 3:40 Overview of Portfolio Requirements

Review the requirements for portfolio presentations including the following:

• Outline for Presentation

• Cover Letter

• Evidence of learning in 2 areas:

• Photoshop

• Premiere

• WIX

• Understanding of Historical Remix

3:40- 5:20 Portfolio Preparation

Students work individually on their portfolios.

5:20 – 5:50 Pair Share

Students practice presenting their portfolios to each other and give each other constructive suggestions for improvement.

5:50 – 6:00 Reflection Blog

Free write their thoughts and feelings looking back on the semester’s group project and looking ahead to their portfolio presentation.

Session 23

Key Learning Outcomes: Youth will present their portfolio containing evidence of their learning and best works and learning skills in Photoshop, Premiere, WIX, and understanding of the historical content they updated and remixed.

3:30- 3:40 Review Process

Describe the process for each student’s portfolio presentation. Divide class into two groups. Each presentation will take up to 15 minutes.

3:40-6:00 Portfolio Presentations

An estimated 10 students will present during this time. Assign students who are not presenting to video tape other student’s presentations. Each student will be able to use their videos for their digital portfolios as part of their assessment for credit.

Provide refreshments.

Session 24

Key Learning Outcomes: Youth will finish presenting their portfolio containing evidence of their learning and best works and learning skills in Photoshop, Premiere, WIX, and understanding of the historical content they updated and remixed, and practice presenting their site for the launch celebration.

3:30- 3:40 Review the process for each student’s portfolio presentation. Each presentation will take up to 15 minutes each.

3:40-4:40 Remaining Presentations

An estimated six students who haven’t gone yet will give their portfolio presentations. Assign students who are not presenting to video tape other student’s presentations. Each student will be able to use their videos for their digital portfolios as part of their assessment for credit.

4:40- 5:20 Launch Preparation

Provide all students with information on where and when the launch celebration with the other NMAW sites will take place. Practice each student describing their project and walking others through their site.

5:20- 6:00 Certificates and Celebration

Provide each youth participant with a certificate for successful completion of the project. Have pizza and other refreshments to celebrate their work.

DMU Timestamp: January 27, 2017 00:44