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

Author: Educational Video Center

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Session 1

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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.

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Materials/Equipment:

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Smart board

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Flip chart or newsprint

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Handouts:

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Workshop overview & workshop checklist with subcategories

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Guide on what makes a strong reflective blog post

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3:30 Greet students as they come in.

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

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Feb 9
Laura Scheiber (Feb 09 2017 5:25PM) : Team building more

Spent 20 minutes; two game- the Great wind blows; Describe where from using senses.
BC students come from different schools, felt it was important to spend extra time on warm up games at the beginning

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Apr 20
Tomasia Kastner (Apr 20 2017 4:09PM) : Summary Weeks 3-12 more

Really a packed curriculum. Too much to get through in the time allotted with ELLs, weather closures, student absences and vacations and jury duty. I need more time to help my ELLs with basic comprehension of the material. Interviews have gone very well, street interviews and ‘expert interviews’ as well. Students are doing well editing in Premiere also. Need to record narration as a thread to bring everything together. Concerned that with all the challenges with my ELL and immigrant population of students coupled with behavioral issues associated with at risk populations that we are unable to produce the level of quality that will warrant college credit. While this is an exceptional opportunity, this piece of the program needs to be fine tuned to be efficient. If not, it will add yet another layer to an already complex and multifaceted program that will take away from the ability to produce the original deliverables (website and portfolio) which in the end will be for naught.

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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.

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Mar 6
Paul Allison

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(Mar 06 2017 10:42AM) : Names and group-building will be important today. more

I think I’ll do the adjective added to the front of your name game: e.g. “Public Paul” — asking each to repeat the others who went before. Then if there is time I’ll follow up with what I started last week: Asking each youth to share one thing they did in the past 24 hours that makes them feel good about themselves.

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4:05 - 4:15 Workshop Overview

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Feb 9
Laura Scheiber (Feb 09 2017 5:28PM) : Worked well; Hand out [Edited] more

Created Handout (in resources for first session google folder)
Students contract
Asked students what workshop is about; learning objectives and wrote on board to confirm they understood purpose of workshop
Worked well

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

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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:

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

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2) The basics of using Photoshop Elements;

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3) The basics of WIX site development;

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

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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;

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

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**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.

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

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Feb 9
Laura Scheiber (Feb 09 2017 5:28PM) : Did not get to this
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Mar 6
Paul Allison

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(Mar 06 2017 10:45AM) : We're also working on making a list of 10 self and 10 world questions. Here's the playlist: https://www.lrng.org/youth-voices/playlist/spark-inquiry-with-questions-yv- more

I’d like to see success quickly on this three-XP playlist, and it will get us going on finding an inquiry for the website. We’ll also be looking at this: https://newmediaarts.urbanlearners.net

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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 firstname.lastname@gmail.com - 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.

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** 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.

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4:35- 4:45 Break

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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).

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Feb 9
Laura Scheiber (Feb 09 2017 5:30PM) : Worked well more

Used smart board to show student websites; asked students to write on paper observations about what goes into website, what they liked, room for improvement.
Saved paper to keep for later

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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.

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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.

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Feb 9
Laura Scheiber (Feb 09 2017 5:32PM) : Did not get to this more

Not enough time since more time spent on warm up exercises and Survey

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Mar 12
Paul Allison

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(Mar 12 2017 10:03AM) : Wordpress instead? more

I’ve decided to set up a domain (a sub-domain actually) and install the most recent, popular Wordpress website there. I’m more comfortable in Wordpress. I know more tricks there, and one might argue that it gives the youth more options and keeps them out of an ad space. I’m pretty certain that youth will learn just as much, if not more, about Web design building on Wordpress. The site is almost ready to go at https://newmediaarts.urbanlearners.net

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Mar 13
Laura Scheiber (Mar 13 2017 8:47AM) : Comparing sites more

I am very interested in seeing how this compares to the other sites. So long as there is a group website and the process is student-friendly, I say go for it!

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** 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.

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

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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.

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5:45-6:00 Reflection Blog

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Feb 14
Laura Scheiber (Feb 14 2017 12:30PM) : Shirley's workshop -- change in program more

Instead of having students write in WIX reflective blog, students sent emails with reflections to Shirley. Moving forward, will have students write journal entreies in a google doc and share with her because easier to manage and students can keep private/decide what they wish to update to blog. Key note going this route: about once a month (at least) students will need to review refkections and upload chosen entries to wix personal site

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Mar 12
Paul Allison

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(Mar 12 2017 10:08AM) : The difference with a public Google Community for reflections is that the comments go back and forth between the youth, not just directed to the facilitator. more

I’m not sure there are a lot of advantages with privacy in this case. We need youth to take responsibility for their participation in the program, and knowing that their peers will be reading often generates more thoughtful, honest, and well developed responses.

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Mar 13
Laura Scheiber (Mar 13 2017 8:42AM) : Private/public reflections more

Love the public opportunity to reflect AND I believe strongly a private space is important as well, particularly for students who are introverts

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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.

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** 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.

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Feb 9
Laura Scheiber (Feb 09 2017 5:35PM) : Summary more

What worked:
-Good rapport through games and chatting
-Good conversation about purpose of class and outcomes and why outcomes are important
-Good discussion about elements of a website and what students liked/room for improvement for their website
Room for improvement:
We did not do second half of the session bc not enough time.
Ambitious curriculum/perhaps could have moved thing along faster but felt important to get the foundation of the course down on the first day

Session 2

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Feb 14
Laura Scheiber (Feb 14 2017 12:28PM) : Shirley's workshop: what worked more

Did two warm up games to encourage team building and trust. Students responded positively and talk about how much they enjoyed it and helpful for building trust

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Mar 22
Paul Allison

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(Mar 22 2017 6:54AM) : This is the session I'm doing today. I'm thinking about how to (sorry) frame the conversation about composition and framing.
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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.

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Materials/Equipment:

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

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Photoshop opened on computers

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Handouts:

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Still shot analysis

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Photo composition

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Links on how to learn Photoshop

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3:30 Greet students as they come in.

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

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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:

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Mar 12
Paul Allison

I’m the Tech Liaison for the New York City Writing Project. I… (more)

(Mar 12 2017 10:10AM) : This will be a great game for our third session together, leading as it might to writing a bio and taking a portrait.
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Mar 13
Laura Scheiber (Mar 13 2017 8:43AM) : Bio templates more

Are you using your youth voices template guide? Would love if you could share with the team!

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

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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.

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

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3:50-4:15 Group Norms

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Mar 22
Paul Allison

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(Mar 22 2017 6:55AM) : This feels like our group is ready for this. Maybe I can get Bob to lead this.
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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.

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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.

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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.

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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.

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

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Mar 22
Paul Allison

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(Mar 22 2017 6:57AM) : Maybe I can use NowComment have this conversation. I like that. Now what image(s) to use. [Edited] more

Right! I don’t have time for this — and I need to think it through more — How can we teach the value of cropping and composition using a good selection of images or videos from the EVC archive that we ask youth to comment on. This would be an important resource.

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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)

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**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)

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4:45 - 5:15 Student-composed portraits

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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.

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Mar 12
Paul Allison

I’m the Tech Liaison for the New York City Writing Project. I… (more)

(Mar 12 2017 10:31AM) : This will be the heart of our work for our third session together on Monday, March 13. more

We’ll start with “The Wind Blows for…” (good for lead in to writing a bio) or ‘Strike a Pose" (good for lead in for taking portraits), not sure which or if I’ll give them a choice. Next I’ll explain the XP (It will be on paper since the DOE has LRNG.org blocked, until I find the person to white-list it.): https://www.lrng.org/youth-voices/playlist/write-and-record-three-true-paragraphs-about-you/onlineXp/write-three-paragraphs-share-for-comments-revise-1

AND — we’ll have youth take photos of each other (using phones and whatever cameras we have) after I
show them where these will end up on the Youth Producers page at https://newmediaarts.urbanlearners.net/team/

(Oh-I need to think through the youth getting their images up on the site. Not so hard… but a few details to work out there.)

We end with reflections in the Google+ Community.

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5:15 - 5:25 Break

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5:25-5:50 Introducing Photoshop

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I’m the Tech Liaison for the New York City Writing Project. I… (more)

Mar 22
Paul Allison

I’m the Tech Liaison for the New York City Writing Project. I… (more)

(Mar 22 2017 8:21AM) : Here's my plan (steps not included yet): https://docs.google.com/document/d/1PWmh3Gn217TKeBIN3iZJ2US7um0MbXet866dBWuoFkw/edit?usp=sharing
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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.

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5:50-6:00 Reflection blog

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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.

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Session 3

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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.

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Materials/Equipment:

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Smart board

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5-minute clips of prior documentaries

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Links to full documentaries

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Handouts:

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Photoshop supplemental documents

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

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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.

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

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

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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.

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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.

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4:45-4:55 Break

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

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I’m the Tech Liaison for the New York City Writing Project. I… (more)

Mar 28
Paul Allison

I’m the Tech Liaison for the New York City Writing Project. I… (more)

(Mar 28 2017 7:52AM) : It has taken some time at P.U.L.S.E. for youth to take ownership of this process -- bouncing from "I'm here for the credit." to "Just tell us what to do." more

By our 8th session (We’ve been working on profiles and photoshop and writing about issues that matter to us.) we started some progress at P.U.L.S.E. around an issue that the youth care about. Why the shift toward more ownership: Time to work through their well-earned caution. Hostos credit possibility was well received. I’m learning what to do in the first half hour: We’re doing HOMAGO (Hang Out with your food if that’s all you can do today. OR Mess Around with others who are on time and catch up on work. OR Geek Out with me—or someone else—to learn a new skill or program.) instead of waiting, corralling, and calling out late-comers. THEN.. we have a real whole-group activity and conversation before diving into something new for an hour… ending with reflections. Just trying to figure out their rhythms, and it’s leaving me thinking we only have 45 total hours, not 60 so I’m thinking about the curriculum and how to integrate here and there.

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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.

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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.

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Feb 17
Laura Scheiber (Feb 17 2017 10:37AM) : Useful change to curriculum more

It seems easier to have students opens a google doc and share instructor for reflective journal entry. Then every 2 weeks or month have students upload reflections to personal website. Advantages: Privacy, less time consuming; students can clean up their reflections before adding to website; easier to keep track bc the instrucutor can comment on them

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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.

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

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

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

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• Something of relevance and interest to their peers;

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

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

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5:45- 6:00 Reflection Blog

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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.

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

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Session 4

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

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Materials/Equipment:

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Cameras

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Audio equipment

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Mics and headphones

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Batteries

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Smart board

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Handouts:

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Interview techniques

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

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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.

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** 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.

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4:00 - 4:30 Preparation for Interview

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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):

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● Director

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● Camera

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● Sound

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● Interviewer

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● Interviewee

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Show youth how to operate:

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● Camera

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● Connect mic and headphones

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● Test audio

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● Record Interviews with proper framing and shots

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

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5:10- 5:20 Break

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

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

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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)

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

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● Remind students about framing of cameras

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

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Session 5

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

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Materials/Equipment:

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Cameras

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Audio equipment

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Mics and headphones

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Batteries

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Smart board

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Handouts:

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Shoot prep checklist

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Crew roles and responsibilities sheet (including note taker)

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Interview question list

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3:30- 3:45 Reflection Blog

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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.

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3:45-4:04 Screen full documentary

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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.

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

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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.

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

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5:20-5:30 Wall Talk

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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:

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I was most surprised by …

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One thing I learned about the subject is …

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What I will work on improving for next time is …

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5:30-5:40 Debrief

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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.

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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?

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Session 6

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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.

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Materials/Equipment:

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Footage from shoot

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Handouts:

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Choosing strong quotes handout

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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)

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

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

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4:30-4:40 Break

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4:40 – 5:40 Introduction to Premiere Elements

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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.

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

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5:40-6:00 Reflection Blog

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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.

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

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Session 7

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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.

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Materials/Equipment:

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Archival documentary

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Open up Vialogues or Now Comment

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Premiere Elements

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Photoshop Elements

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Handouts:

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Choosing strong clips handout

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3:30-3:45 Screening

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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.

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3:45- 4:50 Screening With Comments

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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.

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4:50-5:00 Break

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5:00-5:15 Choosing Archival Clips

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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.

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5:15-5:45 Editing and Commentary

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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.

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4:45 - 6:00 Reflection Blogs

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

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Session 8

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

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Materials/Equipment:

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Audio equipment

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Name of expert who agreed to be interviewed during next session

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Handouts:

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Audio narration guideline

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Interview handout

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

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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.

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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.

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3:45 – 4:40 Record Narration

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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.

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4:40- 4:50 Break

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4:50 – 5:45 Questions for Expert Interview

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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.

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5:45-6:00 Reflection Blog

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

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

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Session 9

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

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Materials/Equipment:

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Cameras

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Audio equipment

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Mics and headphones

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Batteries

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Smart board

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Handouts:

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Shoot prep checklist

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Crew roles and responsibilities sheet (including note taker)

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Release forms

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Interview question list

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3:30 – 4:00 Prepare for Shoot

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

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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.

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

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4:30 - 5:30 Full shoot

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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.

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5:30 - 6:00 Travel back to school

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Session 10

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

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Materials/Equipment:

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Blank paper

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Pens

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Footage from shoot

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Photos/stills from shoot

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Photoshop

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Poster paper

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Handouts:

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Strong Quote handout

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

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Materials needed: small paper and pens

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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”.

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3:45 - 4:10 Reflection Blog

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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?

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4:10-4:20 Share Blog

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Ask volunteers to share their reflections aloud.

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4:20-4:50 Begin Screening Footage

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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.

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4:50-5:00 Break

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5:00 – 5:30 Selecting best images

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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.

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5:30-6:00 Enhancing images using Photoshop

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

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Session 11

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

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Materials/Equipment:

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Footage from shoot

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4 best clips from shoot ready to be edited in Premiere

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Handouts:

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Strong quote handout

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

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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.

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3:45 - 4:00 Strong Quotes

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

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4:00 – 5:00 Editing Clips

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

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5:00-5:10 Break

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5:10-5:45 Students share their clips

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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.

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5:45-6:00 Reflection Blog

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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?

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Session 12

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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.

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Materials/Equipment:

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Bandanas

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Internet access

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Handouts:

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Research tips

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Guiding research questions (information needed for the site)

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

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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:

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Shortest to tallest

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Birthdates

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Location that they were born (closet to farthest)

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

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

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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.)

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