This
idea development strategy has proven helpful by eliciting multiple
strong ideas,and providing a clear framework for refining content
and logistics of a potential video project.
STEP
ONE
Choosing Appropriate
Topics
The
first activity allows the students and teacher to agree on a
broad sense of what they are going to use for subject matter.
This is the place for teachers to infuse the required
content. Educators can choose from a variety of subjects that
might be interesting for the students to cover in more depth.
For the example I am using the study of a small community.
With a little creativity this plan could be adapted to a historical
event, a scientific theory, a short story, or numerous other
areas of study. The web belowrepresents a Brainstorming
session about topics related to a small community
Procedure
1. Share with students the specific curriculum
content they will use to develop a video
2. Ask Students to Brainstorm as many
topics as possible related to that content area.
The use of Software such as Inspiration might be helpful at
this point. (see example below)
STEP
TWO
Refining Topics
Now
that broad topic parameters have been set, students generate
sub-topics that might be used to explore different aspects of
each area. They expand and flush out each of the areas that
came from the brainstorming session and make choices about which
ideas they want to pursue
They choose an interesting subject and develop possible styles
of their video. This process often yields a wide variety of
possible angles and stories.
1. Model the fishbone brainstorm with
a subtopic from the list above
2.
In small groups generate many different stylesand treatments
for the various subtopics.
The Fishbone Worksheet (.pdf file)
can be used to record your results.
Possible
video treatments might include the following styles:
1.
Issue based e.g. Teen Pregnancy
2.
Event based e.g. A Sporting or News Event
3.
Confrontational e.g. Corporation v's environmentalists
4.
Human interest e.g. Teenager with a heart implant
5.
Observational e.g. 'A day in the life of a fire fighter ...
What happens when...?
6.
Magazine / feature e.g. A look at Popular Music.
7.
Profile e.g. 'Francis Slay-- The Mayorl'
8.
Adversarial e.g. Reporter presents a story endorsing music downloading.
Reporter confronts someone he/she believes is ripping off others.
9.
Reporter/ Main character lead e.g.
Reporter bungy jumping, A Superheroes guide to...
10.
Miscellaneous e.g. Animation
11.
Fictional Story e.g. It's in your imagination
12.
A spoof eg. make fun of a pice of popular culture. "Survivor"
goes to the UMSL classroom.
STEP
THREE
"Pitching your idea"
In
this development stage, the ideas developed above become tangible
and the students use their creativity to choose storylines
and techniques that might be included in their video. Students
grapple with the real,practical issues involved in making a
video. Often in this step, there is a moment that occurs when
the students begin to envision an overall concept for their
piece -- a beginning middle and end. By prompting students
with questions and different perspectives, they begin to see
different possibilities.
Once they
have arrived at general idea of their video it is time to use
the group as a sounding board. In the tradition of Hollywood
they orally "pitch" their idea to the class and receive
constructive feedback . This is the best time to harness the
collective thinking power of the class and take full advantage
of the feedback they can offer.
The following
worksheet (.pdf) , "Making
it Reel" was developed to guide your discussion
and develop your Pitch ( :
