Implementing Cooperative Learning in Video Production

Classroom Context:

My school is a private school, and they have given me free range on what the curriculum standards will be in this elective. The school expects me to expand the students’ knowledge of video production while applying their own unique perspective and creativity in this visual art form. I will still base my learning goals on EALRS for better implementation of my chosen teaching strategy of Cooperative Learning. To see my review of this instructional strategy, go to https://joannakharmon.wordpress.com/2013/07/14/strategy-entry-1-cooperative-learning/#comments.

The school works in a collaborative environment where teachers are encouraged to use each other as a resource; they are not only encouraging teachers to implement Collaborative Learning in the classroom but also with colleagues. The equipment that are available to me are desktop computers are equipped with Premiere Elements (the video editing software program that we will be using), and the room is also stocked with 8 Flip cameras and 8 tripods. Since I do not have enough resources for students to each have a camera and a computer, Cooperative Learning is an excellent approach for video production because they have to learn to share the class’ resources. I have 3 ELL students in this class and they require extra instruction, check-ins and written instruction. The strategy of Cooperative Learning gives the opportunity for other students to come alongside their peers who need extra assistance since this class is comprised of many different grade levels and learning styles.

Concerning academic development, most of the students come into class with general knowledge of video production from what they have learned from social culture. This elective has a diverse range of learners from freshmen to high school students. These students also understand how to work with the technology that they are familiar with like multi-function devices. Previous lessons have given students a new perspective of video production; where they not only understand how to use video production tools but how to use them to create visual art. Cooperative Learning will not only teach students the skills of editing a music video, but also give them practice of working together as a team. In past lessons, I have already implemented Cooperative Learning by placing students in “film groups” where each student chose their role for the “Music Video Project” (director, writer, cinematographer, etc). This learning segment has been a continuing experience of Cooperative Learning where different aspects of the strategy have been implemented.

Learning Goal Specification:

Visual Arts EALR 2: The student uses the artistic processes of creating, performing/presenting, and responding to demonstrate thinking skills in dance, music, theatre, and visual arts. Component 2.1: Applies a creative process to visual arts (Identifies, explores, gathers, interprets, uses, implements, reflects, refines, and presents).

Supportive Description:

As stated in the classroom context, this class is a diverse range of ages and technological experience. Dean et al (2012) states, “Cooperative Learning provides an environment in which students can reflect upon their newly acquired knowledge…” (p. 37). Video editing is a fairly new concept for this group of students, and they need a lot of practice to develop this skill while also applying their creativity. The implementation of this strategy will allow the students to deepen their knowledge of the subject matter by working together to create a finished music video by the end of this learning segment. Cooperative Learning will also be a tool that allows students to reach the learning goals, as they will be able to grow through applying their creativity and learning from the unique perspectives of their peers.

Implementation and Outcomes Predicted:

The strategy of Cooperative Learning has already been applied in this video editing unit when I divided students into their film groups. In these groups these were given specific instructions to each take different leadership roles on their film team. The first aspect was writing a script for their music video, filming, and now they need to edit their footage. This project is divided into different sections so that each individual student is given the opportunity to lead the Cooperative Learning at different times throughout the project. Students were allowed to choose any piece of music that was also approved by myself because copywriting laws allow the use of media in a learning context through educational institutions.

At this point, students not only know how to use the computers, but they know how to use two video editing programs called Adobe Premiere Pro and Adobe Premiere Elements. Even though students have already been able to practice Cooperative Learning through writing and filming, the editing portion of this project will create a lot of opportunity for Cooperative Learning. I will guide students through the group discussions that they will need to have with their film team to make important editing decisions. I predict that some students will do very well in this area while others will have a harder time agreeing with the majority of the group. Students will be using their unique perspectives and creativity to edit, which means that there is no one-way to edit their project. This will frustrate students who prefer doing things their way rather than hearing other student’s opinions.

Concerning social and emotional development, this video production class is an interesting mix of ages, temperaments, and maturity levels. The students are all growing at different paces and from different places. Even though some students are in higher grades, I predict that will not be a defining factor in the students’ progress because that truly depends on each student’s technological background. However, I do also foresee the older students working together better through Cooperative Learning because they have had more time to socially mature. When implementing Cooperative Learning in this class, I created the groups based on the students’ skill levels rather than on their ages. I predict that this will prove to be a good strategy so that students are forced to work with each other rather than lean on what may seem to be the “stronger” students in their film groups. Through the strategy of Cooperative Learning, I also foresee the students realizing that their fellow peers are resources and learn to turn to each other with questions whenever I might be busy with another student.

Artifacts:

  • Lesson Plan Example: View this sample lesson plan to see one of my lessons in this video editing unit. The implementation of Cooperative Learning proved to be an effective tool in teaching students how to import music into their editing timelines.
  • Music Video Example: Look at the following link to see an example of one of the group’s finished music videos: https://vimeo.com/70833669. This film group was comprised of students who all worked together very well through their assigned roles. Their silent film was a new and interesting take on the idea of music videos and it was clearly evident that they were proud of their progress and newly developed video production skills.

References

Advertisements

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s