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Video editing reflections

In the process of assembling and editing the footage from the ARTV1103 recording I found that, due to the shot inconsistencies and issues with continuity of action, framing and focus, I have to make the choice of which shots to include in the upbeat and scary versions of the short film based on shot quality and usability, rather than the performance nuances in each shot and how they could aid in conveying the story. Thus my creative choices in the editing process are being determined by what shots are usable. Consequently, I have become ever more aware that our group should have spent more time planing the shots, preferably with a complete shot list or storyboard, and better coordination and record keeping of what exactly has been recorded would have allowed for improved continuity and given more creative choices during editing.

#student reflection

Video capture and editing

Reviewing the rushes from the video capture exercise for the ARTV1103 course of the journey into the lift brought home to me the importance of exactly planing the shots and ensuring good continuity. Although there was ample footage to choose from I began to realise more and more, through looking at all the shots, that during recording more attention could have been placed on ensuring: (a) that the action is more consistent among the shots, (b) in shots with character entrance and exits the character(s) should be fully out of shot at the start and end of the recording (thus giving maximal editing flexibility), and ( c) less jarring cuts/dissolves between shots by not crossing the line (180 degree rule). Nonetheless, despite these shortcomings in the footage, I currently consider that it should definitely be possible to tell the lift walk story, in two moods, from the shot footage, however, the editing process will be more challenging and may limit creative possibilities.

#student reflection

Student reflections/feedback on trimester 1

12/7/15

Responses are from both 10th and 11th grade students, all of whom are currently in 10th grade ELA, where I am working on implementing standards-based grading and assessing students on ELA skills from all of the skills types in the Common Core State Standards - Reading, Writing, Speaking, Listening, Language. I am also working on assessing students based on art skills using the Lincoln Center Capacities for Imaginative Learning, such as Noticing Deeply, Making Connections, Embodying, and Exhibiting Empathy.

#assessment #grading #student reflection #edresearch

Student reflections/feedback on trimester 1

12/7/15

#assessment #student reflection #edresearch #motivation

year's end reflections from student and teacher

I’ll always say that teachers are the best thinkers: Was the lesson too easy? Too hard? Did I try to cover too much material in too short of a time? Reflection is a huge part of teaching and learning, and the end of year allows for a natural time to look back. I grabbed some amazing insights from students and Ms. DeSalvo herself on how things went this year.

What's been the best part of this course? What are you most proud of?

“I can’t say I have a favorite topic...it’s all so interesting. I’m most proud of having an A in this class. People say history is hard, and it is hard to remember. [In doing well on my summative assessment] I was able to prove them wrong. [History is] ...easy when you take notes and study, even if it means studying until 1a.m.....thats what I did."~Rebecca

"[The best part was the] Civil rights movement. It was the most emotional and hardest topic to talk about, but I enjoyed it. You're seeing images of things that they would do to people... it’s hard. The Civil War was also really amazing. My most proud moment was getting a B+...I tried so hard in this class because its very hard for me.”~Yulissa

What have you enjoyed most this year?

"Developing both of my courses in my own way....developing differentiation and investing students. I wanted them to see and feel and experience each era. I strive to have them emotionally tied to each experience. I try to think about how to do it differently based upon each student’s unique needs. [I focus on] giving them things that they can do. There's no worse feeling than never being successful. I always try to think of their perspective: how can I make them successful every single day [but at the same time] keep them in an area where they are challenged?"

What has been your greatest learning?

“[...] it’s hard to say only one thing. I would say patience.... also.... rolling with the punches. Sometimes lessons you design thinking they are amazing [and they] turn into a tornado. Does that mean you never try lessons like this again? No. Trying something and having it fail is scary. I'm not a pro - it doesn't work every day perfectly - but most days, I have small victories. The biggest thing, lastly, I think when I was student teaching [in my second placement] I was not myself. I felt I had to be rigid, and I couldn't have any emotional attachment. And here, I am very much myself. I share lots of personal details with them - it is designed that way. For me, it’s been learning about how to keep that line in place [of teacher vs friend]. Every teacher that I had or respected was the person who told me about their life. I try to know what is going on in my students lives, not just in my room but in general. I attend games, and try to be into what is going on in their lives. Just as my life extends beyond these 4 walls, so does theirs. I think if you have that close relationship with them, you get more.”

What advice do you have for a history teacher?

"Don’t forget the story - the story of history. Sometimes it can become a timeline of facts and events - isolated small things. When you tell it like a story, it means something to them, something that's real. "

#mba #mbacs #bttyl #reflection #student reflection #end of year #teaching #education