Ten Tips for Terrific Videotapes

By Jack A. Bennett

U ses of camcorders and other video equipment in the home, in the work- place, and even on vacations have influenced their utilization in the classroom. Many school media spe-

cialists, working cooperatively with teachers, have found student video productions an effective way to add interest to a topic, actively involve students in the instructional process, and foster creativity through technology.

When working with students to produce a vid- eotape, ideas often run far ahead of the capability of students and equipment to create a polished program. However, the following tips can yield surprising results in the quality of a single camera production.

Involve Students in the Selection of the Topic Video is a flexible medium and can be utilized

in a variety of ways in the curriculum. Options on how to use it and when to use it can be adapted to the needs and interests of students. Involving students in selecting the topic for a video produc- tion usually creates a higher level of interest than if the topic has been chosen by the teacher. The teacher and students can list topics related to the curriculum and agree upon one which would be suitable for group production.

Even though students are involved with video as a team project, the production process sup- ports individual interests and learning styles. Stu- dents who work better alone may prefer the re- search or writing activities. Those who enjoy hands-on work may choose to operate equipment, while those who are orally-inclined may prefer performing. Consequently, the video production becomes a cooperative learning experience based on individual contributions.

Correlate Activities with Curricular Objectives By using a list of possible curricular topics, stu-

dents can design the video production into a learning activity involving both process and prod- uct. Student productions have been typically iden- tified with topics in language arts and social stud- ies; however, don't overlook potential uses in

Jack A. Bennett is an associate professor in the Department o f Educational Leadership, Technol- ogy & Research at Georgia Southern College in Statesboro, Georgia.

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science and math. Demonstrating scientific phe- nomena or depicting word problems are just two possibilities.

After a topic has been selected, students are involved in the following instructional activities: applying media center research skills, utilizing sequencing and writing skills, planning the use of art and music, and presenting oral material. Other activities such as working together in a group, practicing hand-eye coordination, and learning technical skills are also addressed in a video pro- duction. As a result, student-produced videos per- mit various areas of the curriculum to be drawn together into a single project.

Plan the Purpose and Treatment Too many times, student production activities

consist of turning on the equipment and turning loose the students. Like any other instructional ac- tivity, planning is the key to providing an orderly and meaningful experience. Is the purpose to dem- onstrate, to role play, to investigate, or to perform? Will the video be used to introduce a topic, rein- force curricular objectives, or teach content? Hav- ing a planned purpose will go a long way toward creating an organized learning environment.

Planning also includes deciding upon the treat- ment of the topic in order to provide a framework for further development of the production. The subject can be treated in a straight-forward man- ner, in a humorous manner, or with special for- mats. Formats might include simulated newscasts, interviews, game shows, or music videos. Choose a treatment which presents the content in an in- teresting, rather than a didactic, manner.

Script the Production Scripting the production serves several pur-

poses: it helps to plan, organize and sequence the presentation; it provides a writing skills activity; and it helps students translate visual ideas into words and action. Planning a script proceeds simi- larly to that of a written essay: outline the main points and sandwich them between an introduc- tion and a summary. Then students can improvise scenes around the outline. The resulting script will resemble oral communication rather than written speech.

The word processing capability of computers can be utilized at this point. The script should be typed double-spaced on a page equally divided by a verti- cal line. The narration (or audio) is typed in the

right-hand column; camera operator directions (or video shots) are typed in the left-hand column. This correlates both components of the production.

Emphasize Visuals Avoid the "talking head." While video produc-

tion consists of both sound and sight, remember it is primarily a visual medium. Even in an inter- view format, show what the participants are dis- cussing. Such visuals may include still shots of pictures, posters, charts, and graphs. With editing capability, pre-taped video scenes could also be included.

Once again, computers can be incorporated. Images from photographs, projected slides, and video freeze-frames can be digitized by computer, modified in a variety of ways, and used as video insert. Several software/hardware sytems are now available for scanning and digitizing graphics and video.

Use Appropriate Camera Techniques Camera techniques can be used effectively to

enhance any production. Panning (moving the camera left or right on the horizontal axis) and tilting (moving the camera up and down on the vertical axis) are used to follow the action or to take in an entire scene.

The zoom lens can be adjusted for a close-up, medium, or wide shot. This permits a variety of shots ranging from a wide shot to set the scene to an extreme close-up to show details. Avoid the tendency to periodically zoom in and out. The zoom is best used to redirect viewers' attention.

Exploit the capabilities of the video medium through a generous use of close-up shots. Close-up shots provide visual detail which is not evident in wide and medium shots. If the purpose of the tape is to demonstrate a process, the subjective (over- the-shoulder) view can be very effective.

The face in/fade out control (sometimes labeled as open/close control), located on many cameras, can be used for fading up from black and for fad- ing down to black. This adds a professional touch for program openings and closings and for transi- tions between scenes. Transitions may also be effected by focusing out and focusing in with the focus ring.

Integrate Other Media Incorporating other media can enhance a video

production. A camera and easel facilitate shooting visuals from books and magazines. Likewise, by training the camera on a projection screen, titles and credits written on the acetate roll of an over- head projector can create the effect of a "crawl" when the roll is cranked slowly and evenly. A similar setup, with either front screen or rear screen projection, permits the integration of slides or film clips.

An interesting effect can be created with Print Shop (1987). After printing the credits (in either black and white or color), roll the printout back to

the beginning and advance each page with the form feed button while the camera is aimed to shoot each passing graphic.

A direct patch with another video cassette re- corder or a computer can provide video clips or computer graphics. Computer-generated titles, credits, and other graphics can be produced with software such as Slide Shop (1988) and VCR Companion (1988). More professional results in- volving computer-generated text, graphics, and special effects may be obtained from an Apple II Video Overlay Card.

Use Non-School Settings While effective video productions can be done in

the classroom, don't overlook possibilities in the local community. Topics which lend themselves to non-school settings include local history, current issues, career exploration, community helpers, and tours of business and industry. On-site videotaping also solves the problem of outside presenters who cannot come to class on the desired date or cannot stay for all class periods. Videotapes produced in non-school settings add visual interest and detail, and provide a high-tech method of utilizing com- munity resources in teaching.

Keep the Production Manageable With kids and cameras, endless ideas may be

generated. Go through the brainstorming and en- courage creativity, but remember there are limita- tions with a single camera production. Unless there is editing capability, continuity between dif- ferent scenes and the use of special effects are difficult to achieve. Depending on the age and experience of the students, a one-scene, one- theme production may be advisable to decrease frustration and increase success.

Practice Practice does make perfect. However, Ben-

nett's law of video production states: Tape every practice--the one you don't tape will be perfect. The corollary states: Keep the previous take, even if it's not perfect--the next one may not be as good.

Here's an additional hint: don't put more than one take on a cassette. That way you won't spend time locating Take #5 every time you want to show the video. Select the best take, make a back-up copy, and set the remaining cassettes aside for future tapings.

Summary Video projects can be used to motivate stu-

dents, integrate curricular objectives, and foster cooperative learning and creativity through tech- nology. Using some or all of the above tips can add zest to a single camera production while pro- viding for instructional activities across the curric- ulum. Today, the Student Media Festival. Tomor- row, the Emmy! �9

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