Competency 4: Curriculum, Instruction, and Supervision
After-school Video Production Class
After-school Video
Production Class
I was a teacher for Flint Community Schools 21st Century Community Learning Center, Bridges to the Future Program from 2001 to 2007. You need to provide context here for the reader: I taught, planned and administered
In 2007, I began working for 21st Century Community Learning Center at the International Academy of Flint (IAF). During my first year at IAF, I was solely involved with the teaching aspect of after-school, but this year I implemented and managed an after school video production class.
Context
In preparing an initial budget, I examined previous budgets from similar programs. I reviewed two programs. The first program was a successful music production class that began in April and continued to June. The second program was a proposed video journalism class from last year that was never implemented. In discussions with Greg Myers, Program Coordinator, and Michael Powell, Federal Grant Coordinator, I compiled a list of strengths and weaknesses from each program that I utilized to design the video production program. The strengths of the two programs were: project based learning, individual and group applications, an end product to take home and share, various aspects of creativity and ways to demonstrate learning objectives. The weaknesses were: cost of materials, cost of labor, working with an outside independent contractor, and not having the materials to do another class in the future at a reduced rate.
Implementation
I determined three things that were needed to increase the probability that the video production class would be successful. First, I needed a concise list of learning objectives and program outcome goals. I would also be able to use these goals and objectives to make improvements for future programs. Second, I would need to coordinate a feasible budget of materials that would allow the program to achieve the goals and possible growth in the future. The budget would include a studio and audio/visual equipment to enhance our current capabilities. Lastly, I would need students to be engaged and learning.
The projects the students created coupled with their word-of-mouth advertising would help increase the overall interest in such programs at the school, possibly enough to start a video production class during the school day and make video morning announcements.
The Budget
I was informed by After-school Coordinator that I had one thousand dollars budgeted for materials for the video production class. I conducted research using the internet to determine the best equipment available at a reasonable cost. I conducted this research for approximately one week and after numerous phone conversations with vendors, I compiled a list of equipment. I presented my findings to the Program Coordinator, and discussed the reasons for my selections. I received approval to purchase a high definition camera from a local vendor due to the mark down and the fact that I could pick it up that day. I purchased the remaining items from two other vendors, because they not only had the best price, but shipping and handling was free for orders over one hundred dollars. I subsequently performed the administrative task of filling out the purchase requisition forms, and submitting them to the business office. I purchased the necessary equipment to outfit a small scale school studio. I also utilized resources that were already available, which enabled the program to operate more efficiently.
Last year the proposal for a video journalism class was rejected due to a projected seven thousand dollar budget. I used aspects from that proposal and reviewed ways I could implement the program with a one thousand dollar budget. For example, I determined that using an Apple computer with Final Cut Pro was not the most cost efficient, given the budget. Although these two products are superior in many ways, the program would save four thousands dollars by using the school computers and Windows Movie Maker. Additionally, Microsoft software would allow the students to work on their own computers together rather than sharing one computer. I also decided to purchase a camcorder rather than a semi-professional video recorder. One thousand dollars was saved by this choice without any compromise in video quality. In addition, the camcorder is smaller and easier for the students to use. Lastly, a green screen, wireless microphones, and light boxes were also ordered to complete the studio.
Implementation
Video Production was scheduled to meet Tuesdays and Thursdays for 13 weeks. Initially, six students were signed up to participate. We started the class with a demonstration of clay-mation, as a way to introduce photography and the software Movie Maker. As we created longer animations, we developed scripts and storyboards to help guide our creativity and develop our stories. As our stories grew, so did the enrollment. Some days there were ten or twelve students working in groups or individually on videos. Students were able to share and build on each others ideas and projects.
Goals and Outcomes
The program goals:
Reflections
When designing programs compromises must be made. Three of the “best practices” I gained from this experience are: utilize existing resources, you can sacrifice the quality of equipment for the quality of the experience, and orders will be mishandled.
First, this program was not possible last year because of the inflated budget designed by an independent contractor seeking to do business with us. He failed to utilize the assets that we already had to offer. In hindsight, if the program would have evolved from the materials list he presented, it would have been unrealistic to expect ten students to share one computer. Moreover, it would be difficult to teach students a new computer interface (Apple), given the duration of the program.
Secondly, I feel I gave the students a better experience at one seventh of the cost. Having the ability to work in pairs, small groups, a large group, and individually allowed the students to develop effective leadership skills. This versatility in group size allowed me to motivate every student. They felt like part of a team while still maintaining their own individual projects. In addition, their projects were high definition (1080 dpi), creative, and engaging.
Third, not every vendor is equal. It must be realized that every vendor has its own strengths and weaknesses. Price does not matter if you cannot get the correct equipment on time. You must clearly communicate your needs to the vendor to ensure you obtain satisfactory services and/or equipment in a timely manner. Also, it is vital that you realize that some orders must be monitored closely, because an error on the part of the vendor could turn a two week order into two months.
Overall, I was extremely happy with the successes of the Video Production Program. Flexibility allowed me to adapt the program to the students’ wants and needs. Versatility allowed me utilize existing resources when the equipment did not arrive on time. Lastly, I was able to learn about the demands of administrative work. In the future, I will closely monitor the supply requisition from unfamiliar vendors.