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ABSTRACT
Although media production is considered to be a time consuming,
difficult, and expensive process, educators need to
integrate media production into their curriculum in
order to prepare new generations for a media-rich
culture. Rather than just being technical or peripheral,
media production must be simple and central to the
learning process.
This research promotes media literacy skills/ goals through analog and
digital production techniques. This study describes and
analyzes the varied reactions and educational
experiences of analog and digital video production
groups.
This dissertation was based on research conducted in Hingham and Sharon,
Massachusetts and Verona, Wisconsin from the spring of
2001 through the summer of 2001. The study investigated
the educational experiences of three groups of
forty-eight students who were completing their
technology in education master programs. The study
examined how participants were affected by different
media production activities.
This qualitative research focused on the importance of learning new
media literacy skills through simple production
techniques on a video camera versus digital editing on
computer. The participants in three different groups
were asked to produce the same technique, transition, or
special effect. Their responses to the media survey,
questionnaires, media productions, interviews, as well
as their midterm and final projects were compared and
evaluated.
The study described in this dissertation explored three key topics in
order to understand the educational experiences of
participants: the wide range of meanings participants
associate with media education; the impact of video
production activities on participants’ understanding
of media; and the ways in which they integrated media
production in their midterm and final projects.
SUMMARY
Video production needs to be integrated into
the curriculum. Media Literacy and Media Production are
listed under core curriculum content standards in some
states such as Massachusetts and others, like New
Jersey, have just added Media Literacy into their core
curriculum standards. K-12 teachers, now need training
in the basic video production techniques and
understanding of how to integrate media production
throughout the curriculum to enhance learning.
The study describes the video production
experiences of teachers who want to integrate video
production and media literacy skills in the curriculum.
In this study, by engaging in media production
activities, participants experience the difficulties and
unique characteristics of media production.
To date, few scholarly studies have
investigated either digital video production in the
classroom or the impact of media production on media
literacy education.
This study attempts to fill the gap by outlining
the natural links between education and communication.
There is no current study that approaches media
education from the point of view of adult learners.
The qualitative research process was used to
investigate the experiences of the participants in the
area of media production. Methodology included analysis
of the media survey, questionnaires, electronic journals
in online discussion forum, field notes derived from
on-site classroom observations, video production
exercises, midterm and final productions. Computer
groups (CO) and Camera Groups (CA) were given 8 video
production techniques to produce in their video magic
activity. For each technique, two or three hypothesis
and predictions were generated.
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Video techniques for the
magic exercise
1.
Using Camera Lens- Zoom in/ zoom out and
Close up
2.
Shaky Camera- Rotate the Scene and Change
Orientation
3.
Cut and Jump cut
4.
Transitions-Swish pan and Soft wipe---Match
action/ color/ shape/ texture by focus/ defocus
and fade to black.
5.
Special Effect- Filter/ Blur
6.
Special Effect- Key hole- Adding Credits,
Title, Graphics and Text
7.
Voice Over/ Music
8.
Animation
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Their
videos were each viewed and analyzed based on these
hypothesis and predictions. CA groups’ projects were
on videotapes, and CO groups’ projects were on
computer files. If the groups produced and integrated
the techniques into their video, they received “1”
as a score for each technique. If they did not integrate
the techniques, they have received “0” as a score.
All their responses were put in a spreadsheet program.
As a result, CA Groups completed all of the
hypotheses more than 80 percent. CO groups completed 7
out of 8 hypothesis more than 100 percent, only the
animation technique is 62.5 percent. Although there are
some common results in generating these 8 techniques,
the hypothesis and predictions for each technique
present the unique characteristics and learning
experiences for each group.
A number of students said they learned more
than the video production. One CA group participant
said, “I am happy to have met you, because you have
given me much more to think about than just the content
of this class.” Another one wrote, “More than
learning video production, this course gave me chance to
reflect on my own viewing habits and learned something
about myself.” They found the media literacy exercises
and the resources were helpful in understanding media
messages and its unique characteristics.
The participants from CA groups did not need
so much instruction whereas CO groups needed the teacher
present, show examples and practice their work in order
to produce their projects. Learning the software for CO
groups was much more difficult and needed more guidance
than CA groups.
The purpose of the magic exercise was to put
the students behind the techniques. One of the CA groups
participant wrote, “The effect that the magic exercise
has only TV viewing is that I am more observant as to
which techniques are being used and analyzing why it’s
being produced in that particular way.”
Based on the participants reflections, media
journal, class observation notes, common themes emerged.
The table below compares CA and CO groups.
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Tasks
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Camera
(CA) Groups/ On Camera Editing
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Computer
(CO) Groups/ On Computer Editing
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Magic
exercise
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Positive
experience
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Confusing,
frustrating
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Ideas
for integrating into the curriculum
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Recognized
the importance of integrating media production
into the curriculum. Media production is a key to
learn media literacy.
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Found
the media production time consuming and difficult
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Effect
on response to media
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The
magic exercise put the students behind camera. “Media
activities have made me less of a passive viewer
and more of an active viewer of media.”
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No
significant effect detected. Only one student
said, “The activities made me feel like I could
be more of a producer, not just a viewer.”
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Cooperative
Learning
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Group
work was highly appreciated. They enjoyed
exploring and learning from each other.
Participants
took distinctive roles during the production.
Groups more than two is highly recommended.
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Participants
were editors. They found the group work
challenging. More than two person in the group
generated problems.
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Discovery
Learning vs. Trial and error
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Discovery
occurred while trying the various buttons on the
camera.
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Drill
and practice- teacher presents how to and students
practice.
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Class
Discussion
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Created
dynamic and productive discussions among the
groups.
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Generated
discussions among the group but they frustrated
each others editing style.
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Each
medium provides different dimension. (Potter,
1998)
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CA
groups experienced cognitive, emotional, as well
as aesthetic dimensions of the project.
Transparent
learning occurred.
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CO
group focused mostly on aesthetic dimension of the
project.
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Students’
Level of Technical Proficiency
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It
did not required technical skills, students who
considered novices also excelled.
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Students
who had previous technology skills considered
themselves intermediate or expert did better on
their production.
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Focus
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Process
oriented
Focused
more on the story of their project
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Product
oriented
Focus
was on the production, learning the technical
skills.
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Storyboarding
/ Concept Mapping
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Storyboards
were more elaborate and detailed. Original stories
stayed close to the end product.
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They
spent did less time on storyboarding more time on
learning the software.
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Suggestion
for Improving the class
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Emphasized
the need for more time.
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Step
by step instruction and easy to use software
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Camera production was highly motivational
indeed because the participants enjoyed working in
creative ways to use the camcorders. The participants
repeatedly said in their reflection papers how much they
enjoyed working with the camera. As one said, “I don’t
believe what you see on television.
All these statements are untrue, after recently
producing a commercial, I believe anything is visually
possible with the help of fancy equipment.”
On the other hand, CO groups emphasized the need for
detailed step-by-step instruction and more time to
master the skills. Although “the instructor was
enthusiastic and easy going”, students found the
software confusing and frustrating.
Participants in CA groups created lesson plans
integrating video production into the curriculum,
whereas CO groups focused on lesson plans deconstructing
ads, newspaper analysis, or unrelated topics such as
butterflies. CO groups did not see the importance of
video production in the classroom. They pointed out they
prefer using the ready-made videos to use in the
classroom. As one participant said “I wish I could
take the time to develop a video but I know I would get
frustrated and end up just looking for a video already
made to fit into my unit” And added “It is better to
deconstruct, constructing takes so much time and
frustrating.”
'The camera never lies', 'seeing is
believing,' and 'what you see is what you get' were
accepted expressions. However, what we see on TV, or
hear on the radio are constructions and they reflect the
producers', authors', and camerapersons’, journalists'
point of view. By actively involving participants in
producing media such as PSA (public service
announcement), they understood the conventions of the
medium. As they became the producers of their own media
projects, they developed media literacy skills, and
became informed consumers and citizen of the world.
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