1. Five Images. These images should reflect, in some way, what you imagine your classroom will look like once you are a teacher.
The first image represents my hope to have good equipment. A projector is essential for a good film viewing experience. (Source: http://www.ecsdav.com/solutions/projectors/infocus/files/stacks_image_4192.png)
The second image is an ideal seat for the room. It has wheels so the students can reposition themselves easily. They can face the screen during a viewing, they can form a U shape when doing discussion as a class, and they can cluster together when they're working on a group project. (Source: http://blog.ideas4all.com/es/2011/02/)
or
The third image is the idea that we would have access to a quality computer lab so the students could edit the films they’re working on. (Source: http://smithsystem.com/school-setting/computer-labs/) If not, I will spend the money up front to get one nice computer with the proper editing software and students can work on projects in rotation.
The fourth image is the expectation that they will not always be in a classroom sitting down talking about film theory or lessons, but that they will be engaged in applying what they’re learning to make their own films.
2. Imagine the surrounding in your classroom. What does the room look like? What resources are available for students? How are the resources used during the lesson?
The classroom
has natural light from the windows, but good blinds so that when we’re watching
a movie, we can see the screen well. (Like in the HFAC, there are black screens
that come down over the windows.) The seats move are set-up in such a way that
they can be moved depending on the activity. a semi-circle so that everyone can
see each other in discussions and see the screen when watching a film, but
grouped together in clusters when brainstorming group projects in the
classroom. There is a whiteboard at the front and at the side, and film posters
on the other walls. There are also student-made film posters on a bulletin
board. It is by the corner that has lighting equipment and a cabinet of
cameras. There will be a paper to check out equipment and a release form when
students sign-up for the class. Students are sometimes in class talking about,
watching and analyzing film. Other times they break into small circle groups to
plan films or have more in-depth discussion.
At times they use the equipment to make films throughout the school and
outside. Other days are spent in the nearby computer lab editing the footage
they’ve filmed. For low SES schools, There may not be money for equipment and
limited access to computers, in which case, I'll use what funds I have to get a
couple pieces of equipment and one computer with all the program, and groups
will work in rotation. This will be a good learning experience because it will
require good pre-production planning to schedule equipment and film on
schedule. There is also a mini library for students interested in learning more
about film. They can check out the books that I have. If equipment is lost, damaged, or stolen, it will be handled on a case-by-case basis.
3. Describe the students in your classroom. What are their backgrounds? What are their interests? What are they doing during the lesson?
It depends on what state I
end up in. I may be in Maryland, California, or Hawaii. I expect a pretty
diverse range of ethnicity—Asian, Black, White, Native American, Latino, Polynesian. I
foresee having students from a wide array of socioeconomic backgrounds. Some of
them work to help their family or their own lifestyles. Some of them do drugs.
Some of them struggle with depression. One of them has been kicked out of their
home recently. One of them always turns
in film review assignments late because her parents are going through a divorce
and she's back and forth between homes. They are interested in action films and
comedies. They like hanging out with friends like most adolescents. Some of
them will sign-up because they think it’s an easy A. They will talk with their
friends in class. Others will doodle sketches of their favorite animation films
during lecture. Many will be shy to make comments at first, and the
conversation may be dominated by a few that were previously really interested
in film, but as the others feel more comfortable with the vocabulary,
discussion will increase. They might not appreciate all the films they watch,
but I will learn more about what thematic elements they like and search for
films that engage them. We will also watch popular music videos that they are
familiar with and analyze the messages. They’ll also be more involved as they
switch off working in small groups with their friends and random people
assigned to work with them on other projects.
4. Policies?
“Respect your teacher.
Respect your peers. Respect the equipment. Respect yourself.” My discipline
plan is prevention. I will ask them how they expect to be treated and what
respect means to them. I will share my ideas of respect. Together we will
finalize them and I will be expected to keep the same ones. I will not
discriminate myself. I will ask them for their opinions on consequences, but
mostly it will probably affect their participation grade. Group film projects
will be due on a date they have set in pre-production. If they want to change
it, they must discuss with me why.
Homework will be 10% deduction everyday it’s late starting the second
day. (I have procrastination problems and I’ve received a lot of mercy from my
professors. I feel I should do the same for my students.) But more often I will
give them class time to work on projects. Their assignments for home will
consist of critical thinking activities with media they interact with already.
If they don't have access to a computer, television, or mobile device, I will
set a day or two where students can stay after school or come in during a lunch
period to access media and write their reviews for their homework. Students may
write their reviews in their native language. They may also choose films in
their native language, but they must discuss with me their choices (to ensure
appropriateness and relevance).
5. Typical lesson?
We will begin by watching a
music video. As a teacher I might offer several options that portray the points
of the lesson and have an implied message. The students will then vote on which
one they want to watch. The topic for this class might be cinematography and
how camera movements and angles contribute to the message of the video. The
next part of the lesson they will learn some film vocabulary so they can talk
more sophisticatedly about the cinematic elements and therefore use them. There
will be pictures so those who do not understand the description of terms,
including perhaps speakers of another language, will be able to see it
visually. They will begin working on a project where they pick a song to make
their own music video to. They think about theme and how they would portray it.
They’re required to use some of the elements they’ve learned about that class
and previously. They start storyboarding their music videos. The main thing I
hope they get out of this lesson is that media contains overt and hidden
messages. I want them to think about the messages they want to send the world
through what they make. I will not assume myself as an enlightener and ask what
messages they’ve pulled from some of their favorite films and how the filmmaker
used the elements we’ve talked about to portray those.
6. Imagine your work as a teacher during this lesson. What are you doing during the lesson?
During the lesson I am asking questions and facilitating small group discussions. I interject from time to time to ask follow-up questions, to affirm comments made, and to encourage the quiet ones in the group to write down their thoughts and then share. While they’re working on storyboards and expressing themes through cinematographic images, I’ll be helping those who are stuck. I might pull students aside to do one-on-one interviews to receive feedback on the class and to give feedback on projects. I might also use this as time to get to know them better. I’ll use questions to prompt ideas and creative thinking on where to go with the project But I won’t expect/fish for specific answers.
During the lesson I am asking questions and facilitating small group discussions. I interject from time to time to ask follow-up questions, to affirm comments made, and to encourage the quiet ones in the group to write down their thoughts and then share. While they’re working on storyboards and expressing themes through cinematographic images, I’ll be helping those who are stuck. I might pull students aside to do one-on-one interviews to receive feedback on the class and to give feedback on projects. I might also use this as time to get to know them better. I’ll use questions to prompt ideas and creative thinking on where to go with the project But I won’t expect/fish for specific answers.
7. What are the students
doing? Some of them are really excited and dominating conversation. Other
groups are debating about which song to pick. The girls and one guy want to do
Taylor Swift, but the other guys are arguing for Skrillex. I ask them why. Some
of them talk about relating to lyrics or memories they have had with the music.
Some are commenting that the assignment is stupid. Others are asking, “Who
wants to sketch the storyboard?” They volunteer the quiet artist in the group.
He or she resists at first, but another takes charge and starts dictating to
him or her what to draw. Another group is feeling overzealous and wants to just
start filming. I stop to explain to them the importance of planning and the
difference it will make on the quality of the film. Most groups are
brainstorming and talking about what to do for their project, but some are
working quietly on different ideas and presenting them to their group after
they’ve formulated something. Some of the kids who speak Tongan (if I teach in
Hawai'i) have paired up and are working in their native language. Another group
has a kid fresh from the Philippines, I help translate for him or her, and he
or she is able to contribute ideas.
8. I will do informal
analyses and ask students to write down any concepts we have covered that they
do not understand. I will also have them do a mini film festival where they
present their work to their peers and their community. If they are able to put
it in the right format to be presented and some of the film elements that have
been discussed in class are included, I will be able to recognize learning. I
will also have them write statements about their film, analyzing their own
media for what messages are being portrayed.
Reflection on Changes:
The biggest changes I included were thoughts of what my students language abilities might be and the financial situation of the school I might teach at. I also took into consideration other things they might be going through and how I will address it (case-by-case basis, leniency with late work, and after-school options). My curriculum is already pretty open-ended as I will wait to choose all the films we watch based on student interest and culture, thereby trying to make it culturally responsive and inclusive pedagogically. I have made changes to assignments and have made working in native languages an option, whether for their film reviews or for group projects with other students that speak the same language. I have thought about what I would do if there is not enough wealth at the school I teach in to provide enough equipment. The change helps the students because it requires them to become better planners. As teacher, I have added in time to get to know the students better because I cannot meet their needs if I don't know them. Policies will require more discussion and compromise to decide definitions of respect that encompass all students' views. I've also added a "library" to my classroom, which I think will include books and movies so that students who want to learn more can, and/or students who do not have access to other media can borrow from me to complete assignments.
The seating arrangement is also a big change. Based on readings and experience, I do not want the front of the classroom to be the center. I want the students to be focused on the activities Instead of having auditorium style seating, movable chairs will also for what is best for each activity whether it's group projects, group discussions, or film screenings. When they have discussions, they can face each other rather than the front of the classroom to facilitate more meaningful reaction between peers instead of the teacher responding and prompting everything.
The seating arrangement is also a big change. Based on readings and experience, I do not want the front of the classroom to be the center. I want the students to be focused on the activities Instead of having auditorium style seating, movable chairs will also for what is best for each activity whether it's group projects, group discussions, or film screenings. When they have discussions, they can face each other rather than the front of the classroom to facilitate more meaningful reaction between peers instead of the teacher responding and prompting everything.
