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 architectural design of the classroom with auditorium style seating so that everyone has an optimal viewpoint for film screenings and to facilitate good discussions. (Source: http://www2.nau.edu/lrm22/learning_spaces/)
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/)
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.
There will also be colorful film posters of worthwhile films. (Source: https://www.behance.net/gallery/7603943/Hayao-Miyazaki-Movie-Posters)
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 are set-up in such a way (a semi-circle) that everyone can see each other in discussion, and they can see the screen well. 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. 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.
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—but but definitely some nerdy white kids that are film buffs and like to work on films at home with their friends. I will expect lots of kids who love action films and comedies. I foresee having students from a wide array of socioeconomic backgrounds. I am a little worried that only wealthier kids will sign up (because it will be an elective) because they will have maybe had access and experience earlier on. But I will encourage students from all academic levels by visiting classrooms and inviting students who want to watch films they are not used to and want to explore their storytelling capabilities. 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’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. Describe you classroom policies. What are you classroom rules? What is your discipline plan? What are your homework 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 make that as a rule for myself and for them. I will ask them for their opinions on consequences, but mostly it will probably affect their grade if they are really disruptive or their ability to use equipment and participate in class projects. 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 and maybe just critical thinking exercises for media they view at home.
5. Describe a typical lesson you will teach in your classroom. What will you teach? What is the topic? Why did you choose this topic? How will you teach it? What is the main thing you want students to learn during this lesson?
We begin by watching a Beyoncé music video. I ask the students what the theme is and how it was portrayed through cinematic elements. The topic for this class might be theme itself. The next part of the lesson they learn some film vocabulary so they can talk more sophisticatedly about the cinematic elements and therefore use them. 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.
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’lll 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. Imagine your students again, what are they doing during the lesson?
Some of them are really excited and dominating conversation. Other groups are debating about which song to pick. The girls want to do Taylor Swift, but the guys are arguing for Lil Wayne. 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.
8. Imagine how you will assess your students' learning and achievement. How will you know they have learned?
I will ask them to write an artist statement about their music videos describing their theme and how they portrayed it. I will grade based on technique and effort—not on concept. I will know they have learned if they are able to use film vocabulary and demonstrate some of those techniques in their music videos. I will also know they’ve learned when they express deeper thinking as they write about their themes and why they chose the theme they did.
