The first video that I'd like to share comes from a TED-EdB Best Flip lesson plan titled 'The Dawn of Art' by Genevieve Von Petzinger. The video shows ancient paintings recorded at Chauvet Cave in France, and may be used with a given lesson plan that provides a few summative questions and extending resources that explain what the images are and where they came from. This video/lesson plan would work well with the Manitoba Grade 8 Social Studies curriculum about World History: Societies of the Past.
I would feel comfortable using the above video in any school setting - however my second choice would require some discretion:
I've chosen to share a video titled SKATEISTAN, a mini-documentary about a skateboarding program in Kabul, Afghanistan and its impact on the youth there amid the withdrawal of the the Taliban and the subsequent war. Do to the mature content and themes, I feel that this video would be best used in a Grade 12 Social Studies setting where students were possibly discussing global issues of social justice and human rights. However it may be possible to work this video into a younger grade level, if given proper context, due to the age of the children in the video and the possibility that it may help students here develop empathy and a common ground for children on the other side of the world: both physically and culturally.
SKATEISTAN: TO LIVE AND SKATE KABUL from Diesel New Voices on Vimeo.
Mike also put forth the question of "would you consider (if your school allows it) putting student/class made videos up on YouTube (or another site) & share? Why or why not?"
In a word: Yes! When looking at the way social media and technology are escalating, it is quite clear to me that as internet speeds increase and video capture quality increases, we will continue to see more and more people utilizing video over 'traditional' text, images or podcasts.
Since Christmas my significant-others nephews (who are nine, seven and five years old) have been using facetime to call us from the oldests iPod. If we don't answer, we often receive a 5-10 minute video of their latest Lego creation, or an examination of what their puppy dragged home. The first video's had classic too-close shots of the face (reminiscent of the Blair Witch Project) and long pauses, but since we've been talking more with them, their use has also gotten better.
I can imagine that by the time the boys are graduating from high school, the majority of the way they express themselves in an ELA course will be dominated by simply speaking & representing, rather than traditional writing. I'd probably even wager that with the proliferation of speech-to-text apps that appearing, that the physical act of typing will go the way of cursive hand-writing and the Dodo bird.
What I'm long-windedly getting at is that using videos in class will be an excellent opportunity to model appropriate and responsible use of a technology that will only become more and more prolific with time. I believe it's best to get on board now.
I've chosen to share a video titled SKATEISTAN, a mini-documentary about a skateboarding program in Kabul, Afghanistan and its impact on the youth there amid the withdrawal of the the Taliban and the subsequent war. Do to the mature content and themes, I feel that this video would be best used in a Grade 12 Social Studies setting where students were possibly discussing global issues of social justice and human rights. However it may be possible to work this video into a younger grade level, if given proper context, due to the age of the children in the video and the possibility that it may help students here develop empathy and a common ground for children on the other side of the world: both physically and culturally.
SKATEISTAN: TO LIVE AND SKATE KABUL from Diesel New Voices on Vimeo.
Mike also put forth the question of "would you consider (if your school allows it) putting student/class made videos up on YouTube (or another site) & share? Why or why not?"
In a word: Yes! When looking at the way social media and technology are escalating, it is quite clear to me that as internet speeds increase and video capture quality increases, we will continue to see more and more people utilizing video over 'traditional' text, images or podcasts.
Since Christmas my significant-others nephews (who are nine, seven and five years old) have been using facetime to call us from the oldests iPod. If we don't answer, we often receive a 5-10 minute video of their latest Lego creation, or an examination of what their puppy dragged home. The first video's had classic too-close shots of the face (reminiscent of the Blair Witch Project) and long pauses, but since we've been talking more with them, their use has also gotten better.
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| Don't be a Dodo |
What I'm long-windedly getting at is that using videos in class will be an excellent opportunity to model appropriate and responsible use of a technology that will only become more and more prolific with time. I believe it's best to get on board now.
Great story!
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