Video Production in the Classroom
Students use their higher-order thinking skills and creativity to devise scenarios, student roles, props, lighting, editing techniques for a video project of their choice.
The Japan Foundation, Sydney holds VIDEO MATSURI CONTEST every year. The objective of this contest is to enable students to use their creative abilities to showcase their Japanese. For more detailed information, please visit VIDEO MATSURI CONTEST web site:http://video-matsuri.jpf-sydney.net/
On the website, there is a Classroom Ideas page. You can download the story board sheet, Useful expressions for making a video and Evaluation sheet, etc. Please visit!
Why introduce video making into your classroom?
- Students are able to use the Japanese they have learnt.
- Through the video making process, students can deepen their understanding of language, target topics and/or current social issues and trends in Japan.
- It provides an interesting platform for role-playing.
- It exposes students to a new medium of language learning, encouraging a hands on approach
- Comments and feedback received from viewers will promote student reflection or deeper thinking.
- To make a good video, students will need to consider scenarios, student roles, required props, lighting, editing techniques and so on. These thought processes will help students to develop team work, higher-order thinking skills and creativity.
- Students’ finished productions promote Japanese studies within a school.
- It’s fun and provides motivation for students learning Japanese.
Step 1: Decide on video content and procedure of the project
- Teacher and students discuss the format (whole class or group work), content and style of the video, for example, a drama, ‘TV commercial’, cooking demonstration, puppet show. The resource “Waku Waku roleplay” shows examples of various styles of video. http://activity-resources.jpf-sydney.org/ar/wwroleplay/index.html
- Students discuss ideas for scenarios and how they will shoot their video.
- Groups decide their theme and video style.
Step 2: Create a storyboard
- Students create a storyboard for their scenario.
- Based on the storyboard, students develop a sequence of scenes for their video.
Step 3: Rehearse and shoot the video
- Students allocate roles and rehearse for the shooting.
- Shoot the video, using Japanese.
Step 4: Edit the video (optional)
If students have some knowledge of video editing they can opt to add visual or sound effects using editing software.
Step 5: Share the video
Students can show their videos to the class. This evaluation sheet will help teachers and students to give effective feedback and advice. Teachers can organize to screen students’ videos to the school community, for example at a Japanese culture day or language day.
On the Goethe-Institute Australia web site, you can download a lesson plan for filmmaking, crewing roles for students and basic filmmaking tips. (http://www.goethe.de/ins/au/lp/prj/gsf/mov/enindex.htm) Although this is an example for German language, it can also be used as a guide to make Japanese language videos.
What makes a good video? - Technical tips
Here is some useful advice for making good quality videos.
- Choose an appropriate filming space
- All performers should speak slowly and clearly
- Make the video entertaining by adding props and costumes
- Consider the location of the video camera when filming to ensure the viewer can see the performance clearly.
- Avoid shaking when filming by using a tripod
- Rehearse, rehearse, rehearse to ensure a smooth performance.