Teaching while learning: What I learned when I asked my students to make video essays — from chronicle.com by Janine Utell, Professor of English at Widener University

Excerpt:

This is not exactly a post about how to teach the video essay (or the audiovisual essay, or the essay video, or the scholarly video).  At the end I share some resources for those interested in teaching the form: the different ways we might define the form, some of the theoretical/conceptual ideas undergirding the form, how it allows us to make different kinds of arguments, and some elements of design, assignment and otherwise.

What I’m interested in here is reflecting on what this particular teaching moment has taught me.  It’s a moment still in progress/process.  These reflections might pertain to any teaching moment where you’re trying something new, where you’re learning as the students are learning, where everyone in the room is slightly uncomfortable (in a good, stretching kind of way), where failure is possible but totally okay, and where you’re able to bring in a new interest of your own and share it with the students.

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Take two:  I tried this again in an upper-level narrative film course, and the suggestions made by students in the previous semester paid off.  With the additional guidance, students felt comfortable enough being challenged with the task of making the video; a number of them shared that they liked having the opportunity to learn a new skill, and that it was stimulating to have to think about new ways of making choices around what they wanted to say.  Every step of realizing their storyboard and outline required some problem-solving, and they were able to articulate the work of critical thinking in surprising ways (I think they themselves were a little surprised, too).

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Some resources on the video essay/scholarly video:

 

 

From DSC:

A couple of comments that I wanted to make here include:

  1. I greatly appreciate Janine’s humility, her wonderful spirit of experimentation, and her willingness to learn something right along with her students. She expressed to her students that she had never done this before and that they all were learning together. She asked them for feedback along the way and incorporated that feedback in subsequent attempts at using this exercise. Students and faculty members need to realize/acknowledge/accept that few people know it all these days — experts are a dying breed in many fields, as the pace of change renders it thus.
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  2. Helping students along with their new media literacy skills is critical these days. Janine did a great job in this regard! Unfortunately, she is in an enormous minority.  I run a Digital Studio on our campus, and so often I enter the room with dismay…a bit of sorrow creeps back into me again, as too many times our students are not learning some of the skills that will serve them so well once they graduate (not to mention how much they would benefit from being able to craft multimedia-based messages and put such messages online in their studies while in college). Such skills will serve students well in whatever future vocation they go into.  Knowing some of the tools of the trade, working with digital audio and video, storyboarding, working with graphics, typography, and more — are excellent skills and knowledge to have in order to powerfully communicate one’s message.