Wednesday, October 9, 2013

Critical Multiculturalism through Student-Led Filmography: GAEA Presentation #2

The full presentation:

Videos to preview for students:
(The video below is the project exemplar my students created)
Variety of Society from Cooper Middle School on Vimeo.

Definition of Social Justice from Cooper Middle School on Vimeo.

The full process:
1.       Ask students to identify a topic/theme for a prospective film; it should be broadly associated with “social justice.”
a.       Show students the following films
                                                               i.      Middle School students defining social justice:
                                                             ii.      Love Alliance defines social justice:
                                                            iii.      Catholic Ed. League anti-bullying video (non-religious):
                                                           iv.      Cooper Middle School “Variety of Society”:
b.      Have students complete the attached worksheet to research
2.       Provide students time to research their identified topic/theme.
3.       Students cultivate thoughtful responses (possibly collaborate with an ELA teacher).
a.       Essay
b.      Short response
c.       Informal/internet polls
d.      Class discussions
4.       Collectively, as a class/group select one thoughtful response to use as a script/outline/form for the film.
5.       Identify and assign individual responsibilities.
a.       Director(s)
b.      Script adapter/developer (maybe not necessary)
c.       Cinematographer(S)
d.      Editor(s)
e.      Musical composer(s)
f.        Actor(s)
g.       Narrator(s)
h.      Set designer(s)
i.         Costumer(s)
6.       The directors, cinematographers, and set designers cultivate a storyboard and/or script.
a.       Consider location
b.      Consider costuming needs
c.       Outline what words will be said by whom
d.      Consider limitations of location, actors, and school
7.       Cast the actors.
a.       Will they be volunteers?
b.      Will auditions be held?
c.       What criteria will be used to cast roles?
d.      Who will have the final say in casting?
8.       Directors, cinematographers, and actors shoot the film.
a.       Always make more than one take.
b.      Perform regular “quality checks” by playing back video.
9.       Edit and add musical score to the film.
a.       Try to use free program to provide equitable access (Windows Live Movie Maker)
b.      Audio can be edited using the free program called “Audacity” (there are great how-tos online)
10.   Acquire media releases for all participants (ideally you do this as you cast).
11.   Directors and editors publish the video.
a.       MP4, MP3, WMV format
12.   Find avenues to share student film with others.

Reflecting and demonstrating thoughtful understanding:
1.       Ask students to review the film.
2.       Ask students to write a reflection (quick) about the process and end result (aesthetics, criticism, and emotional response).
3.       Ask students to share their responses aloud.
4.       When the film is screened for others, provide criticism cards for useful feedback.

Worksheet used for research/pre-writing/pre-planning
Worksheet :(downloadable version

Storyboarding Worksheet

Reflections of Social Justice: GAEA Presentation #1

Overall presentation:

Images from the Berlin Wall:

Berlin wall graffiti from ksumatarted

Worksheet :(downloadable version

Project Overview:  Creating contemporary metaphors to the Berlin Wall
VA8MC2.c, d/ VA8MC.3a, b/ VA8CU.1a, c, e/ VA8CU.2a, c, d/ VA8PR.1c, d/ VA8PR.3b/ VA8AR.1a,c,d

Gathering information:
-students view propaganda video about the Berlin Wall
-students hypothesize about what happened next
-students view Time video from Pulitzer-winning photographer about the tearing down of the wall
-students critically examine what happened to the German people as a result of WW2 and discuss their emotional response

Gathering information:
-students view graffiti from the Berlin Wall
-students view graffiti from the West Bank of the Wall
-students learn about contemporary graffiti artists such as Haring, Banksy, Mr. Brainstorm, and Banksy
-students are asked to personally define social justice –through classroom discussion and writing exercise, worksheet “Tear Down That Wall”
-students are asked to critically discuss how graffiti is helpful/harmful to a society

Demonstrating thoughtful understanding:
-collectively, students are asked to identify topics of social justice in global culture
-students discuss how modern issues are metaphorical Berlin Walls in society
-students are asked to create a paper-based panel of a graffiti wall featuring their thoughts and opinions through graffiti text and visual cues about a modern, contemporary, social justice issue

-students present their artwork to the class and discuss their artistic choices
-students participate in a group critique
-students hang each piece together to make a long mural in the school hallway; the art will engage in the school community in thoughtful discussions of modern social justice issues

Sunday, October 6, 2013

A Conference and an Exhibit

Whoo-Hoo! Come this Thursday, I will be Savannah, GA bound.

I'm attending the Georgia Art Education Association Fall Conference in Savannah, GA. I'm very excited because this year I am making two presentations (both about projects I have not written about here, so new to you!), and exhibiting an artwork.

I hope to see you there! If you see me, come up and say, "hello!"
P.S. I'm that tall, six-foot, plus-size lady, rocking short white hair. :)
About my artwork:
My artwork, Play Narrative, is on display this week (10/7-10/12) at Savannah College of Art and Design (SCAD) as part of the Georgia Art Education Association Member’s Exhibit (GAEA). 
I handmade the diorama from felt and other found materials. The dimensions of the diorama stage are 16 inches x 18 inches. 
The artwork is interactive, and encourages viewers to touch the pieces.  Viewers are presented with the figures and a multitude of accessories. Viewers are asked to pose the figures, document their poses, and then upload their creations to the social media site of their choice using the hashtag, #playnarrative
I’m soo excited to see what viewers create and/or witness their documented experiences with the artwork.
You can learn more about this artwork here:
About my presentations:
Friday, 10/11, 10:00 - 12:00
Location: 200
Presenter: Amy Zschaber
Audience: All
Critical Multiculturalism through Student-Led Filmography
Learn how to harness the power of authentic engagement, mass-media, and free technology to teach critical multiculturalism through student-generated filmography that critically examines personal and global culture(s).

Saturday, 10/12, 9:00 - 11:00
Location: 200
Presenter: Amy Zschaber
Audience: All
Reflections of Social Justice
Empower students to become leaders, and cultivate empathetic, autonomous thinking about contemporary issues of social justice through historical and art-based studies of Holocaust propaganda and Berlin Wall graffiti. Session participants will collaborate to create one of the presented products using the lesson plans provided.  Participants will receive copies of standards-aligned lesson plans and digital access to all presented visual information.