Double Entry Journal #12

Chapter 4: Dreams and Nightmares

1. How can documentary video production help prevent the underdevelopment of urban youth minds and spirits?

Many responses flood my mind when thinking of this question. Documentary video production can prevent urban youths from falling through the cracks and becoming a statistic by providing them with opportunities to stay out of trouble, learn the importance of teamwork, learn responsibility, and become empowered to do whatever they set their minds too. It allows them to take a closer look at their community and its problems. It gives them something productive to do with their time and allows them to make connections to the community. It gives them a sense of responsibilitiy and importance through organizing and creating their production. Their finished product and insight into their community can give them a sense of pride.

2. What school-based literacies does documentary video production help to develop?

I think that documentary video production helps to develop writing skills and organizational skills. It can help students hone their writing abilities and creativity. Documentary video producation provides technology that students can work with and helps them develop social skills. It can bolster research skills and critical thinking. Students could also incorporate other subjects such as science and social studies into their documentaries. For example, they could create a video about the pollution of a local stream and do research regarding the causes and detriments of the chemicals.

3. What 21st century skills does documentary video production help to develop? Provide concrete examples from the chapter. Use this Wikipedia article to help you answer this questions.

Critical thinking and problem-solving: Video production helps to develop critical thinking and problem-solving skills, as students are able to examine the issues that effect them and how to work on fixing these issues during the production process. Example from Chapter Four:(Page 105) Through the process of conducting in-depth documentation, research, and public discussion of a community problem, EVC students have become engaged and worked to change social issues in their lives.

Creativity and innovation: By writing the script, choosing audio and video, and editing interviews, students are definitely honing their creativity and innovation.  Example from Chapter Four: (Page 107) More than a commercial or promotional video for a local business, students' tapes serve as catalysts for informing and organizing a community. Their work responds to the needs and serves the interests of the larger community.

Communication: Students are honing oral, written, visual and auditory communication skills within themselves, their team, their audieance, and their community when producing a documentary video. Example from Chapter Four: (Page 106) First, the documentary inquiry process gives the students multiple opportunities to practice developing relationships with community leaders. As a necessary part of their work, they learn the often-intimidating skills of writing, faxing, e-mailing, and calling adults to set up meetings and interviews with them.

Collaboration: Students learn to work together, with educators or mentors, and with members of the community to complete their projects. Example: (Page 110) "It taught me the importance of working with a team. Trying to achieve one common goal....Also, working with a diverse group of people everyday from different backgrounds, genders, and races."

 

4. Would you support a documentary vide0 production in school or after-school program in your community? Why or Why not?

I would support a documentary video production in school or in an after-school program in my community. My community is an Appalachian small town that has really suffered the effects of drug abuse and poverty. There are very few activities for teenagers to engage in and I think that this program could help them find their own voice and engage them in positive activities.

 

Reference:Goodman, S. 2003. Teaching youth media: A critical guide to lliteracy, video producation, and social change. New York, New York: Teachers College Press.