Lights, Camera, Action: Video Projects for Every Language Learner Martha E. Davis Northern Virginia Community College

We remember 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 70% of what we say 90% of what we say and do - Edgar Dale

SPA 102 Student Survey Results The video project provides students with an opportunity to express themselves creatively. – “Scripts can be whatever we want: crazy, funny, straight-forward, whatever.” – “You get to be someone else, without having someone judge you.” – “This is a great, amazing, wonderful, special activity that really homes in on the creativity and originality of the students that compose these pieces.” – “The video projects allow students to really get interested in learning more about the language.”

Survey Results (cont’d.) My participation in the video project has strengthened my knowledge of Hispanic cultures. – “In doing this project, I have been forced into a role where I have to know what I’m talking about. It’s like an immersion because in having to take on a Latin character, you are forced to become someone who speaks Spanish well.”

Survey Results (cont’d.) The video project provides students with a meaningful experience. – “I think it allows us to observe our own development with the language since we have begun the class, to see if we have really learned the new material that we have been given.” – “Out of all my years of taking Spanish, I can honestly say I’ve gained more experience in dealing with the video. I would strongly encourage other instructors to look more into this for their classes.”

“I would prefer to do a traditional oral presentation without video.”

“I would prefer to choose the members of my video group project.”

Una vida secreta

“De dentro hacia afuera” de Cajas de cartón por Francisco Jiménez (SPA 202) y4&index=16&list=FLTwY088BD9ZjA7cZxdfT4_ g (El aguinaldo: S6R8&index=11&list=LLTwY088BD9ZjA7cZxdfT 4_g) S6R8&index=11&list=LLTwY088BD9ZjA7cZxdfT 4_g

Una gira de campus

SPA 201 Advice Show mE&index=18&list=LLTwY088BD9ZjA7cZxdfT4 _g mE&index=18&list=LLTwY088BD9ZjA7cZxdfT4 _g

“P-O-L-L-O” (SPA102)

QVC: El oso polar (SPA101) xbHgYM2o (5:25) xbHgYM2o

Other Possible Video Topics Interview with “Celebrity” or Immigrant Reality Show: Cooking or Travel Channels Newscast with weather forecast, movie and/or restaurant review, sports highlights, gossip Storytelling, Theater, Poetry Reading Music Video

Instructor Survey students’ experience, interests, skills and resources. Assign groups based on survey. Provide guidelines and rubrics. Reserve rooms for filming.

Survey of Technology Do you have any prior experience filming and editing a video? Yes No If “yes,” please explain _________________________________________________________________ Do you own or have access to a digital video camera that you could bring to class? Yes No – If “yes,” what kind of camera is it (e.g. Canon, iPad, etc.)? _______________________________________________ Do you have a laptap that you could bring to class? Yes No – If “yes,” what kind of laptop is it? ____________________________________________ On a scale of 1-5 (5 being the highest) please rate your abilities in the following areas: Script writing Editing Acting Leadership Skills Technical Skills12345

Guidelines Length Grammar – General: Subjunctive, Imperfect/Preterit – Specific: “Se lo”, directions Vocabulary – Use what you know – Present new vocabulary Bloopers, Commercials Timeline with due dates

Production Timeline Brainstorming Topic Writing and Revising Script (or as composition assignment) Filming Editing Screening for class – Comment Sheets – Award voting: best actor, actress and video

Self and Peer Evaluation 1) How satisfied are you with your group’s project? In what areas did your group do especially well, and in what areas did it struggle? 2) As an individual, how satisfied are you with your contribution to the project? What do you think you did well, and what could you have done better?

Self and Peer Evaluation Your Name:Member 1:Member 2:Member 3:Total Intellectual Contributions 100% Creative Contributions 100% Staging Contributions 100% Managerial Contributions 100% Time Contributions 100% Ratings (on a scale of 0-10) n/a

Grading Rubric Individual Components: – Delivery 20% – Quality of language 20% – Vocabulary 15% Group Components: – Peer/Self Evaluation 20% – Content 15% – Staging 10%

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