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Poetry Videos

Poetry Videos. Student-Created Poetry Videos in the AP Classroom. Nicole. Sylvia Plath’s “The Mirror”. Overview. Goals Procedures/advice Controlling time Assessing Mistakes. Goals for students. Literary analysis

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Poetry Videos

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  1. Poetry Videos Student-Created Poetry Videos in the AP Classroom

  2. Nicole • Sylvia Plath’s “The Mirror”

  3. Overview • Goals • Procedures/advice • Controlling time • Assessing • Mistakes

  4. Goals for students • Literary analysis • Sensitivity to all aspects of poem--imagery, sounds, structure, pace, repetition • Universal themes

  5. Goals for teacher • Alternate assessment of students’ understanding • Know students better • Recommendation letters • Encourage leadership, teamwork, problem solving, divergent thinking

  6. Rationale for goals • Choice/effect principle • Long-term memory of learning goals • Significant project--worth the energy • It’s permanent--so make it good

  7. Additional benefits • Pride, fame • VPC club/film festival • Lasting memory beyond high school • Show to other classes • Comparative interpretations

  8. Joey • Ann Stanford’s “The Beating”

  9. Why this project and not another? • Control • Quality • Inherent essence to convey • Much to unpack • Tradition to build and improve upon

  10. Others I’ve tried with moderate success: • Scenes from a play or novel • Exposition • Farewell speeches • Lines from a play • Updated literature

  11. Joe • Wilfred Owen “Dulce et Decorum Est”

  12. Procedures and advice • Plan • Film • Edit • Directors’ cuts

  13. Pre-filming • Give assignment parameters in general • View old poetry videos • Go over rubric • Present great titles; limit selection • Make choice • Paraphrase poem • Write analysis • Storyboard or outline • Practice read through

  14. Gathering footage • Vintage VHS files converted • Importing files from their own cameras • Deadline for out of school imports • Class time--sharing cameras, sharing actors--limit, after that study hall time • Collect stills as well; Photoshop effects • Scan photos

  15. Edit • Students talk it through as they edit • Clip, rearrange • Re-shoot, gather more footage; conference with peers • Monitor sound track--unity with cuts in and out • Add special effects and transitions

  16. Mariah • Emily Dickinson’s “I felt a funeral in my brain”

  17. Sound track • Find a quiet space • Watch screen and videotape, not minding what is in the picture • Import, split audio track, delete video • Line up

  18. DVD • Gather a few stills or short quick times • Make chapters • Place images • Done!

  19. Tyler • Robert Frost’s “The Road Not Taken”

  20. Directors’ cuts • Studens plan or write commentary after viewing • Students go in room alone with camera on tripod; view film (muted or not) as they speak • PIP

  21. Kacy’s Director’s Cut • A. E. Housman’s “Oh Who Is That Young Sinner?”

  22. Controlling time • Be merciless • Point out what is out of your control--computer time, camera access • Post dates • Big sign ups • Learn from others’ mistakes • Fake deadlines

  23. Controlling time • Money • Advice on limiting scope, being realistic, limiting amount of footage • Using study hall time; before and after school time • Announcing project a month or two before it’s even officially started

  24. Danielle • Emily Dickinson’s “Apparently with No Surprise”

  25. Assessing • Ground rules • Rubric • Choice/effect charts • Directors’ cuts • Academy Awards

  26. Tony • Ann Stanford’s “The Beating”

  27. Mistakes We’ve Made • Organization • Saving, deleting • Budgeting time • Misunderstanding the poem • Too literal, too figurative

  28. Kate • Katharyn Howd Machan’s“Leda’s Sister and the Geese”

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