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Advocate for Something! Flip Cam Media Advocacy Project

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Keywords: groups, Media Advocacy, Teen Voices, Environmentalism, video editing, video interview, Flip Video
Subject(s): Civics, Journalism, Science, Photography, Information Skills, Reading, Animation, Podcasting, Technology, Video, Health and PE, Art, History
Grades 9 through 12
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Research and Information Fluency
  • Critical Thinking, Problem Solving, and Decision Making
  • Digital Citizenship
  • Technology Operations and Concepts
View Full Text of Standards
School: Frederick Douglas Academy High School, Los Angeles, CA
Planned By: Sara Segerlin
Original Author: Sara Segerlin, Los Angeles
Lesson Plan: Advocate for Something! Flip Cam Media Advocacy Project
Lesson by Sara Segerlin for Digital Journalism Class
Class time: 1.5 hours / Lesson Plan Days: 5-6
School Grades: 9-12
Frederick Douglass Academy High School

5-6 days with terminology review, group discussion, brief review of developing a script and interview questions, and video field production using flip cameras on campus.

This lesson plan will be worthwhile to students for three reasons! First, students can get passionate about a cause while using media to make a difference. Second, it is an introduction on video interviewing and editing. Third, students will learn how to collaborate in a group developing team-building skills and learning various roles of a reporter, photographer, and editor.

Product Completion:
The lesson plan will result in a 2-3 minute video story of interviews edited using Flip cam software. Student will learn how to edit video clips of interview statements into a persuasive story, which tells why and how teens should support a cause.

Day 1:
Review terminology/note-taking and show a few video examples of Media Advocacy on Discovery, PBS, and more.

Media Advocacy:
Using the power of images, sound, video, and stories to make a difference!

Persuasion: Convincing the public to support one-side rather than the other. How will you convince people to support your cause?

• Supportive facts/research
• Find the root of your inspiration
• Anecdotal stories

Brainstorm Forms of Advocacy with Students:
• Social Justice advocacy: Support Humanitarian Rights, end racism and sexism, equal pay for equal rights, end gang violence.
• Health advocacy: Supporting good health and well-being. Focus on the availability, safety and quality of health care for all.
• Animal Advocacy: Take care of pets, save endangered species, no minks…
• Teen Advocacy: Youth traffic accident prevention—drive safe (no drinking and driving), Practice Safe Sex, Support Youth Shelters and family crisis counseling support, Don’t do drugs, Stop Cyber-bullying, Get involved in a hobby…
• Education Advocacy: Education is the key to success (No Child Left Behind law), Support the Arts, Read -a-book.
• Environmental Advocacy: Going green, protect to the earth, be eco-friendly and recycle, consumerism and waste.

Break into groups for group discussion. Put students in a group of three, which will be their media advocacy team for video production. Before they go out to interview students on campus they need to brainstorm their topic and questions.

Brainstorm steps for Flip Cam Media Advocacy Production
1. Each group gets a large sheet of paper and colored markers. The group narrows their choice to one form of advocacy that we discussed in our notes.
2. The group then writes different causes that fit their specific advocacy such as teen advocacy. For each cause they write a short description of what that cause is about.
3. The group circles what cause they would like to interview students, staff, and teachers about on campus using the Flip Cam.
4. Once, they have narrowed their cause they will need to write at least 5 facts supporting their cause they find through online research and 5 quesions that will persuade the public to support their causes.

Day 1 grade is the large poster, 5 facts and 5 questions will be handed-in for a group grade.

Day 2:
Groups are sent out on their field expedition with a flip camera and their five questions. Before the group is sent out discuss video production roles and processes. Time: 30 minutes

Each group will decide who will be:
1. The reporter—the person who asks the questions, “woo’s” interview candidates, and controls the interview.
2. The photographer—the person who handles the camera, records interview and adds creative angles.
3. The Assistant and Editor—the person who will assist the reporter in speaking to students, staff, and teachers. This person will be the lead for video editing afterwards, and the reporter and photographer will assist with the editing.

*Discuss that each student will be observed on positive team efforts and throughout the production process the group will receive a grade on how well they work together and their individual contributions.

Review Media Code of Conduct on campus:
Students need to act in a mature and professional manner, politely asking others to partake in a short interview about “X” cause for the Digital Journalism Class. You must tell the student that these videos will be hosted on the school’s website and art shows, if they want to know how it will be used.

Field Production Time with Flip Cameras: 60 minutes.
Students will go out with Flip Cams to collect video interviews using the five questions and playing their production role selected.

• Tell students that they need to interview at least 3 students, 1 teacher, and 1 staff person.
• Each interview should last no longer than 5-10 minutes.
• Groups are sent out one at a time! Best behaved groups go first.

Day 3:

1. Teach students how to upload flip camera video footage and how to video log each interview’s answers. Video Interview Logging Time: 30-45 minutes

2. Demonstration: Have the class take a break from project to demonstrate video editing on Flip Cam Software. Review editing technique terminology. Time: 30-45 minutes

Editing techniques/Terminology Review and Note-taking:

• Tempo:
• Story Continuity
• Flow:
• Graphics, Titles, and Tags

Teacher Demonstration
• Have students explore the template of flip camera software.
• Explain how to edit a clip to narrow to the best soundbyte and interview, using log sheet for reference.
• Show how to add a main title and title cards including 5 facts researched.
• Show how to add tags for each interview, and ending credits for media advocacy story.

Day 4:

Hand out “Flip Cam Media Advocacy Project Guideline” sheet for directions and grading. Explain the production help list on the board for teacher support. Time: 15-30 minutes.

Video Editing Session, Time: 1 hour

Day 5:

Demonstration, Time: 30 minutes.
Show to how conduct a final review of project by looking at tempo, story continuity, and flow. Show how to export file for final viewing of video.

Video Editing Session, Time: 1 hour

Day 6:

“Art Share” Screening Time: 1. 5 hours.

Each group presents video on the large screen with a Question and Answers session about the video afterwards for each group. This a chance for students to inquire about the process and final result, and for the group to elaborate on project experience. The teacher facilitates screening and Q & A.

Day 6 group grade and individual grade for final project.

Final Outcome:
Videos are uploaded to the FDAHS Schooltube.com channel and shared on school website. The best videos are selected for final culmination art show.

Cross-Curriculum Ideas
Students should interview teachers in various subjects such as Social studies, Government, Health and P.E. that are related to media advocacy cause for an "official" interview perspective.
Art-Share of video work. Next project: Voice-over with photo stills on Media Advocacy. Next project: Public Service Announcement. Next Project: Mini-documentary video project.
Materials: Internet Services, Music, Video Tools, Tripods, Camera Bags, Projector Screens, Portable, Flip Video