BEST Video Tips
Dr. Cora Marshall
The Video Portion of the
BEST Portfolio
Provides evidence about the classroom
learning environment
Documents the effectiveness of your
teaching through three types of videotaped segments
It is recommended that you:
Videotape 4 to 8 class periods with the
selected class
In order to:
to get students used to
the presence of the camera
to provide yourself with
the most options for selecting good video segments.
Videotape a lesson in which
Students
Responding to works of art, artifacts, and/or objects [Video 1]
You
demonstrating a studio media process and/or artistic concept [Video 2]
Students
engaged in Creating artwork [Video 3]
Edit the three 8 to 10 consecutive minute
segments onto one tape. [Master]
Each segment separated by 10 seconds of
blank tape
Videotapes should submitted must be in VHS
format
If using a camera with a different format
(e.g., 8mm, digital) you will need to transfer onto VHS
Submit 2 copies of the edited master
videotape
Video segments must adhere to specified
page or time limitations.
Assessors will not view video that
significantly exceeds these guidelines
Video 1 Responding
Record one lesson that demonstrates
students engagement in the artistic process of RESPONDING.
Show how you encouraged students to
interact and express ideas during a whole class discussion about art.
Respond to a work(s) of art, artifact(s),
and/or object(s) of notoriety.
The works used during the discussion must
be shown at least once.
Students should be clearly seen and heard
on the video segment.
This is not a critique of peer work or
teacher exemplars.
Video 2 Demonstration
Include the entire selected class
Process examples: cutting a linoleum
block, throwing on the wheel
Artistic concept examples: perspective,
composition, proportion
Video 2 Demonstration
You should show how you engage students in
dialogue during this video segment.
Teacher, students and work being discussed
must be visible during the demonstration.
Video 3 One-on-one
Facilitating the learning of individual
students while students are Creating art.
Interacting with, monitoring, and guiding
You must document individualized
instruction with more than one student in the selected class.
Two ways to capture one-on-one:
Wear a lapel microphone as the camera
follows you around the room
Focus the camera on your desk area and ask
students to meet with you there.
Note:
Students should be clearly seen and heard on the video segment.
Repeat
answers if student is speaking softly
Video Tips BEST Portfolio
Copy the segments of the three videos onto
a master tape.
Leave a 10 second gap between each of the
segments.
Prepare three copies of this tape
2 for submission with
your portfolio and 1 for you.
Label each with your candidate ID #.
Video Tips BEST Portfolio
Evidence that you:
Utilized instructional strategies that
enabled students to think critically through the integration of the
Artistic Processes of Responding and
Creating;
Promoted students individuality and
artistic development
Scorers are looking for evidence
that you:
Effectively managed classroom activities
and facilitated accessibility of art materials for all students in your
class;
Utilized safe and developmentally
appropriate media and techniques, and/or concepts for the selected class
Adjusted instruction, when necessary, to
address the learning needs of students.
Pre-Production
Storyboard your lesson
Wide angles include the entire class
Telephoto angles closer shots of you and the
students
The storyboard will help you visualize the
final product
Will communicate to the camera person the
sequence of events
Wear simple, professional clothing.
Red and black are not video friendly.
Small checks and plaids can cause video
noise.
Make your room attractive.
Project your voice when talking and repeat
what the student says if he or she speaks softly.
A leader is a segment before the video begins
that includes basic information such as your name and ID number.
Prepare and shoot the leader prior to
assembling the final master tape.
Labels can come off or become illegible but,
if you include a leader, the identity of the tape will always be there.
Know your equipment.
Though you are going to be on camera, you may
have to pre-set all the camera functions
Test for audio pick-up
Check the lighting
Mount the camera on the tripod,
Give instructions to the camera person.
Practice, practice, practice is the key.
Practicing will make you more comfortable
with the equipment and make you more comfortable being taped.
It will help the students get use to being on
camera.
You want the video to reflect the lesson as
close to the real thing as you can, everyone acting naturally.
Schedule/reserve
the necessary video/audio equipment well in advance.
Arrange for and
test the videotaping equipment before starting your portfolio unit.
Select a camera operator.
Consider asking your mentor, a colleague, department chair, an
administrator, a media specialist or a paraprofessional to serve in this
role.
Plan a taping
schedule that allows for some flexibility, in case you need to
change the day on which the lesson segment occurs.
Meet with the
camera operator to plan the taping prior to videotaping your portfolio
lessons.
Discuss what
features of the lesson should be captured on the videotape.
Decide where to
position the camera so that teacher and student voices will be recorded.
When different activities require
students to regroup or move around the classroom include it in the
storyboard plan.
Include in the Storyboard and review when the
camera person should zoom in or rotate the camera to a new
position.
Production White Balance
Check the White Balance: Indoors, Outdoors, Auto
Most camcorders have an auto white balance.
If you shoot outside but have the camera set
for inside, your video will have a bluish cast.
If you shoot inside but have the camera set
for outside, your video will have an orange cast.
Production - Audio
Mic Test: Tape the students at various
distances from your camcorder.
Start at 3 away
Record every 3 until you reach the back
of the room.
Play back the results to confirm the
maximum distance for audibility.
As you move away, the students voices
will become less audible and the surrounding background sound will
increase in volume.
If you find that the discourse is not
audible, use an external microphone that can be connected to the camera to
pick up sound throughout the classroom.
External Microphones
There are basically three types of microphones used for broadcast:
Handheld: held in hand
Lavaliere: pinned to
subject
Shotgun: Pointed from a
distance or dangled over the action.
There are also three mic pickup patterns:
cardioid
Omni-directional
unidirectional or super-cardioid
There are 3 ways to connect your
microphone:
by wire,
wirelessly, or
Use an intelligent or an
hot shoe
Wired mics are easy to use and the most
prevalent, but wires can sometimes get in the way.
The wireless option eliminates the wire
that connects the camera to the microphone, but then you are faced with
problems such picking up errant radio signals or running out of batteries.
The hot shoe option allows you to add a
better microphone to your camera and does not require additional batteries
or wires, but not all cameras have such shoes.
If you are using an external microphone,
make sure that you do a sound test on camera to make sure that you do not
have the microphone turned off or too low.
Sound recording will be better the closer
the microphone is to the speaker.
Decide where to position the microphone to
best capture teacher and student voices.
If you use an external microphone
(generally connected to the external mike jack on the camera), the
built-in microphone will automatically turn off.
Only sounds picked up from the external
microphone will be recorded.
If the external microphone is not
completely inserted in the jack, NO sound will be recorded.
To test if the external microphone works,
the camera operator may use headphones to monitor the sound quality during
recording and review of a practice videotape.
Many audio problems, such as poor
connections between microphone cables, bad cables, noise from the hallway,
etc., can be detected by periodic monitoring during recording.
When possible, turn off humming noises
Do not run microphone cables alongside
electrical power cords. They can cause static on the cables.
The best way to test for quality is to
listen to the playback of the videotape.
Production - Lighting
When shooting indoors, the more light you
have the better.
If camera has light, use it.
As with your still camera, place the
camera so it is not facing a window or a light source.
Beware of backlighting and creating
silhouettes!
Production Tips
Use a tripod when possible. If not, hold
the camera as steady as possible, avoiding fast movements and zooms.
Use a good quality video tape.
Professional or Pro
Master
Start recording 30 seconds from the
beginning of the tape.
Check all settings on the camera before
you start shooting including white balance and focus.
Make sure the date and time are turned
off.
Camera shake will be magnified when using
a telephoto (close-up) position.
When shooting hand-held, use a wide angle
as much as possible.
Get into the habit of change camera
position rather than zooming in.
Too many zoom shots will make viewing
irritatingonly use them for a good reason.
Use AC power instead of batteries for
videotaping.
When AC power is being used
Tape down all cords with
Duct tape.
Check cables or
extension cords position to avoid injury to students and damage to
equipment.
Watch for the recording indicator
When filming, it is easy to miss an
important shot because the video camera was not recording. (loose
connections, etc.)
Get in the habit of regularly checking the
recording indicator light whenever youre taping.
Post-Production
Break the tabs off all tapes use in the
camera so that you do not accidentally tape over your original shots.
Review and log all tapes and select the
best 8 10 minutes of each tape.
Edit the three 8 to 10 consecutive minute
segments onto one tape. [Master]
Each segment separated by 10 seconds of
blank tap
Videotapes should submitted must be in VHS
format
If using a camera with a different format
(e.g., 8mm, digital) you will need to transfer onto VHS
Submit 2 copies of the edited master
videotape
References
Merrill, Joan. 1992. Camcorder Video.
Englewood Cliffs, NJ: Prentice Hall.
Lewis, Roland. 1993. New York: Alfred A. Knopf.
Ten Video Tips
Apple.com
References
WSU.edu
IS Video
http://ether.asu.edu/video/tips_shotcomp.html
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