On the final day of the class, we screened the videos we had produced from students’ storyboards and gave them a special surprise — a video review from producers at the Gottesman Video Collective. This video shows that process, including students’ reactions to our edits (they laughed hysterically about the JibJab-like introductions we animated using their photos and voiceovers, and we just about lost control of the class) and to the feedback from producers (they were on the edge of their seats and looked worried, but expressed relief when they realized that “critique” means both positive and critical comments).
This video journal of day 1 of the class we taught in Brooklyn shows Gus introducing the episode, the project, and the expectations for the students. It shows students brainstorming how “yell and sell” and “branded” ads are different, and labels key themes which students brought up — themes you may want to encourage students to think about themselves.
This video journal of day 2 and day 3 of the class emphasizes what we thought was important for the short time we had, how rarely we’d been making it into the classroom (because of scheduling problems, it was every few weeks), and the number of days we had left. It also shows the #1 problem with teaching with technology — some days, things just don’t work the way you’d like them to.