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Chapter 3: Video Projects and Their StudentsThe purpose of this chapter is to examine the process of video production classes in high schools. Chapter 4 will turn to social relations as revealed in the videos, but the topic of this chapter is the meanings that students intended to convey and their success in communicating them as they are mediated by courses. The amount of structure and types of learning opportunities were dramatically different in courses, but all students had the common experience of significant exposure to television. As such, the edited and unedited videos are interpreted as an indication of the internalization process—a process of developing communication via video with little reference to where the “learning” happened. Student video projects, however, are products of specific activities within specific contexts and the histories brought by their participants, and though student-made videos are being explored as a way of investigating the educational contexts, the video projects do not display the specifics of assignments or the manner in which students worked when the camera was not running. The first section, therefore, focuses on the programs and describes the videos in relation to these contexts to consider how development (and lack there of) is specific to the courses. The second section is about student trajectories as seen in student participation, which demonstrates the clearest changes over time. In the third section, the salient aspects of video and their meanings are discussed. The final sections of the chapter then examine one group from each school in detail. Appendix A presents a detailed description of course assignments. A list of the students, the projects discussed, and relevant characteristics is presented in Appendix B. |
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